An Analysis Of Seventh Grade Students’ Listening Comprehension At MTs Hubbulwathan Duri

Abstract

Listening comprehension is a foundational yet complex skill in English language acquisition. This study analyzed the listening comprehension proficiency of seventh-grade students at MTs Hubbulwathan Duri and investigates the potential factors affecting their performance. Employing a descriptive quantitative approach, data were gathered through a structured listening test and a background questionnaire administered to 26 students. The population and sample of this research consisted of a single intact class of seventh-grade students at MTs Hubbulwathan Duri. The class comprised 26 students (N = 26). This specific group was selected using purposive sampling. The empirical results revealed a critical gap in proficiency: only 3.8% of the students (1 out of 26) achieved the passing grade, while the remaining 96.2% struggled significantly. Based on the background questionnaire, limited vocabulary and unfamiliarity with spoken English were frequently reported by students as key challenges in decoding auditory inputs. Furthermore, descriptive patterns suggest that higher proficiency aligns with early language exposure, as the single successful student had a history of attending private English tutoring during elementary school.