REFI RANTO ROZAK, 0201615001 (2023) THE EFFECT OF NARROW LISTENING, READING WHILE LISTENING AND LISTENING ONLY INPUTS IN IMPROVING THE LISTENING FLUENCY OF STUDENTS WITH HIGH AND LOW FOREIGN LANGUAGE LISTENING ANXIETY IN EXTENSIVE LISTENING COURSE. Doctoral thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Incomprehensible listening inputs are the major problem influencing students‘ foreign language listening anxiety (FLLA) levels in listening fluency (LF) development. This study aims at finding the effect of extensive listening (EL) inputs such as narrow listening (NL), reading while listening (RwL) and listening only (LO) in improving the listening fluency of students with high and low on students‘ FLLA. Exploring students‘ feelings about topical news stories (TNSs) interest, length, difficulty, students‘ attention and the comprehension rates, their engagement to learning activities in the implementation of the inputs and the perceptions of the lecturers toward the implementation of different EL inputs are also discussed. The study was conducted in EL course in English Education Department of three private universities in Jawa Timur province. Embedded mixed method data collection was used. In the first quantitative phase, 3x2 factorial design of experimental study was employed. Prior to the treatment, students‘ FLLA levels were classified by filling FLLA scales. In the second phase of quantitative data collection, closed response questionnaire items were distributed by using perception surveys. Finally, observation, open response questionnaire distribution and interview were conducted to collect qualitative data. The study found that 1) NL input is effective for students having high and low FLLA; 2) RwL input is effective for students having high and low FLLA; 3) LO is effective for students having low FLLA but not for those having high FLLA; 4) there is an interaction between EL inputs and students‘ FLLA toward students‘ LF; 5) there is a significant difference of the students‘ perceptions in terms of the TNSs interest, length, difficulty, students‘ attention and the comprehension rates in NL and RwL classes but no in LO class; 6) students showed various engagement to learning activities in term of behavior, emotional and cognitive engagement; 7) there are some challenges and opportunities of EL inclusion in the curriculum, factors influencing students FLLA and the advantages and the disadvantages of different listening inputs in EL course. From the results of the study, it can be concluded that supported EL inputs are important to develop students‘ LF and reduce their FLLA level. Introducing the principles of EL, selecting comprehensible graded listening materials, inserting meaning making activities in term of collaborative learning activities in each stage of LF development are constructive suggestions for future relevant study.

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