A Study on Speaking Anxiety of English Education Study Program Students at the University of Palangka Raya

Yoskapela,; Susanty,; Bahing,; Ristati, None

doi:10.37304/ebony.v2i1.4065

Cited by 4 publications

(5 citation statements)

References 5 publications

(6 reference statements)

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“…Low levels of anxiety are acceptable and essential for raising cognition. On the other hand, high anxiety contributes to the deterioration of achievement (Yoskapela et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

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“I Get Blank When Start Talking”: An Exploration Towards Sources and Strategies of Non-English Freshmen’s Anxiety in Esp Speaking Program

Alfiani,

Nurkamto,

Supriyadi

2023

ERJEE

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Foreign language anxiety has been recognized as one of the foremost challenges for language learners. This study intends to explore the sources of non-English freshmen’s anxiety in ESP speaking program and their ways of dealing with it. Similarly, ESP instructors’ solutions to mitigate their freshmen’s anxiety were also discovered. A qualitative approach with an exploratory case study design was conducted to enrich insight and better understand the phenomenon. Data collection involves classroom observations and semi-structured interviews with eight non-English freshmen and two ESP instructors enrolled in ESP speaking program at a private university in Malang, East Java. The data was then analyzed thematically using the interactive model of Miles et al., (2014). It was found that speaking anxiety commonly felt by non-English freshmen was caused by some sources from freshmen’s personal mentality, linguistic capability, and classroom activity. The finding also provides several strategies adopted by freshmen to overcome their anxiety. Furthermore, various approaches implemented by ESP instructors to decrease freshmen’s speaking anxiety were offered. It should be emphasized that anxiety among students will always linger upon learning a foreign language. Still, such learning roadblocks could be diminished. Instructors possess a crucial duty to lessen the worries of learners.

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“…Low levels of anxiety are acceptable and essential for raising cognition. On the other hand, high anxiety contributes to the deterioration of achievement (Yoskapela et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“…According to Rajitha & Alamelu (2020), many possible factors might induce speaking anxiety, including language, grammar and pronunciation, peer pressure, stage fright, and shyness. Another challenge is that the EFL classroom is the only opportunity for students to learn and practice English speaking seriously (Yoskapela et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

“I Get Blank When Start Talking”: An Exploration Towards Sources and Strategies of Non-English Freshmen’s Anxiety in Esp Speaking Program

Alfiani,

Nurkamto,

Supriyadi

2023

ERJEE

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“…According to Rao (2019), speaking English is a highly demanded communication skill in the modern era and hence shall be taught for the sake of students' improvement and well performance in real-life situations. However, speaking can be quite challenging for plenty of students since they need to master the other demanding components, such as vocabulary, grammar, pronunciation, topical knowledge, and sufficient listening ability (Yoskapela, 2021).…”

Section: Introductionmentioning

confidence: 99%

Correlation Between Self-Efficacy and Speaking Performance of the Eleventh-Grade Students at SMAN 1 Palangka Raya

Givency

2023

EBONY

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Speaking is a common English skill which is still difficult to master in Indonesia. Especially in secondary school contexts, many students cannot use English for communication functions although they have studied it for several years. As the modern era demands the need of communication skills, this research was initiated to discover whether there is a correlation between self-efficacy and students’ speaking performance to help them improve their speaking skill. The study was conducted with a sample of 40 high school students from class XI MIPA 2 of SMAN 1 Palangka Raya. To collect the data, self-efficacy questionnaire, speaking test, and documentation of students’ latest speaking scores and teacher’s notes of students’ activeness in English class were used. The data then was calculated and analyzed using IBM SPSS Statistics 25 Program. It was found there was a weak correlation (r-count = 0.333) between the two variables. The level of students’ self-efficacy was moderate, but their level of speaking ability was high. Therefore, the study concluded self-efficacy has little or no direct effect on students’ speaking performance. It is suggested that English teachers can continue to improve students’ speaking skill and further research is conducted to find more evidence of this phenomenon.

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“…For a refugee who stays in Malaysia, the ability to speak English besides Malay is very important to create a better future. With foreign language like English ability they can gaining self-reliance helped them to socially integrate, find a job, and gain greater self-confidence.English learning anxiety is greatly regulated by efficacy, deep motivation, and ambiguity tolerance and indirectly influenced by positive attribution and surface motivation (Yoskapela et al, 2022).…”

Section: A Introductionmentioning

confidence: 99%

Measuring Anxiety Level of Learning English Language among Refugee Teenagers in Malaysia

Abadi

Shalihah

Ramdani

et al. 2022

IJECA

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Owing to legislative restrictions, Malaysia cannot provide education for refugee children. Instead, the state invites numerous parties, including NGOs, to construct alternative refugee schools. Because education for refugees is an alternative, the goal is directed at practical skills to help refugees work and integrate with Malaysian society or the following country for future resettlement. All of Malaysia's alternative schools for refugees place a strong emphasis on English language acquisition. Even with free education, refugee children struggle to learn English as a Second Language. Psychological phenomena, such as language anxiety, trigger obstacles in learning English. However, learning about language anxiety in the context of alternative education in Malaysia has rarely been studied. Using the mixed-method methodology (MMR) brings about post-positivism and interpretivism. This study had two goals: (1) bridging research gaps on anxiety in learning English as a second language from the viewpoint of alternative school actors and students in refugee communities; and (2) providing solutions for alternative education for refugee communities in Malaysia to understand and address foreign language anxiety. Our study focuses on refugee students from three alternative schools in Klang Valley: the United Learning Center (ULC), Save School Malaysia, and Refugee Academy. The quantitative technique used 92 students to complete the English language classroom anxiety scale (ELCAS), derived from the Foreign Language Classroom Scale (FLCAS). In addition, we interviewed two persons and one teacher from each school for the qualitative approach. For data analysis, we used SPSS 19 for a quantitative and interpretive approach to the qualitative data. Qualitative results indicate that refugee children from three Klang Valley alternative schools experienced medium foreign language learning anxiety. Most refugee children were anxious about English courses, regardless of gender or stream group, emphasizing the necessity for educators and other stakeholders to understand refugee children's anxiety levels and take action with extensive knowledge of anxiety and compassion. Counsellors must also work with teachers to create interventions to assist refugee children in handling their anxiety while studying English. Finally, instructors must use fascinating teaching approaches to minimize refugee children's anxiety, motivate them with emphaty and compassion,and avoid overcorrection.

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A Study on Speaking Anxiety of English Education Study Program Students at the University of Palangka Raya

Cited by 4 publications

References 5 publications

“I Get Blank When Start Talking”: An Exploration Towards Sources and Strategies of Non-English Freshmen’s Anxiety in Esp Speaking Program

“I Get Blank When Start Talking”: An Exploration Towards Sources and Strategies of Non-English Freshmen’s Anxiety in Esp Speaking Program

Correlation Between Self-Efficacy and Speaking Performance of the Eleventh-Grade Students at SMAN 1 Palangka Raya

Measuring Anxiety Level of Learning English Language among Refugee Teenagers in Malaysia

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