Perbentangan Dapatan Kajian 1

THE FACTORS THAT BECOME
BARRIERS TO EFFECTIVE
LISTENING AMONG THE
STUDENTS IN SMK SOEHARTO
Mohammad Syazwan Bin Mohd Salleh D20111048270
Nur Hafizah Binti Azman
D20111048271
Nur Athirah Binti Hussin D20111048245
BACKGROUND OF
STUDY
Active listening in class is important to keep / establish a

relationship between teacher and student, for knowing
that teachers can attract students with words that make
sense in their students concerned.
There are many barriers to communication and these

may occur at any stage in the communication process.
Barriers may lead to your message becoming distorted

and you therefore risk wasting both time and/or money
by causing confusion and misunderstanding.
STATEMENT OF PROBLEMS
Based on the observation in SMK Soeharto, the student has their personal
opinion about the distraction become barrier for effective listening.
Types of
distraction
experienced by
students while
teaching and
learning
process take
place.
Students will
have a problem
to listen
effectively if
they are sitting
in the back of
the class.
Strange
language and
spoken at low
volume will
make the
process of
effective
listening is
quite difficult.
OBJECTIVE OF THE STUDY

To study the factors of
distraction that become
barrier in the process of
effective listening.
Investigate whether the

clarity teacher's voice
in the teaching process
become barriers to
effective listening skills
Determine the
influence of the student
position in classroom
with the process of
effective listening.
LITERATURE REVIEW
Communication barriers that are the focus of discussion is the form of
communication problems that often interfere with the learning
process.Among
according
Abdul
Sukor
(2008)
are:
Problems in the use of language, teacher voice failing, existence of closed
communication, failure and teacher emotions external disorders such as
noise. There are three barriers that we focus, is:
Barriers of a physical distraction
Barriers of a mental distraction
The characteristics of the speech ineffective.
MODEL
Johnson (2002)
DATA COLLECTION
Research Design
Using quantitative method
Research Collection
Questionnaire
Population
School Soeharto, Hulu Bernam. The school has 645 students.
Sample
About 30 students were chosen randomly from form 4.
Data Collection Method

Primary Data
Primary data is the raw data collected by the researchers to

be used for carrying out the study.
Secondary Data
Secondary data or information obtained from a variety of

sources to be applied in the study.
Survey Instrument
Collection of questionnaires were conducted on 14 April

2014.
DATA ANALYSIS
The Factors That Become Barriers to Effective Listening Among The
Students Among SMK Soeharto, Hulu Selangor, Selangor Darul Ehsan.
SECTION A : DEMOGRAPHY
A1: GENDER
Gender
Frequency
Percent %
Male
10
33.3
Female
20
66.7
Total
30
100
A1: FORM
Form
Frequency
Percent %
Form 4
30
100
Total
30
100
A3: RELIGION
Religion
Frequency
Percent %
Islam
28
93.3
Other
6.7
Total
30
100
A4: RACE
Race
Frequency
Percent %
Malay
28
93.3
Indian
6.7
Chinese
30
100
Total
A5: COURSES
Courses
Science
Frequency
Percent %
2
6.7
Arts
28
93.3
Total
30
100
Section B: Physical Distractions

Nu.
B1
B2
B3
B4
B5
Total
Statement of Question
Noise from outside will
stop me to listening
effectively.
When almost break time,
a smell of food from
canteen will disturbing my
focus to listen.
My focus to listen will be
interrupt when the
weather is too cold or hot
condition.
It easier for me to get full
attention when I seat in
front of class.
When my friend talking
with each other, it will
disturbing me to listen
carefully.
SD
0.0
Percentage
D
N
A
6.7 43.3 23.3
SA
26.7
Mean
Score Level
3.70 High
0.00 0.00 30.0 63.3
6.7
3.77
High
0.00 20.0 16.7 36.7
26.7
3.70
High
0.00 0.00 16.7 26.7
56.7
4.40
High
3.30 10.0 16.7 46.7
23.3
3.77
High
3.87
High
SECTION C : MENTAL DISTRACTION

Nu.
C1
When I experience
emotions such as worry,
fear, anger and stress it
can interfere with the
process of my listening
when communicating.
Psychological factors
such as preoccupation,
boredom, laziness and
daydreaming can
interfere with my
listening from
presenters.
If a whistle blower bias it
interferes with my
listening.
I as a listener cannot
receive if the speaker
practices prejudicial
attitudes.
I easy to let mind drift to
other business or
personal interests
C2
C3
C4
C5
Percentage
Mean
SD
D
N
A
SA Score Level
0.00 3.30 13.3 33.3 50.0 4.30 High
0.00 0.00 36.7 36.7 26.7
3.90
High
0.00 10.0 16.7 43.4 30.0
3.93
High
3.30 6.70 23.3 33.3 33.3
3.87
High
6.70 6.70 33.3 20.0 33.3
3.67
High
SECTION D : INEFFECTIVE SPEECH

CHARACTERISTICS
Nu.
SD
D1
D2
D3
D4
D5
If the words are spoken

at low volume or at such
a high pitch, you as
listener have troubled
hearing the words and
listening will difficult.
I will understand if the
teacher uses different
dialect.
I would get bored if a
teacher often uses
tongue clicking ums
during process of
teaching and learning.
I easily understand the
lesson if the teacher
make his/her voice clear.
I could understand if the
teacher uses unusual
pronunciations.
Percentage
D
N
A
SA
Mean
Score Leve
l
3.77 High
3.30 3.30 36.

7
26.
7
30.0
0.00 20.0 53.

3
16.
7
10.0
3.17
High
0.00 6.70 40.

0
26.
7
26.7
3.73
High
3.30 0.00 20.

0
30.
0
46.7
4.17
High
0.00 10.0 40.

0
20.
0
30.0
3.70
High
FINDING
Of these three factors of distraction that become barrier
in the process of effective listening among Students
SMK Soherto is a mental Distractions with mean
average of 3.93, its followed by the physical distraction
(3.87) and speech Ineffective Characteristics (3.71).
The influence of the student position in classroom with
the process of effective listening. Show the higher mean
4.40.
The clarity teacher's voice in the teaching process
become barriers to effective listening skills. The mean
show 4.17.
CONCLUSION
i.
Based on a study conducted at the Soeharto school.

Mental distraction is a key factor that impedes effective
listening skills.
ii.
Students position in the class also plays an important role for

listen more effectively.
iii.
Clarity teacher's voice in communication plays a role in the

delivery of information to students. This is proved by the study
that was carried out.
RECOMMENDATION
1. Teacher can make activities like a game for student
to avoid student more interested with other distraction
from the outside.
2. Arrange for the students according to their
performance of their hearing.
3. Clarity of pronunciation and intonation among
teachers must have diversity to attract the
attention of students.
FINN

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THE FACTORS THAT BECOME

Active listening in class is important to keep / establish a

There are many barriers to communication and these

Barriers may lead to your message becoming distorted

OBJECTIVE OF THE STUDY

Investigate whether the

Data Collection Method

Primary data is the raw data collected by the researchers to

Secondary data or information obtained from a variety of

Collection of questionnaires were conducted on 14 April

Section B: Physical Distractions

0.00 0.00 30.0 63.3

0.00 20.0 16.7 36.7

0.00 0.00 16.7 26.7

3.30 10.0 16.7 46.7

SECTION C : MENTAL DISTRACTION

0.00 0.00 36.7 36.7 26.7

0.00 10.0 16.7 43.4 30.0

3.30 6.70 23.3 33.3 33.3

6.70 6.70 33.3 20.0 33.3

SECTION D : INEFFECTIVE SPEECH

If the words are spoken

3.30 3.30 36.

0.00 20.0 53.

0.00 6.70 40.

3.30 0.00 20.

0.00 10.0 40.

Based on a study conducted at the Soeharto school.

Students position in the class also plays an important role for

Clarity teacher's voice in communication plays a role in the

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