STUDENTS’ PERCEPTION OF THE LEARNING PROCESS IN LISTENING FOR EXTENSIVE LISTENING CLASS IN BENGKULU UNIVERSITY

This research aims to analyze students’ perceptions of the learning process in the Extensive
Listening course at the English Education Study Program, University of Bengkulu. The study
focuses on how students evaluate the effectiveness of teaching methods, relevance of
materials, media usage, and challenges in listening comprehension. This research employed
a quantitative method using a Likert-scale questionnaire consisting of 20 items covering two
aspects: students’ perceptions of the learning process and the challenges they face. The
respondents were 90 fourth-semester students enrolled in the Extensive Listening class
during the 2024/2025 academic year. The instrument was validated through expert judgment
and reliability was tested using Cronbach’s Alpha, which yielded a score of 0.815, indicating
high internal consistency. The results showed that students generally had a positive
perception of the course (average score: 3.5), especially regarding the effectiveness of
teaching methods, relevance of materials, and use of multimedia. Conversely, the perceived
challenges were categorized as low (average score: 1.7), indicating that most students did not
encounter significant difficulties with vocabulary, speed of speech, or comprehension.
However, a few students reported feeling pressured due to limited task time and distractions
in the learning environment. This research highlights the importance of enhancing feedback,
managing class time more effectively, and providing support for students who still experience
difficulties in listening comprehension. These insights are expected to support the
development of more effective instructional strategies in Extensive Listening courses.
Keywords: students’ perception, extensive listening, listening challenges.