ANXIETY OF UNDERGRADUATE STUDENTS IN THEIR LISTENING CLASS

JOKO TRI PRASTIYO, 12510184008 (2020) ANXIETY OF UNDERGRADUATE STUDENTS IN THEIR LISTENING CLASS. [ Thesis ]

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Abstract

ABSTRACT Prastiyo, Joko Tri. Registered Number Student 12510184008. 2020. Anxiety of Undergraduate Students in Their Listening Class. Thesis English Education Department. Magister Program. State Islamic Institute (IAIN) Tulungagung. Advisors: Dr. Erna Iftanti, S.S., M.Pd and Dr. Sukarsono, M.Pd. Keywords: causes, female student, listening anxiety, male student, strategies Anxiety has become one of factors affecting students’ learning and achievement. The university students having high anxiety will not be able to perform their English satisfactorily, although they are majoring in English. Consequently, anxious students faced a very hard moment while participating in English class particularly in listening class. Not all students have the same causes of listening anxiety, but some have different reasons on what make them anxious. Therefore, some proper strategies needed to minimize their anxiety in instructional listening class. So that the students can enjoy following the class until the class ended. Based on the case above, the statement of the research problems emerged are why do male and female English Education Department students of the fifth semester in IAIN Tulungagung feel anxious in Listening class?, and how do male and female English Education Department students of the fifth semester in IAIN Tulungagung minimize their anxiety in Listening class?. The research method used was qualitative approach. The subjects of this research were the sixth selected students (3 males and 3 females) from the fifth semester of English education IAIN Tulungagung. They were selected based on the result of observation and interview showing that they met the criteria of the most anxious students in listening class. The data of this research were the students’ statements containing about the causes of listening anxiety and strategies to minimize it experienced by both male and female students in instructional listening class. They were collected through online in-depth interview toward the selected research subjects and observing students’ behavior through the video. The collected data were then transcribed, selected, and focused on the data by referring to the research problems. The selected data which were in the form of description were then analyzed by using Miles and Huberman’s (1992) theories. The findings revealed that the causes of listening anxiety in instructional listening class were classified as internal factor (students) and external factors (lecturer characteristic in teaching, learning material, learning media, class conditions, and class procedures). Meanwhile, the strategies used by the students to minimize their listening anxiety were: preparation, relaxation, positive thinking, peer seeking, resignation, asking for repetition, make a note, open dictionary, comforting body, skipping the missing points, and self-entertainment. Moreover, male students have more and various strategies in order to minimize anxiety rather than female students. It is because the male students experienced more causes of listening anxiety in instructional listening class.

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