Mukminatus Zuhriyah


All English departments provide the listening courses that must be studied by their students. In fact, the students often find difficulties in understanding the listening texts so that their listening comprehension becomes low. This condition also happens to the students of English department of UNHASY. One of the causes of it is the teaching strategy for listening which is not appropriate. Therefore, the researcher implemented frontloading strategy for teaching listening in this study. The purpose of this study was to know whether or not frontloading strategy influenced the students’ listening comprehension. The research method used was quasi experiment with the design of pretest posttest nonequivalent control group. The population and the sample of the research were the two classes of the second semester students of English education department of UNHASY in the academic year of 2018/2019. After the implementation of frontloading strategy in experimental class and direst listening in control class, the students’ post listening comprehensions were compared by using independent sample t-test whose result was that sig. (2-tailed) (0.004) was lower than 0.05. In short, it is concluded that frontloading strategy influences students’ listening comprehension.


Influence, Frontloading Strategy, Listening Comprehension

Full Text:



Batova, N. (2014). Academic listening: is there a place for bottom-up processing? International Journal of Education and Research, 1(4), 1–10.

Cahyono, B. Y., & Widiati, U. (2009). The Teaching of EFL Listening in the Indonesian Context: the State of the Art. TEFLIN Journal, 20(2), 194–211.

Canpolat, M., Kuzu, S., Yıldırım, B., & Canpolat, S. (2015). Active Listening Strategies of Academically Successful University Students. Eurasian Journal of Educational Research, (60), 163–180.

Citra, Y., & Fitrawati. (2018). Using Front Loading Vocabulary in Improving Students’ Reading Comprehension at Senior High School. Journal of English Language Teaching, 7(4). Retrieved from

Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5), 977-988,.

Maulida, R. D. (2016). Frontloading Strategy to Improve EFL Junior High School Students’ Descriptive Text Reading Skill. International Seminar on English Language Teaching (ISELT 2016), 189–196.

Molla, B., & Tesisa, G. (2017). Relationship Between Foreign Language Listening Anxiety and Listening Comprehension. International Journal of Foreign Language Teaching & Research, 5(19), 12–23.

Nor, H. (2014). The Techniques in Teaching Listening Skill. Journal on English as a Foreign Language, 4(1), 41–51.

Purwasih, I. (2014). The effectiveness of using frontloading strategy in increasing the vocabulary mastery of the seventh grade students of SMP N25 Purworejo in academic year 2013/2014. Muhammadiyah University of Purworejo.

Teng, F. (2016). An In-depth Investigation into the Relationship between Vocabulary Knowledge and Academic Listening Comprehension. TESL-EJ , The Electronic Journal for English as a Second Language, 20(2), 1–17.

Vega, O. (2016). Factors to Consider When Teaching Listening Comprehension in the EFL/ESL Classroom. Mextesol Journal, 40(4), 1–6.

Yusnida, D., Muslem, A., & Manan, A. (2017). A study of teaching listening. English Education Journal (EEJ), 8(4), 439-456.



  • There are currently no refbacks.

Copyright (c) 2020 ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris