Student anxiety and their speaking performance: teaching EFL to Indonesian student

Abstract

This study aims at finding out whether or not there's an impact on students' anxiety on their speaking performance. In addition, it also has an aim to identify factors relate to students' reluctance that can hinder their oral performance. Observation, interview, and questionnaire have been used to collect the data which has then been analyzed in a qualitative way. 25 students of the second semester of English Department Universitas Nusa Cendana Indonesia have been selected as the subject of this research. Based on the findings and analysis, it can be revealed that students' anxiety definitely has an impact on their speaking performance and this becomes one of the reasons why they find it difficult to express themselves in English. Many factors have been identified but only those which have been considered as the main ones are presented in this writing to answer the question of why the students have been reluctant in their oral performance. Knowing that their oral performance was severely hampered by the above-mentioned factors, several solutions have been recommended to make them easy to cope with their anxiety.

Analysis of Self-Assessment Effect on EFL Students’ Speaking Performance

“…However, Darmawan et al, (2021) argue that in order to develop the skills needed to effectively communicate within the target language, EFL students are required to have speaking competence as their main goal is to be able to use English for communicative purposes. Similarly, Djahimo (2018) also suggests that speaking competence is important for EFL students as they need to be able to communicate their ideas orally effectively to be considered as successful learners. That is why speaking competence becomes vital for students who learn English as a foreign language.…”

Using performance assessment to empower students’ learning ownership and promote achievement in EFL writing courses

“…Students are more motivated to learn and are more engaged with project-based tasks than with other types of assignments. Teachers at the schools in our study that employ writing portfolios and literacy-based assessments also say students are developing better writing skills and habits (Suryasa et al, 2017(Suryasa et al, , 2018(Suryasa et al, , 2019Djahimo et al, 2018).…”

Limitation Vocabulary Can Be One of Factor the Students Do Not Want to Speak English

“…Using accurate vocabulary can increase students speaking skill also. Based on (Nunan, 1995) as cited in (Djahimo, 2018) speaking skill is in a lot of tests, people still consider that the skill to speak in the target language is the way to quantify whether or not learners are doing well in their learning process.…”

“…Speaking skill can make the learners easier to communicate, even though some of EFL learners thought that speaking skill is difficult. Based on Brown et al, 1983in (Djahimo, 2018 several EFL students assume that being able to speak high-quality English is not a simple practice because speaking is considered the hardest skill to be mastered. Without speaking skill the learners cannot practice their language when communication.…”

“…One at a time to build students speak excellent, confident, and accurate English, teachers have to truly be aware of the cause of problems their students meet in the teaching and learning process.. A lot of factor that student do not want to speak English. Such as main factor below : performance conditions, affective factors, listening ability, topical knowledge, and feedback during speaking activities (Tuan & Mai, 2015) os cited in (Djahimo, 2018) :…”