The Relationship among Students' Listening Fatigue, Vocabulary Size and English Listening Comprehension in Announcements at SMK Labor Pekanbaru

Abstrak

Listening comprehension remains a critical yet challenging skill for vocational high school students, often affected by both psychological and linguistic factors during real-time speech processing. This research examined the simultaneous relationship among listening fatigue, vocabulary size, and English listening comprehension in announcement texts among vocational high school students. Utilizing a quantitative correlational design, 30 tenth-grade students at SMK Labor Pekanbaru were selected as the sample using simple random sampling method. Data were collected through three validated instruments: a 22-item listening fatigue questionnaire, a 25-item vocabulary size test, and a 12-question listening comprehension test specifically focused on transport announcements. The collected data were analyzed using multiple correlation analysis in SPSS version 26. The result revealed a statistically significant and very strong positive correlation among the variables (R = 0.829, p = 0.000 < 0.05). Furthermore, the coefficient of determination indicated that listening fatigue and vocabulary size jointly accounted for 68.7% (R² = 0.687) of the variance in students’ listening comprehension performance, with the remaining 31.3% influenced by unexamined external factors. The research concludes that managing cognitive fatigue alongside expanding receptive vocabulary is crucial for optimizing EFL listening performance in vocational contexts. Based on these results, English educators are strongly recommended to integrate strategic cognitive breaks, manage listening task duration, and implement systematic vocabulary instruction tailored to specialized instructional materials.