ANALYSIS OF STUDENTS’ STRATEGIES TO LEARN LISTENING SKILLS (A Descriptive Qualitative Study at Telekomunikasi Tunas Harapan Vocational High School in the Academic Year 2022/2023)

Satrio, Dimas (2023) ANALYSIS OF STUDENTS’ STRATEGIES TO LEARN LISTENING SKILLS (A Descriptive Qualitative Study at Telekomunikasi Tunas Harapan Vocational High School in the Academic Year 2022/2023). Other thesis, IAIN SALATIGA.

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	Text DIMAS SATRIO.pdf Download (2MB)
	Text DIMAS SATRIO.pdf Download (2MB)

Abstract

The aims of this study are: (1) To discover Telecommunication Vocational High School students' difficulties in learn listening skills, (2) To find out Telecommunication Vocational High School students' strategies to learn listening skills. This research adopts a descriptive qualitative approach, employing questionnaires, interviews, and observations as data collection methods. These questionnaires were directly distributed to the targeted respondents, who, in this case, were students from the Tunas Harapan Telecommunication Vocational School. The interview method was structured, with questions prepared by the researcher and conducted directly. Observations were conducted during listening classes, and after the class concluded, questionnaires were distributed. Data analysis and interpretation followed descriptive qualitative procedures, supplemented by data validation through triangulation.Research findings from the distributed questionnaire aim to gather insight into students' challenges and strategies in learning listening skills. Regarding the difficulties, respondents identified five main problems: speaker speed, lack of vocabulary, speaker accent, anxiety, and poor recording quality. Among them, poor recording quality was the most common, acknowledged by 67% of students, followed by speaker speed (60%), speaker accent (58%), lack of vocabulary (58%), and anxiety (47%). In terms of strategies used by students, the questionnaire presented five options: using different types of input, memorizing vocabulary, listening to native speakers, applying post-listening reflection, and focusing on things related to oneself. The most widely endorsed strategy was using multiple input types (film, radio, and song), with an agreement rate of 70%. Closely followed, listening to native speakers to familiarize themselves with speed, accent, and pronunciation obtained 60% agreement. Memorizing vocabulary, utilizing post-listening reflection, and listening to things related to oneself received approval rates of 54%, 54%, and 51%, respectively. This study provides valuable insight into the challenges and effective strategies used by students to improve their listening skills.

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