An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English

Umisara, Elinda; Faridi, Abdurrachman; Yulianto, Henrikus Joko

doi:10.15294/eej.v11i1.47800

Cited by 7 publications

(7 citation statements)

References 8 publications

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“…They also mentioned feeling nervous or embarrassed when speaking English, fearing that the students may make mistakes or be judge by others. In line with the study from Umisara, et al (2021), which focused on evaluating the influence of anxiety on students' English learning at SMP Brebes, it was found that the students' language learning experience was significantly affected by their anxiety levels. The research revealed that high levels of anxiety hindered their language proficiency development, making it more challenging for students to overcome their language difficulties.…”

Section: Finding and Discussionsupporting

confidence: 62%

Habitual Use of Local Language: Factoraffecting Difficulty in Accepting English Among students

Umisara,

Fauzi

2023

Spectral

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This study investigated the relationship between habitual use of locallanguage and students' difficulty accepting English. The research wasconducted using a qualitative study. The data is collected through surveyquestionnaires, observation, and focus group discussions. The participants in this study are 78 students from four study programs at Universitas Muhadi Setiabudi. These are Indonesian Language and Literature Education, Primary School Teacher Education, Pharmacy, and Nutrition Study Program at the undergraduate level. The results showed that habitual use of local language significantly affected students' difficulty in accepting and adopting English. The researcher has found that the frequent use of the local language can create a linguistic comfort zone, making it challenging to learn and accept a foreign language like learning English. Ultimately, the success of learning English depends on a variety of factors, including the student's motivation, learning style, and exposure to the language. Furthermore, the student's motivation, learning style, and exposure to the language were also important factors contributing to the resistance towards learning English.

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Section: Finding and Discussionsupporting

confidence: 62%

Habitual Use of Local Language: Factoraffecting Difficulty in Accepting English Among students

Umisara,

Fauzi

2023

Spectral

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“…Those reasons ultimately led them to choose silence. According to Umisara et al (2021), pupils in the classroom struggle with speaking English, leading to shyness and lack of confidence. This example was also identified in the research conducted by Damayanti & Listyani (2020).…”

Section: Communication Apprehensionmentioning

confidence: 99%

“…Furthermore, certain students have received adverse assessments that have caused them trauma and instilled a fear of speaking English. Previously stated, they were fearful of receiving poor evaluations from professors or peers since it could diminish their enthusiasm to learn speaking (Umisara et al, 2021)…”

Section: Fear Of Negative Evaluationmentioning

confidence: 99%

“…Multiple research have been carried out on students' speaking nervousness. The study conducted by Umisara, et al (2021) aims to assess the psychological factors that affect students' nervousness when speaking English. The writers identified three elements that caused students to feel anxious when speaking English: communicative apprehension, testanxiety, and fear of unfavourable evaluation, all of which were influenced by situation-specific anxiety.…”

Section: Introductionmentioning

confidence: 99%

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Students' English Speaking Anxiety: Levels and Causes

Yusuf,

Yulianto,

Maulida

2023

TLEMC journal

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Learning English especially speaking is very difficult for students. There are many components that students must master when learning speaking makes it difficult for students to learn it. Students find many problems when speaking such as speaking anxiety. Speaking anxiety is a feeling of excessive anxiety when students speak English. Hence, this study aims to find the levels and factors that cause speaking anxiety among the students. This study was conducted at one of English Education Study Program of a university located in Subang, West Java, Indonesia, which consisted of 20 students from first, second, third, and fourth year. This descriptive study used questionnaire and interview to obtain the data about students’ speaking anxiety. In this case, the questionnaire was used to examine the levels of students’ speaking anxiety, while the interview was employed to investigate the factors that causing students’ speaking anxiety. Results from the questionnaire showed that 4 students (20%) scored low, 9 students (45%) scored moderate, and 7 students (35%) scored high. No semester differences were identified in the level of speaking anxiety. Female students exhibited greater nervousness when speaking English compared to male classmates. The interview results revealed three elements contributing to students' speaking anxiety: communication apprehension, test anxiety, and fear of unfavourable evaluation. Communication apprehension is the primary element influencing pupils' speaking anxiety. This study indicates that students need to be aware of their anxiety levels and causes in order to address them. Additionally, they need to possess self-confidence in learning English, particularly in speaking. Keywords: speaking, anxiety, speaking anxiety, students’ speaking anxiety

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“…The students' anxiety makes them like to underestimate themselves, due to feeling afraid, frustrated, shy, worried, and nervous to do the interaction in English classes. These things are classified as psychological problems that provoke students' anxiety Umisara et al (2021). If anxiety occurs in the learning process at school, such as doing tests, school assignments.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels

Sari,

Hartono,

Suwandi

2023

EEJ

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Implementing effective strategy to teach reading comprehension is a must in order to overcome students’ obstacles in comprehending text. This study focuses on the effectiveness of Metacognitive Think a Loud Strategy in reading comprehension with different students’ anxiety. This study used quantitative research with a quasi experimental design. The data collection was done by using test and questionnaire to the students and conducted the pre-test and post-test. Then, to measure the data was analysed by using t-test in SPSS. The result of this study was that there was a significant effect of Metacognitive Think a Loud Strategy in teaching reading comprehension. There is a significant different between pre-test and post-test score of experimental class that using Meacognitive Think a Loud Strategy and there is significant different between experimental class and control class. Based on the data, it can be concluded that Metacognitive Think a Loud Strategy is effective in teaching reading comprehension with different students’ anxiety.

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An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English

Cited by 7 publications

References 8 publications

Habitual Use of Local Language: Factoraffecting Difficulty in Accepting English Among students

Habitual Use of Local Language: Factoraffecting Difficulty in Accepting English Among students

Students' English Speaking Anxiety: Levels and Causes

Metacognitive Think-Aloud Strategy for Reading Comprehension in Vocational High Schools with Varying Student Anxiety Levels

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