BARRIERS IN LISTENING COMPREHENSION OF THE ELEVENTH GRADE ISLAMIC SENIOR HIGH SCHOOL AT MAN 1 TRENGGALEK

FERY LAIS AL HADI, 126203213191 and NURSAMSU, 197802042009011003 (2025) BARRIERS IN LISTENING COMPREHENSION OF THE ELEVENTH GRADE ISLAMIC SENIOR HIGH SCHOOL AT MAN 1 TRENGGALEK. [ Skripsi ]

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Abstract

The thesis entitled “Barriers In Listening Comprehension Of The Eleventh Grade Islamic Senior High School At MAN 1 Trenggalek” was written by Fery Lais Al Hadi, NIM 126203213191, English Education Department, Faculty of Tarbiyah and Teacher Training, supervised by Dr. H. Nursamsu, S.Pd., M.Pd. Keywords: Listening barriers, Languange barriers, Listening comprehension, Teaching listening This study investigates the learning barriers that faced by eleventh grade students toward Listening Comprehension. The aim of the study were to find out the problems most ecountered by student form three major problem, there are quality of listening material, unfamiliar vocabulary, length and speed of listening. The research was conducted in MAN 1 Trenggalek. The research problem centres on identifying the barriers in learning Listening Comprehension and understanding how these effected to the context of language learning in the class. The research employed a qualitative descriptive method to find the result about the problem, involving semi-structured interviews with the population of this study was eleventh-grade students of MAN 1 Trenggalek. Random sampling technique was used to select all student as the subject in this study.The data were gathered by interview was used to confirm students` answer. The data showed that the limited vocabulary was problem faced by most students. The conclusion is limited vocabulary was the main barrier that most frequently ecountered by students, followed by problems of interpretation, failure to recognize linguistic signals, and length and speed of listening. Knowing about students major problem can motivate and help the student learning strategies for their listening abilities toi mprove. The results of the study may also be useful for those who are intersted in this study. It is also suggested that future research explore pedagogical interventions to address these barriers and enhance students’ listening proficiency.

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