EFL Students’ Problems and Teachers’ Strategies Coped with Audio Comprehension Listening

Abstract

This study aims to identify the problems faced by students in understanding English audio narratives and the strategies used by teachers to overcome these problems. This study uses a descriptive qualitative method with data collection techniques using semi-structured interviews with two English teachers at a senior high school in Jember. The results of this study indicate that students encounter two types of challenges in understanding audio narratives: internal and external challenges. Internal challenges include limited vocabulary, weak grammar, improper pronunciation, differences in language proficiency among students, and difficulty in understanding accents. Meanwhile, external issues include limitations in learning facilities, such as the lack of language laboratories and the speaker's speaking speed being too fast. To address these two issues, teachers implemented four main strategies: providing clear instructions tailored to students' characteristics, offering varied and level-appropriate media and materials, engaging students in enjoyable activities such as listening to songs and watching Englishlanguage

films, and evaluating students' learning outcomes through personalized assessments, motivation, feedback, and individualized approaches. This study concludes that understanding student characteristics and applying appropriate strategies are crucial for improving students' listening skills. The researchers suggest that future studies combine classroom observations with interviews and explore the use of technology, such as AI-based applications, to enhance the effectiveness of listening instruction in schools.