EXPLORING LISTENING ANXIETY TRIGGERED BY VARIABLE VIDEO SPEEDS IN TED TALK BASED ENGLISH CLASSES: A PHENOMENOLOGICAL STUDY

Ningrum, Ismi Sofia (2026) EXPLORING LISTENING ANXIETY TRIGGERED BY VARIABLE VIDEO SPEEDS IN TED TALK BASED ENGLISH CLASSES: A PHENOMENOLOGICAL STUDY. Diploma thesis, IKIP PGRI BOJONEGORO.

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Abstract

Ningrum, I. S. (2026). "Exploring Listening Anxiety Triggered by Variable Video Speeds in TED Talk-Based English Classes: A Phenomenological Study". Skripsi. English Education Study Program. Faculty of Languages and Arts Education. IKIP PGRI Bojonegoro. Advisor I Dr. Refi Ranto Rozak, S.Pd., M.Pd., Advisor II Meiga Ratih Tirtanawati, S.Pd., M.Pd. Keywords: listening anxiety, video playback speed, TED Talks, phenomenological study This study examines the listening anxiety experienced by students while watching TED Talks videos played at different speeds in listening classes. This issue matters because not all students can keep up with the natural speech rate found in authentic videos, while research that specifically addresses the effect of video speed on listening anxiety is still limited, particularly in the Indonesian EFL context. This study seeks to answer how variations in TED Talks' playback speed trigger listening anxiety among students, what factors contribute to that anxiety when videos are played faster, and what strategies students use to cope with it. This study applied a qualitative phenomenological approach using the Interpretative Phenomenological Analysis (IPA) model. Data were collected through interviews, observation, and reflection journals from seven second-semester students who had taken an Academic Listening class using TED Talks at 1x, 1.25x, and 1.5x speed, then analyzed following the IPA procedure and validated through member checking and triangulation. The findings show that six of the seven students felt comfortable at normal speed but became anxious and confused once the speed increased to 1.25x and 1.5x. This anxiety was driven by four factors: limited vocabulary, fast speech delivery, the authentic nature of TED Talks, and fear of misunderstanding the speaker. To cope with it, students relied on three strategies: replaying and pausing the video, taking keyword notes, and managing their emotions to stay calm. This study concludes that video speed directly affects students' emotional state while listening, making it an important factor to consider when designing listening instruction based on authentic materials. These findings are expected to help lecturers adjust playback speed, help students develop more effective listening strategies.

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