Beruflich Dokumente
Kultur Dokumente
Diandria Seriritan
Arriane L. Arguelles
2
A. Bonifacio Ave.
Cainta, Rizal
APPROVAL SHEET
which was prepared and submitted in partial fulfilment of the requirements for the
Degree Bachelor of Secondary Education, major in English has been recommended for
Accepted and approved in partial fulfilment of the requirements for the Degree of
College Dean
ACKNOWLEDGEMENT
3
I would like to express my gratitude to all the people who extended their valuable
Mrs. Marilou A. Valencia, Vice President for Administration and our supportive
Thesis Adviser who constantly helped us in spite of her very busy schedule. Thank you,
Ma’am for all your help and advises that really took a huge part for the success of this
study.
I express my heart felt gratitude to Mr. Allan A. Salazar who willingly helped us
with our Statistics that enabled us to finish all the remaining parts of our thesis. Thank
Education, Cainta Catholic College, who interpreted our data without any second thought
sisters Mrs. Angel Balde and Mrs. Ana Loraine Dumanhog for the financial and moral
support, for the motivations and unconditional love, to all my TRUE friends who
supported me all the time, to my gorgeous partner Diandria Seriritan who always there
just to finish our thesis, and also to my supportive boyfriend who always reminds me that
I can finish this study. Lastly, to almighty God who provides everything that He knows it
is right.
- Arriane L. Arguelles
ACKNOWLEDGEMENT
4
Administration, also our Thesis Adviser for the suggestions in the improvement of our
Department who interpreted our gathered data and to Mr. Allan A. Salazar who willingly
grandmother, Virginia Suyat Thaler and Ma. Judith Olivia S. Baccay for the financial
and moral support, for the motivations and unconditional love and support for me. I owe
that is very supportive for all times. I owe also my thanks to my boyfriend who always
Most of all to our Dear God, for guides and all the blessing that he pours to me,
for protection and safety and for strength despite of wanting to give up. Thank you,
almighty father.
- Seriritan, Diandria
Table of Contents
Acknowledgement ……………………………………………………………………3
Chapter 1
Introduction
Hypotheses
Theoretical Framework
Conceptual Framework
Definition of Terms
Chapter 2
Foreign Literature
Foreign Studies
Local Literature
Local Studies
Chapter 3
6
RESEARCH METHODOLOGY
Research Design
Instrumentation
Statistical Treatment
Chapter 4
Chapter 5
Summary of Findings
Conclusions
Recommendations
CHAPTER 1
Introduction
In spite of its importance, listening has long been the neglected skill in second language
8
acquisition, research, teaching, and assessment. However, in recent years there has been
learning and teaching. The study tried to find the barriers affecting the listening ability of
the students.
Although many students will say they learn more in a lecture type of class than
they do from studying their textbooks, listening to a lecture can be a difficult task.
Listening is an active process requiring full attention and concentration. Students may
“miss” a large part of a teacher’s lecture because they have never learned to listen (Koch,
1985). Words are heard with one’s ears, but it is necessary to listen to ideas with the mind
in order to understand what others want to say. Students from kindergarten through high
school are expected to listen 65-90 percent of the time (Journal of Language Teaching
“Every student shall endeavor to achieve academic excellence and shall abide by the
rules and regulations governing his/her academic responsibilities.” In the title of Nadine
Dolby’s recent piece in the Chronicle Higher Education makes a great point about
teaching that often goes outspoken “There’s no learning when nobody’s listening.” It
seems that most of the time, “listening” was taken for granted.
This study aimed to enhance the student’s knowledge and skill on listening so that
they can effectively use their listening ability to make a meaningful communication that
The purpose of this study was to investigate the barriers that are affecting the
listening ability of a student and to gain ideas on how to improve or develop one’s
more important than ever, yet we seem to dedicate less and less time to really listen to
one another. Genuine listening is a rare gift, a gift of time. It helps build relationships,
work, effective listening means fewer errors and less waste of time. At home, it helps
develop resourceful, self-reliant kids who can solve their own problems. At school,
listening attentively helps the students to get the lesson easily and clearly.
Students learn by listening every day in all kinds of situation. On the other hand,
students can “turn off” their listening if what they hear is something in which they are not
interested or something they do not agree with or understand. Koch (1985), you must
become so actively involved in the lecture that you will be learning as you are listening.
Unfortunately, some students remember the funny story but are unable to remember what
point the speaker or the teacher is trying to make. It is essential to note that through the
normal course of the day, listening is used nearly twice as much as speaking and four
times as much as reading and writing (Van Duzer, 1997). Therefore, listening should be
not listen well, we cannot respond to what others are saying. People tend to listen but not
really understand well what is being said so it turns out of misunderstanding and
10
full attention, while hearing is just receiving sound waves. Most people can hear quite
ideas and information take in. Numerous students indicated that efficient listening skills
were more important than reading. During the researchers’ field study observation in
Cainta Catholic College, they have observed that some students have their own strategies
on listening and some students do not pay attention on listening because there are barriers
that affects their listening ability, e.g. environment distractions. The result is the students
fact that universities or schools pay more attention to English grammar, reading and
vocabulary. Listening and speaking skills are not that important parts of any courses,
books or curricula and teachers do not seem to pay attention to these skills while
According to J.Michael Bennett (1991) “even when really trying to listen, but
such as in college, most people “hear” only about half of what is being said. After a few
hours, only one-fourth of what was heard can be recalled with any accuracy. That’s only
25 percent what a person with the capacity of total recall could have remembered”.
11
The Researchers desired to study the Barriers Affecting the Listening Ability of Grade 8
Specifically, this study looked for the answers to the following problems;
Hypothesis
This research focused on the Barriers Affecting the Listening Ability of grade 8
students in Cainta Catholic College. The respondents of this research are the grade 8
The respondents of the study are 30 percent of the population of grade 8 students
in Cainta Catholic College. There are 11 sections in grade 8 and 30 percent of the class in
Theoretical Framework
textual structure that the listener uses to make sense of the given text. The listener makes
use of linguistic and situational cues and also the expectations he/she has about the new
refers to a process of decoding a message that the listener hears through the analysis of
sounds, words and grammar. Top-down process in listening refers to the process of using
comprehension. If the incoming information is matched with the schema, then the
listeners have succeeded in comprehending the text; if they are not compatible, either the
information or the schema will be discarded or modified. The principle of schema leads
down processing.
13
Conceptual Framework
A Conceptual Framework showing the barriers affecting the listening ability of grade 8
students.
CCC, the administrators, teachers of English, the students and their parents, and even
The administrators orchestrate the academic temper of the school. The curriculum
is particularly, the most important business that they monitor. This study will give them
the basis for choosing the right instructional materials to implement as well as looking
into the physical characteristics of the campus, classrooms and other instructional
facilities.
15
Teachers are the facilitators of learning. English teachers in particular develop the
skills in communication. One of these is listening skills. This study will open the avenues
for teachers to identify the barriers in the listening skills of their students. Measures
described in this study may be useful to them. This study will also help them find out the
The Students, this is important to them because it will improve their listening
And to the Future Researchers, this serves as a guideline and pattern to their studies and
future endeavor.
Definition of Terms
To enhance a better understanding of this study, the following terms are defined
English
Barriers–It is something negative that affects the listening ability of the students
the students.
16
Ego Barrier - Is thinking that the students own ideas are more important than those of
Physical Barrier – Is any physical aspect that prevents the speaker to be heard and the
psychological states including moods and level of arousal, can facilitate or impede
listening.
Teacher – It is the one who executes the lesson for the students to learn.
17
CHAPTER II
comprehension of the students in a learning classroom and will discuss the pertinent
information of the study. This information is formed of foreign and local literature and
studies. Similarly, studies with bearing on the topic will be included and will present to
Foreign Literature
completely omitted. Each classroom contains a unique set of listening barriers that affect
learning and cause undesired outcomes for both the student and the instructor. In an effort
to alleviate these barriers, tailored listening skills assignments for each classroom provide
instructors with the tools to enhance student learning. This introduction establishes a
framework for understanding how listening skill assignments can increase critical
thinking and effect positive student learning outcomes within the classroom environment.
Skills”, Routledge 2013, Effective communicators are, first and foremost, effective
listeners. Only when you listen to others and understand their perspectives can you make
Skype or to a family member who needs your help and support, listening is one of your
most essential life skills. Listening improvement in each component of the process
requires:
Appropriate attitudes toward listening – attitudes plays a key role in your ability to listen
well. Unless you believe that listening is essential for your personal development, it will
be difficult to devote the necessary energy for improving your competence. In addition,
Knowledge of principles about listening – listening theory and research lends important
insight into how your listening can be improved. Key principles guide your efforts as you
work to become more effective and more consistent in meeting your listening challenges.
19
attitudes and the application of listening principles will result in improved performance.
The primary of this text is to change your behavior – to help you become a better listener.
according to your purpose and context. Making informed choices about how and when
and under what circumstances to apply your listening skills is one of your important
tasks.
Michael Rost stated in the book of “Teaching and Researching: Listening”, 2013,
the relevance and prevalence of listening, however, does not make a readily knowable.
Indeed, at a recent conference on spoken language processing, he heard one of the noted
surprising then that even after decades of study; we may just be scratching the surface of
a deep understanding of the fundamental processes and mechanism s that underpin our
O, the Oprah Magazine featured a cover article with the title, “How to Talk So
People Really Listen: Four Ways to Make Yourself Heard.” This title leads us to expect a
list of ways to leave the listening to others and insist that they do so, but the article
contains a surprise ending. The final piece of advice is this: “You can’t go wrong by
showing interest in what other people say and making them feels important. In other
words, the better you listen, the more you’ll be listened to.” Jarvis, T. (2012)
Foreign Studies
20
Listening”, 2015, Effective listening is not as easy as it sounds, though, and there are
several factors that can affect how well you can listen to and understand others. To help
you recognize these, I’ve made a list of the 5 most common barriers to effective listening
Distractions - The most obvious and probably the most significant barriers to listening in
today’s world are various distractions. Sadly, many of us can’t seem to be part of an
impolite, but it also tells the other person conversation without constantly glancing at our
phone or laptop. Not only is it considered that you’re bored and whatever is on your
phone is more important to you than this conversation. As you’re distracted, you’re also
likely to miss important points or information that you might need in the future. When
you’re having a conversation with someone, it’s best to keep these distractions away and
environments is highly ineffective, not to mention nearly impossible. Even if you can
manage to communicate with a large amount of background noise, you won’t be able to
understand much or have a good, meaningful discourse. In situations like this, it’s always
better to either defer the conversation or move it somewhere quieter. The issue of
many people think they can tackle important conversations while they’re commuting. In
most cases, however, the noise levels are too high for effective communication, not to
mention the fact that it can cause strain to the person on the other end as well.
21
Interruptions - The fact that nothing good comes from interrupting someone while
they’re speaking is one of those cardinal rules of communication we’re all taught as
children. Unfortunately, that lesson doesn’t tend to stick. People are so eager to be heard
that sometimes they interrupt conversations to state their own opinion. However, not only
is it considered rude, but it’s also one of the biggest barriers to effective listening. To
avoid making this mistake, try to wait until the other person has finished talking before
Prejudice - can cloud your judgment and make you turn a blind eye towards valuable
information or good people. When you live and work in a multicultural environment, it’s
vital to leave all your prejudices behind when you’re communicating with others. For
example, if you assume a person is unintelligent (or even less intelligent than you)
because of the country of his origin, you’re blinding yourself. You need to give everyone
Lack of interest - often times, we find ourselves trapped in a conversation that simply
can’t hold our interest. In such cases, we’ll be tempted to drift off in our own thoughts or
it’s not really a good idea to force your attention on a topic you find dreadfully boring. If
important, however, try to focus on the relevant points and note them down.
Irshad Ahmed stated in his study “Types and Barriers to Listening”, 2013,
the Speaker. Listening cannot be done only by ears. One can listen with their eyes, sense,
mind, heart and imagination. A barrier is anything that gets in the way of clear
Physical Barriers consist of any sound that prevents a person from being heard. Physical
noise interferes with a speaker’s ability to send messages and with an audience’s ability
People related barriers: Physiological barriers. Physiological barriers arise when the
listener suffers from ill health, fatigue, sleeplessness, hearing problems and the like, it
may also arise due to the accent and pronunciation shortcomings of the speaker.
Psychological barriers cover the value system and the behavioral aspects. Some
examples where listening fails to be effective on account of people related factors are as
follows: The speaker speaks in a shrill voice that does not reach the receiver. The speaker
Overload of message it is difficult for the brain to digest the overloaded message. When
the message is lengthy or illogical in sequencing, it becomes more painful to retain the
Ego thinking that my own ideas are more important than those of other persons or “I am
always right” and “the other is wrong” is the major stumbling block in the way of
listening. Listening requires open mind and heart free from negative emotions. If the
mind is closed for the other person’s message, there will be no listening.”
23
Perceptions Our perceptions are selective and limited. As a result we indulge in selective
listening-taking the ‘desired’ part and leaving the ‘undesired part of the message. We do
not listen what the other is saying but what we want to listen.
Poor retention in dialogue, or two way oral communications, the sequence of thought is
essential for carrying on communication. To speak coherently one has to remember the
sequence of ideas. The structure of thought must be received and retained by the listener
to understand the arguments. The cues that signal the movement of thought from one set
of ideas to another must be retained by the listener to be able to grasp the full sense of
message discussed.
The following are the rules of good listening: Stop talking, stop thinking, remove
distractions, and do not let your mind wander, do not pre-judge, be patient, empathize
Comprehension”, 2015, Listening is almost ignored in both secondary and high school,
where students spent seven years in English language learning. This results in poor
listening skill when they become English major. As compared with other language skill,
listening is considered the most challenging subject. Therefore low scores in listening are
unavoidable. Her research finished finding the common problems which the students in
the fact and figure, a number of strategies are also suggested to help them with better
listening. To confirm what have been written above and my ideas about the solution to
improve the listening skill of the students, I conclude with these ideas: Firstly to the
24
students, they should spend much more time on practicing. They should listen to a variety
of topics in order to get familiar with them. Hence, the background knowledge will be
enriched as well as the skill. In addition, the students should know to apply suitable
strategies to each kind of listening text in order to get the best result.
However, the skill of students will not be improved the best without teachers.
Teachers play such a significant in building up their skill. By each lesson, the teachers
show his students the ways in each stage of listening comprehension. Generally, there are
advise their students with the syllabus they can self-study at home. In short, this research
of mine does not focus on how teachers carry out their lesson but it is a chance to
understand more about the student’s problems. Here are the micro skills that needed in an
enable listener: predicting what people are going to talk about: guessing unknown words
or phrases without panicking, using one’s won knowledge of the subject to help one
thing is, Now, Finally, etc., recognizing cohesive devices e. g such as and which,
patterns and uses of stress, etc., which give clues to meaning and social setting. And
Moreover, Raj Soin (2015) stated in his study “Listening Effectively”, almost
everyone sincerely believes that he or she listens effectively. Consequently, very few
people think they need to develop their listening skills. But, in fact, listening effectively
is something that very few of us can do. It's not because listening effectively is so
25
difficult. Most of us have just never developed the habits that would make us effective
listeners. Research has found that by listening effectively, you will get
more information from the people you manage, you will increase others' trust in you,
you will reduce conflict, you will better understand how to motivate others, and you will
inspire a higher level of commitment in the people you manage. A study of over 8,000
agencies found that virtually all of the respondents believed that they communicate as
average?) However, research shows that the average person listens at only about 25%
efficiency. While most people agree that listening effectively is a very important skill,
most people don't feel a strong need to improve their own skill level.
Local Literature
skills such as listening, building on others’ ideas, tactfully disagreeing, and taking turns;
and orally craft arguments that may carry over into their writing.
From the article written by Gutierrez 1997, many cases have proven that effective
listening will yield an effective interaction with the exchange of opinions. Also from
effective listening it will have a better understanding on the lesson and more on the
According to Beltran, 2015 “Really Listen”, Many people have problems with
being able to “really listen” because we are wired by media and society to be active and
26
engaged during discussions and conversations and most especially when dealing with
incompetence, fear or ignorance. The fact is when one “really listens” one is not being
passive but rather being inquisitive, strategic and gathering data that you can use to
Yagang (2014), “Listening Problems” Some students seem to have problems with
the listening comprehension. Some of them cannot catch any words when they are having
class with native lecturers. As a result, if they don’t understand what the lecturer tries to
communicate, they might not be able to further their study. The problems in listening
were accompanied with the four following factors; the messages, the speaker, the listener
Local Studies
national examination e.g. National Achievement Test (NAT) and National Career
comprehension; the current status of students is not evaluated properly. Therefore, the
communicator, if a person listens well in what the speaker says, the understanding would
be easier. There are people who do not know how to listen but tends to butt in to the
other’s conversation that’s why the miscommunication occurs. When we listen, we can
27
ask questions and exchange ideas. Our knowledge will broaden through listening and the
According to Nida, in her study “The Listening” 1957, people learn to speak a
language based on what they heard, how the language heard. A child proves it, what
words she heard from her mother and their maids are what she also learned and interpret.
As she grows older, there are so many words she heard and can interpret.
Moreover, Gelig stated in her study “Reasons Why People Lose Interest in
Listening” 2014, that in this generation many teenagers are eager to finish their studies.
There are students who want to get high grades every major exam, and to get high grades
they must listen attentively and focus on what the teacher is discussing but there are some
students especially in the middle of the discussion are losing their interest in listening.
28
CHAPTER III
Research Methodology
design, setting of the study, subject of the study, the instrumentation, procedure of the
Research design
This study was done for the purpose of knowing the “Barriers Affecting the
study, the researchers used the descriptive method because it describes the characteristics
of the factors that affect the listening ability of a student and explain the nature of the
survey based on the information and data needed in the discussion of the problem
involved.
The descriptive method was about finding acceptable and proper interpretation of
the gathered data. It described the data and characteristics about what is being studied.
Descriptive method can also used to discover facts on which judgment will be based. It
The study was conducted in the high school department of Cainta Catholic
students in Cainta Catholic College. There are 11 sections in grade 8 and 30 percent of
the class in each section answered the questionnaire provided by the researchers.
Instrumentation
To gather data, the researchers used questionnaire that includes the respondent’s
academic performance in English and checklist. This was used because the data was
The questionnaire was the checklist that determined the barriers affecting the
The first procedure was the researchers asked permission from the Principal of
high school department, Mr. Henry P. Santiago to conduct the survey. Next, the
made questionnaires provided several copies. The respondent asked to accomplish the
questionnaires.
The respondents are reminded to read the questions carefully and the researchers
informing them the purpose and importance of the results of the study. The instruments
After gathering the instruments or the questionnaires, the data were tallied and
encoded, and then the researcher analyzed and interpreted the data gathered.
Statistical treatment
The data that was gathered from the questionnaires was examined, analyzed,
clarified and tabulated. The researchers used the Two Way Anova method with the
following formula:
Formula:
31
Chapter 4
This chapter presents the results, analysis and interpretation of data relative to the
questions aimed to determine the barriers affecting the listening ability of grade 8
Table 1 presents the academic performance of the respondents as revealed by their third
Performance
20.30% of the students received a grade between 79 and below, 24.82% has a grade
between 89-85 and only 1.50% for 100-95, which are interpreted as Needs Improvement,
Satisfactory and Outstanding respectively. Overall, the general mean for the present grade
This is related to the study of (Koch, 1985) that listening is an active process
requiring full attention and concentration. Students may “miss” a large part of a teacher’s
lecture because they have never learned to listen. And also Gelig stated in her study,
“Reasons Why People Lose Interest in Listening” 2014, that in this generation many
teenagers are eager to finish their studies. There are students who want to get high grades
every major exam, and to get high grades they must listen attentively and focus on what
the teacher is discussing but there are some students especially in the middle of the
Barriers
Table 2 presents the barriers affecting the listening ability of the respondents with respect
to physical barriers.
Table 2
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8
As shown, the general mean obtained by the students is 2.36, which is interpreted
as disagreeable.
First in rank is “I get distracted whenever my seatmate does unnecessary things”
with weighted mean of 2.79, which interpreted as agreeable. Last in rank is “I lose
interest to listen when the room is a little dark” with weighted mean of 2.03, which is
interpreted as disagreeable.
The result indicates that students get easily distracted and cannot listen well to
their teacher when their seatmate or classmate does things which caught their attentions.
Overall, majority of the items are interpreted as disagreeable to the grade 8 students.
34
This is in relation to the statements of Ashely Andrews (2015) that the most
obvious and probably the most significant barriers to listening in today’s world are
various distractions.
Table 3
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8
As eluded in the table, the general mean obtained is 2.11, which is interpreted as
disagreeable.
As shown, two of the items are interpreted as disagreeable, another two is
agreeable, and one is highly disagreeable. Rank 1 is “I lose my interest to listen when my
head aches” with a weighted mean of 2.66, interpreted as agreeable. Last in rank is “I
can’t listen well because I have hearing problem” with a weighted mean of 1.45,
can not listen well in that case. Listening requires full attention and focus, but students
This is in line with study of Irshad Ahmed (2013) stating that, when the listener
suffers from illness, fatigue, sleeplessness, and other physiological barrier, they tend to
Table 4
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8
As indicated in the table, the general mean obtained is 2.13, which interpreted as
disagreeable.
The table shows that majority of the items are interpreted as disagreeable. First in
rank is “I can’t listen well when the speaker speaks rapidly” with a weighted mean of
36
2.51 and interpreted as agreeable. Last in rank is “I feel annoyed when listening” with a
Summing up, students can’t effectively listen if their teacher speaks fast. They
tend to lose interest because they can’ catch up with their teacher. It means, students can
effectively listen when the teacher speaks in a clear and not too fast manner.
This is related to the study of Ishrad Ahmed (2013) stating that one of the
examples where listening fails to be effective is when the speaker speaks very rapidly or
Table 5
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8
The table indicates that the obtained general mean is 2.32, which is interpreted as
disagreeable. It shows that “I cannot understand the message when the speaker uses
disagreeable. The “the old messages in my head interrupt me from receiving new
messages” is last in rank with a weighted mean of 2.17, also interpreted as disagreeable.
Overall, all of the aspects are interpreted as disagreeable to the students but they
differ in their weighted mean given by them. It also shows that the majority of the class
cannot understand their teacher when he/she uses unfamiliar words in the discussion.
This is in line with the study of Yagang (2014) that the problems in listening were
accompanied with four factors; two of these are the message and the speaker. If the
students what the teacher tries to communicate, they might be able to further their study.
Table 6
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8
As shown, the general mean obtained by the students is 1.68 and interpreted as
disagreeable.
First in rank is “I am not interested to listen because I already know the topic”
ignore the speaker” with a weighted mean of 1.45, also interpreted as disagreeable.
The result indicates that students tend not to listen when they have already read
about the topic or already know what will the teacher is about to discuss. In overall, all of
This is in relation with the statements of Ashley Andrews (2015) that it is not
really good idea to force your attention on a topic you find dreadfully boring or you
already knew. In such cases, students will be tempted to drift off on their own thoughts or
Table 7
Computed Weighted Mean on the Barriers Affecting the Listening Ability of Grade 8
As eluded in the table, the general mean obtained by the students is 1.81, which
As shown above, all of the items are interpreted as agreeable to the grade 8
students. First in rank is “It’s difficult for me to stay in the discussion” with a weighted
disagreeable also.
The result states that students can’t keep up or stay with the teacher in classroom
discussions for too long. This is related to the study of Gelig, (2014) that there are
students that want to have high grades, especially in major subject, and in order to get
high grades, one must listen attentively and focus on what the teacher is discussing but
there are some students, especially in the middle of the discussion, are losing their
interest in listening.
40
Table 8
Composite table of the Barriers Affecting the Listening Ability of Grade 8 Students in
terms of
The table indicates that the general mean obtain 2.07, which is interpreted as
disagreeable.
It shows that the highest in rank is Physical Barrier, with a weighted mean of 2.36
and interpreted as disagreeable. The Ego Barrier is the lowest in rank with a weighted
mean of 1.68. Overall, all of the aspects or barriers affecting the listening ability of the
respondents are interpreted as disagreeable but they differ in their weighted mean given
by them.
This indicates that the Physical Barrier is the most difficult aspect to effective
listening for the students. On the other hand, the Ego Barrier is the least difficult aspect
This is related to the statement of Stanley B. Felber (2012) that distractions are
most interfering aspect in listening. He said that there are two types of distractions,
external and internal, can interfere with concentration and make it difficult to listen.
Environmental noises such as paper rattling, coughing, whispering, and street noise are
Table 9
Computed Value on the significance difference between the barriers affecting the listening
SS df MS F
Total 599.567 9
The table shows that the computed value between the barriers affecting the
listening ability of the students and their academic profile F-value is 2.665, and is greater
than the P-value which is 0.05, interpreted as not significant. The null hypothesis is
Chapter 5
recommendations offered.
Summary of Findings
Based on the analysis and interpretation of data, the findings are hereby
summarized:
present grade in English. The general mean for the present grade in English of
Retention. All of the aspects are interpreted as Disagreeable to the students but
they differ in their weighted mean given by them. It also shows that “Physical
Barrier” is the most evident barrier that the respondents pointed out as aspect to
effective listening. On the other hand, the “Ego Barrier” is the least difficult
revealed that barriers affecting the listening ability do not differ significantly to
Conclusions
1. The study revealed that the academic profile of grade 8 students in terms of their
grade 8 class needs to exert more on listening and be developed more to reach at
2. The researchers found that the Physical Barrier is the most evident aspect that
hinders effective listening for the students and the Ego Barrier is the least
disturbing barrier for the students. The researchers conclude that the learners
should be provided with conducive learning environment all the time, that which
English. This means that the academic performance of students is greatly affected
by these barriers.
Recommendations
1. The school should provide warm and healthy learning environment to students.
44
2. The teachers should see to it that distractions inside and outside the classroom are
eliminated if not prevented so that the students can listen actively and understand
3. Students may try or learn to repeat the teachers’ words mentally as they say them.
This will reinforce the message and help the students to stay focus.
5. The school should provide seminars and trainings to the teachers in upgrading
their teaching strategies and methods for effective and efficient teaching-learning
process.
45
References:
Andrews, Ashley “The 5 Most Common Barriers to Effective Listening and How to
Boyle, Joseph P. “Factors affecting listening comprehension”. ELT J (1984) 38 (1): 34-
38. January 1984
Fessenden, Seth A. “Designed for Listening”. Dubuque: Wm. C. Brown, 1951. p. 1–10.
Respondent’s Profile
Name: ____
Directions: Put a check ( / ) that corresponds to your answer to the following statements.
STATEMENTS 4 3 2 1
Physical Barriers/Environment
1. I am distracted with the writings on the walls or on
the board.
2. I get distracted with the speaker’s appearance.
3. I can’t listen well when the temperature’s too hot or
too cold.
4. I lose my interest to listen when the room is a little
dark.
5. I get distracted whenever my seatmate does
unnecessary things.
Physiological Barriers
1. I can’t listen well because I have hearing problem.
2. I lose my interest to listen when my head aches.
3. I feel sleepy whenever the discussion occurs.
4. I can’t stay on the discussion because I am busy doing
something.
5. I can’t listen well when I’m tired.
Psychological Barriers
1. I feel annoyed when listening.
2. I can’t listen well when the speaker speaks rapidly.
3. I don’t listen when I feel that the speaker has no
authority on the topic.
4. I let my mind wander rather than to stay focused on
the message.
5. I cannot listen well when I am hungry.
Overload of Message/Information Overload
48
Arguelles, Arriane L.
BSED ENGLISH
49
APPENDICES
HENRY P. SANTIAGO
50
Rest assured that the data to be collected will be treated with the utmost
confidentially. Anticipating for your kind consideration and most favorable action
on this matter.
In Christ,
Arriane L. Arguelles
Diandria Seriritan
Researchers
October 3, 2017
51
We, Arriane L. Arguelles and Diandria Seriritan, fourth year and third year
Bachelor of Secondary Education Major in English students, would like to ask
your assistance for the validation of survey questionnaire in our thesis entitled:
“Barriers Affecting the Listening Ability of Grade 8 Students of Cainta
Catholic College Academic year 2017-2018” as partial fulfillment of the
requirements for the degree Bachelor in Secondary Education.
In Christ,
Arriane L. Arguelles
DiandriaSeriritan
Researchers
Approved by:
Mrs. NenitaViloria
CURRICULUM
VITAE
53
Cruzeiro St. Meralco Village Brgy. San Juan Taytay, Rizal 1920 I (C) 0908 333 7359 I
arasilent@yahoo.com/aryanagranada30@gmail.com
PROFESSIONAL SUMMARY
I am a reliable person with strong attitude and willingness to learn. Adaptable with good
knowledge and able to work well in a fast-paced environment. Fast learner and accept
the mistakes to do it right.
SKILLS
Fast learner
Highly Dependable
Independent
Good communication skills
Strong initiative
Good multi-tasker
EDUCATIONAL BACKGROUND
COLLEGE
HIGH SCHOOL
ELEMENTARY
54
WORK HISTORY
Practice Teaching
Taytay National High School (December-March 2018)
Grade 9 English Teacher
SEMINARS/TRANINGS ATTENDED
PERSONAL INFORMATION
I hereby certify that all the information above is true and correct with the best of my
knowledge.
Personal Information
Age: 20
Sex: Female
Nationality: Filipino
Email: diandriabaccay@yahoo.com
Educational Attainment
Seminars Attended
“Instructional Practices in Media Literacy Education and their Impact on Students’ Learning”