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All Journal Journal on English as a Foreign Language (JEFL) Journal of Language Pedagogy Channing: Journal of English Language Education and Literature Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Pendidikan dan Konseling JIIP (Jurnal Ilmiah Ilmu Pendidikan) JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Jurnal Scientia Jurnal Ilmiah Wahana Pendidikan Jurnal Bahasa Inggris Terapan NUSRA: Jurnal Penelitian dan Ilmu Pendidikan
Nelson Balisar Panjaitan
Universitas Advent Indonesia
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Challenges in E3 Listening Skills: Perspectives of Universitas Advent Indonesia Students Nurjanah, Anisa; Panjaitan, Nelson Balisar
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 5 No. 2 (2024): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2024
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v5i2.2614

Abstract

This study investigated Universitas Advent Indonesia's perceptions of the challenges and importance of E3 English listening skills in the context of academic and career development. Using a quantitative approach and data collection through a closed Likert-type questionnaire, 125 students from various study programs at Universitas Advent Indonesia responded to the study. The analysis showed that most students experienced several challenges in developing their listening skills, with 45.3% agreeing that such barriers existed. However, they also recognize the importance of listening skills, with 49.67% agreeing that it is vital to their academic success. Furthermore, 52.97% of the students agreed that the strategies used in the listening test were effective methods to improve their comprehension. In addition, most respondents supported recommendations to improve the teaching and learning of listening skills at Adventist University, with 50.93% agreeing with such efforts. This study sheds important light on the development of listening skills in higher education and provides valuable insights for efforts to improve them.
Perceived Difficulties in TOEFL Listening: A Diagnostic Study of Indonesian EFL Learners at UNAI Panjaitan, Nelson Balisar; Nelson Balisar
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/jeddkc85

Abstract

Indonesian EFL undergraduates at faith-based Universitas Advent Indonesia (UNAI) face persistent TOEFL listening challenges, yet institution-specific diagnostics remain scarce. This quantitative descriptive study surveyed 135 UNAI students with prior TOEFL exposure using a validated 40-item, 5-point Likert-scale questionnaire assessing perceived difficulties across six domains: vocabulary (M=3.22, moderate), speech rate (M=3.59, moderately high), accent variation (M=3.50, moderately high), distractors (M=3.43, moderately high), memory (M=3.49, moderate), and concentration (M=3.52, moderately high). Overall mean difficulty was 3.46 (moderately high), revealing processing constraints over lexical gaps. Key findings identified concentration (peak item M=4.01) as the most critical barrier—driven by anxiety and noise—followed closely by speech rate (up to M=3.88), memory (M=3.83), distractors (M=3.75), and accents (M=3.67). Vocabulary ranked lowest, suggesting top-down compensation mitigates lexical limits. This pattern underscores TOEFL listening as a multidimensional construct blending linguistic knowledge with cognitive load (working memory, processing speed), attentional control, and affective factors rather than vocabulary deficits alone. Implications advocate targeted interventions beyond rote vocabulary: rapid-speech training, diverse accent immersion, distractor recognition drills, note-taking systems, memory enhancement techniques, and anxiety management protocols. These strategies promise to elevate UNAI students' TOEFL competitiveness and listening proficiency in high-stakes academic contexts.
Co-Authors Anas Situmeang Anas Situmeang, Anas Anisa Nurjanah, Anisa Anne Lou Hendriks, Anne Lou Caroline Victorine Katemba Debora Chaterin Simanjuntak Eko Kristianto Eko Kristianto, Eko Erwin Simbolon Erwin Simbolon, Erwin Esther Gladys Siringo-ringo Esther Gladys Siringo-ringo, Esther Gladys Grace Hulu Grace Hulu, Grace Kitche Vetricya Sarumpaet Kristi Hema Bina Br Barus Mian Silitonga Mian Silitonga, Mian Nelson Balisar Nova Melinda Herwawan Okamura Silitonga Okamura Silitonga, Okamura Rachel Palandeng Rachel Palandeng, Rachel Raynaldo, Mickhael Tommy Sihotang, Hana Monica Situmeang, Lisda Via Grace Sri Yuliana Pandensolang Sri Yuliana Pandensolang, Sri Yuliana Tampubolon, Apricia Yanita ulani Silitonga Yenni Christina Yusmawati Giawa