THE SECOND YEAR STUDENTS’ DIFFICULTIES IN LISTENING TO SHORT CONVERSATION OF TOEFL LIKE AT THE ENGLISH DEPARTMENT OF BUNG HATTA UNIVERSITY

Joni, Alfino and Fitrina, Harmaini (2018) THE SECOND YEAR STUDENTS’ DIFFICULTIES IN LISTENING TO SHORT CONVERSATION OF TOEFL LIKE AT THE ENGLISH DEPARTMENT OF BUNG HATTA UNIVERSITY. Diploma thesis, Universitas Bung Hatta.

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Abstract

The purpose of this research was to find out the second year students’ difficulties in listening to short conversation of TOEFL Like. The method applied was the descriptive-quantitative research. Major population of this research was the second year students of English Department of Bung Hatta University. The number of sample was 23 second year English students taken by total sampling. The data was collected by using a standardized-test in the form of listening to short conversation of TOEFL Like that was compiled from the book by Philips (2001). The test for listening to short conversation of TOEFL Like consisted six parts. They were restatement, negative, passive, agreement, suggestion, and who/where. The result of this research was shown in general that the second year students’ difficulties in listening to short conversation of TOEFL Like were 37% categorized as a low difficulty (see Appendix 3). Specifically, the second year students’ difficulties in restatement were 41% categorized as a moderate difficulty (see Appendix 4); the second year students’ difficulties in negative were 46% categorized as a moderate difficulty (see Appendix 5); the second year students’ difficulties in passive were 74% categorized as a high difficulty (see Appendix 6); the second year students’ difficulties in agreement were 43% categorized as a moderate difficulty (see Appendix 7); the second year students’ difficulties in suggestion were 20% categorized as a low difficulty (see Appendix 8); the second year students’ difficulties in who/where were 14% categorized as a low difficulty (see Appendix 9). Based on the finding of this research, a simple conclusion could be drawn that the second year students’ difficulties in listening to short conversation of TOEFL Like were in the passive part. There are some of suggestions that the students should improve their difficulties in listening to short conversation of TOEFL Like, specifically for the passive part. In addition, the lecturer should use an appropriate strategy for improving the students’ difficulties in listening to short conversation of TOEFL Like related to grammatical skill in the passive.

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