Undergraduate Thesis Bachelor of Secondary Education Major in English University of Rizal System, Rodriguez, Rizal
2024

The purpose of this study was to identify the listening comprehension of grade eight students at San Jose National High School. This research was undertaken to answer the following problems: The respondents' profile about their sex, and previous grade in English; their listening comprehension by demonstrating their ability to listen to the following activities such as Movie vocabulary, Simon Says, and Song gap fill; and the significant difference in the listening comprehension level of the respondents when they are grouped according to profile. The researchers used descriptive and quantitative methods of gathering data. The setting of the study was San Jose National High School with forty (40) grade eight students as respondents.
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The significant difference in terms of sex suggests that there is no statistically significant distinction in comprehension levels between the respondent's sex.

In the significant difference in terms of previous grades in English, the F-value was calculated as 0.8584, along with a p-value of 0.001. It leads to the rejection of the null hypothesis. This signifies a statistically significant difference in listening comprehension among groups distinguished by their previous grades in English. This suggests that the students need a more instructional approach that suits their varied academic backgrounds. The diagnostic tests are also emphasized in this research. Identifying strengths empowers educators to implement specific interventions and create an inclusive learning environment.

Based on the results of this study, the researchers conclude the following:

The respondents had a very satisfactory grade in English. A very satisfactory level of English proficiency indicates the positive impact of effective language education. This implies that the listening comprehension of the students also contributed to the level of respondent's grades. In addition, the respondents listened to the activities with very satisfactory comprehension. This implies that the respondents show interest in the given activity. It proves that technology provides opportunities for students to practice listening skills both in and out of the classroom, making them more independent learners. Overall, the integration of technology in listening comprehension instruction offers new possibilities for language educators to enhance teaching methodologies and improve students'
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language learning outcomes. However, the students mostly used non-verbal cues while listening to directions.

The researchers recommend the following based on the findings and conclusion of this study. The teacher must implement more listening activities inside the classroom so that the students will have the opportunity to enhance their listening comprehension level.

The researchers also recommend that school officials should enhance curriculum planning. Integrate more listening comprehension activities that engage reading, writing, and speaking to reinforce learning and promote holistic language development.

Lastly, the researchers also have recommendations for the students they should take into account how regular exposure to certain activities, such as listening to music or reporting, might help students' listening comprehension across their academic careers. Asking questions to further understand the material was necessary, aside from using non-verbal cues simultaneously.

Listen to a variety of materials that cover different topics, accents, and speech rates. This exposes students to diverse linguistic contexts and enhances their ability to understand English in various situations.