FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

Item No.
Table-1a: Learners’ responses that refer to listening problems related to unfamiliar
words, difficult grammatical structures, and complex sentences
Students’ No.
Never
Students’ %
Students’ No.
The first question was asked to know whether unfamiliar words, including
jargon and idioms, interfered with the learners’ listening comprehension. The great
majority of the students 129/149 (86.87%) have responded that unfamiliar words,
including jargon and idioms (sometimes, often, always) interfered with their
listening comprehension, and more than half 85/149 (57%) of the students have
also responded that this problem often or always interfered with their listening
comprehension.
Seldom Total
positive
Students’ %
Students’ No.
Students’ %
LEVEL OF DIFFICULTY
The second question was asked to know whether complex grammatical
structures interfered with the learners’ listening comprehension. The great majority
of the students 111/149 (74.49%) have responded that difficult grammatical
structures (sometimes, often, always) interfered with their listening comprehension.
Similar to item number 2, more specific cross-examining question was asked,
which appeared on item number 5, to know whether length and complexity of
sentences interfered with the learners’ listening comprehension. The great majority
of the students 133/149 (89.24%) have responded that complexity of sentences
(sometimes, often, always) interfered with their listening comprehension, and more
than half 100/149 (67.1%) of the students have also responded that this problem
often or always interfered with their listening comprehension.
Sometimes Often Always Total
negative
Students’ No.
Students’ %
1 7 4.69 13 8.72 20 13.41 44 29.53 48 32.21 37 24.83 129 86.57
2 13 8.72 25 16.77 38 25.49 44 29.53 35 23.48 32 21.47 111 74.48
5 4 2.68 12 8.05 16 10.73 33 22.14 49 32.88 51 34.22 133 89.24
From the result obtained above, it is possible to generalize that unfamiliar
words, complex grammatical structures, and complex sentences interfere with the
listening comprehension of the great majority of the students. This confirms
Rubin’s opinion (1998) which shows that the difficulty in listening comprehension is
39
Students’ No.
Students’ %
Students’ No.
Students’ %
Students’ No.
Students’ %