Publisher

SERAMBI MEKKAHSERAMBI MEKKAH

Journal Proceedings of International Conference on Multidiciplinary ResearchProceedings of International Conference on Multidiciplinary Research Abstract

This study investigates the most difficult parts in listening comprehension test faced by undergraduate students from Universitas Teuku Umar. The subject was 30 students who have taken the TOEFL test more than three times. The study used descriptive qualitative research. The data were taken from students TOEFL score and interview. This study focused on 13 aspects of short dialogues (synonym, similar sound, Who, What and Where, Passive, Negative Expression, Double Negative, Negative with Comparative, “Almost Negative, Expression of Surprise, Expression of Agreement, Uncertainty and Suggestion, Wishes and Untrue Condition, Idiomatic Expression) which adopted from Longman Complete Course for the TOEFL Test. The result found that the most difficult aspects in listening comprehension of short dialogue test were similar sound, uncertainty and suggestion, idiom words, and synonym. It was revealed that the most difficult aspect in listening Part A (short dialogue) is similar sound that was proven from students incorrect answer (97%), only 3% of them answered correctly, followed by Uncertainty and Suggestion (94%) and idiom words (94%), only 2% of students answered correctly from each of the aspect, and synonym (90%), 3% of them chose the right answers. The result of interview found that most of them got unfamiliar with the sound, lack of practice and low motivation in learning a foreign language. It can be stated that the most difficult aspect in listening short dialogue is similar sound and the factors that cause them hard to answer short dialogue part come from external (unfamiliar sound) and internal problems (lack of practice and low motivation).

Conclusion

The study concludes that the most challenging aspects in the short dialogue section of the TOEFL listening comprehension test are similar sounds, uncertainty and suggestion, idiom words, and synonyms.Students difficulties are primarily attributed to unfamiliarity with pronunciation, insufficient practice, and a lack of motivation.These findings highlight the need for targeted instruction and practice to address these specific challenges and improve students performance in this section of the TOEFL.

Future Research

Based on the findings, future research should explore the effectiveness of incorporating focused pronunciation training, particularly on minimal pairs and common sound confusions, into TOEFL preparation courses. Furthermore, studies could investigate the impact of utilizing authentic listening materials, such as podcasts or news broadcasts, to enhance students exposure to diverse accents and speaking styles. Finally, research is needed to determine the optimal strategies for boosting student motivation and self-efficacy in listening comprehension, potentially through the implementation of gamified learning activities or personalized feedback mechanisms. These investigations will contribute to a more comprehensive understanding of the challenges faced by EFL students in TOEFL listening comprehension and inform the development of more effective pedagogical approaches. Addressing these areas could significantly improve students ability to navigate the complexities of the listening section and achieve their desired scores, ultimately fostering greater confidence and success in their academic pursuits. The research should also consider the role of individual learning styles and preferences in tailoring listening comprehension instruction to maximize student engagement and learning outcomes. A deeper understanding of these factors will enable educators to create more inclusive and effective learning environments for all students.

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Pages	8
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