LISTENING ANXIETY OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS

Listening anxiety is a significant barrier that can affect students' ability to
understand English audio materials. This study aims to determine the level of
listening anxiety experienced by fourth-semester students of the English Language
Education Study Program, University of Bengkulu, and to identify the main
dominant factors that influence this anxiety. This study uses a quantitative
descriptive approach. Data were collected through the Foreign Language Listening
Anxiety Scale (FLLAS) developed by Kim (2002) through a questionnaire
distributed to 59 students and analyzed using SPSS to measure the average anxiety
level and compare factor scores to identify the dominant causes. The results of the
study indicate that English language education students' listening anxiety is
included in the moderate category. The two main factors identified are lack of
confidence in listening skills and tension and worry during listening activities, with
lack of confidence being the dominant factor. This study shows that building
students' self-confidence is important to help reduce listening anxiety. This study
provides valuable insights for educators and students to develop learning strategies
and methods to overcome listening anxiety experienced by students.
Keywords : Listening Anxiety, English as a Foreign Language (EFL), English
Education Students