EXPLORING STUDENTS' EXPERIENCES OF THE EXTENSIVE LISTENING ASSIGNMENTS: INSIGHTS FROM EFL LEARNERS
DOI:
https://doi.org/10.22460/eltin.v14i1.p243-255Abstract
The Elective English Class complements regular English instruction by providing additional opportunities to develop communicative competence in a supportive learning environment. This study explores teachers’ and students’ perspectives on the implementation of Elective English Class at SMP Muhammadiyah 4 Yogyakarta and identifies challenges encountered during the learning process. A qualitative descriptive approach was employed, involving one English teacher and eight purposively selected seventh-grade students enrolled in the elective class. Data were collected through classroom observations and semi-structured interviews. The findings indicate generally positive perceptions from both participants. The teacher viewed the Elective English Class as a flexible space that enabled the use of Discovery Learning, collaborative activities, and supportive classroom practices to accommodate mixed-ability learners. From the students’ perspective, the elective class enhanced speaking confidence, vocabulary development, and motivation, largely due to interactive and low-anxiety learning activities. Nevertheless, several challenges were identified, including differences in students’ English proficiency levels, limited instructional time, and constraints related to learning facilities and media use. Overall, the findings suggest that the Elective English Class functions as a pedagogically flexible enrichment program that enhances communicative development. However, its long‑term impact depends on sustained instructional adaptation and institutional support.
References
Abdurashidovna, A. K. (2024). The impact of extensive listening on the listening comprehension skills of EFL university students. International Conference on Interdisciplinary Science, 1(10), 236–238.
Batubara, M. H., & Fatmawa, F. (2023). Students’ obstacles in listening comprehension in English learning. Journal of Linguistics Literature and Language Teaching (JLLLT), 3(1), 8–14. https://doi.org/10.37249/jlllt.v3i1.508
Bibby, S. (2020). Listening in the language classroom: The case for EL. Theoretical and Applied Linguistics at Kobe Shoin, 23, 1–11. https://doi.org/10.14946/00002163
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2). https://doi.org/10.1191/1478088706qp063oa
Brown, H. D. (2006). Principles of language learning and teaching (5th ed.). Pearson.
Chang, A. C-S. (2017). Narrow listening: A subset of extensive listening. Journal of Teaching & Learning English in Multicultural Contexts, 1(1), 1–9. https://doi.org/10.37058/tlemc.v1i1.393
Chang, A. C.-S., & Millett, S. (2013). The effect of EL on developing L2 listening fluency: some hard evidence. ELT Journal, 68(1), 31–40. https://doi.org/10.1093/elt/cct052
Chang, A., Millett, S., & Renandya, W. A. (2018). Developing listening fluency through supported Extensive listening practice. RELC Journal. https://doi.org/10.1177/0033688217751468
Clarke, V., & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12(3). Taylor & Francis. https://doi.org/10.1080/17439760.2016.1262613
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and Mixed Methods Approaches (5th ed.). SAGE Publications.
Gökmen, M. F. (2021). The role of extensive listening in raising students’ metacognitive awareness of listening skill. ELT Research Journal, 10(2), 162–189.
Hapsari, Y., & Ratri, D. P. (2014). Extensive listening: Let students experience learning by optimizing the use of authentic materials. Jurnal Pendidikan Bahasa Dan Sastra, 14(2), 251–260. https://doi.org/10.17509/bs_jpbsp.v14i2.723
Hermida, R. (2021). Listening comprehension difficulties faced by EFL students. Accentia: Journal of English Language and Education, 1(2), 78–86. https://doi.org/10.37598/accentia.v1i2.1155
Hidayah, N. K. T., & Gunawan, M. H. (2025). Exploring EFL students’ difficulties in listening comprehension: A study on common challenges and strategies. JELA (Journal of English Language Teaching Literature and Applied Linguistics), 7(2), 88–105. https://doi.org/10.37742/jela.v7i2.163
Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal (the Association for the Teaching of English as a Foreign Language in Indonesia), 30(2), 237–256. https://doi.org/10.15639/teflinjournal.v30i2/237-256
Khavazi, M., Yousefi, M., & Kharaghani, N. (2018). The effect of note taking vs. summarizing strategy on Iranian EFL learners’ listening comprehension. International Journal of Applied Linguistics and English Literature, 7(2), 42. https://doi.org/10.7575/aiac.ijalel.v.7n.2p.42
Kholil, M. U. B. (2025). An investigation of ELT students’ preferences on the use of multimedia resources in extensive listening activities. Jurnal Pendidikan Dan Sastra Inggris, 5(2), 454–465. https://doi.org/10.55606/jupensi.v5i2.5615
Kristanti, I. L., & Ni’amah, A. (2022). Students’ perception of listening material in extensive Listening. Prosodi, 16(1), 61–69. https://doi.org/10.21107/prosodi.v16i1.13456
Lendrati, R., Tulaktondok, L., & Siumarlata, V. (2024). Analysis the level of students’ reflective writing on their English language learning at UKIT. ITJ: Indonesian Tesol Journal, 6(1), 8–16. https://doi.org/10.24256/itj.v6i1.7270
Mandiri, I. C. P., Gunawan, M. H., & Suharno. (2022). EFL student’s difficulties in extensive listening activities: A thematic content analysis. English Review: Journal of English Education, 10(2), 393–400. https://doi.org/10.25134/erjee.v10i2.6240
Mulyadi, D., Prasetyanti, D. C., Budiastuti, R. E., Winaryati, E., & Sumardiyani, L. (2024). Learning autonomy and challenges in mastering English listening skills: EFL learners’ voices. Atlantis Press, 329–339. https://doi.org/10.2991/978-2-38476-267-5_26
Nainggolan, E. E., & Hanifah, H. (2024). Listening comprehension problems encountered by EFL students at coastal area. Teaching and Learning Journal of Mandalika, 5(1). https://doi.org/10.36312/teacher.v5i2.3133
Nuna, M. A., Luwiti, S. R., & Umar, I. (2025). Students’ perceptions of listening strategies in EFL classrooms: A qualitative study. Socius: Jurnal Penelitian Ilmu-Ilmu Sosial, 2(11), 880–885. https://doi.org/10.5281/zenodo.16939959
Nurchalis, N. F., Nurhamdah, N., Bakoko, R., & Afdaliah, N. (2022). Students’ autonomous learning activities outside the classroom to master English as a foreign language. Pedagogy: Journal of English Language Teaching, 10(1), 60–74. https://doi.org/10.32332/joelt.v10i1.4716
ÖZTÜRK, D. T., & TEKiN, S. (2020). Encouraging extensive listening in language learning. Language Teaching Research Quarterly, 14, 80–93. https://doi.org/10.32038/ltrq.2020.14.06
Qiu, L., Na, K. S., & Ismail, N. B. (2023). Literature review on second and foreign language listening strategy research in the past fifty years: Problems and future. Theory and Practice in Language Studies, 13(12), 3240–3250. https://doi.org/10.17507/tpls.1312.22
Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast!” EL in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. English language teaching today (pp. 99–110). Routledge.
Rusmiati, R., Rakhmyta, Y. A., Hanif, & Saputra, E. (2024). Extensive listening as a tool for language proficiency improvement: A qualitative analysis of student feedback. Getsempena English Education Journal (GEEJ), 11(1), 28–38. https://doi.org/10.46244/geej.v11i1.2876
Sari, F. W., Lubis, A. D., Rambe, P. A., Siregar, I., & Siregar, D. Y. (2026). The role of vocabulary knowledge in improving listening accuracy. Journal of Global Humanistic Studies, 4(1).
Setyawan, D., Ivone, F. M., & Suryati, N. (2022). Learnerss’ preferences of multimedia resources in an extensive listening program. LLT Journal: A Journal on Language and Language Teaching, 25(1), 23–37. https://doi.org/10.24071/llt.v25i1.3690
Su, Y. R., Fatmawati, F., Guna, S., Jemadi, F., Mat, Y. N., & Ronaldus De'e. (2021). Situating east Indonesia’s EFL learners’ attitudes toward the EL practices. EduLite Journal of English Education Literature and Culture, 6(2), 314–314. https://doi.org/10.30659/e.6.2.314-325
Sumanto, O. B. T., Aini, A. N., & Syaputri, N. E. (2025). Achievement emotions in EFL listening class: A quantitative study using AEQ-S. International Conference on Education, 3.
Suratullah, G., Ahmad, S. B., Hassan, A. J., & Manu, S. M. T. (2023). Self-regulated learning in the teaching of speaking and listening skills integrated with self-confidence and linguistic awareness: A lesson learned from a university in Turkey. Journal of Language and Literature Studies, 3(2). https://doi.org/10.36312/jolls.v3i2.1339
Tiven, P. A., & Nikijuluw, R. (2025). Students’ voices on extensive listening: Exploring perceptions of self-selected authentic materials. MATAI: International Journal of Language Education, 5(2), 208–215. https://doi.org/10.30598/matail.v5i2.19488
Yang, F.-Y. (2020). EFL learners’ autonomous listening practice outside of the class. Studies in Self-Access Learning, 11(4), 328–346. https://doi.org/10.37237/110403
Zhang, Z. (Victor). (2020). Learner engagement and language learning: a narrative inquiry of a successful language learner. The Language Learning Journal, 1–15. https://doi.org/10.1080/09571736.2020.1786712
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
The author is responsible for acquiring the permission(s) to reproduce any copyrighted figures, tables, data, or text that are being used in the submitted paper. Authors should note that text quotations of more than 250 words from a published or copyrighted work will require grant of permission from the original publisher to reprint. The written permission letter(s) must be submitted together with the manuscript.
