HOW RACE COMMENTARY IMPROVES INDONESIAN EFL LEARNERS’ LISTENING SKILLS (A Narrative Study)

JUMROTUL ULA, 126203211039 and ARINA SHOFIYA, 197705232003122002 (2025) HOW RACE COMMENTARY IMPROVES INDONESIAN EFL LEARNERS’ LISTENING SKILLS (A Narrative Study). [ Skripsi ]

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Abstract

The thesis entitled “How Race Commentary Improves Indonesian EFL Learners’ Listening Skills: A Narrative Study” was written by Jumrotul Ula, Student Registered Number 126203211039, English Education Department, Faculty of Tarbiyah and Teacher Training, State Islamic University (UIN) of Tulungagung, supervised by Dr. Arina Shofiya, M.Pd. Keywords: Authentic Materials, Race Commentary, Listening Skills, Narrative Inquiry, Learner Autonomy Listening skills are foundational in EFL contexts, yet Indonesian learners often lack sufficient exposure to authentic spoken English, resulting in persistent comprehension gaps. Motorsport race commentary, characterized by its fast pace, technical vocabulary, and emotional intensity, offers an underutilized yet dynamic source of authentic material for informal language learning. This study investigates: (1) how Indonesian EFL learners perceive the use of race commentary in improving their listening skills; (2) what specific listening skills are developed through exposure to race commentary; and (3) what challenges and strategies emerge in learners’ personal experiences while engaging with race commentary as authentic listening material. The objectives are to explore learners’ perceptions, to identify the listening skills developed through sustained exposure, and to examine the challenges and strategies learners adopt in processing race commentary independently. A qualitative narrative inquiry design was employed, involving two purposively selected learners who regularly engaged with English-language Formula 1 commentary. Data were collected through semi-structured interviews and reflective journal entries, then analyzed thematically through transcription, coding, and narrative interpretation to trace each learner’s development trajectory. The findings show that race commentary, as a form of authentic material, fosters various listening skills, such as processing fast speech, inferring meaning from context, recognizing technical expressions, and adapting to multiple English accents. Learners also employed metacognitive strategies including repetition, selective attention, and contextual vocabulary logging. In addition to enhanced listening fluency, participants experienced increased motivation, greater self-confidence, and stronger autonomy in their language learning practices. These results underscore the pedagogical value of interest-driven authentic materials in enriching EFL listening development beyond traditional classroom boundaries.

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