DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

MODELLING OF SELECTED FACTORS AFFECTING STUDENTS’ LISTENING COMPREHENSION

Yoga Purnama

Abstrak


ABSTRAK

 

Purnama,Yoga. 2015. Modelling of Selected Factors Affecting Students’ Listening Comprehension. Thesis. English Language Teaching, Graduate Program of State University of Malang. Advisors: (I) Dr. Sri Rachmajanti, M.Pd., DipTESL., (II) Dr. Arwijati Wahjudi, M.Pd., DipTESL.

 

Keywords: pattern of relationship, vocabulary, schemata, listening strategies, EFL listening comprehension

 

In general the aim of the present study is to investigate the best pattern of relationship among selected variables like vocabulary knowledge, content background knowledge, listening strategies, toward EFL listening comprehension along with the contribution of each variable. The study is categorized as quantitative approach in nature.

The subjects of the study consisted of 106 (one hundred and six) students of the English Department, School of Teacher Training and Education Muhammadiyah University of Surakarta. There are two instruments used in the study namely tests and a questionnaire. The tests are used to assess variables like vocabulary knowledge, content background knowledge, and EFL listening comprehension. Meanwhile, the questionnaire is used to assess listening strategies. All of the data in this research are analyzed using multiple regression techniques involving a correlation design known as Path Analysis.

The result of the study reveals that (1) the verified patterns of path relationship among vocabulary knowledge, content background knowledge, and listening strategies toward EFL listening comprehension states that vocabulary knowledge is the only variable which has significant contribution toward EFL listening comprehension; (2) content background knowledge and listening strategies are found to be not significantly correlated with EFL listening comprehension; (3) the total contribution of all variables in the path diagram in this study is 34.5% while the residual of the path diagram is 65.5%; (4) within the patterns of path relationship, vocabulary knowledge contribute 46.9% to ELF listening comprehension, content background knowledge 12.8%, and listening strategies 13.9%; (5) the biggest contribution in the path diagram comes from vocabulary knowledge mediated by listening strategies which contribute 49.4% of all total values and followed by the path of direct contribution of vocabulary knowledge toward EFL listening comprehension which contribute 46.9% of all total values in the path diagram. 

Based on the result of this study, it is concluded that the significant variable which affects EFL listening comprehension is vocabulary knowledge. For the future research, it is suggested that the variables to be investigated involve other variables which may have more contribution to EFL listening comprehension including other cognitive factors (such as IQ and language aptitude) and affective factors (such as emotions, self-esteem, empathy, anxiety, attitude, and motivation), since the residual in this study is found to be quite high.