EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program
Abstract
ABSTRACT
This present study examined student teachers’ Foreign Language Speaking Anxiety (FLSA) associated with gender and proficiency differences. The participants of the study were 72 second-year EFL student teachers at the English teacher education program of one public university in Jambi, Indonesia. A close-ended questionnaire developed from Syakur (1987) and Horwitz et al, (1986) was administered to the participants to explore their FLSA. The results indicated that EFL student teachers are highly anxious when speaking English. Furthermore, the findings revealed that there is no statistical difference between male and female student teachers on FLSA. On the contrary, proficiency does affect EFL learners’ anxiety wherein more proficient students seem to be less nervous to speak.
ABSTRAK
Penelitian ini membahas kecemasan berbicara bahasa asing (FLSA) siswa yang dihubungkan dengan perbedaan jenis kelamin dan kecakapan berbahasa Inggris. Jumlah peserta dalam penelitian ini sebanyak 72 mahasiswa tahun kedua pada program studi pendidikan bahasa Inggris di salah satu universitas negeri di Jambi. Kuesioner tertutup diberikan kepada peserta penelitian untuk mengetahui FLSA mereka. Hasil penelitian mengindikasikan bahwa siswa pembelajar bahasa asing (EFL) sangat cemas ketika berbicara bahasa Inggris. Selain itu, hasil juga menunjukkan bahwa tidak ada perbedaan statistik yang signifikan pada FLSA antara siswa laki-laki dan perempuan. Sebaliknya, tingkat kecakapan sangat mempengaruhi kecemasan siswa EFL dimana siswa yang mempunyai kecakapan dalam bahasa Inggris terlihat tidak terlalu cemas untuk berbicara.
How to Cite: Abrar, M. Failasofah. Fajaryani, N. Masbirorotni. (2016). EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program. IJEE (Indonesian Journal of English Education), 3(1), 60-75. doi:10.15408/ijee.v3i1.3619
Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3619
Keywords
References
Arnold, J., & Brown, H. D. (1999). A map of the terrain. Affect in language learning, 1-24.
Brown, H. D. (1994). Teaching by principles. Englewood Cliffs, NJ: Prentice Hall.
Burns, A., & Joyce, H. (1997). Focus on Speaking. National Centre for English Language Teaching and Research, Macquarie University, Sydney, New South Wales, Australia 2109.
Çağatay, S. (2015). Examining EFL Students’ Foreign Language Speaking Anxiety: The Case at a Turkish State University. Procedia-Social and Behavioral Sciences, 199, 648-656.
Chastain, K. (1975). Affective and ability factors in second‐language acquisition. Language learning, 25(1), 153-161.
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Milton Park. Abingdon, Oxon, [England]: Routledge.
Connolly, P. (2007). Quantitative data analysis in education: A critical introduction using SPSS. Routledge.
Cui, J. (2011). Research on high school students’ English learning anxiety. Journal of Language Teaching and Research, 2(4), 875-880.
Fariadian, E., Azizifar, A., & Gowhary, H. (2014). The effect of anxiety of Iranian EFL learners speaking skill. International Research Journal of Applied and Basic Sciences, 8(10), 1747-1754.
Field, A. (2013). Discovering statistics using IBM SPSS statistics 4th edition. London: Sage Publication Ltd.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning. Rowley, MA: Newbury House.
Gardner, R. C., & Maclntyre, P. D. (1993). On the measurement of affective variables in second language learning. Language learning, 43, 157-794.
George, D., & Mallery, M. (2010). SPSS for Windows Step by Step: A Simple Guide and Reference, 17.0 update (10a ed.) Boston: Pearson.
Harris, D. P. (1974). Testing English as a second language. New Delhi: Tata McGraw-Hill Publishing.
Heaton, J. B. (1978). Beginning composition through pictures. London: Longman Group Limited.
Heaton, J. B. (1991). Writing English language Testing. New York: Longman.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.
Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301-316.
Luo, H. (2014). Foreign language speaking anxiety: A study of Chinese language learners. Journal of the National Council of Less Commonly Taught Languages, 15, 99-117.
Muhaisen, M .S.,& Al-Haq, F. A. (2012). An investigation of the relationship between anxiety and foreign language learning among 2nd secondary students in second Amman directorate of education. International journal of humanities and social science, 2(6), 226-239.
Mukminin, A., Masbirorotni, M., Noprival, N., Sutarno, S., Arif, N., & Maimunah (2015). EFL Speaking Anxiety among Senior High School Students and Policy Recommendations. Journal of Education and Learning (EduLearn), 9(3), 217-225.
Nunan, D. (1999). Second language teaching & learning. Boston, Massachusetts: Heinle & Heinle Publishers.
Oxford, R. L. (1999). Anxiety and the language learner: New insights. Affect in language learning, 58-67.
Öztürk, G., & Gürbüz, N. (2013). The impact of gender on foreign language speaking anxiety and motivation. Procedia-Social and Behavioral Sciences, 70, 654-665.
Palacios, L. M. (1998). Foreign language anxiety and classroom environment: A study of Spanish university students. Unpublished Doctorate Thesis: University of Texas, Austin.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with highly anxious students. Language anxiety: From theory and research to classroom implications, 101-108.
Qaddomi, H. (2013). Investigating Al-Quds Open University students’ EFL learning anxiety. Humanities, 27(7), 1533-1562.
Scott, M. L. (1986). Student affective reactions to oral language tests. Language Testing, 3(1), 99-118.
Skehan, P. (1989). Individual differences in second language learning. London: Edward Arnold.
Syakur. A. (1987). Language testing and evaluation. Surakarta: Sebeles Maret University Press.
Tercan, G., & Dikilitaş, K. (2015). EFL students’ speaking anxiety: a case from tertiary level students. ELT Research Journal, 4(1), 16-27.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? Modern Language Journal, 75, 426-439.
Zhao, A., & Whitchurch, A. (2011). Anxiety and its associated factors in college-level Chinese classrooms in the US. Journal of the Chinese Language Teachers Association, 46, 21-47.
DOI: 10.15408/ijee.v3i1.3619
Refbacks
- There are currently no refbacks.
