Foreign Language Anxiety and English Achivement of Eighth Grade Students  of MTS Sulaiman Yasin Samarinda  in the 2011/2012 Academic Year

Ariani, Setya; Sunggingwati, Dyah; Iswari, Weningtyas Parama

doi:10.30872/calls.v2i2.694

Cited by 2 publications

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References 5 publications

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“…Conclusively, the occupation of the parents affects the supports that given to their children. In conclusion, parent inducement was important for young learners to increase their achievement, but the types of supports given to them also need to be noticed (Ariani et al, 2017;Fawley et al, 2020). Most support is given to young learners, the highest achievement they can achieve, especially in English Achievement.…”

Section: Discussionmentioning

confidence: 99%

Parental Support towards Young Learner’s English Achievement

Saputra,

Artini,

Utami

2023

JPBI

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Teachers and parents must support students while studying at home because the problem with learning at home today is the lack of support and facilities. Lack of support and facilities can affect the learning process, greatly affecting the learning achievement of young people. The purpose of this study was to analyze the impact of intrinsic aspects of parental support such as education and parents' employment on children's English learning outcomes. This research is using mixed-method method. The subjects of this study were 5th grade elementary school students and their parents, totaling 31 people. Data search was carried out in two ways, namely surveys and interviews. The findings of this study indicate that parents with formal employment and a history of higher education provide 3 to 4 types of support to their children, while parents with informal employment and a history of low to secondary education provide 1 to 3 types of support. Based on the student's English score, the student with the highest score of 90, received 3 to 4 types of support from their parents. It can be concluded that parents' occupation and educational history of parents have an impact on providing support to children which has an impact on children's English learning outcomes.

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Section: Discussionmentioning

confidence: 99%

Parental Support towards Young Learner’s English Achievement

Saputra,

Artini,

Utami

2023

JPBI

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“…Anxiety as a collection of self-perceptions, beliefs, attitudes, and actions connected to classroom language acquisition that arise from the uniqueness of the learning process (Llera & Newman, 2020;Palupi, 2021). Anxiety is not a problem in language learning if it can be managed (Ariani et al, 2017;Martí et al, 2022). When it is too high, however, it becomes a barrier to language mastery.…”

Section: Introductionmentioning

confidence: 99%

Foreign Language Speaking Anxiety: A Study of English Language Learning

Rahmadani

Etfita²

2022

Indonesian J. Educ. Res. Rev.

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Speaking is the act of conveying information or expressing ideas and feelings in spoken English. Anxiety becomes a barrier to language mastery. This study analyse students' speaking anxiety in English. This research used quantitative research methods. Researchers selected class B of third semester consisting of 40 English Language Education students taken with purpossive sampling. Research instrument are used to obtain data from questionnaire. Meanwhile, the data collected by using Google Form. The total number of questions consists of 18 statements using the Likert Scale. According to the results of the questionnaire, the students have anxiety about speaking English, as evidenced by the percentage of responses in the question, which indicated that students had anxiety about speaking English at the time of wanting to speak while the teaching and learning process was in progress. Researchers discovered numerous findings from the anxiety of speaking English after analyzing the data. First, researchers discovered that the following cause contribute to anxiety in English-speaking students: fear self-prediction, irrational faith, sensitivity to dangers, sensitivity to anxiety, attribution of incorrect body signals, and inadequate self-efficacy. Second, the causes of students' speech anxiety are that students are not confident to speaking English, are afraid to make mistakes when speaking, anxious when teachers are asked to speaking, and embarrassed to perform in front of the class.

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Foreign Language Anxiety and English Achivement of Eighth Grade Students of MTS Sulaiman Yasin Samarinda in the 2011/2012 Academic Year

Cited by 2 publications

References 5 publications

Parental Support towards Young Learner’s English Achievement

Parental Support towards Young Learner’s English Achievement

Foreign Language Speaking Anxiety: A Study of English Language Learning

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