LVTN-8939_Methods to improve listening skills for first year students at HPU

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG

ISO 9001:2015

KHÓA LUẬN TỐT NGHIỆP

NGÀNH: NGÔN NGỮ ANH

Student

: Phí Thị Ngát
Proposed supervisor
: Ths.Bùi Thị Tuyết Mai

HẢI PHÒNG – 2019

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TTRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG

METHODS TO IMPROVE LISTENING SKILLS
FOR FIRST – YEAR STUDENTS AT HPU

PHƯƠNG PHÁP CẢI THIỆN KỸ NĂNG NGHE
CHO SINH VIÊN NĂM THỨ NHẤT TẠI HPU
NGÀNH: NGÔN NGỮ ANH

Student

: Phí Thị Ngát
Proposed supervisor
: Ths.Bùi Thị Tuyết Mai

HẢI PHÒNG – 2019

BỘ GIÁO DỤC VÀ ĐÀO TẠO
TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG
————————————–

NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP

Sinh viên: Phí Thị Ngát
Mã SV: 1412401257
Lớp: NA1804

Ngành: Ngôn ngữ Anh
Tên đề tài: Methods to improve listening skills for first year students at HPU

NHIỆM VỤ ĐỀ TÀI

1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp
( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ).
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2. Các số liệu cần thiết để thiết kế, tính toán.
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3. Địa điểm thực tập tốt nghiệp.
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CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP
Người hướng dẫn thứ nhất:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Người hướng dẫn thứ hai:
Họ và tên:…………………………………………………………………………………
Học hàm, học vị:………………………………………………………………………..
Cơ quan công tác:………………………………………………………………………
Nội dung hướng dẫn:………………………………………………………………….
Đề tài tốt nghiệp được giao ngày … tháng ….. năm …..
Yêu cầu phải hoàn thành xong trước ngày …. tháng ….. năm ……

Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN
Sinh viên

Người hướng dẫn

Hải Phòng, ngày …… tháng……..năm 2019
Hiệu trưởng

GS.TS.NGƯT Trần Hữu Nghị

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc

PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP
Họ và tên giảng viên:
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Đơn vị công tác:
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Họ và tên sinh viên:
…………………………………… Chuyên ngành: ……………..
Nội dung hướng dẫn:
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1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp
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2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra
trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu…)
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3. Ý kiến của giảng viên hướng dẫn tốt nghiệp
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn

Hải Phòng, ngày … tháng … năm ……

Giảng viên hướng dẫn

(Ký và ghi rõ họ tên)
QC20-B18

CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM
Độc lập – Tự do – Hạnh phúc

PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN
Họ và tên giảng viên:
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Đơn vị công tác:
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Họ và tên sinh viên:
…………………………………… Chuyên ngành: ……………..
Nội dung hướng dẫn:
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1. Phần nhận xét của giáo viên chấm phản biện
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2. Những mặt còn hạn chế
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3. Ý kiến của giảng viênchấm phản biện
Được bảo vệ
Không được bảo vệ
Điểm hướng dẫn

Hải Phòng, ngày … tháng … năm ……

Giảng viên chấm phản biện

(Ký và ghi rõ họ tên)
QC20-B19

ACKNOWLEDGMENT
During the process of doing this graduation paper, I have received many
necessary assistances, precious ideas and timely encouragements from my teachers,
family and friends. This paper could not have been completed without the help,
encouragement and support from a number of people who all deserve my sincerest
gratitude and appreciation.
First of all, I wish to express my deepest gratitude to my supervisor – Mrs.
Bui Thi Tuyet Mai, the English teacher of English Department, who has always
been willing to give me valuable advices and suggestions in order that I can
complete successfully this study.
I am so thankful to students of K22 at the Foreign Language Department for
their whole – heart participation in the study.
I would like to acknowledge my thanks to all the authors of the books,
magazines, and the other materials listed in the reference part for their ideas that
have been reflected and developed in the study.
I am equally indebted to my classmates for their suggestions and
encouragements in the process of my study.
Last but not least, my particular thanks are given to my parents for their
encouragement and support which played an important role in my graduation
paper.

ABSTRACT
In recent years, a raising problem encountered by students in general and
first year ones in particular in the foreign languages department at Hai Phong
Private University is extremely bad listening comprehension. This leads to a
serious subsequence is that student’s language proficiency is low as well as
learning and teaching have to face many difficulties due to the reason that listening
skill is an essential instrument when learning communication in any another
languages. The problems were related to listening materials, students’ physical
limits, supporting equipment, in addition, the factors that have affected the
difficulties in listening English are lack of knowledge and practice, English
learning environment…. The purpose of this study is investigating students’
difficulties in learning English listening comprehension and some solutions. The
object of this study was 30 students of Foreign Languages Department who
finished their first school year.
By this study, we suggest some solutions for this particular problem.

MỤC LỤC
ACKNOWLEDGMENT
……………………………………………………………………………… 8
ABSTRACT ……………………………………………………………………………………………….. 9
Part 1: I. INTRODUCTION ……………………………………………………………………….. 1
1.1. Rationale
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1.2. Objectives
……………………………………………………………………………………………… 1
The study is aimed at the following goals: ………………………………………………………. 1
1.3. Scope ……………………………………………………………………………………………………. 2
1.4. Tasks
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1.5. Method………………………………………………………………………………………………….. 2
1.5.1. Data collection
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1.5.2 Prepare survey questionnaires.
……………………………………………………………….. 2
1.5.3. Data analysis ………………………………………………………………………………………. 3
Part 2: II. THEORETICAL BASIS OF THE STUDY
………………………………….. 4
2.1. Introduction …………………………………………………………………………………………… 4
2.2. Definition of listening …………………………………………………………………………….. 4
2.3. Significance of listening ………………………………………………………………………….. 5
2.4. Types of listening …………………………………………………………………………………… 5
2.4.1. Casual listening. ………………………………………………………………………………….. 5
2.4.2. Focused listening.
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2.5.1. Receiving
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2.5.2. Understanding …………………………………………………………………………………….. 6
2.5.3. Remembering ……………………………………………………………………………………… 6
2.5.4. Evaluating.
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2.5.5. Responding.
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2.6. Factors make listening difficult.
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2.6.1 Factors relating to listener
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2.6.2 Factors relating to passage and listening materials.
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Part 3: III. METHOD ……………………………………………………………………………….. 12
3.1. Research design
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3.2. Data collection.
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3.3. Data analysis ……………………………………………………………………………………….. 12
3.4. Conclusion
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Part 4: IV. FINDINGS AND DISCUSSIONS ……………………………………………. 14
4.1. Findings. ……………………………………………………………………………………………… 14

4.1.1. Causes of difficulties in English listening skill
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4.1.1.1. Some problems in learning English listening skill. ……………………………… 14
Table 1.1. The problems of students having in learning English listening skill
…… 14
4.1.1.2. The difficulties are often encountered by students when learning English
listening skill. …………………………………………………………………………………………….. 15
Chart 1.2. Difficulties in students’ listening …………………………………………………… 15
4.1.2. Improvement English listening skill. ……………………………………………………. 16
4.1.2.1. The kinds of listening text which students expect to practice more. ………. 16
Chart 1.2. Students’ interest in extra listening activities ………………………………….. 16
4.1.2.2. The factors affecting to the interest in English listening skill. ………………. 17
Chart 1.3. Factors motivating students’ learning listening skill ………………………… 17
4.1.2.3. The activities students like most in listening English class. ………………….. 18
Table 1.2. Students’ opinion about the activities that they like most in listening
English class ………………………………………………………………………………………………. 18
4.1.2.4. The activities students should do before and while listening in class. ……. 19
Chart 1.4. What students should do before listening ……………………………………….. 20
Chart 1.5. What students should do while listening
…………………………………………. 20
4.2. Discussion. ………………………………………………………………………………………….. 21
4.2.1. Opinions of students about English listening skill.
…………………………………. 21
4.2.2. Current situation in learning English listening skill. ………………………………. 21
4.2.3. Suggestions for improving English listening skill. …………………………………. 22
4.2.3.1. Solutions for factors relating to listener.
…………………………………………….. 22
4.2.3.2. Solution for factors relating to passage and listening materials. ……………. 23
Part 5: V. CONCLUSION AND RECOMMENDATIONS. …………………………….. 25
5.1. Summary of the study. ………………………………………………………………………….. 25
5.2. Contribution and recommendation of the study.
……………………………………….. 25
5.2.1. Contribution of the study. …………………………………………………………………… 25
5.2.1.1. Contribution to the theory. ……………………………………………………………….. 25
5.2.1.2. Contribution to the practice.
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5.2.2. Recommendation of the study.
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5.3. Limitation of the study. …………………………………………………………………………. 26
5.4. Suggestions for the further study. …………………………………………………………… 26
REFERENCES …………………………………………………………………………………………. 28
SURVEY QUESTIONNAIRE FOR STUDENTS
……………………………………….. 30
1
Part 1: I. INTRODUCTION
1.1. Rationale
It could not be denied that English language in the whole world has
become more and more important. English even becomes the international
language, is used in many countries in a popular way and is the mother tongue
of many countries over the world. In fact, English is the native language of more
than 350 million people and it is spoken more than any other languages. It is the
international language of different fields such as business, politics, science,
technology, banking, tourism and others. Therefore, the demand for learning
English is very great. In Vietnam as well as in other countries, there is a greater
and greater need to learn English, from young to old, and from male to female
alike. English gradually plays a vital role in Vietnam nowadays. Therefore, it is
being taught at every educational level and it has become a compulsory subject
in most schools. Being good at communication in English particularly and in
foreign languages generally is the desire of all foreign language learners.
However, it requires them to speak and to listen well in which listening seems
the most challenging task for every student. In fact, there are many factors
affecting the learners in listening acquisition. Consequently, it is very difficult
for them to master this skill. Like students from different universities, I have
faced many difficulties in listening. With four – year experience in learning the
skill and from what me observed in practicing listening of other classmates, it
can be found that many students failed in practicing listening skill. Some of
them complained that they felt unconfident with listening tasks so they could
hardly understand the spoken messages. All these above reasons have inspired I
to do research on listening skill and as a result, a research title goes as “Methods
to improve listening skills for first year students at HPU”
1.2. Objectives
The study is aimed at the following goals:
– To find out the most common difficulties in learning listening comprehension
faced by the HPU first-year English major.
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– To identify the causes of the problems of listening comprehension faced by the
HPU first-year English major.
– To find out and give some solutions to minimize the difficulties and improve
efficiency in listening comprehension.
1.3. Scope
Within this study, the researcher only focuses on the HPU first-year English
major to investigate the troubles that students at this class usually encounter and
then give some proposals to overcome discovered difficulties and to improve
students listening ability. The population involved in the study is 30 first-year
English students of course 22nd in the foreign languages department at Hai
Phong Private University.
1.4. Tasks
The study involves fulfilling the following tasks:
– To study the definition, types of listening, process of listening comprehension,
factors making listening comprehension difficult.
– To investigate the most common difficulties in listening comprehension
encountered by the first-year English majors students and causes of it.
– Based on the major findings, possible suggestions to the problems are proposed
to minimize the difficulties and enhance effectiveness in listening
comprehension.
1.5. Method
1.5.1. Data collection
I have already collected and read documents from book in library and papers in
the internet to complete this study. Moreover, some of documents which my
teachers introduced and provided are greatly useful for my research.
1.5.2 Prepare survey questionnaires.
The questionnaires were designed for students in the way that the researcher
finds them easy to summarize and analyze the collected data. Questionnaires are
more convenient, take less time, cheap and easy for students to answer.
Moreover, questionnaires are considered more reliable way. Questionnaires
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included closed and open-ended questions. The questionnaire is given to
students of the first-year students of foreign languages department with the hope
to find out their attitudes towards their listening skill and their difficulties in
listening to English as well as their expectations to their teachers.
1.5.3. Data analysis
After gathering all the results of questionnaire with answers, the method of
analyzing data is applied. Basing on the statistic numbers, I analyze and find out
the situation, difficulties and then causes in order to suggest reasonable and
effective solution for the problem.

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Part 2: II. THEORETICAL BASIS OF THE
STUDY
2.1. Introduction
This chapter is named Theoretical basis of the study in which the
researcher will provide the foundation of knowledge about listening skill so that
the readers have an overview of the topic of the study. It includes the definition,
the significance and types of listening, factors make listening difficult.
2.2. Definition of listening
There have been different definitions of the term “listening
comprehension.” According to Semiotician Roland Barthes: “Listening is the
interpretative action taken by the listener in order to understand and potentially
make meaning out of the sound waves. Listening can be understood on three
levels: alerting, deciphering, and an understanding of how the sound is produced
and how the sound affects the listener.” According to Saricoban: “Listening is
the ability to identify and understand what others are saying. This process
involves understanding a speaker’s accent or pronunciation, speaker’s grammar
and vocabulary, and comprehension of meaning. An able listener is capable of
doing these four things simultaneously.” Definition of listening is also simplified
is the activity of receiving, evaluating and understanding something we hear.

Anderson and Lynch also defined: ” Understanding is not something that
happens because of what a speaker says: the listener has a crucial part to play in
the process, by activating various types of knowledge, and by applying what he
knows to what he hears and trying to understand what the speaker means” .
Today, we realize that listening is a process acquiring people to be active and a
listener is a good one when being active. To be well in listening, listeners must
have the capability of analyzing and deciphering the massage sent, and the
ability of applying strategies and skills to get meaning, and the ability to make
the replying in many ways, basing on the content, the theme and the aim of the
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conversation. Listening also strongly relates to thoughts, emotions and
intentions.
In conclusion, listening is a process of identifying and understanding what
the speakers say, which includes understanding a speaker’s pronunciation,
grammar and vocabulary. Listeners have to know how to conduct and do the
process under the circumstance in an active way, not make listening viewed as a
passive process.
2.3. Significance of listening
Listening is the most frequently used language skill. We could not negate
the importance of listening not only in classroom but also in our lives and
listening is even more significant for each student due to that it is used as a first
steps of studying at all stages of learning. Listening is especially important
because that if our listening skill is not good and not developed, so is our
speaking skill. The key to learn a language is perceiving language input and of
course, listening is the key of that door. Listening also provides the condition
and situation for other language skills.
2.4. Types of listening
Listening skills including of two main types are casual and focused listening:
2.4.1. Casual listening.
Casual listening, means listening without a particular purpose. When we
listen, we do not pay much or even any attention to the information unless there
is something that makes us interested, this leads to a case that we could hardly
remember the content of what we have just heard. In life, we conduct this kind
of listening so much, for example, when we listen to music, or listen to news on
the radio or TV while doing some housework or chatting to a friend.
2.4.2. Focused listening.
Focused listening, that is when we listen something in a concentrated way
with a specific aim of finding out and gathering information that we are in
demand. For instance, we use this kind of listening in the class, in the meeting or
in a seminar talking about topic that we are interested. 5. Listening process
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2.5.1. Receiving
It refers to the response caused by sound waves to the ear of listener. It is
the physical response.
2.5.2. Understanding
At this stage, you learn what the speaker means through the thoughts and
emotional tone. It is crucially important to communication process and exists in
all speech.
2.5.3. Remembering
Remembering is needed for maintaining conversation because it means
that a message has not only been delivered and interpreted but also added to the
listener mind’s storage bank.
Since human is moral and our attention is selective, it caused that while
we are in con- versation, just some of information are collective in our internal
memory. Consequently, what is remembered might be quite different from what
was originally seen or heard.
2.5.4. Evaluating.
This stage is mostly executed by conscious awareness, consists of judging
the messages in some way. Meanwhile, you might try to penetrate the speaker’s
underlying intentions or motives.
2.5.5. Responding.
In the conversation, with the aim of informing to speakers, whether the
message has been received, the listeners have to send a feedback through verbal
or nonverbal method. That is necessary for prolonging the conversation.
2.6. Factors make listening difficult.
2.6.1 Factors relating to listener
 Memory of listener
Working memory refers to the sensible system that is significant to the
processing, storage, and output of information in memory (Baddeley and Hitch).
Working memory is the thought including of a storage component and a control
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component called the central controlling. The central executive plays a role that
could not be replaced in the process of operating in working memory.
Working memory makes a critical involvement in language comprehension.
In theory, this involvement is quite logic since language comprehension not only
has a strong relationship to some processes but also procedures of decoding and
identification words. During the process of analyzing and evaluating the
information, sentences and words that memory supposes that are the key and
keep the content will be saved and gathered. In the process of analyzing
sentences that are complicated and don’t have clear meanings, individuals with
high working memory capacity, in contrast to individuals with low capacity,
might try to retain analysis and information until the input information is
presented, of course in a better level. Working memory has been found to be
concerned not only to reading comprehension, but also to other sensible
processes in a higher level such as ability of explaining and capablity of doing
many tasks in a same time (Konig, Buhner, and Murling).
 Proficient level to the second language.
 Vocabulary ability.
An obvious makes a big influence on comprehension is the gap between the
listener’s vocabulary knowledge and the vocabulary of the message. For
example, vocabularies in the conversation between two doctors are definitely
different from the ones of the speech of a businessman and the listener does not
have the block of specialized words of what he is listening, the result surely is
that he could not understand or luckily partly understand of that one.
 Phonology and grammar
The pronunciation and grammar capability of the listeners decide the speed
of evaluating and reacting to the information they get. With a sentence with
length and complex grammar structure, the listener having low grammar ability
will get in trouble with analyzing and delivering the suitable answer. And a clear
thing is that if you do not pronounce a word in an exact way, you will not be
able to hear what word being talked.
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 Background knowledge of the topic, content, and culture.
Listeners’ background knowledge about a passage makes a big impact on the
extent of their ability to understand what has been said. For example, you go to
another country and of course in that local, people have habit of using local
words, not popular words, you will be surely in trouble with understand what are
talking about.
2.6.2 Factors relating to passage and listening materials.
 Passage length.
Be different from reading, listening comprehension just occurs in very short
time, the listener will not have any selection of going back and listening again to
something they failed to comprehend. Instead, the result of such a failure will
lead to a next result that listener will lose his chance of listening the continuous
information, because he invests too much time in trying to understand what are
missed, or could not comprehend later information because the later strongly
relates to the next and it relies on the understanding of earlier information.
Passage length is one of the biggest factors of preventing listening
comprehension and what extent listener could understand with amount of
delivered information. Longer passages may be more likely to interrupt
comprehension due to the limit of listeners’ working memory storage capacity.
 Passage complexity.
 Syntactic complexity.
To measuring the complexity of a passage, we depend on elements of
structure of the phrases and sentences. Factors may be related are sentence
structure, negatives, dependent clauses, and referential. The effect of
sentence structure on listening comprehension is not considerable, especially
with high English ability students and in spite of simplifying the syntactic
structure of a passage, the efficiency of second language listening is not
improved.
 Infrequent words.
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The occurrence of infrequent words in a passage contributes to its
complexity and difficulty. Infrequent words in a passage may impact
listening comprehension difficultly because listeners are less likely to be
familiar with low-frequency words, and so they may need more time for
inferring the meaning of low-frequency words in a passage or even they will
ignore those words. When listening texts contain known words it would be
very easy for students to understand and get information. If students know
the meaning of words, this can raise their interest and motivation and can
have a positive impact on the students’ listening comprehension ability. A lot
of words have more than one meaning and if they are not used appropriately
in their appropriate contexts, students will get confused.
 Culturally specific vocabulary and idioms
Kostin explored the effect of idioms and culturally specific vocabulary in
the passage on listening comprehension. The American Heritage Dictionary
defines idiom is as an expression consisting of two or more words having a
meaning that cannot be deduced from the meanings of its constituent parts.
An example: It rains cat and dog- an expression that cannot be understood
even if the listener knows the meanings of rain, cat and dog. Learners should
be familiar with the cultural knowledge of language that has a significant
effect on the learners’ understanding. If the listening task involves
completely different cultural materials then the learners may have critical
problems in their comprehension. It is the responsibility of teachers to give
background knowledge about the listening activities in advance.
 Passage type and passage topic.

Another characteristic that might affect the efficiency of listening
comprehension is the topic of passages. Passages with familiar topics are
generally easier for listeners to understand than unfamiliar ones. And whether a
passage is on an academic or non-academic topic is also a problem, because a
topic talking about normal problems will be easier to understand with simple
and frequent words, oppositely, an academic topic will be more difficult for
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listeners, especially listeners not having specialized knowledge about that topic.
Some research suggests passage organization or type may impact listening
comprehension because of an effect on working memory. Presenting
information in a more organized way makes this information easier to encode
and maintain in working memory (Anderson). Findings such as these indicate
that the role of working memory in listening comprehension is likely to be
affected by the organization of the passage and its topic. When the passage topic
is unfamiliar or its content is less organized, listening comprehension may be
more difficult.

Auditory features of the passage

Speaker accent
Accent is an important factor to consider in choosing listening materials for
English learners, as it will affect to comprehension. In general, even if the
listeners have an excellent listening skill, they are still challenged when speakers
have different and local accent. Research about the effect of accent on listening
comprehension provides strong evidence that comprehension will decrease and
effort for understanding will increase with the unfamiliarity of the speaker’s
accent. Further, research indicates that it is more important to consider the
accent familiarity of the speaker when speech rate or noise are factors already
present in the auditory materials.
Munro and Derwing expressed that too many accented speech can lead to an
important reduction in comprehension. According to Goh, 66 percent of learners
mentioned a speaker’s accent as one of the most significant factors that affect
listener comprehension. Unfamiliar accents both native and non-native can
cause serious problems in listening comprehension and familiarity with an
accent helps learners’ listening comprehension. Buck indicated that when
listeners hear an unfamiliar accent such as Indian English for the first time after
studying only American English, they will encounter critical difficulties in
listening. This will certainly interrupt the whole listening comprehension
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process and at the same time an unfamiliar accent makes comprehension
impossible for the listeners.

Speed of speaking
Speed of speaking is words per minute. Think about two speakers – one fast, one
slow – talking with the same spoken passage. The speaker with the faster speech
takes less time, conveying the information more quickly, than the slower
speaker. Results of several studies suggest that speech rate can negatively affect
second language comprehension. Faster speech is often less clear than slower
speech, although speech rate and auditory clarity are distinct properties. The
research provides evidence that speech rate can negatively affect second
language listening comprehension. In real, second language listeners move from
passage to passage and encounter different speakers and different content.
Because listeners are more likely to perceive speech as fast when other features
challenge comprehension, speech rate must be considered in conjunction with
other aspects of the listener, passage, and environment. Speed can make
listening passage difficult. If the speakers speak too fast students may have
serious problems to understand words. In this situation, listeners are not able to
control the speed of speakers and this can create critical problems with listening
comprehension.

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Part 3: III. METHOD
3.1. Research design
About design of research, this study is implemented with descriptive
quantitative research design. This design was used in order to gather information
about freshmen in Foreign Languages Department at Hai Phong Private
University’s problems encountered in listening skill.
With the aim of completing the research, the researcher will need a group
of participants called the population of the study. In this study, freshmen of
Foreign Languages Department at Hai Phong Private University will be the
population. The total is 30 students in academic year 2018- 2019. The research
took all 30 students at class NA2101 as the sample of the research. A large
numbers of them have learnt English for 7 years (4 years at secondary school
and 3 years at high school).
However, their English backgrounds are quite similar because of being
influence of curriculum of English for high schools students in the past, students
did not have many chances to practice English skills. Thus, when entering HPU,
their English levels were limited and they have to face up with many difficulties
in studying. They have recognized their difficulties, needs, achievement and so
on related to listening activities.
3.2. Data collection.
This section explains all of processes that are related to get information to
find out the solutions for the statement problems.
The steps of collecting the data in this study are as follows:
 Explaining about the questionnaires to the students. The researcher
explains the items clearly to avoid misunderstanding.
 Giving instruction to the students to fill out the questionnaires.
 Collecting the students’ questionnaires.
3.3. Data analysis
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The next step after the researcher collects the data is analyzing the data.
There are some steps in analyzing the data.
They are presented as follows:
 Reading and identifying the questionnaires that had been answered.
 Classifying the result of the questions
3.4. Conclusion
Almost 30 copies of the questionnaire delivered to the learners. The data
are analyzed in this part of the study in the below tables and charts which show
the responses for the questions in the questionnaires. Besides, the second
question the questionnaires bring a result that according to students’ opinion,
listening skill is very difficult.

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Part 4: IV. FINDINGS AND DISCUSSIONS
4.1. Findings.
4.1.1. Causes of difficulties in English listening skill
4.1.1.1. Some problems in learning English listening skill.
To have more details about the problems related to listening skill the
student face up with, the fourth question of the questionnaire is designed. The
result is shown on the Table below.
The Problems

I find it difficult to guess the meaning of unknown words by linking
them to.
30%
I find it difficult to use the context to guess those parts of a listening
text that I cannot hear clearly
30%
I find it difficult to understand listening texts in which there are too
many unfamiliar words.
62%
I find it difficult to understand the meaning of words which are not
pronounced clearly.
57%
I find it difficult to understand listening texts which have difficult
grammatical structures.
37%
I find it difficult to understand well when speakers speak too fast.
70%
I find it difficult to understand the listening text when speakers
speak with varied accents
45%
I find it difficult to really concentrate on listening.
20%
I find it difficult to reduce my anxiety before doing the listening
task.
35%
Unclear sounds resulting from a poor-quality CD-player interfere
with my listening comprehension.
65%
Table 1.1. The problems of students having in learning English listening skill
Statistics provide in Table shows the problems of students face up when
learning listening skill. According to the collected data, difficult to understand