Studi Kasus: Kecemasan Berbicara Bahasa Inggris sebagai Bahasa Asing

Fitriani, Ely; Julia, J.; Gusrayani, Diah

doi:10.31004/basicedu.v6i2.2187

Cited by 3 publications

(3 citation statements)

References 35 publications

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“…Speaking anxiety basically may come from themselves, their teachers, and other sources as well. Akkakoson (2016), Basri (2019), and Fitriani et al (2022) in their research figured out that anxiety in speaking class occurs due to feelings of fear of wrongdoing, shame, insecurity and fear if the English pronunciation is wrong, students' unconvinced abilities and fear of negative evaluations from colleagues in the class. Furthermore, a research conducted by Florack, et.al.…”

Section: Introductionmentioning

confidence: 99%

Young English Learners’ Anxiety: The Case in Indonesian Elementary Classroom

Rasyida,

Kusuma

2023

kolita

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It is a common phenomenon that English language learners suffer from anxiety when they step into a language class, especially in the oral-focused lesson. This situation is experienced not only by adult English learners but also by the young ones who are learning in English-speaking classes at the elementary school level. Language anxiety they have is triggered by or originated from numerous factors, including the teacher’s identity factor. A teacher who is a ‘native’ speaker of the language is believed to gear greater anxiety among English as a foreign language learners resulted in passiveness and withdrawal from oral activities in the class. Referring to the circumstance, this study, was conducted to see the level of anxiety in English speaking classes which were taught by a native English speaker teacher (NEST) as well as to see the possible aspects evoking foreign language anxiety among young English learners. This present research, particularly, involved 69 active students of Tarakanita 1 elementary school in Jakarta. The research data was collected using a qualitative method with a set of questionnaires as a major data collection instrument, embracing three key indicators namely fear of communicating, fear of negative evaluations, and testing anxiety. To identify similarities and differences among students of differing anxiety levels, five categories: very low, low, moderate, high, and very high anxiety are applied. Quantitative analysis of the data revealed that the participants exhibit different levels of anxiousness in speaking English with a native English speaker. The highest percentage fell at high level category which was applied for the three aforementioned indicators. Pertaining to the factors influence might arouse anxiety in speaking class fear of communicating, contribute as much as the other two: fear of negative evaluations, and testing anxiety. The findings of this study are expected to benefit both teachers and students. It is hoped that students will develop more awareness towards factors, as anxiety, that may hinder them from mastering English-speaking skill and find solutions to overcome anxiety in speaking. Moreover, teachers are hoped to be more understanding and concerned with the anxiety young English learners experience and help them reduce their anxiety during the classroom performance through implementing various strategies.

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Section: Introductionmentioning

confidence: 99%

Young English Learners’ Anxiety: The Case in Indonesian Elementary Classroom

Rasyida,

Kusuma

2023

kolita

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“…Language skills in general, are hearing, reading, writing, and speaking abilities (Munezane, 2021). The four language skills are inextricably linked (Fitriani et al, 2022). As a result, various attempts are undertaken by language teachers to develop language skills.…”

Section: Introductionmentioning

confidence: 99%

Anxiety in Speaking Japanese Experienced by the Department of Japanese Language Education Students of Unnes

Diner

2023

jjlel

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Language learners, particularly foreign language learners, endure language anxiety. Language anxiety can affect learners at all levels, including early, intermediate, and advanced. Anxiety in speaking Japanese is quite noticeable in speaking abilities. It happens for Japanese language students enrolled in the Japanese language education study program as well. The causes of anxiety in speaking Japanese can be seen in a variety of ways, including vocabulary knowledge, sentence patterns, confidence level, and so on. The objective of this research is to discover how worried Japanese people are and what causes their worry. This study's subjects were Japanese language students at the beginning and intermediate levels, each of levels had 50 students. This study took a qualitative approach and collected the data through observation and questionnaires. According to the study's findings, 60% of students at the beginning level did not sense anxiety when speaking Japanese, despite the fact that their worried behavior indicated linguistic anxiety. Scratching the head and moving the hands, for example. Meanwhile, 60% of middle-level students were afraid to speak Japanese because they lacked command of vocabulary and sentence patterns.

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“…Therefore, solving problems in learning Listening Comprehension is expected to minimize the problems faced by students in the learning process in obtaining satisfactory learning outcomes (S. Sumihatul Ummah MS, 2012: 97). So the reluctance or laziness, lack of interest in English, but because they are not confident in their abilities, fear of getting negative evaluations, and being compared by their peers can be overcome (Fitriani et al, 2022(Fitriani et al, : 2312.…”

Section: Introductionmentioning

confidence: 99%

Selected Factors Students’ Stress in Learning English: A Case Study of English Study Program

2022

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The purposes of this research are to find out kinds of stresses suffered by the students in learning English and to investigate the factors related to students’ stresses in learning English. This research focused on getting the data about selected factors students’ stress in learning English. The researcher chose 8 students who come from 4 bachelor’s degree students, and 4 master’s degree students as the participants of this research. For the 4 bachelor’s degree students, the students were those who were in the 1st semester and got GPA at least B+ (75-76) on the English study program. Then, for the 4 master’s degree students, the students were also those from the 1st semester and got GPA at least B+ (75-76) and the English study program. All the data of this research were collected through open-ended questionnaires and interviews. The results of this research show that the stressed feeling suffered by the students in learning English is such a negative stress since there is not any positive response, and it categorized as stress in the society, and followed by stressed within the person. Then, the researcher found mostly they feel stressed in learning English because of afraid of making mistake in learning English, if they make mistake while learning English in the class, there will be something happened such as the friends will mock at them or underrate them, and so do the lecturer.

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Studi Kasus: Kecemasan Berbicara Bahasa Inggris sebagai Bahasa Asing

Cited by 3 publications

References 35 publications

Young English Learners’ Anxiety: The Case in Indonesian Elementary Classroom

Young English Learners’ Anxiety: The Case in Indonesian Elementary Classroom

Anxiety in Speaking Japanese Experienced by the Department of Japanese Language Education Students of Unnes

Selected Factors Students’ Stress in Learning English: A Case Study of English Study Program

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