LISTENING WITH THE EYES: AN ACTION RESEARCH ON

PASSIVE LISTENING HABIT AMONG LANGUAGE LEARNERS

University of Mindanao – Tagum College

Mabini Street, Tagum City

In Partial Fulfilment
Of the Course Requirement
English 48 - Language and Literature Assessment
0033 – 2:30 – 3:30PM

CARL JUSTINE S. CATALAN

August 2017
 Abstract

Listening is one of the essential macro skills in teaching language however, it

has given less emphasis due focused attention towards grammar and

literature fields. This study employed qualitative method particularly a case

study design. In identifying the single participant for this research, the

researcher utilized a purposive sampling method in order to gather relevant

viewpoint based on an individual. This research aimed in identifying the

different factors that caused the passive listening habit among language

learners. With the analysis conducted from the interview, it was established

that the different factors that caused passive listening habit are the lack of

motivation and interest, and the way the learners are exposed to compulsory

learning. These emerging factors contributed to a number of ways on how the

learners were able to adopt with such behaviour. Thus, this study also seeks

how learners with this passive listening habit cope up with this behaviour. The

result suggested that learners were able to look for other source, practicing

independent learning, finding motivation, and honing one’s one listening style

to adopt with such habit. These identified problems and coping mechanisms

showed that it has become prevalent not just locally but also in national

setting. With the above mentioned dilemma, the researcher recommended

that the student with this type of listening disability should undergo further

listening drills and seminar for remediation.

Keywords: Listening, Passive, Habit, Language, Learner

 TABLE OF CONTENTS

PAGE

TITLE PAGE i

ABSTRACT ii

TABLE OF CONTENTS iii

Introduction 1

Purpose of the Study 2

Statement of the Problem 3

Method 4

Results and Discussion 5

Implications and Recommendation 16

References 20

APPENDIX A

Transcription from the Interview 22

Introduction

Listening well is often silent but never passive. Among the five macro-

skills of teaching language, listening has become not the focus of teachers

primarily because grammar and literature are the fields that much given more

emphasis. This issue resulted to a problem among Filipino students who now

neglect one of the five macro-skills in learning language – the listening

(Castor, 2016).

Based on an article published in the Philippine Daily Inquirer, many

Filipino students are said to be passive listener in such a way that they tend

not to interact with the teachers during the instruction and could not even talk

during the discussion. This is said to be a result of being present inside the

classroom but without active attention on the teacher’s lecture. A teacher in

Manila concluded that school or the home environment has less impact on

students IQ but rather depending on how the learners perceived those inputs

that were relayed to them. This conclusion implicates that listening is one of

the key factors and potentially become a threat on student’s acquisition of

knowledge on a specific course (Bolido, 2016).

As a researcher who belongs to the Filipino community, I have

observed that students in La Filipina National High School, La Filipina, Tagum

City are more active in listening unless the speaker or the teacher has the

ability to catch their attention in such a way that it increases their retention.

This dilemma has also become prevalent as evident on the learners located in

remote areas, as they lack in learning facilities and equipment that will

promote interactive and enjoying ways to learn. They choose to have

chitchats in their seatmate or projected a presence inside the classroom but

with the absence of comprehending the lesson.

In this action paper, I, as a researcher reviewed on the challenges that

caused students with passive listening habit, specifically in La Filipina

National High School, La Filipina, Tagum City, Davao del Norte. It also aims

on increasing teacher’s consciousness of this difficult area in listening so that

a suitable and effective action can be adopted. Furthermore, aside from the

part of the teacher, it also details the hidden insights of those who

experienced such dilemma and identify their means in handling such problem.

All the more, this paper is intended to provide a means of good views on the

part of language teaching.

Purpose of the Study

The purpose of this qualitative case study is to capture the hidden

reasons and factors on passive listening habit among language learner based

on the insights given by one of the language learner of La Filipina National

High School, Tagum City, Davao del Norte. It also aimed to find out the

coping mechanisms of a language learner who experienced such dilemma in

listening.

At this stage in the research, a student who specifically needs active

and critical listening skills is one of the academic issue and a phenomenon

that actually exist in the field of education. These learners have different ways

of learning and sometimes not being able to grasp a single idea. This

qualitative study would add to the growing body of knowledge on the

principles of teaching, the basic macro skills specifically in listening by

investigating the issue on the passive response of learners pertinent to the

topic under studied. Through this study, as a researcher, would give an

avenue to acquire salient information that would help people understand why

human beings practice such action and how they situate themselves

whenever this problem will arise. It also seeks future directions for teachers

how to facilitate learning inside the classroom specially addressing the needs

of those passively listening on lectures.

This study also visualizes documenting the different experiences of one

of the language learner from the La Filipina National High School through in-

depth interview both the positive and negative one. Moreover, the intent of

this study is to seek, listen, and understand the unheard stories of the

participants as they willingly share their experiences during the interview. In

addition, this study aims to gain additional knowledge in the field of research

concerning learners who have passive listening habit in learning language.

The result of this action research will be a significant contribution on

the academic community as it will give them wide understanding on what are

the emerging reasons on passive listening habit which is primarily based on

the insights of the students who experience such dilemma.

Statement of the Problem

In order to arrive with a substantial content of this research, the

following main research questions were formulated:

1. What are the factors that caused passive listening habit among

language learners?
 2. How did the student cope with the problem on passive listening

habit?

Method

Qualitative method in research is designed to expose the perceptions

of the audience or the research participants that drive it with reference to

specific topics or issues. It is a tool which is used in small groups of people to

guide and support the construction of hypotheses. The results are more

subjective rather that objective (QRCA, 2012). In the course of this study, I

utilized this method by acquiring viewpoints coming from the participant which

will become a basis for the results of this research. The participant of this

study is a language learner from La Filipina National High School which

believed to have experience such dilemma in listening. Through an in-depth

interview, the participant’s account will be recorded to ensure the accuracy

and credibility of the data.

Under this method, a single case study research design will be used

since I, as the researcher choose only one participant as a sample for the

various learners who experience the passive listening behaviour. Case study

is a method in qualitative researches which intends to examine in depth

purposive samples to better understand a phenomenon. Though it is in a

smaller group, it is more focused than those in large samples (McLeod, 2008).

In relation to this matter, I, as the researcher would see to it that the data

gathered would be analyzed in a general point of view since only one sample

is interviewed. However, with the emergence of the possible findings, we

could be able to identify the factors that caused passive listening habit and

how they cope up with such behaviour from a single participant’s perspective.

Results and Discussion

The participant of this study is a Grade 8 student and is believed to

have passive listening habit. The participant is a fourteen-year old female

student who is suffering with this behaviour. According to the accounts given

by this student, she frequently experience such behaviour unconsciously until

such time she found out that she have difficulty in grasping information

adequately specially in a sudden manner. Thus, this participant became the

subject for the study to list down what are the causes which triggers such

behaviour as well as taking into account her coping mechanisms in handling

such behaviour.

In order to gather substantial data for this study, it seeks to the factors

that caused passive listening habit among language learners and their

different coping mechanism in order to adopt with such problem. After

collecting and sorting the data gathered, the different factors identified were

lack of motivation, lack of interest and compulsory learning and the different

coping mechanisms are finding other sources, independent learning, finding

motivation and honing ones listening style.

Lack of Motivation

This emergence tells the problems observed by language learners who

experienced passive listening habit in terms of motivation.

An informant of in-depth interview stated:

 “Kuan kanang dili man ko tapulan ya pero naanad lang
kay in ani naman gud ko sauna pa. Naanad man gud ko
na kung unsa lang ang makaya sa akong utok mao
rapud ang akong sabton.”

(I am just used to it even before because this is the

way I am used to. For me, I would just acquire
knowledge based on my capacity.)

From the above statement coming from the participant, it has been

established that motivation is the key factor in the passive listening habit

among language learner maybe in a more or less manner. Students with this

kind of behaviour are having a tendency that they will settle for mediocrity

inside the classroom due to the inability to exceed on their preferred limits

because of their background and experiences. With regards to the statement,

it has been proven that student with this habit has less participation inside the

classroom. It has also been implied that teachers should expand their

opportunities for the students to learn in order to gain the student’s motivation

intrinsically.

This factor has also supported by one of the research journal in

Georgia which concluded that motivation is one of the key factors in listening

skills of the students which also emphasized the external motivation.

According to this study, in language learning there is a need to promote

motivation in order to sustain the attention that was given by the student on a7

given situation inside the classroom. It was also being highlighted that

motivation should be promoted to give the students a direction and keep them

doing (Goctu, 2016).

In contrary, it was stipulated in an article on BBC news that

motivational scheme has no effect on learning specifically in listening to a

discussion primarily because it is on the part of the learner whether they have

the self-esteem in learning. Thus, concluded that motivation has less effect on

the improvement to listening skills of learners (BBC, 2015).

Lack of Interest

This factor has emerged based on the viewpoint of a language learner

who is having a passive listening habit.

“Naa pud usahay ya na kung dili na makaya kay di na

pud nako pugson ug maganahan lang ko maminaw
kung nindot ang topic ug catchy siya... Labi na ug about
na sa love, mas maminaw jud mi. Labi na sa among
mga classmate. Mas makasabot man gud mi kung
maka relate mi.”

(I will just listen to the teacher if his or her topic is

interesting. We could also lend our ears when our
teacher talks about love)

Based on the data gathered from the interview, it shows that interest is

one of the factors that really affect the listening behaviour of the students.

Students with passive projection tend to look for avenue wherein they could

relate. It has been said that they have the willingness to listen especially when

it tackles about matters which targets their experiences. It has been

emphasized that students with this kind of behaviour are selective in terms on

what subject matter they would like to listen to. Thus, this emergence of factor

implicates that the right choice of a subject matter and better relationship of

ideas that will feed the current state of mind of the learners must be taken into

consideration.

This account is supported by Blackman (2015) which stated that

listening demands a multitude of sensory and emotional cues. In order for us

to listen well, there is a need to consider the beliefs and state of mind of the

people whom we are talking to. Thus, it requires a practical choice in choosing

the topic in order to gain their interest (Blackman, 2015).

In addition, on an article published in Edutopia stated that the interest

of the student is a crucial factor in terms of capturing tidbits of information.

There should be a readiness plus interest equals engagement formula in

order to gain the concentration of the students inside the classroom. It has

also being stressed that student’s interest has the power to make them more

productive. Thus, teacher should see to it that there is an appropriate strategy

in order to captivate their attention (McCarthy, 2014).

Compulsory Learning

This factor talks about the insights of the student in terms of attending

to discussion in obligatory manner.

“Naa pud usahay naminaw mi kay kailangan man.

Bisan wala mi kayo kasabot sige nalang mi ug tando.
Naa pay ubang maestra boring kayo mudiscuss na sige
rjud mi ug tabi. “

(There are times that we just listen because we have to,

disregarding the fact if we understood the lesson or not)

It can be inferred on the above mentioned statement that was coming

from the participant that the readiness of the students should also be given

attention to gain their full concentration on a specific course. Students should

be led into a direction towards learning that is not obligatory. In this manner,

students tend to forcefully hear what the speaker is trying to say ignoring the

gist of a specific subject matter. In this sense, the students efficiency inside

the classroom will be lessen in such a way that they neglect the salient points
that they could apply in real scenarios. This finding demands teacher to

organize his or her methodologies inside the classroom that would better

promote learning. One that is not obligatory but rather enriching.

It was also emphasized in a review on Forced Learning Theory

conducted by Philips (2005) that educators should see to it that there is a

thoughtful preparation to be undertaken before creating an effective learning

environment which includes listening. This theory focuses on intensive

accommodation of students in terms of leading into the right track which

requires patience and gradual sequence rather than obligatory (Philips, 2010).

Moreover, there should be proper way for a teacher to guide his or her

students. According to Pinantoan (2012), teachers should bear in mind how

the students learn in order for them to address the areas based on the

student’s perspective. He cited these ways how learners obtain knowledge:

First, students learn differently. Second, there is a need for a reinforcement to

boost the student’s interest. Third, consider the lesson closer to the heart of

the students in order to capture its relevance to them. These factors serve as

With the identified factors concerning the passive listening habit among

language learner, students with this behaviour are susceptible of neglecting

the ideas that were coming from the teachers. However, there are

mechanisms how they overcome such dilemma. The following are the ways

on how learners adopt to a learning environment amid such passive listening

habit based on a single participant’s perspective:

Looking for Other Source

Learners with passive listening habit tend to look for other avenue to

suffy their incapacity to grasp the totality of the lesson.

“Ang akoa lang ginabuhat ya kay mangutana nalang ko

sa uban pagkahuman sa klase if ever wala ko kasabot
sa gi discuss ni maam... Mangayo nalang pud ko sa
ilaha ug copy kung naa sila.”

(My way of keeping at par with the discussion is by

asking my fellow classmates and asking a copy about
the topic from them)

According to the statement, asking questions and getting copies from

their classmates become the means of a passive listener in order to deal with

the situation inside the class. These are the common ways which becomes

the option of a student who is having a passive listening behaviour. However,

with this coping mechanism, there is a big tendency that it would lessen the

accuracy and authenticity of lessons that were imparted during the discussion

proper. The learning that should be captured was never being the same when

acquired from another source. This mechanism is undisputable to be

beneficial especially on the part of a passive listener but the negative side

outweigh in terms of its long term effect on the dependency of learners from

another source instead from teachers. It can be inferred that due to this habit

in listening, obtaining the rich amount of knowledge has been compromise

because they opted for such alternatives.

It has been stressed on an article from Teaching Center that asking

questions from any source is one way of improving learning to students. In

this way, students find an external basis as to how they will acquire

knowledge as alternative However, this tools has a tendency to replace the

presence of the teacher and would become a fertile ground for dependency in

a long term basis (Davis, 1993).

Likewise, this is one of the many ways on how students cope up in

terms of having passive listening habit in terms of acquiring knowledge from

other source is much better than having none. Based on studies, there are

numerous sources in order for the students to learn, this includes: lectures,

textbooks, electronic medias, internet, and even playing computer games

(Spielgaben, 2013).

Independent Learning

In order for the student to ensure that there is learning beyond

instruction, they improvised this method as a way to compromise instruction

with self thought intervention.

“Nagastudy nalang pud ko sa balay kung wala ko

kasabot sa klase. Pero usahay naay topic nga lisud
sabton.”

(I just study my lesson about those topics that I’ve not

understood and there were times that they are hard to
comprehend.)

This result implies that self-directed learning is one tool for a passive

listener to gauge their performance in a academic endeavour. It is an enough

evidence that students with this behaviour tend to personalized learning in

accordance with their convenience. This is a result when they can’t be able to

adopt to the environment because of this habit, which becomes their exit to
innovate their own tactics to still patch things up. This findings has something

to do with the teachers because their is a big responsibility for them to lead

their students to the right direction in learning specially practicing active

listening skills. This is to ensure that learners are dynamic inside the

classroom and would increase their efficiency. All the more, teacher’s role is

to design a teaching strategy that would provide quality education for all

students.

This mechanism is anchored to an article from Philip (1991), which

defined independent learning as a method of which learner obtain knowledge

through his or her efforts and pacing. It is also connected with Knowles’ Self-

Directed learning which implicates that an individual take an initiative action to

understand a specific concept of ideas without the help of others given the

fact that they will set their own goals, identifying materials and resources, and

diagnosing areas for improvement (Manning, 2007).

In contrary, Darryl (2010) elaborated that this method has also its

drawback on the part of the learners. He elaborated that learners in this mode

have low motivation towards learning because they are the one who will

decide when to study or not and they will not be expose to an environment

which fosters collaborative learning. Based on Bandura’s Social Learning

Theory, there is a need for an individual to have accompanying person

through imitation, observation and modelling. Thus, independent learning

lessen the impact of making students an interactive individual.

Finding Motivation

Fighting the behaviour of being a passive listener is no easy. That is

why learners who are suffering with this kind of habit choose to look for

means to gain motivation.

“Labi na sa among klase pagka hapon nga katugon

kayo ko maminaw tapos usahay ako nalang pud
mangita ug paraan nga dili ko katugon sa sulod sa
klase pareha anang mag sulat pero usahay lang nako
mabuhat kay lisud man maminaw samtang nagasulat.”

(I often find ways just to sustain my attention just like

taking down notes but it is very hard for me to do it
simultaneously.)

With the emergence of this coping mechanism, it can be concluded that

learners with type of habit has the drive to innovate means just to regain their

motivation. In this area, I, as the researcher found out that they are used to

practice several ways in order to sustain their willingness during the

discussion. As per stated above, learners with this behaviour fight sleeping by

means of writing without understanding the gist of the lesson. Thus, an

appropriate action should be done like calling them in front to give them

avenue to test whether they understood the lesson. Teachers should see to it

that he will be a supporting agent in regaining their motivation as a one way

for them to keep in track towards learning.

It has been stipulated in the study of Thomas (2014) about fighting the

surge of being a passive listener inside the classroom that students think of

many ways to overcome such behaviour. In relation to this matter, he stated

the different ways unto how learners find motivation within themselves, this
include: taking risks, building relationships to others, learning cooperatively,

and setting high expectations. These are the common means how they

manage to regain their motivation amid changes in their behaviour.

However, several critics showed that in this manner, students would

render much of their time for motivation that would sacrifice the learning itself.

It also requires special attention to give the right route towards effective

learning. It was also stressed that its effectivity lessens over time because

students are just the sole proponent of such mechanisms (Rodgers, 2009).

Honing Listening Style

Improving one’s skill is a way to have self- development. Students with

this habit have their own mode to practice the adversative way of being a

passive listener.

”Naa puy mga times na piliton nalang pud nako ug

paminaw hangtud makasabot ko sa gitudlo nila maam
ug sir.”

(There are times that I just forced myself to listen until I

finally understand what really the lesson is all about.)

This finding demonstrates that students with passive listening

behaviour have innovated their ways just to develop their listening ability.

From above mentioned statement, it can be deduced that along with their

struggle of inability to listen effectively is the development of self-

improvement. In this way, learners with this behaviour learned on the way of

the struggle itself. Passive listener’s battle with this kind of behaviour enables

them to measure what they can do more. However, this action can be
properly done if supervised with an instructor for them to successfully acquire

the skill.

There are many ways as to how a child develops is or her own skills

and that include acquiring one of the macro skills – listening. Studies show

that learners have diversified ways in order for them to overcome being

passive inside the classroom. According to an article published by Schilling

(2012) in Forbes site, student can enhance his or her own listening abilities

through facing and maintaining eye contact to the speaker, being attentive

and relaxed, keeping an open mind, focusing on the words of the speaker

and trying to figure out what it says, and asking questions to clarify something.

In this way learners can be able to harness there listening skills with critical

evaluation of ideas (Schilling, 2012).

However, Pedr (2012) sited factors that may create pending reaction to

the betterment of this behaviour which includes listening more than one

conversation at a time and considering the attributes of the speaker just like

his or her physical appearance. Other factors are the inability to grasp idea

due to physical and emotional exhaustion that may cause the listener not to

focus with the speakers thought but on his or her own sickness (Pedr, 2012).

Implications and Recommendation

This study will serve as an aid for the teachers and other practitioners

on how they would cater the needs of the learners with passive listening habit

and would further serve as an eye opener for them on what are the struggles

faced by this students and how they cope up with such problem. The results

from this qualitative case study which focus on the experiences of the
informants confirm the credibility of the study from reliable resources that

could be used for future researches especially in dealing students with

passive listening habit. Thus, in accordance with the identified factors and

coping mechanisms, the researcher recommended that the student with this

type of listening disability should undergo further listening drills and seminar

for remediation. This is to enrich their skills in listening as well as lessen their

burden when it comes to this specific macro skill. With the aim of aiding their

passivity in acquiring information, the study is geared towards the betterment

of the learners in terms of this crucial macro-skill – listening.

 References:

BBC (2015). Motivation scheme 'has no effect'.

news.bbc.co.uk/1/hi/uk/6052340.stm on June 25, 2017

Blackman, G. (2015). In the Interest of Listening. Huffpost. Retrieved from

www.huffingtonpost.com/graeme-blackman/in-the-interest-of-
listen_b_7712294.html on June 25, 2017

Bolido, C. (2016). Learning requires both old and new skills. Inquirer News.
Retrieved from newsinfo.inquirer.net/776659/learning-requires-both-
old-and-new-skills on June 26, 2017

Castor, J. (2016). Listening as information processing. Retrieved from

www.tandfonline.com/doi/abs/10.1080/01463378209369465 on June
26, 2017

Crossman, A. (2012). An Overview of Qualitative Research Methods.

ThoughtCo. Retrieved from https://www.thoughtco.com/qualitative-
research-methods-3026555 on June 26, 2017

Darryl (2010). 3 reasons for not using Self-Directed Learning

Theory.Darryl1975's Blog. Retrieved from
https://darryl1975.wordpress.com
/2010/06/17/3-reasons-for-not-using-self-directed-learning-theory/
on June 30, 2017

Davis,B. (1993). Asking Questions to Improve Learning. The Teaching

Center, Retrieved from
https://teachingcenter.wustl.edu/resources/.../asking-questions-to-
improve-learning/ on June 30, 2017

Denzin, N. (2000). Qualitative Research. Atlasti. Retrieved from

atlasti.com/qualitative-research/ on June 28, 2017

Goctu, R. (2016). The Effects of Motivation on Listening Skills of ELT

Students in Georgia (IBSU Case). Retrieved from ijellh.com/wp-
content/uploads/2016/05/6.-Ramazan-Goctu-paper-final.pdf?x72302
on June 30, 2017

Kardos and Smith (1979). Case Study Research and Theory Building.
journals.sagepub.com/doi/abs/10.1177/1523422302043007 on June
26, 2017

McCarthy, J. (2014). Learner Interest Matters: Strategies for Empowering

Student Choice. Edutopia. Retrived from
https://www.edutopia.org/blog/differentiated-instruction-learner-
interest-matters-john-mccarthy on June 26, 2017
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web.utk.edu/~start6/knowles/malcolm_knowles.html on June 26, 2017

McLeod, S. A. (2008). Case Study Method. Retrieved from

www.simplypsychology.org/case-study.html on June 30, 2017

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Consultants Association. Retrieved from www.qrca.org/?page=whatis
qualresearch on June 30, 2017

Pedr (2012). Barriers to Effective Listening. Skills You Need. Retrieved from
https://www.skillsyouneed.com/ips/ineffective-listening.html on June
26, 2017

Phillip, C. (1991). Independent learning: some ideas from the literature.

Retrieved from
www.brookes.ac.uk/services/ocsld/resources/independent.html on
June 25, 2017

Philips, O. (2005). The Compelling Effects of Compulsory Schooling:

Evidence from Canada. Retrieved from
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June 27, 2017

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effective-listening/ on June 27, 2017

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https://spielgaben.com/different-sources-for-learning/ on June 25,
2017

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 APPENDIX A

Transcription from the Interview

Below are the transcribed data gathered from the interview conducted
from the participant including the conversation between the interviewer and
interviewee:

Researcher: Good morning jam!

Interviewee: Good morning kuya dodong.

Researcher: Karon jam, mag interview ko sa imoha about sa imo mga

kalisud sa pagpaminaw sa sulod sa klase. Puwede ka mag English
pwede pud dili. Depende lang sa imoha.

(Today, I will ask you about your difficulties in terms of listening as a

student. You can express your thoughts in English or in vernacular.)

Interviewee: Ok ya

Researcher: Pero before ana mangutana sa ko nimo, nakatisting naba

ka nga maminaw sa sulod sa klase pero wala nasabtan ang lesson?

(But before that, I will ask you if you yourself experience such problem
of listening inside the classroom but without comprehension?)

Interview: Haha. Permente ya. Joke. Oo, tanan man siguro estudyante
naka experience na ana ya.

(Actually always, Just kidding. Yes, I guess all student experience such
problem in listening.)

Researcher: Mao nang gipili ka nako as akong informant sa among

case study entitled “Listening with the Eyes: An Action Research on
Passive Listening Habit Among Language Learners” kay dili tungod kay
ig agaw tika pero kabalo ko na isa ka sa mga studyante sa La Filipina.
La Filipina ba ka nag high school karon jam?

(That is why, I choose you as my informant in this study entitled

“Listening with the Eyes: An Action Research on Passive Listening
Habit Among Language Learners”. Not because your my cousin but
because I know that as a student you also experience such dilemma in
listening specifically in your school the La Filipina National High
School.)

Interviewee: Ok ya.
Researcher: Ok, so isa pud sa akong gusto ani nga study kay
maghimo ug programa nga makatabang sa mga studyante nga naka
agi ani na problema. Specifically sa inyung skwelahan sa La Filipina.

(One reason that i conducted this study is to create an intervention

program that will help students who are having such problem in
listening specifically in your school – La Filipina.)

Interviewee: Ahh ok ya.

Researcher: Duha lang ni ka question. Ang una, what are the factors
that caused passive listening habit among language learners? Ug how
did the student cope with the problem on passive listening habit? Kani
lang tas wala ni siyay kailangan jud na tubag. Depende ni sa imong
experience as a student. Ok ready naka?

(These are the two question that I will gonna ask you. First, what are
the factors that caused passive listening habit among language
learners? And how did the student cope with the problem on passive
listening habit? There is no need for you to answer based n what is
present in the internet but based on your experiences as a student. Are
you ready?)

Interviewee:Ready nalang ya hahaha

Researcher: Ok, my first question is, what are the factors that caused
passive listening habit among language learners? Pasabot ani, unsa
ang mga dahilan nganong dili kayo ka kapaminaw nga naay pagsabot
sa sulod sa klase? Depende ni sa imong na-experience ha, dili gikan
sa internet.

(My first question is what are the factors that caused passive listening
habit among language learners? Which means that what are the
reasons for you as a student why you have such problem in listening?
Your answers depend on your experiences.)

Interviewee: Hmmm.... Base sa akong na experience ya kay... Kuan

kanang dili man ko tapulan ya pero naanad lang kay in ani naman gud
ko sauna pa. Naanad man gud ko na kung unsa lang ang makaya sa
akong utok mao rapud ang akong sabton.

(Based on my experiences, I am just used to it even before because

this is the way I am used to. For me, I would just acquire knowledge
based on my capacity.)

Researcher: Ahhh.. unsa pa? Basin naa pa ka madungag.

(What else? Is there anything you can add?)

Interviewee: Naa pud usahay ya na kung dili na makaya kay di na pud
nako pugson ug maganahan lang ko maminaw kung nindot ang topic
ug catchy siya... Labi na ug about na sa love, mas maminaw jud mi.
Labi na sa among mga classmate. Mas makasabot man gud mi kung
maka relate mi. Naa pud usahay naminaw mi kay kailangan man.
Bisan wala mi kayo kasabot sige nalang mi ug tando. Naa pay ubang
maestra boring kayo mudiscuss na sige rjud mi ug tabi.

(There are also times that I will just listen to the teacher if his or her
topic is interesting. We could also lend our ears when our teacher talks
about love. And also, there are times that we just listen because we
have to, disregarding the fact if we understood the lesson or not.)

Researcher: Basin naa paka idungag? (Other reasons to add?)

Interviewee: Kana lang man siguro ya. Tama bato akong mga tubag
ya?

Researcher:Sige lang kay wala man mali ani kay basi mani sa imong
mga naagian.

Interviewee: Ahhhh

Researcher: Ok. Next question, how did the student cope with the
problem on passive listening habit? Or how do you handle such
problem in listening as a student?

Interviewee: Kanang akong mga ginabuhat ya para maka paminaw ko

ug tarong?

Researcher: Oo, unsa man to imong mga techniques or style para

makatarong lang jud ka ug paminaw.

Interviewee: Hmm... ako kay.... Ang akoa lang ginabuhat ya kay

mangutana nalang ko sa uban pagkahuman sa klase if ever wala ko
kasabot sa gi discuss ni maam.

(My way of keeping at par with the discussion is by asking my fellow

classmates.)

Researcher: Unya what if makalimot ka sa ilang giingon?

Interviewee: Mangayo nalang pud ko sa ilaha ug copy kung naa sila.

( I also, ask a copy about the topic from them.)

Researcher: Unsa pa?

Interviewee: Ug kung wala jud kay nagastudy nalang pud ko sa balay
kung wala ko kasabot sa klase. Pero usahay naay topic nga lisud
sabton. Labi na sa among klase pagka hapon nga katugon kayo ko
maminaw tapos usahay ako nalang pud mangita ug paraan nga dili ko
katugon sa sulod sa klase pareha anang mag sulat pero usahay lang
nako mabuhat kay lisud man maminaw samatang nagasulat. Saba
pajud.

(I also just study my lesson about those topics that I’ve not understood
and there were times that they are hard to comprehend. I often find
ways just to sustain my attention just like taking down notes but it is
very hard for me to do it simultaneously.)

Researcher: Kana lang?

Interviewee: Ug naa pa diay ya. Naa puy mga times na piliton nalang
pud nako ug paminaw hangtud makasabot ko sa gitudlo nila maam ug
sir.

(There are times that I just forced myself to listen until I finally
understand what really the lesson is all about.)

Researcher: Ahhh so ikaw nalang naghimo ug mga ways para

makakita ug laing source sa gi discuss anang adlawa?

(So you are the one whose making out ways just to have a source after
the discussion?)

Interviewee: Oo, ya (Yes)

Researcher: Ok, kato lang man. Salamat kayo jam ha. Dako kayo nig
tabang sa ako study.

(I guess, that’s all, Thank you. You’re a big help for this study.)

Interviewee: Your welcome ya.