scholarly journals EFL Students in Speaking Skill: Identifying English Education Students’ Perceptions of the Psychological Problems in Speaking

2020 ◽  
Vol 2 (2) ◽  
pp. 8-20
Author(s):  
Ikrar Genidal Riadil
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
English Education ◽  
Psychological Problems ◽  
English Department ◽  
Education Students ◽  
Self Confidence ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking

This research focuses on students' English speaking problems, and this research aims to find out the most dominant problem of speaking in English as a Foreign Language (EFL) situation faced by the students of English Departement at Tidar University. The research method used in this research is the qualitative method. The writer uses a questionnaire as a tool for data collection. From the questionnaire, the problems that most dominant faced by the English education students of the English Department at Tidar University is Linguistic problems. Linguistic problems include less grammar, lack of vocabulary, and poor pronunciation. The next is psychological problems include, including lack of self-confidence, anxiety, and shyness. Meanwhile, instructor related problems did not have much effect on speaking problems for the students. In conclusion, Linguistic problems are the most dominant problem faced by the English education students of the English Department at Tidar University.

scholarly journals Psychological Problems Encountered by EFL Students in Speaking Class at Universitas Islam Riau

2021 ◽  
Vol 8 (2) ◽  
pp. 140-152
Author(s):  
Muhammad Ilyas ◽  
Miranti Eka Putri ◽  
Isnania Nurani
Keyword(s):  
Teaching And Learning ◽  
Psychological Problem ◽  
Self Esteem ◽  
Psychological Problems ◽  
Basic Information ◽  
Study Program ◽  
Self Confidence ◽  
Efl Students ◽  
Speaking Skill ◽  
English Speaking

The target of the study is to give perspectives to the English teachers or lecturers about the psychological problems encountered by students. It also will be used as the basic information for teachers or lecturers to find the best way in teaching and learning English especially in English speaking skill classroom. This study was a qualitative design that would be analyzed in form of description and were collected from the second semester students of English Study Program of Universitas Islam Riau. The questionnaires were distributed to 15 students while five out of them were interviewed to assure their responses towards 18 statements in the questionnaire. Moreover, the questionnaire comprised statements that based on the psychological problem that consist of low of self-confidence, anxiety, and low of self-esteem. It was found that the students faced the psychological problem. The problems that prominently encountered by the students was low of self-esteem, which stated that they were unable to speak in English as well as most of their friends. Then, they felt they had not much to be proud during the class due to several problems. Most of the students tend to feel they were failure, because they have not improved their speaking skills yet, due to several problems which encounter them at the same time.

Factors affecting students’ speaking performance in English department of Jawzjan University

2020 ◽  
Vol 3 (4) ◽  
pp. 129-134
Author(s):  
Ahmad Shah Qasemi
Keyword(s):  
Quantitative Research ◽  
English Education ◽  
English Department ◽  
Data Collection Tool ◽  
Positive Perception ◽  
Factors Affecting ◽  
Speaking Out ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Performance

This study aims to recognize the problems that students of English department face when they speak English. To achieve the objective of the investigation a quantitative research was designed. A questionnaire was used as the main data collection tool. The findings of the study showed that majority of the students have a positive perception about importance and necessity of speaking skill. According to the findings most of the students do not have the opportunity of practicing English speaking out of the class. Moreover, dissimilarity in English education background of the students are another challenge which is recognized in outcome of the study. Furthermore, the findings showed that most of the students feel motivated and confident in speaking performance. Moreover, the findings also revealed that the teachers have significant role for motivating the students in speaking performance. To sum up, the result exposed that students are appreciated and praised when they perform a speaking task efficiently.

scholarly journals The Effects of Anxiety Toward Acehnese Students' English Speaking Ability

2020 ◽  
Author(s):  
Habiburrahim Habiburrahim ◽  
Risdaneva Risdaneva ◽  
Ghina Putri ◽  
Syarifah Dahliana ◽  
Safrul Muluk
Keyword(s):  
Foreign Language ◽  
English Education ◽  
Structured Interview ◽  
Target Language ◽  
Depth Information ◽  
Negative Effects ◽  
Speaking Anxiety ◽  
Self Confidence ◽  
English Speaking ◽  
The Subject

In this study, we analyzed the effects of speaking anxiety of Acehnese students in English learning classroom by looking at the causes of students’ speaking anxiety and their strategies in coping with it. The researchers used purposive sampling to select the participants of this research. Ten respondents from sophomore students of Department of the English Education at Teacher Training Faculty of Ar-Raniry State Islamic University in Aceh, Indonesia were selected by identifying their answers of Foreign Language Speaking Anxiety questionnaires developed by Horwitz et al. (1986). To have in-depth information on the subject matter, a semi-structured interview was employed. The results of this research showed that speaking anxiety caused some negative effects to Acehnese students’ speaking ability, which could be observed through the difficulties in constructing sentences and expressing the idea when they spoke in the target language. Low self-confidence, lack of competency, and being afraid of making mistakes were some of the factors considered as the major causes of speaking anxiety that could debilitate students’ classroom participation.

THE CORRELATION BETWEEN STUDENTS’ SELF CONFIDENCE AND THEIR SPEAKING SKILL ( In the Second Grade of the English Education Department of STKIP Garut)

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Teten Mohamad Sapril
Keyword(s):  
English Education ◽  
Second Grade ◽  
Main Question ◽  
Education Department ◽  
Self Confidence ◽  
Second Grade Students ◽  
Speaking Skill ◽  
English Speaking ◽  
Correlational Method ◽  
English Speak

The Corellation between Students’ Self Confidence and Their Speaking Skill. ( Inthe Second-Grade Students of English Education Department of STKIP Garut)This study was undertaken by the writer because most of English studentsoften got dificulty in English speaking. Especialy in their confident to speakEnglish. To have a good English speaking , the students are expected to be able tobuild,develop and show their confident to use English speaking in any opportunity.Besides that, through self confident the students costumize to use English as daillyCommunication, it is important for the students to get more interaction and practicesin English speak in order they can mastering English speaking skill well.This study was aimed at investigating the corellation between students’ selfconfidence and theirs’ speaking skill. It was intended not only to solve the studentsdificulties in speaking English, But also to answer the main question “ Is there asignificant corellation between students’ self confidence and their speaking skill?”.The writer used the correlational method to find out and investigate whetherthere was a corellation or not between two variabels and how strong it is. Therespondent , Sixty four students of the second grade of English Education Programof STKIP Garut were selected proporsionl stratified randomly. The study began byassigining the students to answer the self confidence questionaries, then the writercollect the students speaking score from first until third which have provided inEnglish program office. Beside that, the writer clasified category for confidennceand took average speaking score from first until third to support the result of thedata analysis.The instrument include two variabels: Students’ self confidence and averageof speaking score list. To analyze the data, the writer used Pearson/Product Testformula to test the corellation and to test hypotesis. The result of the data analysisshowed the coefficient corellation between two variabels is 0,007 (sig = 0,007).Based on this result, it could be concluded that there was a very significantcorellation between students’ self confidence and their speaking skill. For thisreason, the researcher purposed some recomendation for the teacher and thestudents of STKIP Garut. The students suggested that they should build,develop,force and show their confidence of practicies in speaking English.

scholarly journals Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application

2021 ◽  
Vol 8 (2) ◽  
pp. 710-725
Author(s):  
Amrina Rosyada ◽  
Hanna Sundari
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Home Environment ◽  
Academic Writing ◽  
Education Program ◽  
English Education ◽  
Writing Assignments ◽  
Writing Course ◽  
Efl Students ◽  
English Speaking

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

scholarly journals EFL STUDENTS’ STRATEGIES TO IMPROVE THEIR VOCABULARIES IN CRITICAL READING CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 113-120
Author(s):  
Erna Sefriani Sabuna ◽  
Lesly N. Ndun ◽  
Marthisa Oliva Billik
Keyword(s):  
Foreign Language ◽  
Education Program ◽  
Qualitative Method ◽  
English Education ◽  
Mother Tongue ◽  
Critical Reading ◽  
Research Participants ◽  
Efl Students ◽  
Descriptive Qualitative

This research attempts to find out students’ strategies to improve vocabularies size in Critical Reading class of second semester students at English Education Program of STKIP SoE. A descriptive qualitative method was used in this research. There were 21 students involved as the research participants and willing to be interviewed. The result of this research showed that students applied strategies, such as listening to the songs, watching movie, reading, and listing difficult words to improve their vocabularies. By applying those four strategies, students were able to understand vocabularies in context without any assistantship, understand the words in foreign language, repeat the words several times, describe the conversation in mother tongue, pick some words when reading books, remember the words that they get, and write down some difficult words.

scholarly journals Improving EFL Students’ English Pronunciation by Using the Explicit Teaching Approach

2018 ◽  
Vol 4 (3) ◽  
pp. 143
Author(s):  
Parlindungan Pardede
Keyword(s):  
Action Research ◽  
English Education ◽  
Teaching Approach ◽  
Pronunciation Instruction ◽  
Self Confidence ◽  
Explicit Teaching ◽  
English Pronunciation ◽  
Efl Students ◽  
Survey Results ◽  
English Speaking

Due to several reasons, pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes. Consequently, many EFL learners always find it difficult to speak confidently because of their poor pronunciation. This study is a three-cycled action research aimed at enhancing EFL students’ pronunciation by using the explicit teaching approach. The participants were 21 students majoring in English Education at Universitas Kristen Indonesia who attended Integrated Skills IV class in the even semester of 2015/2016 Academic Year. The participants were provided with special practices on pronunciation, including watching video or listening to English expressions containing elements of English pronunciation difficult to them, drillings the elements, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers’. Data were collected through tests and questionnaires. The results revealed that the explicit teaching approach enhanced the participants’ English pronunciation skills, as shown by the increase of their average scores in the four tests administered during the actions implementation. The survey results revealed that for the participants the approach was interesting, helped pronunciation development, and increased self-confidence in English speaking. Keywords: action research, pronunciation, explicit teaching

scholarly journals Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media

2019 ◽  
Vol 7 (1) ◽  
pp. 65
Author(s):  
Yosevina Rosdiana Su ◽  
Fatmawati Fatmawati
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Group Discussion ◽  
Self Esteem ◽  
English Department ◽  
Self Confidence ◽  
It Impacts ◽  
Teachers And Students ◽  
English Speaking

Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.

scholarly journals EXPLORING VOLITION IN PUBLIC SPEAKING CLASS AMONG THE ENGLISH EDUCATION STUDENTS IN SANATA DHARMA UNIVERSITY

2019 ◽  
Vol 9 (2) ◽  
pp. 49
Author(s):  
Aplonia Nelci Ke Lomi ◽  
Concilianus Laos Mbato
Keyword(s):  
Public Speaking ◽  
English Education ◽  
Control Strategies ◽  
Self Esteem ◽  
Education Students ◽  
Emotion Control ◽  
Factors Influencing ◽  
Efl Students ◽  
English Speaking ◽  
Volitional Strategies

Public speaking is frequently referred to as an anxiety-provoking activity. Volition is linked to individuals' willpower and persistence to face distraction in achieving particular goals. The aim of this study is exploring the volitional strategies used by English speaking class students and the factors that particularly influenced the students in dealing with the anxiety in public speaking. The participants are the 30 public speaking class students. This study used a questionnaire and interview as the instruments for data collection. The volitional strategies found in this study are split into two kinds: action control and emotion control strategies. The factors influencing students in learning public speaking revealed are inferiority or lack of self-esteem, audience pressures, the absence of preparation, references, vocabulary; and unpredictable examination. The researcher concluded that the students show high volitional stage with their own strategies to overcome anxiety and distractions in public speaking class. This research is undertaken to encourage EFL students to overcome their anxiety and fear in speaking English.

scholarly journals A COMPARISON OF SPEAKING SKILL BETWEEN JAVANESE L1 STUDENTS AND MADURA L1 STUDENTS AT 8TH D GRADE OF MTS NU TMI PUJON

2018 ◽  
Vol 1 (1) ◽  
pp. 78-83
Author(s):  
Yulia Ratnawati
Keyword(s):  
Foreign Language ◽  
Qualitative Method ◽  
Mother Tongue ◽  
Body Language ◽  
English As Foreign Language ◽  
Speaking Skill ◽  
English Speaking ◽  
Descriptive Qualitative

Language is one of the ways we express what in our mind is and through language we can communicate with others in our society. Based on the researcher observation at MTs NU TMI Pujon, the researcher can presume that the students of MTs NU TMI Pujon some of them has Javanese language as their mother tongue and others has Madura language as their mother tongue and they have different ability in speaking English as foreign language. Based on the test given by the researcher to some students at eight D class and analyze the data by using descriptive qualitative method, the researcher found some data. First, the researcher found that there are some differences between Javanese and Madura L1 students such as Madura L1 students got higher score in pronunciation and body language criteria, and also got higher average for all of criteria. Second, based on the data the researcher can conclude that 1ST language or mother tongue influence the students’ English speaking skill. Because, Madura language known as language that has stressing tone and intonation and most of Madura speak loudly and confidently. It makes Madura L1 students got higher score than Javanese.

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