Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia

Research Article

Unveiling an Indonesian EFL Student’s Self-Directed Listening Learning: A Narrative Inquiry

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  • @INPROCEEDINGS{10.4108/eai.9-10-2021.2319469,
        author={Arini Nurul Hidayati and Sitti  Hadijah and Ginanjar  Masyhur and Enjang  Nurhaedin},
        title={Unveiling an Indonesian EFL Student’s Self-Directed Listening Learning: A Narrative Inquiry},
        proceedings={Proceedings of the 1st International Conference on Language, Literature, Education and Culture, ICOLLEC 2021, 9-10 October 2021, Malang, Indonesia},
        publisher={EAI},
        proceedings_a={ICOLLEC},
        year={2022},
        month={7},
        keywords={efl students independent learning learning autonomy listening skill self-directed learning},
        doi={10.4108/eai.9-10-2021.2319469}
    }
    
  • Arini Nurul Hidayati
    Sitti Hadijah
    Ginanjar Masyhur
    Enjang Nurhaedin
    Year: 2022
    Unveiling an Indonesian EFL Student’s Self-Directed Listening Learning: A Narrative Inquiry
    ICOLLEC
    EAI
    DOI: 10.4108/eai.9-10-2021.2319469
Arini Nurul Hidayati1,*, Sitti Hadijah2, Ginanjar Masyhur1, Enjang Nurhaedin1
  • 1: Universitas Siliwangi Tasikmalaya
  • 2: Universitas Islam Riau
*Contact email: arininurul@unsil.ac.id

Abstract

Extensive aural inputs that support English as a Foreign Language (EFL) students to learn independently are ubiquitously found in the recent learning milieu. The ease is mostly influenced by the massive emergence of technology that shaped beneficial platforms. These triggered students to conduct listening practices beyond classroom activities. The present study aims at investigating one university student’s experience during her independent listening activities and how she obtained inputs from these activities through narrative inquiry. Underpinning Knowles’ Self-Directed Learning framework [1], this study developed a preliminary conversation about this approach to scrutinize the participant’s decision to learn listening independently considering the needs, goals, materials, strategies, and progress evaluation. In an attempt to gain the data, e-interviews were conducted. Afterall, thematic analysis was used to segregate the obtained data and help organize them to summarize the conclusion. The findings revealed that this student has gone through a very long process of independent English language exposures by listening to English songs and watching English movies. By doing so, she could improve her vocabulary, understand the implicit and explicit information from the texts, which eventually enhanced her speaking competence.