AN ANALYSIS OF STUDENTS’ ANXIETY IN ENGLISH LISTENING AT MA HIDAYATUL MUBTADIIN JATIAGUNG

DESMITA, AYU FITRIANA (2026) AN ANALYSIS OF STUDENTS’ ANXIETY IN ENGLISH LISTENING AT MA HIDAYATUL MUBTADIIN JATIAGUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study is intended to analyze students’ anxiety in English listening and to identify the types and factors contributing to such anxiety among eleventh-grade students at MA Hidayatul Mubtadiin Jatiagung. This research specifically investigates how anxiety is manifested in listening activities and examines the underlying factors that influence students’ responses during the listening process. This research employed a descriptive qualitative design. The participants of this study were 9 eleventh-grade students selected through purposive sampling. The data were collected through semistructured interviews and documentation. Furthermore, the data were analyzed using the Miles and Huberman model, which includes data condensation, data display, and conclusion drawing, to ensure a systematic and in-depth interpretation of the data. The findings of this study indicate that students experience three types of anxiety in English listening, namely trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is reflected in students’ feelings of worry prior to the listening activity, while state anxiety emerges during the listening process, particularly when students encounter difficulties in understanding the audio. Meanwhile, situation-specific anxiety occurs under particular listening conditions, such as exposure to fast speech, unfamiliar accents, and complex materials. In addition, several factors contribute to students’ anxiety, including student-related factors (limited vocabulary, low listening proficiency, and lack of self-confidence), teacher-related factors (instructional methods and insufficient pre-listening support), listening material and process factors (speech rate, accent, and vocabulary difficulty), as well as environmental factors (poor audio quality and unconducive classroom atmosphere). These factors significantly influence students’ concentration and hinder their listening comprehension.

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