STUDENTS’ DIFFICULTIES IN INTERPRETING MESSAGE OF LISTENING COMPREHENSION

This research aimed at finding how does the student’s difficulties in interpreting the message of the listening comprehension, and to know the factors causes of students’ difficulties in interpreting message of listening comprehension for the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021. The sample of this research was the Eleventh-Grade students of Madrasah Aliyah Mardhatillah NW Penakak. The number of population was 29 students. This research was using qualitative descriptive. The data was gathered by interview, observation and documentation. The result of this research was the Eleventh-Grade students of Madrasah Aliyah Mardhatillah NW Penakak difficult to interpreted message of listening comprehension. It was based on three factors influencing their listening were listening material, listener factor, and physical environment. Therefore, accents, pronunciation, speed of speech, insufficient of vocabulary, different accents of the speaker, lack of concentration were major problems encountered by the Eleventh-Grade students of Madrasah Aliyah Mardhatillah NW Penakak.


INTRODUCTION
English is the most crucial language in this globalization era. The English language consists of four skills here are listening, speaking, reading, and writing. English is a foreign language in Indonesia. However, the learner has an obligation to learn it since it exists in the curriculum of education in Indonesia . Penny Ur (1984: 14) cites in Helgesen and Brown 1 (2003: 17) states that the apparent is needed of the foreign language learner to perceive and comprehend everything they hear, even though they would not do so in their native language. Listening skill is the most important part of communication. Listening skill is badly needed for successful communication in an interaction. When someone has good listening skills, they are able to exchange information and ideas with others orally. Study shows that people spend 80% of their waking hours communicating, and 45% of that time is spent on listening (Lawson 2007) In the teaching-learning process especially in English foreign class, listening becomes very crucial. Without good listening skills, students have a risk to lose a lot of important information. Listening skill supports the students to get the comprehensible input when they are learning. Students should have a good ability to listen to English words but most students cannot catch them well through listening.
Most students cannot identify the grammatical words so they cannot get the points of what speakers say when they are listening.
Good listeners will be able to re-tell what they listen accurately, but many students cannot get the information from what they listen as the result, they cannot re-tell information they listen to others. Using a background of knowledge to predict and later to confirm meaning and recalling important words and ideas are also the aspects in language, but many students have less of a background of knowledge about the English.
On Monday September 14 th 2020, the researcher did preliminary observation toward the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak. The researcher found out that almost all of the students got minimum score at listening comprehension. Many of them failed to meet at least the minimum standard score because they were unable to listen to the English text well in the class. Besides, the listening class was seldom to be conducted. It was just conducted once or twice a month because this school has no laboratory. It made the students become unfamiliar with the listening itself and also unfamiliar with listening to the English native speaker. Then, the researcher asked for the students to write down the sentences that they heard from the researcher.
When they could listen to the sentences, they failed to write what they heard correctly even they wrote another word which were the same sound as the researcher sentences. Finally, the researcher tried to communicate to the students by giving statements and questions using English language but the students got difficult to interpret it. It could be seen from these conversations. The researcher "What will you do to prevent the corona virus spread widely among us?" then the students answered "emmm, yes, corona is dangerous, corona can kill us". The researcher "Oh 46 really? well, how does covid-19 able to kill us?" then the students answered "you know, from Television, internet". The researcher "could you mention what are the symptoms of people who are being infected by covid-19?" then the students just be quiet.
From the result of preliminary observation above the students could not understand what were the researcher says. When the students tried to comprehend the sentences from the researcher, they misinterpret it. It was because they interpreted the sentences word by word. Furthermore they were lack of practice listening comprehension it made the students heard the sounds of some words were same with another words.

Anadapong 3 (2011) stated in his research entitle A Study of English Listening
Problems and Listening Proficiency of Business at Bangkok University.The result of the study reveal that the main reason caused listening problem for the students was the listening text. However, the factors that mostly causing listening problems were lack of practicing listening skill and lack of exposure to different kinds of listening materials.
Based on the description above, that was a logical reason for the researcher to investigate the students' difficulties in interpreting the messages of listening comprehension for the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021

RESEARCH METHODOLOGY
In this research, the researcher used qualitative research. The process of research involves emerging questions and procedures, collecting data in the participants setting, analyzing the data inductively, building from particulars to general themes, and making interpretations of the meaning of data. The final written report has flexible writing. Bogdan and Biklen 4 (1982: 230) states that qualitative research is descriptive. The data is collected in the form of words of pictures rather than numbers.
The researcher used descriptive qualitative in this research due to the researcher wanted to describe clearly, widely, and deeply about the student's difficulties in interpreting the message of listening comprehension.
The location of the research was at Madrasah Aliyah Mardhatillah NW Penakak. The researcher selected Madrasah Aliyah Mardhatillah NW Penakak as the location to get the data because of some problems that researcher had found out from the preliminary observation. The researcher conducted the research on October 9 th 2020. It took one day to observe. Then, the researcher interviewed to the students and the teacher on October 12 th 2020.
The subject of this research was the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021. The researcher selected the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak due to listening comprehension was not emphasize in the tenth-grade students at Madrasah Aliyah Mardhatillah NW Penakak, and also towards the twelfth-grade students, teaching English was focus on national examination matter. Moreover, towards the eleventh-grade students at Madrasah Aliyah Mardhatillah NW Penakak, the students' are emphasized in learning listening skills.
There were 29 populations in the eleventh-grade students at Madrasah Aliyah Mardhatillah NW Penakak. The researcher selected all of the students to be the subject of this research because they were including to the criteria.
There were some criteria that must be had by the person or group to be subject research in qualitative research were; the first, they were the learner of the English language. The second, they were including in the activity that the researcher was being researched. The third, they did not prefer to give information from their own fake information. The fourth, they were having time to be interviewed. Fifth, they were including preliminary unfamiliar with the researcher.
The researcher used two instruments to collect the data; observation, and interview.

Observation
The researcher came to the class during listening comprehension to know the students' condition, and to find out the factors which were causing some difficulties in learning listening comprehension towards the eleventh-grade students at Madrasah Aliyah Mardhatillah NW Penakak. .

Interview
The researcher conducted three stages in the interview the students; The first stage, the researcher selected 7 students to be interviewed to know deeply students' difficulties in interpreting the message. The second stage, after selected the students, the researcher asked some questions to the students one by one and recorded their answers. The last stage, the result of the interviews was analyzed by the researcher. After interviewed the students, the researcher interviewed the teacher.
The researcher collected the data from the respondents then analyzed it by using qualitative from Miles and Hurberman 5 (1984). The data was collected through observation, interviews and documentation about the student's difficulties in interpreting the message of listening comprehension. Table 1 RESULT AND DISCUSSION

A. RESULT
The findings of the research based on the results of the data analysis. The data analysis consisted of two sections; the data analysis of interview, and observation. It was held to answer the research question, how does the students' difficulties in interpreted the messages of listening comprehension, and what are the factors causes of students' difficulties in interpreting the message of listening comprehension. 5 Miles, M.B & Huberman A.M. (1984). Analisis Data Kualitatif. Terjemahan oleh Tjetjep Rohendi Rohidi. 1992. Jakarta: Penerbit Universitas Indonesia.

Reduction
Drawing and verifying conclusion

Result of interview
The researcher had interviewed the students and the teacher on October 12 th 2020.
The researcher displayed the result of interview as follows: a. The Analysis of the Data Collected from the Result of the Student's

Interview
The interview was carried out with 7 volunteer students as discussed in research methodology. These interview due to know deeply about students' difficulties in interpreted the message of listening comprehension. There were five question to know about students difficulties, the first question was: "What were your problems when you interpret the message that you hear in listening comprehension?", the second question was "did you think the material, and the speaker, affect your ability to interpret the message in listening comprehension?
Explain!", the third question was "What things that made you difficult to answer the question from the speaker during listening?", the fourth question was "What were the factors made you lost your concentration during listening comprehension?", the last question was "Have you ever used your own personal experience or background knowledge to answer the question in listening? Why?" All of the questions in interview used English but when they were asked for to respond in English, they felt shy, and anxiety. Hence, they were allowed to use Indonesia.

1) Problems Affect Listening Comprehension
First question were asked to know the problems affected the students in interpreted the message of listening comprehension as the listeners. The result showed all of the interviews have various answer, they were: The result of the second question showed, all of participants responded that the difficulties in content material were unfamiliar topic and long conversation of listening. There were only two students' said the difficulties in listening material were variety accents and grammar rules of the sentence.

3) Problems to Answer the Question during Listening
The third questions were asked to know the problems encountered by students to answer the question during listeing. There were some good comments given by the students: From the results of the third questions of the interview above. It could be drawn that there were some problems of the students during listening. The students could not answer the question from the tapes.
Furthermore, the students found difficult to catch the meaning because of lack of vocabulary and poor grammar knowledge, they also lost their concentration because too focused to guess the unknown words.
Consequently, they missed what the speaker said in the next question.
Therefore they felt panic and made them difficult to answer the question.

4) Problems Lose Concentration during Listening
The fourth questions were asked to know what problems that made the students lose concentration during listening comprehension. The students had various answered as following below:

5) Problems Used Personal Experience
The fifth questions were asked to know did the students used their own personal experience to interpreted the message of listening comprehension in order to able to answer the questions from the speaker.
The students answered as following below: Based on the answer of the teacher above, actually the problem appeared from the students itself. The students found difficult to the length of the material, the native speakers' pronunciation, and the speakers' accent affects the students' ability to interpreted the message of listening comprehension.
3) What things that made the students difficult to answer the question from the speaker during listening?
"Saya rasa kurang kosa kata itu tadi sama kurang praktik listening dek." (The teacher) From the teacher's answer above, it can be concluded that the lack of practice and lack of vocabulary made the students difficult to answer the question from the speaker during listening comprehension.

4) What were factors made the students lost their concentration during listening comprehension?
"Saya rasa factor yang membuat siswa kehilangan konsen itu karena antar siswa sering saya lihat saling tanya arti dari dialog yang mereka dengar. Sehingga itu tadi membuat keributan dalam kelas dan mengganggu konsentrasi mereka." (The teacher) Based on the teacher's statement above the noise during listening comprehension was the factor made the students lost their concentration. it affected the students to interpreted the message of listening comprehension. 5) Do you think the students use their own personal experience or background knowledge to interpret the message in order to able to answer the question in listening? Why?
"Iya dek itu benar, saya sudah menanyakanya kepada siswa bagaimana mereka menterjemahkan pesan yang mereka dengar itu. Jadi mereka itu sering menggunakan analogi mereka, mereka seperti mengira-ngira apa sebenarnya arti dari sebuah percakapan dan mereka menterjemahkan sendiri didalam kepala mereka berdasrkan pengetahuan terbatas dan pengalaman-pengalaman mereka itu sendiri." (The teacher) Based on the teacher's statement above the teacher confirmed that the students used their own personal experience or background knowledge to 56 interpret the message in order to able to answer the question in listening.
They interpreted the sentences word by word and frequently guessing the meaning of a word from their limited understanding ability.

Activating students' vocabulary
Hamouda 6 (2013) states that Activating vocabulary by asking them to guess the meaning of word in listening before explaining the meaning to them, since whenever the students were able to relate what they have already known to what they are supposed to listen for, they were likely to listen better and more effectively.

Accents
Accent is important in listening comprehension. The students' awareness about variety accents from native speaker needed to make them easier to answer question and to interpret the messages in listening comprehension. Give the students' variety accent while practicing listening.

Pronunciation
The teacher needs to help the students to improve their pronunciation by training from native speaker. It will help them to develop listening acquisition and to train students with accurate pronunciation. 6 Hamouda, Arafat (2013

Giving some strategy in listening
The one of important thing is giving the students some strategy in listening.
It would make the students easier to find the answer of the question from the speaker without think too much and spend their time.

Anxiety
Motivate students to be positive thinking about their score and support them.
The students should do not think too much, just conduct what the students able to conduct.

CONCLUSION
The purpose of the study were to found out how does the student's difficulties in interpreting the message of the listening comprehension for the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021?, and to know the factors causing the students' difficulties in interpreting message of listening comprehension for the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021 during listening comprehension. Based on the data analyzes in chapter IV, It could be concluded that: All of the eleventh-grade students of Madrasah Aliyah Mardhatillah NW Penakak in the school year 2020/2021 were difficult to interpret the message of listening comprehension. There were nine problems in students' self learning that were found in analyzing students' difficulties, they were: lack of vocabulary, poor grammar mastery, accent, pronunciation, lack of concentration, speed of speech, anxiety, and noisy. The problems in interpreting the message of listening comprehension faced by students' not only from the listeners themselves but also from content material and environment of listening comprehension. Hence, the students have to study hard and have more practice to improve their listening comprehension.