I don't understand what they speak: Photovoice of Indonesian Higher

Education Students
Mita1, Wafda2, Ima, Lisa
1234
Institut Agama Islam Negeri Kudus, Kudus, Indonesia
1
[email protected], [email protected]@gmail.com,
[email protected], [email protected]

Abstract
(100 sd 150 kata)
Keywords: 3 sd 5

Introduction
The English language has been going through a dual process of globalization and
nativization. The globalization of English renders the language into a global lingua franca and
an international language, whereas the nativization of English diversifies it into varieties of
English, namely, World Englishes (Zhichang Xu,2018). English must be used as a subject in
every education, starting from elementary school, junior high schools, senior high schools,
not only that , there are also many universities in Indonesia that have English majors in their
study programs to improve the ability of prospective successful people to master English. In
light of the increasingly global nature of education and the resulting multicultural and
multilingual student populations that have become commonplace in higher education (Neil
Murray,2011). However, not all of them can easily understand the materials they have been
taught, even basic English. one of them is listening. For Indonesians, listening to the
pronunciation spoken by fellow Indonesians can still understand a little, but if the English
pronunciation is spoken by a native, it will feel a little difficult to understand, such as audio
learning English given by a teacher to students, broadcast programs on television and radio,
even to take the TOEFL and IELTS tests, they have to repeat the test because their toefl score
is very low, this happens because they do not understand what a native speaker is saying, so
they feel listening is part of learning english which is very difficult for them.Our study points
to the need to understand context through multiple methods and the potential of photovoice as
a means to mediate communication and participation in research for groups (Saw Song Ha
and Andrea Whittaker,2016).
 Some research about photovoive has taken by (Rob Wass et al., 2019) Higher
education (HE) research often draws on a range of qualitative research approaches. However,
some methods developed in other fields are underutilised in HE research, even though they
could be of great use for answering particular kinds of research questions, or for involving
students more actively in the research process. (Carmen Martinez-Vargas et al., 2019) The
paper demonstrates that by including participatory elements (in this case photovoice) has the
potential to operationalize Appadurai’s notion of the ‘right to research’ among
undergraduates. Using data, including processes, observations, workshops, interviews, and
visual narratives from a participatory photovoice project, the findings highlight how
methodological plurality creates space for locally and relevant knowledge production,
challenging epistemic barriers and fostering human development among the research
participants. (Sara Ronzi et al., 2016)Urbanisation and population ageing have contributed to
recognise cities as important settings for healthy ageing. This paper considers opportunities,
challenges and solutions of using photovoice methods for exploring how individuals perceive
their cities and the contribution this makes to their health. It focuses on one aspect of older
people's experiences – respect and social inclusion, in the context of a community-based
participatory research. However a research about photovoice especially higher education
studentsthere have been many studies that discuss photovoice and higher education students.
However, research on students' lack of understanding of learning English related to hearing
and understanding what is said by a native speaker is still very little, even difficult to find.
Therefor this article aim to explore Indonesian higher education students while theyencounter
problems with understanding various types of audio in English spoken by native speakers,
this research will be a different study from the others because it is rarely studied by
researchers
This material is very interesting to study because it discusses the reasons why higher
education students find it difficult to understand what a native speaker is saying. There are so
many complaints from students that are still happening in the world of education, one of
which is the difficulty in speaking English, especially in terms of listening to native speakers,
while in the world of education and in the world of work English language skills are very
much needed. Meanwhile, when they try to learn it they despair and feel they don't want to
learn this language anymore, but future demands force them, one of which is the requirement
to be accepted in a dream campus or in a dream company, they must follow the stages of
selection, one of which is a listening test, It is reasonable to suppose that native speaker
developed by transference from native language, on the analogy of the relationship of the
words language and speaker themselves, and that this transference occurred specifically in
English, given the difficulty of translating native speaker into even closely related European
languages(John E.Joseph,2016). With this research, the researcher hopes to provide
information related to the causes of the problems and also real solutions to the complaints of
higher education students. Therefore, this research can have a positive impact on the world
of scientific development, especially in the world of education.

Literatur Review
1. Native vs Non Native: How Indonesian Understand the Speaking.
Lists the key tenets of”nativeness”as follows:(a)childhood acquisition of the
language,(b) comprehension and production of idiomatic forms of the language,(c)
understanding regional ans social variations within the language,and (d) competent
producton and comprehension of fluent,spontaneous discourse(Davies 2004).Given that
all these tenets but the firs may be acquired or leaned post-chilhood,one could argue that
the only immutable difference between a native speaker and non-native speker of a
language is childhood acquisition(Ian Walkinshaw,Duongthi Hoang Oanh 2014).Yet the
native or non-native distinction permeates English language teaching (ELT) ideology
(Arva & Medyes,2000; Moussu & LIurda,2008),perpetuating inequality bertween the two
groups (Canagarajah,1999).At least 40 studies have been conducted of the linguistic and
conversational adjustments made by native speakers of a language using it for
communication with non-native speakers.The modifications sometimes result in
ungrammatical speech.Generally,however,they serve to provide input that is well-
formed,a sort of linguistic and conversational cocoon for the neophyte seconds language
acquirer.most of the findings hold across age groups,social classes and settings,although
some differences,both qualitative and quantitative .In making adjustments
described,native speakers appear to be reacting not to one,but to a combination of
factors.These include the linguistics characteristics and comprehend-sibility of thr non-
native’s interlanguage,but particularly his or her apparent comprehension of what the
native speaker is saying.The adjustments appear to be necessary for second language
acquisition,in that beginners seem unable to acquire from unmodified native speaker
input.In summary,it has been argued that Native speaker’s react to a combination of
factors when they make linguistic/conversational adjustment to non-native
speaker’s,these include the comprehensibility of non-nativw speaker’s interlanguage’s
 linguistic characteristics,and the non-native speaker’s apparent comprehension of what
the native speaker is saying in certain limited circumstances,primarily initial reactions to
small interlanguage samples,the non-native speake’s comprehensibility and physical
appearance may be more influential.(Long, 1983), as we shall see below.The present
study adopts the terms native and non-native:How Indonesian Understand the speaking
focus of this research.

Understand has meaning an epistemic aim well suited to the field.Understanding

refers to grasping of inferentian and explanatory relationships among body of
information.Two forms of understanding can be distinguished:ontological and
ontic.ontological understanding is background activity through which perception and
mentation happen.Thus,ontological understanding is a matter of agent’s conscious and
experiental engagement with their environment-in short,it is one’s making sense of their
sitution.Over this background,Ontic understanding is made.Ontic understanding can be
defined as a coherent and self-transparent network of knowledge that has been constructed by
a conscious agent through ontological understanding (Gorichanaz, T.2020).All in all,the
concept of understanding provides an account for how bodily experience,recorded
information,and opther forms of information can contribute epistemically in concert.While
“understanding”may be used by students and instructord in a colloquial manner,the term has
been formally defined in several ways.dawey focuses on understanding as the ability to see
the”meaning of the thing”.including what causes it,how it works,or how is it related to other
things.(Dewey,J.1933).

The concept of understanding appears initialy at the point of intersection between the
philological,hermeneutical and the theological-philosophical traditions.the concept of
understanding already appears as a philosophical term in the language of the mystics,starting
form (augustine),for whom it had a broader significance than marely seeing.The kantian
concept of understanding is subsequently re-appropriated quite originally by hamann who,by
stressing the limits of the human understanding of the book of nature,develops the idea of
historical understanding,grasped as situating oneself in the past that presupposes an
understanding of the present and foreseeing of the future.one of the most relevant
philosophical problems that remains after wittgenstein and gadamer is that of the relation
between understanding and interpretation.Not all understanding is interpreting,and where
there is understanding,there is not interpreting and translating,but simply”speech”(Donatella
Di Cesare,2015).

2. Speaking Class in Indonesian Context

The ability to speak ‘good English’ is an important asset that students coming out of
high-ranking elite English-medium schools in our country possess. It is something that all
sections of the society, rich or poor, see as a marker of good social standing. Thus, it is not
surprising that between the elite private schools serving the rich and the government schools
catering to the poor, there has emerged an expanding category of private school in the middle
of the spectrum that caters primarily to the lower middle class (Krishnakumar, 2004).Since
the tertiary junior and senior levels offer no speaking courses and allow for limited
opportunities for practicing English speaking inside the classroom, some self-motivated
junior and senior college students embrace SLR to seize opportunities beyond the walls of the
classroom, utilizing physical and virtual human interaction, fueled by computer and mobile
assisted language learning (Alotumi, 2020). Despite majoring in English, many junior and
senior college students face limited opportunities to practice their EFL speaking in class.
Some self-motivated students, through self-regulated learning, seek beyond-class
opportunities to tap into physical and virtual human interaction to hone their spoken English.
This study examined junior and senior college students' level of self-regulated motivation to
improve their speaking of English as a foreign language (Alotumi, 2021). Capitalizing on
SRL, most English as a foreign language (EFL)students seek opportunities outside the
classroom to improve theirEnglish skills in general and speaking skills in particular
(Uztosun,2020). Concerning English speaking, EFL students exhibitinghigher task value
could feel more enthusiastic about participating in oralcommunication in English when
they sense that developingEnglish-speaking competence is valuable (Uztosun,
2020)Another could be the lack of speaking courses at junior and senior levelssince all
courses at those levels are linguistics- and literature-oriented. Athird could be the complex
and interactive nature of speaking, whichdemands consistent practice and update (Hughes,
2011;Thornbury,2005). Developed a scale to assess SRM to improve EFLspeaking
competence. He subjected the scale to item pooling, exploratoryand confirmatory factor
analyses. The three stages of the study covered1065 EFL college students. Hisfindings led to
creating a 20-item scalecomprising four factors: regulation of affect, regulation of
classroomenvironment, task value activation, and regulation of learning environ-ment. He
pointed out that EFL speaking skills must develop positive af-fective reactions, increase task
interest, and develop positive task valueperceptions. Besides, he argued that improving both
in-class andout-of-class settings is critical for SRL students, as this provides morechances to
practice EFL speaking (Uztosun, 2020).
Accordingly, SRL, in an academic context, refers to college students' self-initiation of
taking charge of creating optimum conditions for their learning by controlling influencing
factors and overcoming interfering obstacles (Seli and Dembo, 2020). Though they major in
English, many Yemeni college students find it difficult to speak English fluently (Al-Tamimi
et al., 2020). Students who could manage their SRL tend to apply strategies that have
increasing effort management on their cognition, motivation, behavior, and context (Howlett
et al., 2021; Kim et al., 2020). Regulation of learning environment involves students' attempts
to overcome learning interruptions, nuisances, and hindrances that existed in the learning
environment by seeking other ways to fine-tune their task learning and practicing (Pintrich,
2004; Yan et al., 2020).

Method
Photovoice
Photovoice, a qualitative participatory research methodology that can identify, represent,
and enhance the community through a specific photopraphic technique, was applied. This
method builds on ethnographic research, feminist theory, and documentary photography. In
the photovoice process, individual community members are provided cameras and then
prompted tocapture visual representations of their daily lives to gain insight into previously
invisible practices and assets of the community, which could help the community to better
engage in critical dialogue about the problems and opportunities its members face.(Horii et
al., 2021) Photovoice, commonly linked to participatory action research (PAR), occurs when
participatory researchers use photography to offer new insights and perspectives toward
making improvement (Kelly, Lee, Bowen Ray, & Kandaurova, 2018; Wang & Burris, 1997).
In many cases the photo are supplemented with narrative or focus groups to further elicit
understanding in a process coined photo-elicitation ( Becke & Bongard, 2018; Copes,
Tchoula, Brookman, & Ragland, 2018).(Ciolan & Manasia, 2017a)State that visusal methods
used in educational research, such as photovoice, provides a medium for student interaction
and engagement: photovoice does not only provide an opportunity to observe student learning
but also allows the researcher to observe student mindsets. (Behrendt & Machtmes, 2016)
use photovoice in their study as an evaluation tool for teachers to better understand student
needs, experience, and personal growth; the study demonstrates the use of photovoice in an
informal learning setting to gauge student learning and experience. Demonstrates the use of
photovoice to examine preservice teacher perceptions and experience while teaching student
for continuous improvement of the teacher training program (PETE). Photovoice is used in
other disciplines such as healthcare to identify gaps or barriers in community-wide
participation; persons with injuries face several environmental challeges to participate and
engage in the community,uses photovoice to examine factors that effect community
engagement and participation of people with spinal cord injuries.(Kotla et al., 2021).
Photovoice Methodology (PVM) offers learning researchers several key methodological
advantages. First, PVM provides access to settings and subjective experiences that are
difficult to access in retrospective or observational research. Second, PVM urges subjects to
engage in the research process and offers instantaneous data collection. For example,
photographs are taken during real-life experiences, thus reducing bias caused by retrospective
reporting. Third, PVM gives access to learning experiences of a vast number of subjects and
supports intensive qualitative research.
In PVM research, subjects are asked to take photographs during classes, homework
preparation, and collaborative workings in indivisual and private settings. This
approachprovides access to personal experiences that are rarely, if ever, available to the
researcher himself or herself. However, the insertion of the researcher may cause changes in
learning patterns, especially in cognitive and regulatory strategies (Richardson, 2013).
Another advantage of PVM is that it provides access to information of which participants
may not be aware. Magolda (2001 , p. 530, as quoted in Gibels et al., 2014, p.297).
Photovoice emphasizes the expression use of imagery and narrative. By providing acces to an
inner perspective that is rarely accessible to the researcher, PVM allows the researcher to
sharpen his/her selection of and interpretation of phenomena and experiences. As previously
argued, the focus of PVM, which is based on an active participatory methodological concept,
is on subjects. In this sense, in addition to being involved in the data collection process,
participants become coresearchers during data analysis. The focus on instantaneous images
reflecting the subjects states of mind may provide support not only from a methodological
framing perspective, but it may also facilitate the whole process according to the thinking
processes of those involved who are accurtomed to operating in whit images, pictures, and so
on, in all aspects of their lives.(Ciolan & Manasia, 2017b)

Participants
In this study which is an object of study is the researcher because it contains how the
researchers respond in understand what they speak with method photovoice of Indonesian
higher education. Participant in this research: MN, AWM, LIA, TSS. The participant
recruitment and data collection took place between 20june 2021 and 23 june 2021.
Researchers chose that this source because the source is undergraduate students in an English
study program from a universities in Kudus. But the student still doesn’t fully understand
what native speaker was saying, nor what he would listen to on an audio, whereas the student
needed to understand what native speaker and audio were saying. Because they are majored
in English. Thus, researchers chose that source because it is thought to be consistent with the
problem of the study. The research participants were 19 students between 20 and 21 years
old. They all majored in English program, and comprised four second-year students and four
female.

Data collection
The participants were invited to join a briefing session on 22 june 2021, in which the
research procedure and purpose were introduced. The participants could opt out at this stage
if they wished. None of the participants requested to withdraw. Lead researcher then
instructed the students (subordinate researchers) on how to use their mobile phones to take
photographs, with consideration of ethical requirements. After the briefing session, each
student was asked to take three photographs over two day. Based on one or more of the
following themes. (1) what the circumstances surrounding researchers are like when listening
to native speakers and audio speech? (2) what obstacles can cause researchers not to
understand native speakers and audio speech ? (3) what the problem caused researchers to
find native speakers and audio sayings difficult to grasp?
All participants were invited to join via google meet for a photo-discussion session on 23
june 2021, in which each participant selected one of her photographs to share. The sharing
was guided by the SHOWeD questions, which each participant was given 20 to 25 minutes to
answer. After each sharing, short responses were invited from the participant. When all of the
participants had finished sharing. Lead researchers advise membership research to select the
shared photographs that they wanted to discuss further as a grup. The purpose of the sharing
and discussion was to allow the participants to assigmeanings to the photographs via critical
dialogue (Latz & Mulvihil, 2017).

Data analaysis
The sharing and discussion were transcribed verbatim. To generate themes, the
researchers first analysed the data using open coding. The content of the transcripts was
examined line by line in an attempt to code meaning themes (Esterberg, 2002). Focused
coding was then applied to develop more salient themes from the data, by reassembling the
segments of themes that emerged from the open coding (Saldana, 2009). To improve the data
analysis, the researcher continuously refined the themes by comparing incidents in the data
with other incidents, incidents with themes, and themes with other themes throughout the
coding process (Glaser & Strauss, 1967). The data analysis ended when no additional themes
emerged.

Findings
Fill the mind in understanding.
Being a student majoring in English education, you are definitely taught with learning
materials using English, such as listening, speaking, reading, and writing. However, not a
few students still feel confused in understanding the lesson, especially listening. Problems
like this should be a special concern for students who have problems like this, they are
students who are required to be able to understand this because it has become their obligation
as a student majoring in English education. This experience is well illustrated by the photo of
the vast expanse of the sky and the scenery shared by TSS students (Figure 1), who
commented as follows:

I want to share this picture with you because the picture expresses my thoughts when I listen to
whatever native speakers say, such as learning audio, audio during listening exams, movies
without subtitles, television or radio broadcasts, and so on spoken by native speakers . In the
picture there is a wide and cloudy expanse of the sky, but the sky is not completely bright and
not completely dark, the sky is cloudy and underneath there is a high green mountain. As I
thought when I heard the words of the native speakers, I didn't fully understand what the native
speakers were saying, there were some sentences that I could understand but there were also
those that confused me with what they said, even though I was a student majoring in English.
Understanding native speaker speech is a requirement that I must master, because English is an
international language used by all residents of the world as wide as the sky, because if I can
 understand the words of native speakers I will more easily reach my high goals such as the
mountains in the picture, because by understanding English, I will know the world more broadly.
(Student TSS)

Several ways that can be done to improve listening skills in learning must start from
within the students first, they must have a strong desire to master listening and understand
what is spoken by native speakers, not only that they also have to get used to listening to
audio learning exercises and other audio so that their ears are more accustomed to
listening to the words of native speakers. The following are the statements of higher
education students in understanding the problems they are currently experiencing.

Based on the picture, I understand that the process of understanding something is not easy, every
process must have light and dark, just like my understanding in understanding the speech of a
native speaker. Problems in understanding like this are usually caused by language styles and
accents that are different from each country so that it cannot be forced for Indonesians to have
the exact same pronunciation as native speakers, usually Indonesian people will find it easier to
understand the pronunciation spoken by Indonesians themselves. , whereas if English is spoken
by native speakers they will feel confused and have high attention to be able to understand what
they are saying. Even English itself has three different styles of language, namely British,
American, and Australian so that every country is not the same in pronouncing it. (Student TSS)

Figure 1. A photograph of combination of clear and dark skies with high mountains

Confusion and misapprehension of listening to native speakers and audio

For some people wondering, what the hell do English students learn? Surely if you hear the
English department that you have in mind to lear about grammar and vocabulary, it’s true but
it’s not as simple as that in this department, we need to validate speaking skills the
pronounciation must be correct, the ability to understand when listening, reading skills, and
be taught how to write properly, according to the grammar. In English the four before
(Speaking, Listening, Reading, and Writing) are conditional caurses, it means that from the
beginning of the first semester on the fourth semester you will study this course but with a
different purpose.
For example, semester one and two practice from the basic, if in the first semester of
speaking the important thing is that you can speak in English even though the grammar is
wrong. It’s okay, it time you will understand. Now next semester you will learn how to argue,
puclic speaking and practice Tofl or IELTS speaking, so here your listening skills must also
be good, so that when there are debating courses you are able to understand the words of
native speakers. In this study there will be students majoring in English who will share their
experiences while studying in the English department. How these students faced semester
exams, How difficult it was when studying in this department when understanding the
content heard from the words of native speakers and audio. This research will be presented
using illustrated photograph, as follows:
In this study, I have the opportunity to share with my readers what was impeding my
understanding and how I felt when listening to native speaker and audio. I fell as I listen to my
thoughts audio as is an empty wall, as native speaking, as well as audio listening to audio I have
no idea of what native speaker or audio is delivering. I was confused when trying to capture what
native speaker or audio said, and instead I could not understand the words native speaker and
audio, probably because of the lack of vocabulary I was good at, because of the lack of
vocabulary I was able to practice English when I was at home, or in my neighborhood in my life,
and it also took me a long time to translate what native speaker and audio had offered.
Life as a student, must be related to lessons, exercises, assignments, mid- semester test, end-of-
semester tests, ect. If I am asked (1) How do I feel when I do the end of semester test, especially
in listening to native speakers and audio lessons?
How I feel about this, I will use photograpstp illustrate my feelings. This photo illustrates the
metaphor of when I was confused about the end of semester test questions. Here is image that
shows an empty wall, for example when I listen to native speakers and audio, I can’t catch the
contents of the discussion delivered by native speakers and audio because I feel confused and
can’t understand what the native speaker or audio is saying. (Student MN)
 Figure 2. Photographs of empty wall
My condition is like a fan when listening to native speakers and audio
Listening is one of the language skills among the four language skills other language skills
such as writing, reading, and speaking. Activities listening is important in developing
language skills someone. Listening is very close to its meaning by hearing and listen. But if
we go further, the three words have difference in understanding. Many people still don't
understand the difference that. And AWM (Figure 3) speakers will share their experiences of
conditions they experienced when listening to native speakers and audio,who comment as
follows:
So, to be honest I really don't master English skills at all and I entered the English department because of
the wishes of my parents, so the conditions during class or exams I illustrate like a fan because, the fan
just sits or stands like there is no burden , sighed like myself who when I didn't know anything could
only be kept quiet and sighed so hard with a speed of 1 2 3 and yes... like a fan depending on how heavy
the situation is, and the last one the fan can only turn to the right and left at one time like me when i dont
understand native speakers said or when understanding the audio that was playing during the listening
test (student AWM).

As a person who is not a native English speaker and grew up in an environment that
does not use English as a language of instruction and communication, you may find it
difficult to practice listening to English well.Many think that this listening practice is very
difficult to do, especially when listening to native speakers, which you might think is very
fast. Not only that, maybe you can lose your confidence when trying to digest the meaning of
the English conversation spoken by them. Yes, the point is English learners listen to their
conversation, it will be difficult.there are also problems experienced by AWM in listening to
native speakers and audio:
 In the picture that I illustrated, like the propeller on a fan which when turned on will always spin
fast, even though I don't understand English, I still try to rack my brain to keep thinking how to
overcome this, one of which is by learning, learning to understanding native speakers and audio
is also not easy, there are a lot of problems and difficulties that occur if suddenly the fan lights
go out without electricity or batteries, just like me, who can't get excited from my parents
because of the lack of parental attention to me even though it is the main key besides myself is
the will, but maybe my parents' love is poured into prayer, hopefully so, sometimes my mental
condition also decreases because I'm too afraid to face the course, I feel like I'm depressed and
seem unpleasant, and I'm also too lazy to practice outside class hours I think too I'm tired of
doing it, other obstacles like me are also difficult to understand the material, not comfortable
with a class that is too crowded so it's hard to focus on understanding or listening to native
speakers (students AWM).

This of course needs to be trained, so that your listening skills will develop. It's not
easy, but as long as you know the tips everything will become easier.

1. Learn Different Types of Accents.

In Indonesia, not many people have the opportunity to learn English directly with
Caucasians. So, we are used to hearing English with an Indonesian accent. This results in
when we hear native speakers speak, many of their words are difficult to
understand.Therefore, when learning English, it is better if you also learn the accents
commonly used by native speakers. Examples include american accents and british accents. If
you are familiar with the accent, of course it will not be difficult when you speak directly
with native speakers.

2. Recognizing Reduced Forms.

Of course, when speaking on a daily basis, the average person uses informal language. It's
different when writing, especially for academic needs, of course the formal or standard
language used. This also applies to English.Usually native speakers use reduced forms when
speaking casually. Reduced forms are formed when people speak quickly, eliminating a
number of words and combining several words into one.
Example: (1)Want to = Wanna., (2) Going go = Gonna., (3) Don't know = Dunno., (4)Gotto =
Gotta.
3. Learn to Ignore Fillers.
 Filers are general words that are not really important and don't add too much importance
to a sentence. Usually native speakers use fillers just as a habit.When native speakers speak,
you can try ignoring the fillers they use. So, you will focus more on the main point of the
sentence expressed.Example of Fillers:
Anyways,Basically,By the way,I mean,obviously,Well,you know.

4. Preparing the Conversation.

If possible, you can prepare a conversation about what you would like to discuss with
a native speaker. It can be started by preparing questions, arguments, responses, and more.Of
course, in real situations, you will still improvise. But by preparing the topic beforehand, you
will be better prepared and learn any vocabulary that is related.

5. Study with Subtitle.

The next tip that is no less important for you to do is to learn English with subtitles.
When you hear someone speak and see the English written, it will really help you to know
how to pronounce the word correctly.You can try watching Youtube which uses subtitles or if
you prefer to watch movies and tv shows, it can also be a reference to better understand the
speaking style of native speakers. Ready to try?

6. Don't be shy about asking for repetition

Often native speakers don't realize they are speaking too fast or even assume that you
will understand everything they are saying. So they will talk as usual and of course those of
you who are still in the learning stage will be confused about it.
One principle that must be instilled is not to be shy. Native speakers will certainly understand
if you are honest. Never be shy about asking them to repeat what was said, asking them to
speak a little slower, and maybe even asking them to spell a difficult word. Don't pretend you
understand.

7. Consistent
Whatever it is, the key is to be consistent. Especially when it comes to learning the
language. You can't study 24 hours a day and you'll be smart forever. The long duration of
time but rarely done is not very good compared to the duration of learning that is small but
often repeated.
Pay close attention to how native speakers speak on any platform. If you have the opportunity
to speak face-to-face, make the most of it.

Figure 3. An illustrated fan photo

My feeling of listening to native speakers and audio is like my food

The photo I was sharing was a meal in a jar. This picture describes me when listening to native
speakers and audio. This photo explains a food that looks different between the outside and the
inside. As I looked on the outside, the food looked round and long, but when I opened the lid and
looked inside it, it was different, inside the food jars were some Fried crackers. This is how I feel
when learning native speakers and audio. When I listen to a stranger speak English, I understand a
word he says, but I don't understand what the word means.(LIA Student)

The reason I don’t understand the meaning of words spoken by foreigners is because I’ve
not improved my vocabulary much. An English major had to be diligent in adding to the
English vocabulary, in addition to the English vocabulary I had to memorize it. Some steps
must be taken to learn by heart the English vocabulary: using apps or game, using the
mnemonic method, making flash CARDS, drawing/visual, read a book, make a sentence,
engaging in conversation, take small notes, create an interesting learning atmosphere,
breakdown of a word, understanding that vocabulary, repeat several times regularly, use or
practice that vocabulary, study and use prefix, focus on the vocabulary required, take it to a
higher level.
When we memorize English vocabulary, we must also memorize its meaning, so that
we can know and understand native speakers and audio. In addition to the benefits of
memorizing the meaning and vocabulary are many, such as improving IQ, better speaking in
English, better reading in English, better acquiring high toefl, better acquiring new memories
and thoughts, more rational thinking, more open to new cultures, knowing what is in other
countries, building confidence, easier on career achievement, and easier to master
technology.

Figure4. Photo of the unconsistency of a food between the outside and the inside.
Discussion
Listening effort is defined as the deliberate allocation of mental resources to overcome
obstacles in goal pursuit when carriying out a task that involves listening. Obstacles to
listening may include external factors such as background noise and internal factors such as
language knowledge. Generally speaking, listening,effort increases with the magnitude of the
obstacle such that more background noiseor poorer knowledge of the target language leads to
greater listening effort, reflecting engagement of cognitive resources. Sustained listening
effort typically leads to mental fatigue, which is related to task disengagement and a reduced
motivation to invest further cognitive effort. However, the relationship between listening
effort and fatique is poorly understood.(Brännström et al., 2021).
The experience of effortfull listening is a multidimensional phenomenon. A number
of studies have used subjective ratings to investigate the effect of noise on listening effort in
both adults and children. However, such rantings often correlate poorly with more objrctive
measures such as performance on a dual-task paradigma or with neurophysiological measures
such as change in pupil size. Although subjective ratings may successfully capture perceived
changes in listening effort within individuals, they are less successful at capturing differences
between individual or groups.(McGarrigle et al., 2021).
Based on image illustration above we can understand a learning process about how
our brain processes understand a native speaker and audio speakers saying, from this study,
we can learn about a learning process in the English education course especially the lesson
about listening, about how to understand the words of native speakers and audio. The role of
English as an International language is growing. That is why English become a learning
material in schools around the world. And then there’s a very rapid development right up to
now. Basically, there are four important aspects of English that we must always understand.
Among these are listening, speaking, writing, and reading. Each individual in understanding
the four concepts always has a different level of difficulty. For example, you might find it
difficult to communicate, lacking grammar, or struggling with grammar. It’s difficult to
understand native speakers and audio speech.
Natueally, English-Speaking abilities, as well as ours are measured in their listening
skills, if we have good listening skills, then we are easier to understand native speakers as
well as audio speakers, in addition to his speaking side, then we can communicate in English
too.
So where is the Conclusion?
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