<![CDATA[Listening is one of the essential skills in English language learning, yet it remains one of the most challenging for students. This research aimed to investigate the main factors that contribute to students’ problem in listening comprehension and to explore the strategies used by the teacher to overcome them. The study was conducted at SMAN 2 Purwokerto with a qualitative descriptive method. The data were collected through classroom observation, interviews with 33 XI-8 grade students and one English teacher, as well as documentation of students’ listening scores. The findings reveal that both literal and inferential level students experience similar problem, primarily caused by three factors: the listening material (such as fast speech, unfamiliar accents, and long audio texts), the listener (limited vocabulary and concentration issues), and the physical setting (classroom noise and technical problems). The most dominant difficulty came from the listening material, especially the speed of speech and recognize main point. Moreover, the teacher employed several strategies to help students improve their comprehension, including audio replay, pre-teaching vocabulary, and group discussions. Among these, audio replay was considered the most effective by students. This study suggests that both the complexity of the listening materials and students' readiness should be considered when designing listening activities. Keywords: Listening Comprehension, Students’ Listening Problem, Listening Strategies, Qualitative Study.]]>
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