Students Difficulties in Understanding Listening Lessons ( Preferred Reporting Items for Systematic Reviews and Meta-Analyses

Listening is one of the essential skills that need to be mastered by students who want to learn English. This study concerns students' difficulties in understanding listening lessons. This research aims to describe the students' difficulties in learning to listen. The method used in this research is Preferred Reporting Items for Systematic Reviews and Meta-Analyses. This method is a process of searching the literature, while the source of portal searching literature is OJS-based journals, whether or not Sinta accredits them. The data taken are articles relating to students' difficulties in listening lessons, while the number of articles used as a reference for systematic review or meta-analysis is primarily the result of research. The articles used were 12 articles over the last two years. The results of the study show that difficulties in listening comprehension can be caused by various factors, including the knowledge and background of the listener, the clarity and quality of the spoken language, the level of attention and motivation of the listener, limited vocabulary, cognitive and language abilities, cultural and social differences, and emotional state.


INTRODUCTION
Listening comprehension is understanding spoken language (Rost, 2002;Hamouda, 2013). It is crucial in many situations, including professional, social, and especially educational contexts. Listening is part of an effort to pay attention to spoken language by listening to something. It differs from hearing, which is simply a physiological process in which the ear absorbs sound waves and transmits them to brain areas via the nervous system. There are five steps to listening, including arriving at, understanding, interpreting, responding to, and retaining information (DeVito, J. A., 2000). To be an effective and active process requires the use of a variety of attitudes and tools.
In fact, in learning listening at school, students have difficulty capturing and understanding English sentences. It is based on a lack of concentration in listening, understanding English accents, and vocabulary skills. Learning strategies to overcome this also slow the learning process of listening to students. The teacher's actions in carrying out language teaching plans and language learning strategies are also seen as imperfect, even though this is the art of designing actions during the learning process, especially in

RESEARCH METHODOLOGY
The method used in this research is Preferred Reporting Items for Systematic Reviews and Meta-Analyses. This method is a process of searching the literature, while the source of portal searching literature is OJS-based journals, whether Sinta accredits or not. The data taken were articles relating to students' difficulties in listening lessons, while the number of articles used as a reference for systematic review or meta-analysis was mainly research results, while the articles used were 12 over the last two years.

FINDINGS 4.1 Research Results
The results of the research in the table below are student difficulties in listening comprehension according to previous studies. The results reveal several factors that affect EFL learners' listening comprehension, such as listening material, listener attitudes and background knowledge, speakers, and physical settings. However, the most common difficulty students face in the listening material variable is that the conversation material is too long, with around 60% and 80% foreign vocabulary. As for students' attitudes and background knowledge, at least two difficulties were encountered, including catching one word combined with the pronunciation of another word by 54% and difficulty capturing the sound of the appropriate word by 44%. And for the last and the most significant difficulty faced is the category of speakers, places, and equipment, including poor sound recording results caused by cassettes or CDs with a total of 93% and for poor quality recordings and poor quality of supporting equipment both have the same percentage, namely 90%.

DISCUSSION
Drawn from the findings above, the student's difficulties in learning to listen include; (A1) Listening material, audience, and physical setting. In addition, the factors that cause students to have difficulty in listening comprehension are depending on other people, being embarrassed to ask the lecturer about the material, experiencing emotional disturbances, the lecturer explaining the material too fast, lack of appreciation and reinforcement, and not focusing. (A2) The study's findings show that students' difficulties in listening skills include unfamiliar words, speech speed, unfamiliar accents, unclear pronunciation, recording quality, and inadequate facilities. The difficulty factors include background knowledge of students, lack of practice, and environmental noise. (A3) Based on the results of the study, the most common listening problems faced by students were the speed Vol. 2, No. 2, January -June 2023, pp. 52-60 Fiza Rauzika Altasa et.al (Students Difficulties in Understanding Listening Lessons) of the speaker's speech, the various accents used by the speaker, and long descriptions in the listening text.
In (A4), The listener cannot control the speech rate. Listeners do not have high vocabulary knowledge. Listeners lack contextual knowledge. (A5) The factors influencing their listening are listening material, listening factors, and the physical environment. Therefore, accent, pronunciation, speed of speech, short vocabulary, different speaker accents, and lack of concentration are the main problems encountered. (A6) Findings reveal that students majoring in English have many difficulties in listening, such as difficulties related to listeners, dialogue content, speakers, physical settings, and linguistic factors. In terms of listening strategies, the findings show that cognitive listening strategies are used more frequently than metacognitive and socio-affective strategies. (A7) Listening comprehension barriers faced by selected students; Accent; Lack of vocabulary; Speed; Listening comprehension strategies used by selected students; Read; Focus; Find keywords; predict. (A8) The findings of this study are: (1) students are at a moderate level in the problem of listening to perception (M=2.91), parsing (M=3.18), and the stage of utilization (M=2.95), (2) students are classified as high. Strategy users -level in cognitive, meta-cognitive, and socio-affective strategies, (3) students mostly have difficulty in the parsing phase compared to the other two problems and applying cognitive and metacognitive strategies rather than socio-affective strategies.
In (A9), the findings show (1) the problems they face in listening to English are related to the speed of speaking, (2) limited vocabulary, and (3) the level of concentration and established language habits. (A10) Issues Regarding Listening Text Content; Problems Caused by Failure to Concentrate; Issues related to Listeners; Issues related to Speakers; Issues related to the Environment; People knowledge; task knowledge; Strategy knowledge. (A11) Make predictions about what the speaker is talking about; Guess unknown words while listening; foreign topic; Lack of background knowledge; Speech speed; Recognize the main points; Connecting words; Authentic ingredients; Sentences are not grammatical; Different accents; everyday words; Doubt; Long listening text; Noise; Tape quality is poor; Bad equipment. (A12) The results reveal that several factors affect EFL learners listening comprehension, such as listening material, listener attitudes and knowledge background, speakers, and physical settings. However, the most common difficulty students face in listening to material variables is that the conversation material is too long. 60%, and 80% foreign vocabulary. As for students' attitudes and background knowledge, there are at least two difficulties encountered, including catching one word combined with the pronunciation of another word as much as 54% and difficulty capturing the sound of the appropriate word as much as 44%. And for the last and the most significant difficulty faced is the category of speakers, places, and equipment, including poor sound recording results caused by cassettes or CDs with a total of 93% and for poor recording quality and poor quality of supporting equipment both have the same percentage, namely 90 %.
Drawn from the conclusions of the findings above in line with the findings of Underwood (1990:15), students face a number of challenges when listening, including; (1) the inability to control the pace of the speaker's speech and the perception that the message has been lost before the listener can comprehend its content. When they can understand Vol. 2, No. 2, January -June 2023, pp. 52-60 Fiza Rauzika Altasa et.al (Students Difficulties in Understanding Listening Lessons) one message, another message is lost. 2) In contrast to listening to the radio or watching television, listeners cannot ask the speaker to repeat or clarify their message; consequently, the person listening must understand what is being said. 3) The listeners' limited vocabulary indicates that the text's contents are unclear to them. 4) Misinterpretation of the contents of the message by the listener as a result of failure to recognize and understand the speaker's "signs", 5) Misunderstanding, which causes the listener to receive or interpret the contents of the message incorrectly; and 6) Inability of listeners to concentrate due to various factors, including boring topics, physical fatigue, noisy environment, etcetera. 7) Concerns about how the instructor's teaching methods and content differ from those taught by audio devices or native English speakers. Ur (1984) identified a number of problems that students face when learning to listen: 1) They cannot understand certain English pronunciations, 2) They cannot deal with repetition, 3) They are Unable to anticipate the meaning of the language because they are not familiar with word patterns, 4) Cannot understand everyday vocabulary, 5) Cannot adjust their listening speed, 6) they have difficulty understanding other accents, and 7) are unable to utilize basic knowledge about the environment to understand the meaning to be conveyed. Students' difficulties with listening comprehension can hinder their ability to master other English skills. Students will lack the speaking skills needed to respond to what is said if they do not understand what is being said.

CONCLUSION
Various factors can cause difficulties in listening comprehension, including the knowledge and background of the listener, the clarity and quality of spoken language, the listener's level of attention and motivation, cognitive and language skills, cultural and social differences, and emotional state. In order to reduce students' difficulties in listening lessons, it is important to identify the factors that might influence the listener's ability to understand spoken language. It can be done using various strategies, such as predicting message content, actively processing information, asking questions for clarification, and understanding the speaker's context and nonverbal signature. Practice and improving language skills can also help listeners understand the spoken language better. Overall, many factors can lead to difficulty in listening comprehension, and it is vital to identify and overcome each challenge to improve this critical communication skill.