Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Globish: An English-Indonesian Journal for English, Education, and Culture DIDASCEIN （Journal of English Education）
Deta Desvitasari
Universitas Islam Negeri Raden Fatah
Education

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Barriers to Listening Comprehension in EFL Contexts: Evidence from Islamic University in Palembang Muhammad Arif AlDaffa; Amalia Hasanah; Deta Desvitasari
Globish: An English-Indonesian Journal for English, Education, and Culture Vol. 15 No. 1 (2026): Globish: English-Indonesian Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v15i1.14720

Abstract

This research aims to identify problems faced by third-semester EFL students in the English Education study program at UIN Raden Fatah Palembang in learning listening comprehension during the 2023/2024 academic year. Using a qualitative case study approach, 8 students were selected through purposeful sampling technique, specifically homogenous sampling. Data were collected through semi-structured interviews to explore students’ experiences and perceptions in depth. The findings revealed several factors contributing to students’ problems in listening comprehension, including (1) different accent of speakers; (2) unclear pronunciation; (3) the length and speed of the listening; (4) the poor recording quality; and (5) background noise or distractions. This research highlights the importance of providing diverse and clear listening materials, using high quality audio devices, and ensuring a conducive classroom environment. As it focuses solely on students’ perspectives, further studies are recommended to investigate solutions and instructional strategies to address these listening comprehension problems effectively.
SENIOR HIGH SCHOOL STUDENTS' PERCEPTIONS OF ENGLISH CLUB PARTICIPATION:: BENEFITS AND CHALLENGES FOR ENGLISH LANGUAGE DEVELOPMENT Putra Sulaiman; Ridha Ilma; Deta Desvitasari
Didascein : Journal of English Education Vol 7 No 2 (2026): September Issue
Publisher : English Education Study Program, Faculty of Teacher Training and Education, Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v7i2.2175

Abstract

English learners in Indonesia have limited opportunities to use English communicatively outside formal classroom instruction. Although English Clubs may provide supplementary learning opportunities, students' experiences of their linguistic and non-linguistic benefits, as well as the challenges they encounter, require further investigation. This study explored senior high school students' perceptions of English Club participation in supporting their English language development. Employing a qualitative case study design, the study involved six eleventh-grade students (three male and three female, aged 16–17) from a senior high school in Palembang, Indonesia. The participants were selected through homogeneous purposive sampling based on their consistent participation in the English Club for at least one year. Data were collected through semi-structured interviews and analyzed thematically. Member checking was conducted to confirm the accuracy of the interview data. The participants perceived that English Club activities supported the development of their speaking, listening, reading, and writing skills. They also reported increased confidence, motivation, and awareness of their strengths and areas for improvement. Interactive activities, regular practice, and peer support contributed to a collaborative and low-anxiety learning environment. Nevertheless, the participants identified limited variation in learning materials, insufficient session duration, and scheduling conflicts with academic responsibilities as major challenges. The findings indicate that English clubs can complement formal EFL instruction by providing opportunities for meaningful language practice and encouraging learner autonomy. However, more systematic planning, varied materials, and flexible scheduling are necessary to improve program implementation and accommodate students' diverse learning needs.
Co-Authors Amalia Hasanah Muhammad Arif AlDaffa Putra Sulaiman Ridha Ilma