Communication apprehension levels of tourism and social sciences students

Effendi, Raja Ahmad Azmeer Raja Ahmad; Sukmayadi, Vidi

doi:10.1201/9781315386980-135

Cited by 2 publications

(2 citation statements)

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“…First, it is communication apprehension; second, fear of negative evaluation; and third, a general feeling of anxiety. As the focus of this research is on speaking skill, those components will be explained below: Communication apprehension [8] Argues that Communication Apprehension is often interpreted as a state of fear, nervous and anxiety when one's wanted to communicate or interact with others. In a sense of college setting, the rigor academic setting in universities mostly focused their students' activity in small groups and dyadic interactions among other students and to their teachers.…”

Section: Concept Of Speaking Anxietymentioning

confidence: 99%

Anxiety Level in English Speaking Among Ahmad Dahlan Students

Basri¹,

Djaguna²,

Husain³

2020

LRJ

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One language that is a communication tool in various parts of the world is English; English has become a language that must be mastered by the community, especially students. However, not everyone can easily speak English. The purpose of this research is to know the level of anxiety when they speak in English at Universitas Ahmad Dahlan students. This research uses a qualitative method. One hundred and twenty seven students were selected as the participants of the questionnaire; the tool used for this study was adapted from Horwitz, Horwitz & Cope (1986) Foreign Language Classroom Anxiety Scale (FLCAS). The result of this study was showed that the majority of the students (n=103) were found students had a moderate level of anxiety, one student had a very high level of anxiety and thirteen students were found to had a high level of anxiety. The level of anxiety by dimensions, such as the Fear of Negative Evaluation (FNE) ranks third. Meanwhile, Communication Apprehension (CA) and Test Anxiety (TA) are significantly dominant performance anxieties.

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Section: Concept Of Speaking Anxietymentioning

confidence: 99%

Anxiety Level in English Speaking Among Ahmad Dahlan Students

Basri¹,

Djaguna²,

Husain³

2020

LRJ

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“…The speaker acts as an information source who delivers a message to the listener while the listener plays the role of a responder. The speaker might want to adjust the way they communicate to reach a mutual understanding (Effendi & Sukmayadi, 2016;Fujishin, 2009). International Journal of Instruction, April 2019 • Vol.12, No.2 Observations were conducted continuously using a checklist guideline when participants shifted role to be the information sources to identify their verbal communication skill development.…”

Section: Discussionmentioning

confidence: 99%

The Role of “Jigsaw” Method in Enhancing Indonesian Prospective Teachers’ Pedagogical Knowledge and Communication Skill

Halimah¹,

Sukmayadi²

2019

INT J INSTRUCTION

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The broad context of this paper is based on the authors' fieldwork experience in implementing a jigsaw-type cooperative learning method. The paper aims to explore the role of Jigsaw Model for prospective teachers' understanding of pedagogical content knowledge and how it can be integrated with their instructional communication skill. This study was a qualitative case study. Sixty second-year university students were involved as the study participants. Data were gathered through observations, field notes, and interviews with key respondents. The data were thematically analyzed, and they were interpreted based on the prepared achievements indicator. The results of the study reveal that the implementation of a jigsaw-type cooperative learning method is successful in improving both pedagogical content knowledge and verbal communication skill of the prospective teachers.

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Communication apprehension levels of tourism and social sciences students

Cited by 2 publications

References 1 publication

Anxiety Level in English Speaking Among Ahmad Dahlan Students

Anxiety Level in English Speaking Among Ahmad Dahlan Students

The Role of “Jigsaw” Method in Enhancing Indonesian Prospective Teachers’ Pedagogical Knowledge and Communication Skill

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