“An Analysis of Students’ Difficulties in Understanding Spoken English in Listening Class”

Ferna, Dalia (2026) “An Analysis of Students’ Difficulties in Understanding Spoken English in Listening Class”. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT Listening is a core component of language learning that plays a vital role in facilitating learners’ comprehension of spoken communication and the acquisition of linguistic input. It encompasses not merely the perception of sounds, but also the interpretation of meaning, identification of linguistic features, and real-time processing of information. In the context of English as a foreign language, listening holds particular significance as it exposes learners to authentic language use. This study aimed to analyze students’ difficulties in understanding spoken English in listening classes and to identify the underlying factors contributing to these difficulties. A descriptive qualitative design was employed, involving sixthsemester students of the English Education Study Program at UIN Raden Intan Lampung. Data were gathered through questionnaires as an initial screening instrument and in-depth interviews as the primary source of data. The analysis was conducted using the interactive model proposed by Miles, Huberman, and Saldaña. The findings indicate that students encounter several difficulties, including rapid speech rate, accent variation, connected speech, and limited vocabulary mastery. Moreover, cognitive factors, such as difficulties in information processing, along with affective factors like anxiety and low self-confidence, significantly affect their listening performance. In addition, environmental factors, particularly limited exposure to authentic listening materials, further contribute to these difficulties. To address these issues, students employ strategies such as focusing on key words, predicting meaning from contextual clues, and engaging in repeated listening. In conclusion, students’ listening difficulties are influenced by linguistic, cognitive, affective, and environmental dimensions. Therefore, lecturers are advised to provide appropriate pedagogical support, select relevant materials, and implement effective instructional strategies to enhance students’ listening proficiency and overall comprehension.iii Keywords: listening co

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