MINI RESEARCH
Students’ Obstacle in Learning Listening III in English Department of UIN Ar-Raniry
By: Santi Rahmadani (140203028)
Students of English Department in UIN Ar-Raniry
January 12th, 2017
A.
Background
Learning English as a foreign language in Indonesia has faced some
challenges. One of the challenges is students’ obstacle in listening,
especially listening III in English Department of UIN Ar-Ranirry. Developing
students’ ability in listening is very important, because it is an input skill that
can assist any improvement in English . As for foreign
language learning, listening is of paramount important since it provides the
language input (Rost 1994:141-142). In addition, without listening skill, no communication
can be achieved (Cross, 1998).
Because of
that, the researcher will find what the students’ obstacle exactly in learnig
listenig III and try to give solution.This small project is an attempt to
identify problems faced by Unit 6 students in English Department at UIN University.
This research would concentrate on these matters below:
1.
The way student self-study on
their own and strategies which help them to get over and success in listening.
2.
The most common problems they faced.
I hope that my research would
bring students advantages and development to their listening skill.
B.
Literatur Review
Listening, as Howatt and Dakin
(1974) define, is the ability to identify and understand what others are
saying. This involves understanding a speaker’s accent and pronunciation, his
grammar and his vocabulary and grasping his meaning.
Listening plays an important role in second language instruction for
several reasons (Rost, 1994). If you cannot hear it well you will find it hard
to communicate or perhaps you cannot pass your listening examination for
instance. In fact, students often take the wrong way when listening and this
leads them to the poor result. It should be noted that the learner’s perception
of their listening problem and strategies can affect their comprehension both
positively and negatively (Wenden, 1986). Thus, in order to help students get
improved with their listening skill, it is needed finding out their listening
problems which cause difficulties to them. According to Yagang (1994), the
problems in listening were accompanied with the four following factors: the
message, the speaker, the listener and the physical setting. Furthermore, a
numbers of research have been carried out to pick out the problem in listening.
The problems were believed to cause by the speech rate, vocabulary and
pronunciation (Higgins, 1995). As Flowerdew & Miller (1996) assumed that
the problems of the students were for the speed of delivery, new terminology
and concept, difficulty in focusing and the physical environment.
C.
Methodolog
1.
Population and
Sample
To conduct this research, the researcher choose the
population of students in English Department branch of 2015 that they have
class listening III in this semester. The researcher has determine the sample
through purposive sampling and choose unit 6 as the sample in this research,
but from 29 students in unit 6, the researcher only utilize 7 students as
participants of interview.
2.
Data Collection
Researcher will conduct this research through qualitative research of
pre-experimental research. One of steps to gain the data is interview, because
of that the researcher will interview several students from unit 6.
As common with quantitative analyses,
there
are
various forms of interview design that
can
be
developed
to
obtain
thick, rich data
utilizing a qualitative
investigational perspective (Creswell, 2007). For the purpose of this examination, there are
three formats for interview design that will be explored which
are summarized by Gall,
Gall, and Borg (2003): (a) informal conversational interview, (b) general
interview guide approach, and (c) standardized open-ended interview. In this research, researcher will conduct informal conversational
interview. The informal conversational
interview is outlined by Gall, Gall, and Borg (2003) for the purpose of relying “…entirely on the spontaneous generation of questions in a
natural interaction, typically one that occurs
as part of ongoing participant observation fieldwork” (p. 239). With the informal conversational approach,
the researcher does not ask
any specific types
of questions, but rather
relies on
the interaction with the participants to guide the interview process (McNamara, 2008). McNamara (2009) suggests
the importance of the preparation
stage in order to maintain an unambiguous focus as to how the interviews will be erected
in order to provide maximum benefit to the proposed research study.
As with other sections of interview design, McNamara (2009) makes some excellent recommendations for the implementation stage of the interview process.
He includes the following
tips for interview implementation: (a) occasionally verify the
tape recorder (if used) is working; (b) ask one question at a time; (c) attempt to remain as
neutral as possible (that is, don't
show strong emotional reactions to
their responses; (d) encourage responses with occasional nods of the head, "uh
huh"s, etc.; (e) be careful about the appearance when note taking (that is, if you jump to take a note, it may appear
as if you're surprised or very
pleased about an answer,
which may influence answers
to future questions); (f) provide transition between major topics,
e.g., "we've been talking about (some topic) and now I'd like to move on to (another
topic);" (g) don't lose control
of the interview (this can occur when respondents stray to another topic, take so long to answer a question that
times begins to run out, or even begin asking questions to the interviewer)
(Conducting Interview section, para
1).
3.
Data Analyze
After getting some information from students,
the researcher will analyze the data through descriptive methode. Final constituent in the interview design process is that of interpreting
the data that was gathered
during the interview
process. These themes or codes are consistent phrases, expressions,
or ideas that were common among research participants (Kvale,
2007).
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