EFL STUDENTS’ LIVED EXPERIENCES IN LEARNING ACADEMIC LISTENING THROUGH TED TALKS: AN ETNOGRAPHY STUDY

Andini, Dafa Yanuar (2026) EFL STUDENTS’ LIVED EXPERIENCES IN LEARNING ACADEMIC LISTENING THROUGH TED TALKS: AN ETNOGRAPHY STUDY. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Andini, Dafa Yanuar. 2026. EFL Students' Lived Experiences in Learning Academic Listening Through TED Talks: An Etnography Study. Skripsi, English Education Department Faculty of Language and Arts Education, IKIP PGRI Bojonegoro, Advisor (I) Dr. Refi Ranto Rozak, M.Pd., Advisor (II) Meiga Ratih Tirtanawati, M.Pd. Keywords: Academic Listening, TED Talks, ethnography, EFL students' lived experiences, authentic materials. Academic listening is one of the essential skills in English language learning at the tertiary level. The use of TED Talks as authentic learning materials provides students with opportunities to engage with English as it is used in real-life contexts. Therefore, it is important to understand students' experiences while participating in this learning process. This study aimed to explore the lived experiences of EFL students in learning academic listening through TED Talks and to examine how social practices and institutional conditions influenced their learning experiences. This study employed an ethnographic approach involving seven students from the English Education Study Program at a private higher education institution in Bojonegoro, Indonesia. The data were collected through classroom observations, semi-structured interviews, students' reflective journals, and document analysis of students' mind mapping assignments. The data were analyzed inductively through open coding, categorization, and theme development, while methodological triangulation was employed to ensure the credibility of the findings. The findings revealed five major themes, students' engagement in TED Talks-based learning, linguistic and non-linguistic challenges, compensatory strategies and media usage patterns, students' affective responses and reflections, and the roles of social interaction, lecturer support, and the learning environment in shaping students' learning experiences. Based on these findings, it can be concluded that TED Talks, as authentic learning materials, provided meaningful learning experiences for EFL students. The use of TED Talks promoted active engagement, enabled students to develop various listening strategies, enhanced their learning motivation, and fostered collaborative learning in academic listening.

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