Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Language and Education Journal International of Lingua and Technology
Tarigan, Jenheri Rejeki
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search
Journal : Journal of English Language and Education

 1 
Redefining Challenges in English Listening Comprehension through Ellipsis Repair, Boundary Overrun, and Disfluent Clause Markers Stevani, Margaret; Wijayati, Wahyu; Tarigan, Jenheri Rejeki; Saragi, Alexander Adrian
Journal of English Language and Education Vol 10, No 5 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i5.1214

Abstract

This study redefined English listening comprehension in the Indonesian EFL context by analyzing the interpretive challenges posed by ellipsis repair, boundary overrun, and disfluent clause markers features that were often overlooked in pedagogical models. Ellipsis repair referred to a listener’s attempt to reconstruct omitted elements in spontaneous speech, often caused by speakers backtracking or self-correcting mid-utterance. Boundary overrun described a speaker’s tendency to extend or blur syntactic units across intonation or clause boundaries, which made real-time parsing difficult. Disfluent clause markers included fillers, false starts, and hesitations that interrupted clause structure and challenged linear meaning construction. Conducted at three private universities in Indonesia located on Medan (North Sumatra), Manado (North Sulawesi), and Makassar (South Sulawesi), the research involved pre-intermediate-level students who engaged with authentic spoken English data. Using a qualitative discourse-based approach, the study examined comprehension breakdowns through think-aloud protocols and clause-level analysis. Findings revealed that listener difficulties were not incidental but structurally rooted in disrupted syntax and prosody. These disruptions challenged students’ ability to construct coherent meaning in real time. The study highlighted the need for instructional models that developed interpretive resilience, not just lexical decoding. It called for a shift toward listening pedagogies attuned to spontaneous speech, structural ambiguity, and repair negotiation. The findings offered implications for EFL curriculum design, assessment development, and real-world communication training across Indonesian educational contexts.
Co-Authors Baso Intang Sappaile, Baso Intang Fatmawati Sabur Hutarabat, Ismarini Margaret Stevani Purba, Desmalia Roswati, Roswati Saragi, Alexander Adrian Sefrizal, Levy Siahaan, Hiace Vega Fernando Siminto Siminto, Siminto Wahyu Wijayati, Wahyu