THE FACTORS CONTRIBUTE TO STUDENTS BECOMING GOOD REFLECTIVE LISTENERS

INDI ARI WIJAYANTI, 126203212181 and IDA ISNAWATI, 197808162006042002 (2025) THE FACTORS CONTRIBUTE TO STUDENTS BECOMING GOOD REFLECTIVE LISTENERS. [ Skripsi ]

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Abstract

Wijayanti, Indi Ari. NIM 126203212181. 2025. The Factors Contribute to Students Becoming Good Reflective Listeners. English Education Department. Faculty Education and Teacher training. State Islamic University (UIN) Sayyid Ali Rahmatullah Tulungagung. Advisor Dr. Hj. Ida Isnawati, M.Pd. Keywords: Reflective Listening, Intrinsic Factors, Extrinsic Factors. Listening is a crucial part of learning a language, especially for students learning a foreign or second language. Reflective listening skills help students improve their understanding and communication skills. In reflective listening, listeners don't just listen, they actively engage with what the speaker is saying. They give feedback, both verbal and nonverbal, that shows they are paying attention and understand the message being conveyed. The ability to be a reflective listener is very important, as it allows students to understand deeper meanings and reflect on the information they receive, thereby supporting better language mastery. This study aims to find out the factors that contribute to students in becoming good reflective listeners in the context of English language learning. Specifically, this study has three main objectives: first, to find out the intrinsic factors that contribute to students' becoming good reflective listeners. Second, to find out the extrinsic factors that contribute to students becoming good reflective listeners. And third, to find out how these two types of factors contribute to the learning process of students. This research design uses a qualitative method with a phenomenological approach, which is suitable for exploring students' subjective experiences in developing reflective listening skills. In this study, semi-structured interviews were the primary method of data collection, where the researcher conducted interviews with students majoring in English Education at UIN Sayyid Ali Rahmatullah Tulungagung who were purposively selected based on existing criteria. These interviews aimed to explore the factors contribute to their ability as reflective listeners. The data analysis process began with transcribing the interviews, followed by coding and grouping the data based on emerging themes. Additionally, documentation such as listening skill scores was used as supporting data to provide deeper context for the interview findings. With this approach, the study is expected to provide a deeper understanding of the factors that contribute to students in becoming reflective listeners, as well as how their experiences shape these skills. This study identified several important findings. First, intrinsic factors within students were contributed by: self-motivation, the extent to which they have the desire to be active listeners. Metacognitive awareness, their ability to evaluate their own listening learning methods. And self-regulation, their ability to manage appropriate listening learning strategies. Meanwhile, the extrinsic factors that have an impact are: the quality of the teacher's instruction, teaching methods that engage students. Interaction with peers, discussions and mutual feedback. And supportive xv learning environment. Interestingly, these two factors actually contribute each other. Intrinsic and extrinsic factors contribute to students becoming good reflective listeners by fostering a supportive learning environment and encouraging independent learning. By receiving encouragement and feedback from teachers and peers, students are motivated to engage more deeply with the material. Additionally, by cultivating their own intrinsic motivation, such as a genuine interest in learning and self-improvement, students enhance their ability to listen reflectively. This mutual relationship between intrinsic and extrinsic ultimately leads to the development of strong reflective listening skills. This study concludes that reflective listening skills are contributed by two main factors: intrinsic and extrinsic. Intrinsic factors include intrinsic motivation. In addition, metacognitive awareness and self-regulation also play an important role. On the other hand, extrinsic factors include the quality of teacher, interaction with peers, and a supportive learning environment. The combination of these two factors contributes significantly to shaping students into better reflective listeners.

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