scholarly journals The Correlation Between English Language Education Students’ Speaking Anxiety and Their Speaking Fluency

2021 ◽  
Vol 54 (2) ◽  
pp. 337
Author(s):  
Ni Luh Chandra Ayuni ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
A.A Gede Yudha Paramartha
Keyword(s):  
Negative Correlation ◽  
Quantitative Research ◽  
English Language ◽  
Language Education ◽  
Inverse Correlation ◽  
Foreign Language Anxiety ◽  
English Language Education ◽  
Speaking Anxiety ◽  
Research Students ◽  
High Level

This study aims to analyze the correlation between English Language Education (ELE) students’ speaking anxiety and their speaking fluency. This is a quantitative research which consists of 95 students from the 2nd semester as the sample. The data of students’ speaking anxiety were collected through questionnaire namely FLCAS (Foreign Language Anxiety) which was adopted from Horwitz and Cope. While the data of speaking fluency were collected by using speaking test. There are two variables in this research, students’ speaking anxiety as the independent variable and students’ speaking fluency as the dependent variable. The data were analyzed by using SPSS and Pearson Product Moment was used to find out the relationship between the two variables. The result showed that there was a significant and negative correlation between students’ speaking anxiety and their speaking fluency. The significant value is .045<.05 and the value of correlation is -206. The negative correlation in this research indicates that there is an inverse correlation between those two variables. The students obtain low level of anxiety and achieved a high-level score in speaking fluency.

scholarly journals INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY

2015 ◽  
Vol 26 (1) ◽  
pp. 1
Author(s):  
Christina Lhaksmita Anandari
Keyword(s):  
Foreign Language ◽  
Speech Production ◽  
English Language ◽  
Public Speaking ◽  
Language Education ◽  
Conduct Problem ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
English Language Education ◽  
Efl Students

This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses,conduct problem solving, and increase confidence.

scholarly journals THE PERCEIVED INFLUENCE OF PART-TIME TEACHING ON STUDENTS’ PERFORMANCE IN MICRO-TEACHING CLASS

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Siti Khasinah ◽  
Yuliar Masna ◽  
Anita Siregar
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Education ◽  
Assessment Tools ◽  
Research Approach ◽  
English Language Education ◽  
Class A ◽  
Teaching Goals ◽  
Part Time ◽  
Asking Questions

The main objective of this study was to examine the perceived influence of part-time teaching on students’ performance in Micro-Teaching class. A quantitative research approach using questionnaire was carried out to get the view of thirty students of 2014 intake year of Department of English Language Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri (UIN) Ar-Raniry Banda Aceh. The findings indicated that students were helped by having part-time teaching through developing skills and confidence, reducing anxiety and fear, developing ability of managing classroom, increasing ability in selecting teaching goals and in preparation of lesson plans, proper worksheet, assessment tools, instructional media, and teaching methods. In addition, it supported them to improve their ability in asking questions and speaking in front of groups as well as to use time effectively. To conclude, part-time teaching has increased students’ skills in micro-teaching class.

scholarly journals STUDENTS’ SELF-EFFICACY OF NICENET IN EFL CLASSROOM

2018 ◽  
Vol 3 (2) ◽  
pp. 175
Author(s):  
Anita Rezki
Keyword(s):  
Mixed Method ◽  
Self Efficacy ◽  
English Language ◽  
Language Education ◽  
Female Students ◽  
English Language Education ◽  
Study Program ◽  
Education Study ◽  
Medium Level ◽  
High Level

This study attempts to measure students’ Self Efficacy in Nicent in EFL Classroom and to investigate whether or not there was any difference between male and female students. This study adopted a mixed method. Data gathered through questionnaire, interview and relevant documents. The study was conducted at the English Language Education study program, in Halu Oleo University. Fifty students participated in this study by filling out a questionnaire and 8 students were interviewed to obtain more information related to their response in the questionnaire. Findings of the study indicate that students’ self-efficacy were categorized into high level and medium level. Regarding differences between male and female’s self-efficacy in using Nicenet, the result of this study revealed no significant differences among them.

Second Semester Students’ Speaking Anxiety in English Language Education at Ganesha University of Education

2021 ◽  
Vol 2 (1) ◽  
pp. 76-82
Author(s):  
I Gusti Ayu Rai Laksmi ◽  
Ni Made Ratminingsih ◽  
Ni Luh Putu Eka Sulistia Dewi
Keyword(s):  
Trait Anxiety ◽  
State Anxiety ◽  
Random Sampling ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
English Language Education ◽  
Speaking Anxiety ◽  
Online Setting ◽  
State And Trait Anxiety

This study was aimed at identifying the type of anxiety and investigating the factors that caused speaking anxiety in second-semester students of English Language Education in UNDIKSHA. Mix method was used as the research design of this study in which random sampling technique was also used to determine the research sample. 70 second-semester students were involved as the research sample. This research was done in an online setting due to the COVID-19 pandemic. The result of this study showed that two types of anxiety affected the second-semester students, namely; state and trait anxiety. There were 26 % of second-semester students influenced by state anxiety, 67% students were influenced by trait anxiety, and 7 % students were influenced by state and trait anxiety at the same time. In addition, it was also found that 5 internal and 11 external factors caused students’ speaking anxiety.   

scholarly journals PROJECT-BASED LEARNING IN INDONESIAN EFL CLASSROOMS: FROM THEORY TO PRACTICE

2016 ◽  
Vol 3 (1) ◽  
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Second Language Acquisition ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Project Based Learning ◽  
Pedagogical Practices ◽  
English Language Education ◽  
Innovative Teaching ◽  
High Level

Project based learning (PBL) refers to an approach to instruction that teaches curriculum concepts through a project espousing principles of learner-centered teaching, learner autonomy, collaborative learning, and learning through tasks. This paper justifies the implementation of PBL to design two main projects and their activities in Creative Writing and Second Language Acquisition classes at English Language Education Program of Dunia University Indonesia (ED-DU). Moreover, the paper details pedagogical practices and learning resources deployed in both classes. The discussions would seem to indicate that the use of PBL grounded in the projects shows a high level of students’ participation in learning, and teachers’ innovative teaching practices. Finally, the paper hopes to provide EFL teachers who have similar teaching practices with practical ideas they can modify and develop to help students achieve particular learning objectives in their classrooms and continue the positive trends of implementing PBL in teaching and learning.

scholarly journals THE READABILITY OF STUDENTS’ TEXTBOOK USED IN SEMANTIC AND PRAGMATIC COURSE IN ENGLISH LANGUAGE EDUCATION PROGRAM OF UNP

2020 ◽  
Vol 9 (1) ◽  
pp. 144
Author(s):  
Nur Hidayatillah ◽  
Yetti Zainil
Keyword(s):  
Influencing Factors ◽  
Education Program ◽  
Quantitative Research ◽  
English Language ◽  
Reading Skills ◽  
Language Education ◽  
Learning Gain ◽  
English Language Education ◽  
Readability Level ◽  
Readability Formula

Many students got low score in Semantic and Pragmatic course. They complained that the textbook used in the course is difficult to understand. It is possible to consider that there is a correlation between the students’ bad scores and the readability of the textbook. In previous research, it was found that suitable level of readability and reading skills are important consideration to reach maximum learning gain. Because of that, it becomes important to measure readability level, the factors which influencing readability level and the best way to use the textbook. This research was a descriptive quantitative research. The sample of this research was 3 pages from 3 chapters of the textbook, chapter 9, 10, and 11 chosen randomly from each chapter. The instruments were a written questionnaire, an online readability measurement website, and notes during interview. The findings show that the readability level measured by students and readability formula was difficult. The most influencing factors in determining readability level were interest and vocabulary difficulty. The best way to use the textbook was using one single textbook, editting by put some notes on the page, then presenting it in a lecture form by the lecturer.

scholarly journals Qualitative properties of mathematical model of English language education

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Atena Ghasemabadi ◽  
Nahid Soltanian
Keyword(s):  
Mathematical Model ◽  
Global Stability ◽  
Equilibrium Point ◽  
English Language ◽  
Language Education ◽  
Qualitative Properties ◽  
English Language Education ◽  
Compound Matrices ◽  
Reproduction Numbers ◽  
Coexistence Equilibrium

AbstractThis paper presents a mathematical model that examines the impacts of traditional and modern educational programs. We calculate two reproduction numbers. By using the Chavez and Song theorem, we show that backward bifurcation occurs. In addition, we investigate the existence and local and global stability of boundary equilibria and coexistence equilibrium point and the global stability of the coexistence equilibrium point using compound matrices.

‘I'm Telling You … The Language Barrier is the Most, the Biggest Challenge’: Barriers to Education among Karen Refugee Women in Australia

2012 ◽  
Vol 56 (2) ◽  
pp. 126-141 ◽  
Author(s):  
Paula G. Watkins ◽  
Husna Razee ◽  
Juliet Richters
Keyword(s):  
Language Proficiency ◽  
English Language ◽  
Language Education ◽  
Well Being ◽  
English Language Education ◽  
Barriers To Education ◽  
Refugee Women ◽  
Education Participation ◽  
And Gender ◽  
The Impact

This article examines factors influencing English language education, participation and achievement among Karen refugee women in Australia. Data were drawn from ethnographic observations and interviews with 67 participants between 2009 and 2011, collected as part of a larger qualitative study exploring the well-being of Karen refugee women in Sydney. Participants unanimously described difficulty with English language proficiency and communication as the ‘number one’ problem affecting their well-being. Gendered, cultural and socio-political factors act as barriers to education. We argue that greater sensitivity to refugees' backgrounds, culture and gender is necessary in education. Research is needed into the combined relationships between culture and gender across pre-displacement, displacement and resettlement and the impact of these factors on post-immigration educational opportunities. Training is needed to sensitise educators to the complex issues of refugee resettlement. The paper concludes with recommendations for service provision and policy.

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