Attitude and anxiety of students in listening class (A quantitative descriptive study of second semester English education students of UIN Fatmawati Sukarno Bengkulu). This study aims to determine the form of attitudes and anxiety and anxiety that students experience in the listening class on the students of the English Study Program at UIN Fatmawati Sukarno Bengkulu. 34; Attitude and anxiety of students in the listening class (A descriptive quantitative study of second semester English education students' of UIN Fatmawati Sukarno Bengkulu)".
INTRODUCTION
- Identification of The Problems
- Research Questions
- Limitation of The Research
- The Objectives of The Research
- The Significance of The Research
- Definition of Key Terms
Listening anxiety is one of the most common forms of anxiety in the context of a foreign or second language. The research findings discussed in the previous section have important implications for the results of the data analysis. Based on the results of the FLCAS questionnaire, it showed that 5 students (11%) are involved in a moderate level of anxiety with the predicate "Moderately Anxious".
LITERATURE REVIEW
The Definition of Attitude
Therefore, if students have a positive attitude toward education, their success will increase, and conversely, if students' attitudes are negative, their success in learning may decrease. In a positive attitude, a person will tend to approach and like certain objects, and they will. As a result, the development of students' attitudes in the teaching-learning process is crucial, and students' good attitude toward listening is crucial for developing listening skills.
Components of Attitude
Need: A need is something that needs to be done or processed because it is lacking in an existing set of circumstances. When someone needs something, they will go out of their way to do everything in their power to help them find it. Request: A request is the act of requesting or anything that is requested (something that needs to be done) because someone who feels compelled to do something will always try to comply with the request in order to be freed from it.
Attitude Change Factors
Because one must choose, one must develop a positive attitude towards one thing and form and construct a negative attitude towards other things which are felt to be unnecessary.
How To Measure Attitude
Responsible. This means that students are responsible for all attitudes they adopt in the classroom, with all the associated risks. Irresponsible. It means that students in the classroom are less responsible for the attitude they adopt and for the associated risks. b. Refusal means that when students are given an assignment, they will show an attitude of rejection because they feel burdened by the task.
Students‟ Anxiety In Learning English Listening for
- The Definition of Anxiety
- Anxiety In Learning English Listening Class
- Types of Anxiety
Listening anxiety is unique compared to other types of language anxiety, yet it is closely related to general language anxiety (Elkhafaifi in Avci, 2017: 98). Facilitative anxiety is believed to have a positive impact on students as it motivates them to face the challenges they face. Innate anxiety is anxiety that is relatively persistent, and appreciation of anxiety tends to be a personality trait.
English Listening Skill of College Students‟
- The Definition of Listening
- The Purposes of Listening
- Listening Processes
- Problems In Learning English Listening
Listening is most commonly used in everyday life and also in the learning process (Mendelsohn, 1994). The development of listening skills in foreign languages also aims to help students to distinguish sounds in their original context and in real situations in the language in question; recognition of semantic changes caused by stress, tension and intonation in a context;. Listening is a complex process that requires receivers to "understand the text as it was heard, store the information in memory, integrate it with what comes next, and continuously improve their understanding of what they heard in previous knowledge and adjusting incoming information," as well as what students do in class when learning to listen.
At the time of learning to listen in class, students have unconsciously begun to practice their listening skills, such as when students listen to the teacher's explanation in class. Based on the above description, it can be concluded that a listening goal can be viewed from several perspectives, including:. Based on the previous description, it can be concluded that there are two types of listening processes: "bottom-up" and "top-down". If these two processes are successfully used simultaneously in learning, it can help students practice their listening skills and can support the learning process.
Problems with listening texts, listening problems related to assignments and activities, listening problems related to listeners, and lecture methodology are all examples of things that can cause problems in learning to listen (Hamouda, 2013). In addition, it will cause some problems for students, such as, being confused about what the speaker said in the audio material, and feeling bad about what the conversation they are listening to means. Noise or distortion in the audio channel can make it difficult for the listener to understand what is being said.
Based on the above explanation, it can be concluded that listening in learning English for students in this research context is a basic skill in learning English, which is a complex and quite complicated activity, because listening skills also train other skills such as;
Previous Related Studies
The second research was conducted by Nindia Apriyanti (2020) at a private university in Yogyakarta with the title. The results showed that Worry about test difficulty was the factor that most affected EFL students' listening anxiety with mean (M=3.98) and standard deviation (SD=0.90). Then among the most influencing factors of EFL listening anxiety is taking English listening course as a requirement with mean (M=3.95) and standard deviation (SD=0.86).
The last one is Low Confidence in Understanding Spoken English with mean (M=3.13) and standard deviation (SD=1.10). The third study was conducted by Andre Sulistio (2021) at UIN Fatmawati Soekarno Bengkulu with the title "Attitude of Efl students towards the online listening class during the Covid-19 pandemic". This research aims to find out the attitudes of EFL students towards online listening learning during the COVID-19 pandemic.
The results of the study show that EFL students in the second and fourth semesters of English studies at UIN Fatmawati Soekarno Bengkulu have a positive attitude towards the use of online media in listening learning (59.7%). The latest study was conducted by Meenaz Shams (2008) which was conducted in a private high school in Karachi, Pakistan titled “Students Attitude, Motivation and Anxiety towards English Language Learning”. The results showed that the students had a positive attitude, a high level of motivation and moderate responses to the level of anxiety, with high standard deviations and variations (Shams, 2008).
However, this research is different from the above research, where the current study aims to examine two things, namely, what is the attitude of EFL students towards listening lessons and what kind of second and fourth anxiety they experience.
RESEARCH METHODOLOGY
- Data Sources
- Research Participants
- Research Instrument
- Data Collection Procedures
- Data Analysis Techniques
For item number 1 achieved an average score of 3.68, which means that it is included in the. Based on this data, the researcher concludes that the attitude of the students in the listening class is positive, which means that the students are responsible for their obligations to learn, respond and accept the learning process of listening well. Based on the above data, for the negative questionnaire, it can be concluded that the attitude of the students in the listening class is positive and it means that the students "are responsible for their obligations to learn, respond and accept the listening learning process well". .
The graphs below depict the dominant results of positive or negative attitudes in the listening class for the second semester students of TBI UIN Fatmawati Sukarno Bengkulu. In the diagram above, it can be seen that the type of positive attitude received an average value greater than. In the diagram above, it can be seen that the type of positive category has received the highest percentage than the negative category.
The type of English learners' listening anxiety is determined from the total percentage of responses in the anxiety level. Based on the results in Table 1 above, we can conclude that the type of students' anxiety is facilitative anxiety because the dominant students answered v. According to the results of the survey in the previous chapter, 29 students (62%) were in "relaxed" and 13 students (28%) were in "very relaxed", which means that most of the students could not feel important. anxiety in the listening class.
Based on the above discussion, the researcher concludes that the attitude of the students of the second semester of the English Education Study Program in the listening class is classified as positive, and for the anxiety of the students in the listening class, it is classified as facilitating or Type positive and the level of students' anxiety in the listening class is low, because only 5 students experience anxiety in the listening class with the level of "Medium concern".
RESULTS AND DISCUSSIONS
Vision
Mission
Results
- Type of Students‟ Attitude Towards Listening Class at
For topic number 7, data obtained an average score of 3.15, which means it is included in the "Neutral" category, for topic number 8. Students are more dominant in the positive attitude type with the highest average score of 3.61 and the negative category with the lowest mean score of 3.48. Students are more dominant in the positive attitude type with the highest percentage of 72.1%, and the negative category with the lowest percentage of (70%).
In the discussion, the results of the research that the researcher has carried out will be compiled and presented as best as possible so that the problems that the researchers receive can be a reference in the preparation and presentation. Attitudes are not innate, but are formed by the environment and experience gained by a person that is learned through personal experience and the environment in the process of socialization. From this opinion, it can be concluded that in the 5-point questions, the students did not feel anything about the statement for each point and did not give a dominant answer (positive or negative) to the statement.
This research proves that students are interested in, appreciate and enjoy the learning process in the listening classroom. According to Wilson (2006), the factors that can cause listening anxiety are speaking speed, differences in spoken language, accent, complexity and difficulty of the material, the number of unknown words in the content, the difficulty of syntax and grammatical structure. This feeling of fear will suppress them so that they may forget things they actually already know, even all the material they have prepared, and end up hesitant to answer.
From these findings, the researcher can conclude that the type of anxiety experienced by students is facilitating or positive anxiety, because most of them can manage this anxiety well, it does not affect them in the learning process, and they tend to take lessons calmly. Then it can be said that the level of anxiety they experienced is low, because a total of 42 students belonged to the relaxed and very relaxed categories, which means that they did not experience significant anxiety in the listening class. Investigating students' attitudes towards listening and speaking in the English classroom at Al Istiqlal University: An action research.
Table 3.2 The Distribution of Anxiety Questionnaire
Table 3.3 Reliability Statistic
Table 3.4 Item Score of Likert Scale
Table. 3.5 The Range of Mean Score
Table. 3.6 The Categories of Students‟ Attitude
Table 3.7 Anxiety Scale Levels
Table 4.1 The Results of Students‟ Anxiety Level on
