An Investigation of Factors Contributing to Foreign Language Speaking Anxiety among International Students in Indonesian Universities

Mulyono, Herri; Ferawati, Ferawati; Sari, Ratih Novita; Ningsih, Sri Kusuma

doi:10.18326/rgt.v12i1.13-27

Cited by 14 publications

(11 citation statements)

References 14 publications

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“…In teaching language, speaking skill is the crucial skill for EFL students because it is used in communication (Pranoto & Suprayogi, 2020;Mulyono, 2019). In EFL context, speaking is categorized as the productive skill after writing skills.…”

Section: Introductionmentioning

confidence: 99%

“…This is why the listener can be able to understand until they have capability to responds what they heard in learning process (Khodabandeh, 2018). The problems that emerge in communication faced by EFL students include anxiety (Mulyono, 2019), less self-confidence (Aprianoto & Haerazi, 2019), less motivation (Pae, 2017), and low linguistic competence (Road & Samutprakarn, 2019). Interestingly, such anxiety becomes the big problem for EFL students during communication between EFL learners and native speakers or native-like accented speakers (Galante, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

Jupri¹,

Mismardiana

Muslim³

et al. 2022

JOLLS. Lang. Liter. Studies

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This research investigated the teaching of English by using Two Stay Two Stray to improve the students’ speaking skill in the 10th-grade students of vocational schools, West Nusa Tenggara Province, Indonesia. The participants of this research were 28 students. The research utilized a classroom action research. The research covered two cycles and each cycle consisted of four steps they were; planning, acting, observing, and reflecting. The research consisted of two cycles, and each cycle applied three parts, such as; pre-test, treatment, and post-test. The data collected were qualitative and quantitative data. The qualitative data were gained through observation and documentation. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 16.00 to analyze the quantitative data. The researcher found a significant improvement in students’ speaking skills after giving treatment using Two Stay Two Stray in cycle I and II. The improvement of using Two Stay Two Stray in improving the students’ speaking skill was significant. It can be seen from cycle I up to the cycle II. The result of the cycle I showed that the mean of post-test is higher than the the pre-test. The mean of the post-test was 66.14 and pre-test are 60.50. In cycle II, the mean of the post-test is higher than the mean of the pre-test. The mean score of post-test was 76.28 and pre-test are 66.14. The researcher concluded that using Two Stay Two Stray improved the 10th grade students’ speaking skill at vocational schools, West Nusa Tenggara Province.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

Jupri¹,

Mismardiana

Muslim³

et al. 2022

JOLLS. Lang. Liter. Studies

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“…Speaking demands students to master a number of language features related to each other. For instance, fluenct speech requires a mastery of language construction, vowel reduction, and elision (Muslem et al, 2019;Mulyono, 2019). Students who do not get enough practice with reduced speech will face difficulties to understand English native speakers and/or native-like accented speakers (Mukiabadi & Squre, 2019;Khodabandeh, 2018).…”

Section: Introductionmentioning

confidence: 99%

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Syarifuddin¹,

Muhlisin²,

Thinh³

2022

JOLLS. Lang. Liter. Studies

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Speaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools.

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“…In the foreign language learning, anxiety is one of psychological factors that plays a pivotal role in determining the success of students' learning and performance (Awan, Azher, Anwar, & Naz, 2010;Bekleyen, 2009;Hewitt & Stephenson, 2012;Mulyono, Ferawati, Sari, & Ningsih, 2019). Anxiety to learn and use a foreign language, also known as foreign language anxiety (FLA), reflects a complex dimension of learners' self-perception, their beliefs, feelings as well as behaviour during the foreign language (FL) learning process in the classroom (Horwitz, Horwitz, & Cope, 1986).…”

Section: Introductionmentioning

confidence: 99%

“…Anxiety to learn and use a foreign language, also known as foreign language anxiety (FLA), reflects a complex dimension of learners' self-perception, their beliefs, feelings as well as behaviour during the foreign language (FL) learning process in the classroom (Horwitz, Horwitz, & Cope, 1986). Learners with FLA tend to feel anxious and apprehensive during their FL learning, which frequently leads to learning difficulties, becoming forgetful, and exhibiting disruptive and avoidance behaviour (Cheng, 2004b;Horwitz et al, 1986;Mulyono et al, 2019;Ningsih, Narahara, & Mulyono, 2018).…”

Section: Introductionmentioning

confidence: 99%

Indonesian Students’ Anxiety to Write in English as a Foreign Language Across Gender and Educational Levels

Mulyono

Liestyana

Warni

et al. 2020

PEC

Self Cite

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This survey explored the level and types of anxiety expressed by Indonesia students in writing in English as a foreign language anxiety across gender and educational levels. To this end, 221 foreign language (FL) students from three levels of educations, i.e. lower-secondary school, upper-secondary school and university, were surveyed on voluntary basis where they were asked to complete 22 items of a Second Language Writing Anxiety Inventory (SLWAI) questionnaire. Two statistical analyses, Rasch Analysis and ANOVA, were performed to examine the quantitative data. The findings showed that all students experienced writing anxiety in FL learning, many experiencing a moderate level of anxiety. Furthermore, students' writing anxiety was not influenced by gender and educational levels. Indeed, students across all education levels reported experiencing somatic anxiety, avoidance behaviour and cognitive anxiety, with avoidance behaviour being the most common form of anxiety. In conclusion, it is recommended that helping students to develop a positive perception of their FL writing is crucial in addition to helping them develop their writing skills.

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An Investigation of Factors Contributing to Foreign Language Speaking Anxiety among International Students in Indonesian Universities

Cited by 14 publications

References 14 publications

Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety

Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background

Indonesian Students’ Anxiety to Write in English as a Foreign Language Across Gender and Educational Levels

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