Students' Anxiety in Speaking in Front of the Class

Humaera, Isna; Pramustiara, Pina

doi:10.18502/kss.v7i8.10732

Cited by 2 publications

(5 citation statements)

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“…Von Wörde (2003) and Humaera & Pramustiara (2022) in their study tends to support those of other studies in that they show that anxiety can have a variety of detrimental effects on language learning and that reducing anxiety appears to improve language acquisition, retention, and learner motivation. As a result, it is advised that both teachers and students raise their awareness of and take careful note of foreign language anxiety.…”

Section: Literature Reviewmentioning

confidence: 55%

“…This affects students' willingness to participate in the learning process (Humaera, Jumiati & Safei, 2022;Humaera & Pramustiara, 2022). anxious student may have difficulty paying attention to what needs to be learned, processing information effectively, retrieving information, and demonstrating previously learned skills.…”

Section: Factors Contribute To Anxiety Comes From Studentsmentioning

confidence: 99%

“…In improving students' achievement both teachers and students need to take an action to reduce anxiety in the foreign language teaching and learning process (Ebrahim & Hassan Gholam, 2013). There are some problems for students with speaking anxiety which are pronunciation, fluency, grammar, and vocabulary (Sayuri, 2016) so the students feel fear, shyness, and discomfort (Anandari, 2015;Humaera and Pramustiara, 2022).…”

Section: Introductionmentioning

confidence: 99%

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Non-English Students’ Anxiety in Speaking Class

Nasrullah¹,

Humaera²,

Nur³

2022

KLASIKAL

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The purpose of this study is to discover how students in the non-English department at the University Muhammadiyah of Parepare feel about learning English. Based on the perspectives of the students, this study sought to identify what factors may contribute to anxiety in an English learning environment. In this case, researchers prioritize the perspectives of students who are not English majors on the anxiety they frequently experience when learning English. The researcher used a case study to conduct qualitative research. While the participants in this study were students from Muhammadiyah University in Parepare for the academic year 2021/2022, the purposive sampling technique was used to select 7 non-English department students. The chosen samples would be interviewed to obtain detailed information about the data required. The findings of this study revealed that students had many concerns about learning English. The majority of respondents also admitted that English is difficult to learn because they lack basic abilities, such as a lack of vocabulary and the complexity of the material learned, which can make students feel confused and difficult to learn English. Furthermore, comments from other friends, such as the incorrect pronunciation of English vocabulary, affect their feelings. Respondents also revealed that lecturers' ability to bring material can influence their feelings about learning English. In the end, the students suggested that the lecturer be more creative to keep students interested in learning English, such as bringing in an outdoor concept and providing some games for the learning process

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Section: Literature Reviewmentioning

confidence: 55%

Section: Factors Contribute To Anxiety Comes From Studentsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Non-English Students’ Anxiety in Speaking Class

Nasrullah¹,

Humaera²,

Nur³

2022

KLASIKAL

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“…From the results of the interviews, most students stated that they would feel nervous when they were suddenly asked to speak in front of the class, without any preparation. Humaera and Pramustiara (2022) stated that during impromptu activities students tend to have feelings of nervousness, fear and worry, and lack of vocabulary.…”

Section: Factors Causing Student' Anxiety In Speaking Englishmentioning

confidence: 99%

“…The study conducted by Asysyfa (2019), shows several factors that cause students' anxiety in speaking English, they are lack of preparation, afraid of not understanding the material said by the teacher, afraid of being wrong, fear of being considered bad and then being ridiculed by friends, lack of confidence in spelling, pronouncing, and choosing English words. Study conducted by Humaera and Pramustiara (2022), showed that students feel nervous, afraid, and worried, when asked to speak impromptu in the learning process.…”

Section: Introductionmentioning

confidence: 99%

Students’ Anxiety in Speaking English in the Classroom

Budayanti,

Permana,

Putra

2023

Celtic

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The purpose of this study is to determine the level of students' anxiety as well as the elements that contribute to their anxiety when speaking in English. This survey study employed the FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire by Horwitz et al. (1986) and interviews. Sixty students were chosen as the sample of the study. The results showed 20% of participants feel very anxious, 42% feel anxious level, 23% feel mild anxious, 8% feel relaxed, 5% feel very relaxed. In the interview, the types of language anxiety indicators were also identified. The results show that fear of negative evaluation and feeling insecure were the major causes of students’ anxiety. This study implied that anxiety could become a driving factor that leads students to be passive and make no effort to speak English in the classroom. Teachers are encouraged to address students’ anxiety in order to help students overcome their anxiety.

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Students' Anxiety in Speaking in Front of the Class

Cited by 2 publications

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Non-English Students’ Anxiety in Speaking Class

Non-English Students’ Anxiety in Speaking Class

Students’ Anxiety in Speaking English in the Classroom

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