PERSONALITY TYPE TENDENCY TOWARD STUDENTS’ SPEAKING ANXIETY

2020 ◽  
Vol 8 (1) ◽  
pp. 57
Author(s):  
Balqis Husain ◽  
Megawati Basri ◽  
Jasmal Martora ◽  
Amrin Sibua ◽  
Irwan Gogasa
Keyword(s):  
Foreign Language ◽  
Personality Types ◽  
Personality Test ◽  
Speaking Anxiety ◽  
Speaking Test ◽  
Eysenck Personality Inventory ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
English Speaking

Pupils at the eleventh grade of SMA N 1 Morotai have different personality types, most of whom often feel anxious when speaking. This research is aimed at finding out whether or not introvert and extrovert personality types have correlation with pupils’ level of anxiety in speaking English. This research is quantitative in nature, using causal- correlative method. The population of the research was all pupils in the seventh grade of SMA N 1 Pulau Morotai. The total number of population was 140 pupils but 105 pupils were selected to participate as the sample of this research. In choosing the sample, the researchers applied Krejchie- Morgan’s table with 5% error rate. In terms of data analysis, the researchers took two instrument tests; namely personality test and level of anxiety during English speaking test. To know the personality types of the pupils, the researchers utilized Eysenck Personality Inventory (EPI) test. Questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS), on the other hand, was used to know the students’ level of anxiety. Result of hypothesis testing analysis shows that there was no significant difference in the level of speaking anxiety between the pupils who have introvert and extrovert personality types. The value of sig 0.264 was found to be higher than α = 0.05.

Students' Speaking Anxiety in EFL Classroom

2019 ◽  
Vol 2 (4) ◽  
pp. 581
Author(s):  
Asysyfa Asysyfa ◽  
Ayu Maulidia Handyani ◽  
Siska Rizkiani
Keyword(s):  
High School ◽  
Foreign Language ◽  
First Grade ◽  
Vocational High School ◽  
Speaking Anxiety ◽  
Causal Factors ◽  
Left Behind ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Research Questions

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that

scholarly journals LEVELS OF STUDENTS’ ANXIETY TOWARDS ENGLISH TEACHING THROUGH SONGS

2018 ◽  
Vol 1 (4) ◽  
pp. 436
Author(s):  
Meliyana Imelda ◽  
Junia Fajardini
Keyword(s):  
Foreign Language ◽  
Anxiety Scale ◽  
English Teaching ◽  
Significant Difference ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Anxiety Levels ◽  
Classroom Anxiety

This study entitled “LEVELS OF STUDENTS’ ANXIETY TOWARDS ENGLISH TEACHING THROUGH SONGS” was to observing students’ anxiety levels through the songs. In this case, the writers compared levels of students’ anxiety in English teaching with songs and English teaching without songs. The participants were two classes consisted 30 students, 15 students from XI Putra and 15 students from XI Putri. The data in this study were collected by giving Foreign Language Classroom Anxiety Scale questionnaire by Horwitz et al (1986). The FLCAS questionnaire consisting of 33 items scoring with Likert’s scale and analyzed manually used Oetting’s scale to categorize anxiety levels. The study showed that there was a significant difference between class that used English songs method and class without used English songs method. The class with songs was relaxed while the class without songs was mildly anxious.Keywords: Songs, English Songs, Anxiety

scholarly journals Who is more anxious in learning a foreign language: males or females?

2020 ◽  
Vol 1 (2) ◽  
pp. 49-56
Author(s):  
Defira Afrianti ◽  
Mauloeddin Afna
Keyword(s):  
Foreign Language ◽  
Random Sampling ◽  
Sampling Technique ◽  
Male Students ◽  
P Value ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
English Speaking ◽  
Males And Females ◽  
English Students

This study aims to investigate English speaking anxiety experienced by students on gender difference. This quantitative study applied a comparative design with 122 English students (male: 20,5%) as a research sample using the proportionate stratified random sampling technique. The data were collected by Foreign Language Classroom Anxiety Scale by Horwitz that consist of 33 statements. By independent sample t-test, the result showed that the anxiety means a score of male students was 89,60, and the female was 93,24, with a p-value of 0,203. It indicated that the anxiety experienced by males and females was not significantly different.

scholarly journals The Relationship of Personality Traits with English Speaking Anxiety

2019 ◽  
Vol 1 (1) ◽  
pp. 55-74
Author(s):  
Haldun Vural
Keyword(s):  
Foreign Language ◽  
Personality Traits ◽  
Personality Types ◽  
Speaking Anxiety ◽  
English Speaking ◽  
Anxiety Levels ◽  
Relationship Of ◽  
The Relationship

Speaking in front of people is challenging even in one’s own language. Since personality and speaking anxiety are interrelated, students’ personality types are important to find out the reasons for their anxiety. The aim of the current study is to determine the personality traits of the participants; to investigate their foreign language speaking anxiety levels; and to find out whether students’ personality traits significantly predict their foreign language speaking anxiety. According to the results, extraversion, openness and conscientiousness significantly and negatively but neuroticism and agreeableness significantly and positively predict foreign language speaking anxiety. The majority have agreeableness which predicts foreign language speaking anxiety positively; this may explain why people cannot speak English in our country.

scholarly journals The prediction of undergraduates’ self-regulation strategies, motivational beliefs, attitudes towards English, and speaking anxiety on foreign language classroom anxiety

2017 ◽  
Vol 14 (1) ◽  
pp. 571
Author(s):  
Mehtap Bademcioglu ◽  
Hakan Karatas ◽  
Atilla Ergin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Regulation ◽  
Motivational Beliefs ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Foreign Language Classroom ◽  
Regulation Strategies ◽  
Classroom Anxiety

Individual differences are considered as important factors in the language learning process. Apart from individual differences, affective factors such as attitudes and motivation of individuals and their anxiety levels which affect the individuals’ language learning directly or indirectly are also believed as significant impacts in this process. Therefore, the purpose of the present study is to examine the relationship between self-regulation strategies, motivational beliefs, attitudes, speaking anxiety and foreign language classroom anxiety and to investigate the predictive power of these variables for foreign language classroom anxiety. The relational model was used in the current study. The research group included 320 male (65.6 %) and 168 female (34.4 %) English preparatory students at Istanbul Technical University. Attitudes toward English Lesson Scale, Foreign Language Speaking Anxiety Questionnaire, The Motivational Strategies for Learning Questionnaire, and Foreign Language Classroom Anxiety Scale were used as the data collection tool. The statistical methods used for analyses were correlation and multiple regression. The findings indicated that there is a significant positive correlation between foreign language classroom anxiety and self-regulation, test anxiety, and foreign language speaking anxiety. Also, there is significant negative correlation between foreign language classroom anxiety and self-efficacy intrinsic value perception, and attitude towards English. Moreover, self-efficacy, test anxiety, attitude towards English, and foreign language speaking anxiety are predictors of the university students’ foreign language classroom anxiety. 

scholarly journals EFL Students’ and Teachers’ Attitudes toward Foreign Language Speaking Anxiety: A Look at NESTs and Non-NESTs

2016 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Turgay HAN ◽  
Ahmet Serkan Tanriöver ◽  
Özgür Sahan
Keyword(s):  
Foreign Language ◽  
Student Attitudes ◽  
English Language ◽  
Speaking Anxiety ◽  
Significant Difference ◽  
Efl Students ◽  
English Speaking ◽  
Native English Speaking ◽  
Native English Speaking Teachers ◽  
The Impact

<p class="apa">Native English Speaking Teachers (NESTs) have been employed in various English language teaching (ELT) positions and departments at private and state universities in Turkey, particularly over the last three decades. However, undergraduate EFL students’ attitudes toward NESTs and Non-Native English Speaking Teachers (Non-NESTs) remain seriously under-investigated. The purpose of this study is to examine the impact of communication classes given by NESTs and Non-NESTs on students’ foreign language speaking anxiety (FLSA). Forty-eight undergraduate EFL students attending communication classes taught by (American) NESTs and (Turkish) Non-NESTs were given a questionnaire to examine their attitudes toward foreign language speaking anxiety (FLSA). Further, a sub-sample of students was interviewed to investigate their feelings, beliefs and opinions about the relationship between the FLSA they experienced and their communication classes given by NESTs and Non-NESTs. Similarly, the teachers were interviewed to examine their feelings about the FLSA their students experience in their communication classes. Quantitatively, the results showed no significant difference in attitude toward FLSA between the students who attended classes taught by NESTs and Non-NESTs, although a significant difference was observed between the two classes taught by Non-NESTs. Further, female and male students did not differ significantly in terms of attitudes toward FLSA in NESTs’ and Non-NESTs’ classes. The qualitative findings revealed that both teachers and students had positive attitudes toward mistakes made during the oral production of the foreign language (FL). Finally, the correction strategies employed by the teachers in the classroom are believed to have an impact on student attitudes toward FLSA.</p>

scholarly journals “The Correlation Between Students’ Anxiety and Speaking Performance at The Second Grade In SMAN 1 Pantai Cermin Kabupaten Solok in Academic Years 2019/2020”

2021 ◽  
Vol 2 (2) ◽  
pp. 331-345
Author(s):  
Peni Oktavia ◽  
Syahrul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Second Grade ◽  
High Anxiety ◽  
Learning Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
English Speaking ◽  
Speaking Performance ◽  
Correlation Design

ABSTRACT The background of this research was the presence of anxiety among some students in their English Speaking activities in the school. In language learning, anxiety influenced speaking performance. Therefore, the researcher conducted observations and interviews to finding the real condition. In addition, some students had anxieties when speaking English because anxiety had an effect on performance while some other students had no problems. Relate to this condition, the researcher wanted to investigate the correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin Kabupaten Solok Academic years 2020/2021. This research used quantitative approach in the type of the correlation design. The population of this research was all class of the second grade in SMAN 1 Pantai Cermin and all of them became sample because they were less than hundred. The data was got by questionnaire and documentation. The students fill the questionnaires directly relate to their anxiety in speaking. The questionnaires was adopted and adapted from foreign language classroom anxiety scale (FLCAS) developed by Horwitz (1986). The data of the documentation were taken from the students’ final scores in the speaking.To analyze the data, the researcher used the SPSS version 20 for windows. In analyzing the data, the researcher used Person Product Moment formula to find out the significant correlation, to find out the correlation direction and to find out the correlation magnitude of students’ anxiety and speaking performance. The results of the research showed that there was a correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin academic years 2019/2020. The researcher found that the coefficient of correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin was 0,146. The correlation was positive and significant. It means that Ho is rejected and Ha is accepted. Thus, there is a positive correlation between students’ anxiety and speaking performance at the second grade of SMAN 1 Pantai Cermin. Based on the result of the research, it can be conclude that if the students have high anxiety automatically she/he have low ability in speaking performance or when the students have low anxiety automatically she/he have high ability in speaking performance.   Keywords - Correlation, anxiety, speaking performance. .

scholarly journals The Causes of Anxiety in Highly Anxious Students in Japanese Communicative EFL Classes

2022 ◽  
Vol 15 (2) ◽  
pp. 1
Author(s):  
Takako Inada
Keyword(s):  
Foreign Language ◽  
Classroom Environment ◽  
Peer Pressure ◽  
Japanese Language ◽  
Ideal Class ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Interview Survey ◽  
Anxiety Levels

The purpose of this study was to identify the causes of speaking anxiety in highly anxious students, of which their teachers might not have been aware, and solutions to alleviate the problem. Sixteen students from a Japanese language-oriented university participated in an interview survey. The participants&rsquo; anxiety levels were measured using a five-point Likert scale questionnaire that included five items related to foreign language classroom anxiety. The results were compared to the results of interviews with their teachers, and interesting responses from the student interviews that their teachers did not raise were highlighted. The main causes of anxiety were an unpleasant classroom environment, peer pressure, and non-ideal class types. Students argued for several strategies to reduce the anxiety associated with speaking practice, increase their use of English, and improve their proficiency. To achieve these strategies, teachers need to take into account the opinions of students they did not previously focus on.

scholarly journals A study of anxiety experienced by EFL students in speaking performance

2020 ◽  
Vol 7 (2) ◽  
pp. 334-346
Author(s):  
Nira Erdiana ◽  
Bukhari Daud ◽  
Diana Fauzia Sari ◽  
Shindy Khusuma Dwitami
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Study Data ◽  
Moderate Level ◽  
English Teacher ◽  
Speaking Anxiety ◽  
Language Classroom ◽  
Efl Students ◽  
English Speaking ◽  
High Level

Many EFL students show anxiety when speaking English in Indonesia. Therefore, the researchers were interested to conduct this study to find out the level of English-speaking anxiety experienced by those students. In this quantitative study, data were collected from 29 students through a questionnaire that was adopted from the Foreign Language Classroom Anxiety Scale (FLCAS) consisted of 10 items developed by Horwitz, et al. (1986). The data from the questionnaire were analyzed by using the FLCAS questionnaire scale. The results were described in percentages and are further elaborated in narration. The data revealed that 11 out of 29 students (38%) experienced low-level anxiety, 17 out of 29 students (59%) had anxiety at a moderate level, and one out of 29 students (3,4%) got high-level anxiety. It means that most students experienced a moderate level of speaking anxiety. In this case, those findings can be the inputs for every English teacher, especially for the English teachers in which this study was conducted, to be aware of the level of their students’ English-speaking anxiety. It is hoped that the findings of this research can give information and add knowledge to English teachers about EFL students’ level of anxiety so that they could find an appropriate strategy to reduce their students’ speaking anxiety.

scholarly journals ANALYSIS STUDENTS’ ANXIETY IN LEARNING SPEAKING USING DRILL METHOD

2018 ◽  
Vol 1 (5) ◽  
pp. 600
Author(s):  
Wina Juwitawati ◽  
Andiany Retno Pratiwi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spoken Language ◽  
Anxiety Scale ◽  
Speaking Anxiety ◽  
Know How ◽  
Language Classroom ◽  
Foreign Language Classroom Anxiety ◽  
Speaking Skill ◽  
Academic Year

Speaking skill is one of the most difficult aspects of language learning. Students find it difficult to express themselves in spoken language. This research is to know how far the anxiety students in learning speaking. Anxiety analysis is very important because it will affect the extent to which goals will be achieved. Researchers analyze level of anxiety in learning speaking used drill method and also used FLCAS ( Foreign Language Classroom Anxiety Scale) questionnaire by Howritz et al (1986) for collecting data. The FLCAS data questionnaire consisting of 33 items scoring with Likert’s scale and analyzed manually used Oeting’s scale. The researchers take 20 students from X mipa 1 of SMA Pasundan Cikalongkulon Cianjur in the academic year 2017/2018. In conclusion the research showed that there is a significant and it is difference indicated that drill method was effective in reduced students’ anxiety in learning speaking.Keywords: Speaking, Drill method, Anxiety

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