Students’ Anxiety in Speaking English

Nadia, Hafizhatu; Hilalina, Nina

doi:10.55756/eim.v1i1.24

Cited by 6 publications

(8 citation statements)

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“…One of the main advantages of using pictures for speaking practice is that it allows learners to focus on pronunciation and intonation, reducing the emphasis on grammar and vocabulary. This boosts learners' confidence when speaking and enhances the enjoyment of the language learning process (Nadia & Hilalina, 2020).…”

Section: Resultsmentioning

confidence: 99%

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Utilizing the Picture Describing Strategy for Enhancing Speaking Skills in Teaching

Sarmila,

Murtiningsih,

Pebriano

et al. 2023

jkk

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This research focuses on exploring the effectiveness of the Describing Picture Strategy in teaching speaking skills to students. The study aims to enhance students' English-speaking abilities by employing visual aids such as pictures during the learning process. The qualitative research design was utilized, and data were collected through interviews and observations with an English teacher at SMK Muhammadiyah 1 Banjarmasin. The findings demonstrate that using pictures as speaking prompts can improve pronunciation, vocabulary retention, and overall language confidence. Additionally, picture-based activities engage students and create a more enjoyable learning experience. The study recommends that English teachers integrate the Describing Picture Strategy in their teaching approaches to foster active classrooms and enhance students' interest and proficiency in speaking English. However, the research acknowledges the need for further investigation to address certain limitations and refine the strategy for optimal results.

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Section: Resultsmentioning

confidence: 99%

“…The main purpose of speaking is to convey information and ideas to the listener. Speaking can serve various goals, including informing, entertaining, and persuading (Nadia & Yansyah, 2018). To facilitate ease of speaking, students should be trained in pronunciation, clarity, responsibility, and critical listening (Baiti, 2020).…”

Section: Successfulmentioning

confidence: 99%

Utilizing the Picture Describing Strategy for Enhancing Speaking Skills in Teaching

Sarmila,

Murtiningsih,

Pebriano

et al. 2023

jkk

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“…Speaking English causes anxiety because when pronouncing a sentence, it must be pronounced correctly, and the grammar must be arranged according to the context in which it is used. This is supported by Fauzi et al (2021), who say that the factors that make you feel anxious when speaking English are lack of preparation, fear of making mistakes, fear of being laughed at by friends, nervous when standing in front of people, fear of pronouncing the wrong word and choosing the wrong word said in English (Nadia & Hilalina, 2020;Nadia, Rafidiyah, Hermina, & Adhitama, 2023). Anxiety leads to mistakes that include misuse of the speaker's parts, sentence structure, choice of meaning, and voice intonation.…”

Section: Introductionmentioning

confidence: 92%

Presenting in International Conference: An Interview Study on the Students’ Public Speaking Anxiety

Rahmah,

Farhan,

Aflahah

et al. 2023

jkk

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This study aims to find out about the experiences of English students who have attended an International conference and how they can control their anxiety when they are going to present at an International conference. The research approach used is qualitative. This research took place at one of the universities in Banjarmasin. This research involved students and alumni majoring in English education to find out their experiences who have presented at the International Conference. This study uses an interview instrument to find out more about the data to be collected from all participants. The results of the interview confirmed that all participants were invited by the lecturer and asked to present papers that had been written into an article. All participants brought different topics according to the lecturer who invited them. There were several participants who attended the International Conference online, and some were offline during presentations at the International Conference. There were several participants felt very anxious, just worried, and there were even participants who said they were not worried. The results of interviews showed that they controlled anxiety before the presentation by practicing continuously, reading a lot of literature, being prepared, reading key points, and believing in themselves.

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“…Only one study from [6] investigated speaking anxiety in asking questions; however, the research was conducted in a UK university setting, exploring the effects of speaking anxiety in asking questions on seven Chinese learners, which may not be generalizable to other contexts. Furthermore, research on students' anxiety in Indonesia focused on speaking anxiety in an Indonesian context without paying particular attention to language learners' anxiety when asking questions [17,19,21,22]. However, little is discussed in the literature regarding pre-service English teachers' anxiety about asking questions in the Indonesian context.…”

Section: Introductionmentioning

confidence: 99%

Indonesian Pre-service English Teacher Education Students’ English-speaking Anxiety in Asking Questions

Amin¹,

Syahri²,

Susanti³

2023

AJESS

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There is a recognized need to investigate the factors contributing to speaking anxiety when asking questions in class from the viewpoint of fifteen Indonesian pre-service English teachers. Several studies have documented students' speaking anxiety from elementary school to the university level. Despite the wealth of research on this topic, there is a gap in the literature related to exploring the factors contributing to speaking anxiety among Indonesian pre-service English teachers when asking questions in the classroom. To fulfil the gap in the literature, the present study aimed to investigate the factors contributing to speaking anxiety when asking questions in class from the viewpoint of fifteen Indonesian pre-service English teachers. The study included a qualitative approach that employed semi-structured interviews to obtain information from the participants. The data from the semi-structured interviews were then analyzed using thematic analysis to identify the themes that emerged from the participant's responses. The study's results revealed three factors contributing to anxiety when asking questions in class among Indonesian pre-service English teachers: psychological, educational, and socio-cultural factors. Psychological factors included a lack of confidence and negative attitudes towards asking an unqualified question. Educational factors included previous experiences when asking questions, which left them with trauma and a lack of familiarity with the dialogic classroom atmosphere. Finally, socio-cultural factors, such as shyness and traditional cultural values and beliefs about asking questions of the lecturers, were also identified as contributing to pre-service English teachers' anxiety.

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Students’ Anxiety in Speaking English

Cited by 6 publications

References 0 publications

Utilizing the Picture Describing Strategy for Enhancing Speaking Skills in Teaching

Utilizing the Picture Describing Strategy for Enhancing Speaking Skills in Teaching

Presenting in International Conference: An Interview Study on the Students’ Public Speaking Anxiety

Indonesian Pre-service English Teacher Education Students’ English-speaking Anxiety in Asking Questions

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