Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

Male, Hendrikus

doi:10.33541/jet.v4i3.854

Cited by 14 publications

(15 citation statements)

References 31 publications

(34 reference statements)

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“…Peer interaction influence on the students anxiety level. It is in line with the statement of (Nawas, 2020) and (Male, 2018) asserting that when language learners speak a second language without stress or worry, they convey their thoughts and ideas in an ordered, clear, and acceptable manner. Language learners, on the other hand, articulate their thoughts and deliver messages with a sense of perplexity that is difficult for listeners to comprehend if they lack selfconfidence, or are in a condition of high anxiety (Amiruddin & Jannah, 2022b).…”

Section: Resultssupporting

confidence: 88%

Peer Interaction in Language Learning at SMAN 1 Galis Pamekasan

Amiruddin

Sy²,

Zuhri³

2022

Journey

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This study is to finding out the ways teachers creating the peer interaction of students and the effect of the peer interaction of students on language learning at SMAN 1 Galis Pamekasan. This study facilitates the students having interaction and sharing their thought in English as well as it becomes beneficial input in language learning. This study is a qualitative research by using descriptive case study approach. This study describes in details the methods of the teachers promote student peer contact as well as the impact of student peer interaction on language acquisition. The participants of this study are the students and the teachers. Observation and interview are conducted to get the data of peer interaction and the influences of it in language learning. The results show that the way the teacher creates peer interacts with restricted English interaction and full English interaction. Peer Interaction in learning acts as an input in learning English and as a stimulus that can increase students' motivation to interact using English.

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Section: Resultssupporting

confidence: 88%

Peer Interaction in Language Learning at SMAN 1 Galis Pamekasan

Amiruddin

Sy²,

Zuhri³

2022

Journey

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“…A study that captured the face of Indonesian distance learning only exposed the instructional media and technologies being utilized in the learning process (Yaumi, 2007). Whereas, the study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is found rare.…”

Section: Introductionmentioning

confidence: 99%

Distance learning in the time of Covid-19: Exploring students’ anxiety

Hapsari¹

2021

ELTF

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Performing sudden and uncertain distance learning can be difficult and complicated experiences for students as they may suffer from anxiety. The study of anxiety in Indonesia typically concentrated on the relation of anxiety with speech production (Anandari, 2015), gender differences (Nurhaeni, 2019), four basic skills (reading, writing, speaking, and listening) (Male, 2018) and its impact on language learning (Budiman, Ngadiso, & Suparno, 2017). The study of anxiety in distance learning especially in the time of crisis, like the outbreak of Covid-19 is rare. Thus, the study to examine the distance learning anxiety faced by higher education students in the time of crisis (Covid-19) and explore the cause of those anxieties is important. The data of this study was collected using two instruments, a questionnaire and an interview. To get the data, the researcher modified the Foreign Language Classroom Anxiety Scale questionnaire (FLCAS) by Howitz and Young (1991) which is commonly applied to determine the level of anxiety. Since the study concentrated in distance learning, the researchers also decided to adopt an “On-line Language Learning Anxiety (OLLA) Inventory” (Majid, Othman, & Rahmat, 2007). Findings revealed that students experienced higher anxiety levels in the beginning stage of distance learning. A year after the implementation of distance learning, students had adapted well and the level of anxiety they encountered was reduced. Yet, technical problems like unstable internet connection and devices’ malfunction that occurred during distance learning still triggered much anxiety among students since that condition made them lose the opportunity to receive some important information and chances to actively participate in online activities as well as improve their skills.

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“…The research on listening anxiety, however, is still limited (i.e. Izzah & Keeya, 2019;Male, 2018) . Male (2018) using FLCAS investigated all four-skills language anxiety.…”

Section: E-issn 2541-0075 13mentioning

confidence: 99%

“…Izzah & Keeya, 2019;Male, 2018) . Male (2018) using FLCAS investigated all four-skills language anxiety. In listening anxiety particularly, he found that Indonesian university students learning English experience listening anxiety, especially when they could not understand the words or when they have to hear a longer text.…”

Section: E-issn 2541-0075 13mentioning

confidence: 99%

English Listening Anxiety of Indonesian Speakers

Sari

Rindawati²

2021

Lingua Didaktika

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Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and <1-year group, and between no residence group and >1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.

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Foreign Language Learners’ Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia

Cited by 14 publications

References 31 publications

Peer Interaction in Language Learning at SMAN 1 Galis Pamekasan

Peer Interaction in Language Learning at SMAN 1 Galis Pamekasan

Distance learning in the time of Covid-19: Exploring students’ anxiety

English Listening Anxiety of Indonesian Speakers

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