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Open-ended interviews with 68 UKBI takers at the Jambi Provincial Language Center generated data, with 25 transcripts analyzed using thematic analysis. Findings show listening as the main challenge, covering cognitive-affective factors, stimulus characteristics, and participant-context conditions. Participants report a preparation gap and recommend UKBI practice materials with varied tasks, concise explanations, strategic tips, and digital/audio access.",{"@graph":69,"@context":119},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/learning-difficulties-and-needs-of-indonesian-language-proficiency-test-participants-in-jambi-province/202279/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/learning-difficulties-and-needs-of-indonesian-language-proficiency-test-participants-in-jambi-province/202279.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-23","2026-09-04",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",16,{"@type":107,"mainEntity":108},"FAQPage",[109,115],{"name":110,"@type":111,"acceptedAnswer":112},"What listening difficulties do UKBI participants in Jambi Province experience?","Question",{"text":113,"@type":114},"Listening skills are identified as the primary challenge, involving cognitive-affective issues (attention and anxiety regulation), stimulus characteristics (audio speed, dialect variation, lexical complexity, recording quality), and participant-context factors (language background and test environment conditions).","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What gap did participants report between preparation and their actual needs?",{"text":118,"@type":114},"Participants found a mismatch between what they prepared and what they needed, leading to recommendations for a preparation book with varied practice questions, detailed explanations, practical concise materials, strategic tips, and digital/audio access.","https://schema.org",{"og:url":83,"og:type":121,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":123,"canonical":83},"index,follow",{"doc_id":125,"site_id":62},202279,1788544048,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":92,"user_avatar":130,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":136,"language":137,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":67,"update_tm":126,"read_time":141,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Author: 1Ernanda, 2Yusra D, 3Rasdawita, *4Titin Sri Utami  \nBALE LITERASI  \nAlinea  \nJurnal Bahasa, Sastra, dan Pengajaran  \n2026-Volume 6, Issue 2, 678-692  \n[https://ejournal.baleliterasi.org/index.php/alinea](https://ejournal.baleliterasi.org/index.php/alinea)  \n| e-ISSN 2809-4166  \n| Learning Difficulties and Needs of Indonesian Language Proficiency Test Participants in Jambi Province\u003Cbr>1 Ernanda, 2Yusra D, 3 Rasdawita, *4Titin Sri Utami\u003Cbr>1,2,3 Universitas Jambi,4 Lembaga Pendidikan CBC MW\u003Cbr>*Corresponds [email:](email: mwarrahmah2020@gmail.com)[ ](email: mwarrahmah2020@gmail.com)[mwarrahmah2020@gmail.com](email: mwarrahmah2020@gmail.com) |  |  |\n| --- | --- | --- |\n| Article Info |  | Abstract |\n| Received: April 11, 2026\u003Cbr>Revised: May 11, 2026\u003Cbr>Accepted: July 06, 2026 |  | This This descriptive qualitative study aims to explore the listening difficulties experienced by participants in the Indonesian Language Proficiency Test (UKBI) in Jambi Province, as well as their learning needs. Data were collected through openended interviews with 68 participants who had taken the UKBI at the Jambi Provincial Language Canter, with 25 transcripts analysed in depth using a thematic analysis framework. The findings indicate that listening skills represent the primary challenge, involving multidimensional difficulties that encompass cognitiveaffective processes (focusing attention and regulating anxiety), stimulus characteristics (audio speed, dialectal diversity, lexical complexity, and recording quality), and participant-contextual factors (language background and test environment conditions) . A gap was revealed between the preparation undertaken by participants and their actual needs, with participants recommending the development of a preparation book that includes varied practice questions, detailed explanations, practical and concise materials, strategic tips, as well as digital and audio access. This study contributes to the development of a framework for exploring listening difficulties and provides practical implications for the development of UKBI preparation materials that are more responsive to the needs of participants in regions with high linguistic diversity. |\n| Keywords:\u003Cbr>UKBI; listening difficulties; listening skills; Indonesian language learning |  |  |\n| To cite this article: Ernanda, E., Dewi, Y., Rasdawita, R., & Utami, T. S. (2026) . Learning Difficulties and Needs of Indonesian Language Proficiency Test Participants in Jambi Province. Alinea: Jurnal Bahasa, Sastra Dan Pengajaran, 6(2), 678–692.\u003Cbr>[https://doi.org/10.58218/alinea.v6i2.2598](https://doi.org/10.58218/alinea.v6i2.2598) . |  |  |\n| This article is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License ©2026 by Ernanda, E., Dewi, Y., Rasdawita, R., & Utami, T. S. |  |  |\n\nIntroduction  \nLanguage proficiency tests are recognized not only as instruments for measuring individual abilities but also as policy tools with broad social consequences. Chalhoub-Deville & O’Sullivan, (2020); dan Shohamy, (2020) emphasize that test validity must include an evaluation of the impact of test use on individuals, institutions, and society. This paradigm shift demands research that focuses not only on psychometric aspects but also on how tests are implemented in real-world policies and how participants experience the testing process (Carlsen & Rocca, 2021) . The role of tests as policy agents is becoming increasingly crucial with the increasing use of high-stakes language tests in various countries (Jin, 2023; Schildt et al., 2024) . McNamara & Roever, (2006) argue that the power of tests stems from public trust in their objectivity, which often overlooks social and cultural complexities. In this context, understanding participants' experiences is a key element in building a consequencebased validation argument.  \nIn Indonesia, the Indonesian Language Proficiency Test (UKBI) transformed from a paperbased test in 2003 to an internet","cbCaiaP8O1yQuftG","https://ap.wps.com/l/cbCaiaP8O1yQuftG","pdf",552825,15,"English","# Introduction\n## Background and policy relevance\n## UKBI development in Indonesia\n## Research gap and focus on listening difficulties\n# Method and participants\n## Data collection\n## Data analysis\n# Findings\n## Dimensions of listening difficulties\n## Preparation gap and participant needs\n# Implications for UKBI materials","[{\"question\":\"What listening difficulties do UKBI participants in Jambi Province experience?\",\"answer\":\"Listening skills are identified as the primary challenge, involving cognitive-affective issues (attention and anxiety regulation), stimulus characteristics (audio speed, dialect variation, lexical complexity, recording quality), and participant-context factors (language background and test environment conditions).\"},{\"question\":\"What gap did participants report between preparation and their actual needs?\",\"answer\":\"Participants found a mismatch between what they prepared and what they needed, leading to recommendations for a preparation book with varied practice questions, detailed explanations, practical concise materials, strategic tips, and digital/audio access.\"}]","Learning Difficulties and Needs of Indonesian Language Proficiency Test Participants in Jambi Province | PDF",38]