• https://theoejwilson.com/
  • santuy4d
  • mariatogel
  • santuy4d
  • garuda slot
  • garudaslot
  • https://edujournals.net/
  • nadimtogel
  • https://mitrasehatjurnal.com/
  • slot gacor hari ini
  • g200m
  • https://perpustakaan.stpreinha.ac.id/mahasiswa/
  • https://www.lml.stpreinha.ac.id/lab/
  • https://cursosvirtuales.icip.edu.pe/nice/
  • slot resmi
    • THE DIFFERENCES OF SPEAKING ANXIETY ACROSS ACADEMIC LEVELS AND GENDER | Pristiyaputri | The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language

    THE DIFFERENCES OF SPEAKING ANXIETY ACROSS ACADEMIC LEVELS AND GENDER

    Alifia Eka Pristiyaputri, Mahabbatul Afiqoh, Mohammad Aryun Jauhari, Muhammad Jalaludin Al Afghani, Kurniasih Kurniasih

    Abstract


    Speaking anxiety poses a crucial challenge for university-level students during their speaking classes. This study aims to investigate the differences in English anxiety levels according to year level and gender at the University of Islam Malang and explore potential causes that contribute to anxiety levels. This study used a quantitative approach and employed a causal-comparative and descriptive quantitative design. Data were collected by using a 31-item FLSAS questionnaire. The subjects were freshmen and sophomores in which freshmen took an intensive course and sophomores took the public speaking course. One hundred fifteen students completed the questionnaire online. The data were analyzed by using an independent t-test and descriptive analysis. The findings revealed no statistically significant difference was found in anxiety levels between the freshmen and sophomores. Both groups exhibited moderate anxiety levels, which were approaching a high level. Besides, in terms of gender, this study did not find significant results among female and male freshmen students, but this study found there are significant results among female and male sophomore students. This study also investigated factors affecting speaking anxiety, including competitiveness, perfectionism, lack of confidence, physical and mental avoidance, fear of failure, and lack of eagerness to participate in speaking classes. All these identified factors exerted moderate influence, except for competitiveness, which demonstrated a high level of impact.


    Keywords


    anxiety; freshmen; gender; sophomore; speaking anxiety

    Full Text:

    PDF

    References


    Ali, J. K. M., Shamsan, M. A., Guduru, R., & Yemmela, N. (2019). Attitudes of Saudi EFL learners towards speaking skills. Arab World English Journal, 10(2), 253–364. https://doi.org/10.24093/awej/vol10no2.27

    Al-Khotaba, H. H. A., Alkhataba, E. H., Abdul-Hamid, S., & Bashir, I. (2019). Foreign language speaking anxiety: A psycholinguistic barrier affecting speaking achievement of Saudi EFL learners. Arab World English Journal, 10(4), 313–329. https://doi.org/10.24093/awej/vol10no4.23

    Angellia & Listyani. (2019). Freshmen anxiety in an intensive listening class: A qualitative study. Educational Research and Reviews, 14(12), 443–457. https://doi.org/10.5897/err2018.3624

    Balemir, S. H. (2009). The sources of foreign language speaking anxiety and the relationship between proficiency level and degree of foreign language. http://hdl.handle.net/11693/14917

    Basith, A. (2021). Kecemasan berbicara bahasa arab siswa program intensif Bahasa Arab. TADRIS AL-ARABIYAT: Jurnal Kajian Ilmu Pendidikan Bahasa Arab, 1(02), 264–280. https://doi.org/10.30739/arabiyat.v1i02.1191

    Burns, A. & J. H. (2001). Focus on speaking. National Centre for English Language Teaching and Research.

    Creswell, J. W. (2012). Research design pendekatan kualitatif, kuantitatif, dan mixed. Pustaka Pelajar.

    Damayanti, M. E., & Listyani, L. (2020). An analysis of students’ speaking anxiety in academic Speaking class. ELTR Journal, 4(2), 152–170. https://doi.org/10.37147/eltr.v4i2.70

    Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2011). How to design and evaluate research in education (8th ed., Vol. 8th). McGraw-Hill Education.

    Habiburrahim, H., Risdaneva, R., Putri, G., Dahliana, S., & Muluk, S. (2020). The effects of anxiety toward Acehnese students’ English-speaking ability. Qualitative Report, 25(1), 254–270. https://doi.org/10.46743/2160-3715/2020.3639

    Hanifa, R. (2018). Factors generating anxiety when learning EFL speaking skills. Studies in English Language and Education, 5(2), 230–239. https://doi.org/10.24815/siele.v5i2.10932

    Horwitz, E. K. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154–167. https://doi.org/DOI: 10.1017/S026144480999036X

    Horwitz, E. K., Horwitz, M. B., & Joann Cope. (1986). Foreign language classroom anxiety. The Modern Language Journal.

    Huberty, T. J. (2013). Anxiety and depression in children and adolescents: Assessment, intervention, and prevention. In Anxiety and Depression in Children and Adolescents: Assessment, Intervention, and Prevention. https://doi.org/10.1007/978-1-4614-3110-7

    Huwari, I. F. (2019). Problems faced by Jordanian undergraduate students in speaking English. www.ijicc.net

    Khreisat, M. N. (2022). Investigating foreign language speaking anxiety levels among Saudi Tertiary Students: Gender and year level differences. The Journal of AsiaTEFL, 19(2), 451–468. https://doi.org/10.18823/asiatefl.2022.19.2.4.451

    Kurniasih, K. (2018). Writing anxiety in relation to high performing students’ English compositions. BRIGHT: A Journal of English Language Teaching, Linguistics and Literature, 1(1). https://doi.org/10.29100/bright.v1i1.243

    Kurniasih, K., Hidayanti, I., & Widowati, D. (2018). Students' Voice on the Use of Debate and 'Semi' Sit-In Exam in Writing Class. Proceeding of International Conference on Islamic Education (ICIED), 3(1), 23-27. Retrieved from http://conferences.uin-malang.ac.id/index.php/icied/article/view/874

    Kurniasih, Cahyono, B. Y., Astuti, U. P., & Suryati, N. (2022). Online Writing Instruction in Indonesia: Causes of anxiety problems and strategies of solutions. Pegem Journal of Education and Instruction, 13(1), 31–40. https://doi.org/10.47750/pegegog.13.01.04

    Messadh, C. M. (2017). Reflections on hidden voices in the EFL classroom: the “anxious” learner and the “caring” teacher. People: International Journal of Social Sciences, 3(3), 14–25. https://doi.org/10.20319/pijss.2017.33.1425

    Mohtasham, L., & Farnia, M. (2017). English speaking anxiety: A Study of the effect of gender on Iranian EFL university students’ perceptions. International Journal of Research in English Education, 2(4), 66–79. https://doi.org/10.29252/ijree.2.4.66

    Oxford. (1990). Language learning strategies: What every teacher should know. University of Alabama. Boston. Heinle & Heinle Publications.

    Pabro-Maquidato, I. M. (2021). The experience of English-Speaking Anxiety and coping strategies: A transcendental phenomenological stud. International Journal of TESOL & Education.

    Pishghadam, R., & Akhondpoor, F. (2011). Learner perfectionism and its role in foreign language learning success, academic achievement, and learner anxiety. Journal of Language Teaching and Research, 2(2). https://doi.org/10.4304/jltr.2.2.432-440

    Pratiwi, E. A. (2020). An analysis of students speaking anxiety (A descriptive study at the third semester of English department students in Muhammadiyah).

    Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172, 1053–1058. https://doi.org/10.1016/j.procs.2020.05.154

    Rosyidah, R. U., Anugerahwati, M., & Wulyani, A. N. (2020). Underlying factors of speaking anxiety across learning styles. In Article Jurnal Pendidikan Humaniora (Vol. 8, Issue 1). http://journal.um.ac.id/index.php/jphISSN:2338-8110

    Sadiq, J. M. (2017). Anxiety in English language learning: A case study of English language learners in Saudi Arabia. English Language Teaching, 10(7), 1. https://doi.org/10.5539/elt.v10n7p1

    Sa?lamel, H., & Kayao?lu, M. N. (2013). Creative drama: A possible way to alleviate foreign language anxiety. RELC Journal, 44(3), 377–394. https://doi.org/10.1177/0033688213500597

    Sari, D. (2017). Speaking anxiety as a factor in studying EFL. ENGLISH EDUCATION JOURNAL (EEJ). https://core.ac.uk/download/pdf/291613768.pdf

    Sugiyono. (2015). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. ALFABETA.

    Sung, K.-Y., & Li, X. (2019). Factors influencing Chinese language learning anxiety in the classroom setting. In New Waves Educational Research & Development (Vol. 1, Issue 2).

    Tien, C.-Y. (2018). English speaking anxiety in EFL university classrooms in Taiwan. European Journal of English Language Teaching, 4. https://doi.org/10.5281/zenodo.1473161

    Tridinanti, G. (2018). The correlation between speaking anxiety, self-confidence, and speaking achievement of undergraduate EFL students of Private University in Palembang. International Journal of Education and Literacy Studies, 6(4), 35. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35

    Yassin, A. A., & Razak, N. A. (2017). Investigating the relationship between foreign language anxiety in the four skills and year of study among Yemeni University EFL learners. 3L: Language, Linguistics, Literature, 23(3), 147–159. https://doi.org/10.17576/3L-2017-2303-11

    Zulfikar. (2022). Reducing EFL learners’ speaking anxiety through selective error correction and group work. LET: Linguistics, Literature and English Teaching Journal http://jurnal.uin-antasari.ac.id/index.php




    DOI: https://doi.org/10.36706/jele.v10i1.20292

    Refbacks

    • There are currently no refbacks.


    License URL: https://creativecommons.org/licenses/by-sa/4.0/

    PUBLISHER:

    ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA                       

    JLN SRIJAYA NEGARA BUKIT BESAR PALEMBANG 30137, SUMATERA SELATAN, INDONESIA

    EMAIL: jele@fkip.unsri.ac.id

    Creative Commons License

    This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

     VIEW