EFL STUDENTS’ PERCEPTIONS OF LEARNING LISTENING THROUGH RECOUNT TEXTS USING A GENRE-BASED APPROACH

Abstract

Listening is a key part of learning a language as it helps learners understand what people are saying. Many English as a foreign language learners find it hard to understand listening materials because they don't get enough practice with organized listening texts and proper teaching methods. Therefore, this study aims to investigate EFL students’ perceptions of learning listening through recount texts using a genre-based approach. The study used a descriptive qualitative research design.  The participants were the private senior high school students Data were collected through a structured questionnaire comprising 20 items that assessed four indicators of students’ perceptions: the perceived usefulness of recount texts, learning engagement and motivation, clarity of genre-based learning stages, and perceived improvement in listening comprehension. The findings show that students mostly have good feelings about learning to listen by using recount texts with a genre-based method and help them better understand the order of events in listening passages and makes it easier to find important information in spoken texts.  The organized steps of the genre-based method help them stay involved and offer a clear way to learn during listening activities.  The implication of the study shows that combining teaching based on different genres with listening activities can improve students' learning and help them better understand what they hear in English language classes