Abstract
There were two findings in this research. First, media that helped the students in understanding Listening Comprehension materials and second, the students’ reasons in choosing the media seen from two aspects: (1) how the media helped the students to master the micro and macro skill of listening and (2) how the media helped the students to understand the listening comprehension process. The first finding showed 74.13% of students selected audio visual media that helped them in understanding Listening Comprehension, while 25.175% and 0.695% of them preferred audio and visual media respectively. The second finding showed to improve to the macro skills of listening, 61.73% of the students argued that they were helped by audio visual media, while 38.26% of them were helped by audio media. On the other hand, 53.35% of the students aired their opinion that their micro skills of listening were improved through the use of audio visual media and 46.64% of them stated that they are helped with the audio media use. Film, television, video, computer, gadget, games and song accommodated all of the eight listening comprehension processes. Therefore, the researcher suggests that the teacher should use audio media to help the students in mastering the micro skill of listening and audio visual media to assist the students in understanding the macro skill of listening. In addition, film, television, video, computer, gadget, games and song should be used to support the students in comprehending the listening comprehension process.
Highlights
In listening, listening comprehension takes account for success
This research was aimed at examining the students’ opinion about the media that aided them in understanding Listening Comprehension materials and their reasons in choosing the media
The findings revealed that (1) audio-visual media assisted the students’ in Listening Comprehension materials
Summary
In listening, listening comprehension takes account for success. Listening comprehension is as an active process in which individual concrete on selecting aural input from meaning, passages and associate what they hear with their knowledge. According to Chastain (1971, as cited in Bingol et al, 2014) the aim of listening comprehension is to understand the native conversation at normal rate in spontaneous condition. Students’ awareness and attention to sounds or speech patterns are processed through identification and recognition of specific signals and ends in comprehending the meaning. As the students keeping attention of what they listened to and comprehend the meaning at the same time, it is still challenging for them. They face problems in comprehending the listening comprehension
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
