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Data were collected through literature study, observation, interviews, documentation, and field notes, then validated by credibility and dependability checks. Findings show 85% auditory modality dominance and that female students outperform males in responding, evaluating, summarizing, and showing respect during conversations.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/gender-based-students-listening-ability-of-auditory-learning-modality-study-of-fifth-grade-learners/588938/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/gender-based-students-listening-ability-of-auditory-learning-modality-study-of-fifth-grade-learners/588938.png","ImageObject",300,407,{"name":42,"@type":43},"Chumphorn","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study aim to determine about students’ listening ability?","Question",{"text":62,"@type":63},"It examines the characteristics of gender-based auditory learning modality, the supporting aspects of listening ability, and differences in listening ability between genders in grade V.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the research conducted?",{"text":67,"@type":63},"The study used a qualitative approach with a case study design. 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This study aims to determine the characteristics of gender-based auditory learning modality, supporting aspects of listening ability, and gender-based listening abilities. This study used a qualitative approach with a case study design. The research subjects were the fifth-grade students of Cigugur State Elementary School. Data was collected through literature studies, observations, interviews, documentation, and field notes. The validity of the data is checked by data credibility and data dependability. Data is analyzed by data reduction, data presentation, and conclusion or verification. The results of the study showed 85% of students showed the characteristics of auditory learning modality, but there are 15% of students who have visual learning modalities. The characteristics of students 'stereotypes are different, the characteristics of students' stereotypes tend to be independent, strong personalities, and ambitious. The characteristics of female students are more cheerful, spoiled, and obedient to teachers. Supporting aspects of listening ability are physical aspects, psychological aspects, aspects of students based on gender, and learning media. The ability to listen to female students in class V of SD Ciguguris superior. Male students are only able to summarize the contents of the conversation and only 20% can respond to the results of the conversation. Female students can respond to the results of the conversation, assess the results of the conversation, summarize the contents of the conversation, and respect the people who are talking in front of the class  \nKeywords: Listening ability, auditory, gender  \nINTRODUCTION  \nTeaching the Indonesian language to Indonesian is not as easy as it seems. It has several problems that cannot be solved quickly. The students think that learning Indonesian is an easy lesson (Arifin, 2012: 2) . However, based on the results of the evaluation, the score of the Indonesian language obtained by students is still low, especially in listening. Listening must be done effectively following the goal determined so it can be absorbed properly by students. Listening in learning (Indonesian language) has not been fully directed, under the expected orientation. Another problem that arises in the fifth grade of Cigugur State Primary School is that the teacher treats listening to the same as they teach reading. The researcher assumes that“Listening”(listen carefully) is the same as listening skill. Therefore, the researcher uses the term listening is still used in the current curriculum, namely KTSP (Education Unit Level Curriculum) . While in the following presentation of several theories, researchers still use the term listening. Another fact that was obtained from the early study in the fifth grade of Cigugur state primary school that the results of listening in Bahasa Indonesia of male and female students were still low compared to passing grade determined by the curriculum which is 68. The average of male students was 50 while female students were 68. Students’success will be achieved when the teacher provides good modalities. Therefore, based on the background described above, the researcher would like to focus on the analysis of genderbased listening abilities in terms of auditory learning modalities in the fifth grade of Cigugur State Primary School.  \nResearch Statement  \nNot all listening material can be heard and produce a good score if the teacher has not paid attention to the learning modalities to effectively provide learning material. The success of students will be seen if the teacher provides good modalities. Therefore, based on the background described above, this study is focused on how is gender-based l","cbCaihlLisvJc6pQ","https://ap.wps.com/l/cbCaihlLisvJc6pQ","pdf",172686,"English","# Abstract\n# Introduction\n## Research Statement\n## Research Questions\n## Research Purposes\n# Method","[{\"question\":\"What does the study aim to determine about students’ listening ability?\",\"answer\":\"It examines the characteristics of gender-based auditory learning modality, the supporting aspects of listening ability, and differences in listening ability between genders in grade V.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a qualitative approach with a case study design. Data were collected via literature study, observations, interviews, documentation, and field notes, and analyzed through reduction, presentation, and conclusion/verification.\"},{\"question\":\"What were the key findings regarding auditory modality and gender differences?\",\"answer\":\"Most students (85%) showed characteristics of auditory learning modality, while 15% had visual modality. Listening ability differed by gender, with female students performing better in responding, assessing, summarizing conversation results, and respecting speakers.\"}]","Gender-Based Students’ Listening Ability of Auditory Learning Modality - Study of Fifth-Grade Learners | PDF",1792066230,18]