STUDENTS’ ANXIETY IN THE ENGLISH LEARNING AT SDIT AL IHSAN JAKARTA

The aim of this research is to analyze the English language learning anxiety of primary students empirically. This research is descriptive qualitative research. The population of this research is the sixth-grade students’ from SDIT Al-Ihsan in South Jakarta. The sample was taken through simple random sampling of which 50 students as samples of this research. The instruments used in this research were questionnaires and interviews. This research explained that students’ English language learning anxiety is definitely considered a high category in learning English.

Do I Speak Anxiously? A Correlation of Self-Efficacy, Foreign Language Learning Anxiety and Speaking Performance of Indonesian EFL Learners

Background: Self-efficacy and foreign language learning anxiety are already known as two importantly affective variables in learning a foreign language. However, little is known about the relationships between the two affective variables with learners’ speaking performance. Therefore, this present study seeks to figure out: the EFL learners’ self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the correlation between their speaking performance and self-efficacy, speaking performance and FLLA, and self-efficacy and FLLA. Methodology: A correlational design was selected to answer the research questions. Seventy students of the sixth semester got involved in this study. Three research instruments were applied, namely: a self-efficacy questionnaire, a FLLA questionnaire, and one speaking test used to measure students’ speaking performance. Findings: Based on these results, it can be concluded that the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. Therefore, there was a significantly positive correlation between speaking performance and self-efficacy and a negative correlation between speaking performance and FLLA, and between self-efficacy and FLLA. It means that student with high-level speaking performance will have high-level of self-efficacy. Then, the higher students’ speaking performance is, the lower their FLLA becomes. It is in line with the correlation between students’ self-efficacy and FLLA, that student with high-level of self-efficacy would has low FLLA.

Foreign language learning anxiety in adults and their coping strategies

It is widely known that language proficiency has become essential in today's competitive world, but learning a foreign language in adulthood causes anxiety. The purpose of this work is to study the approaches and methodology applied when teaching adults, to determine a foreign language learning anxiety and to select effective teaching strategies. Research methods, such as observation, questionnaire survey, interview, focus group, experiment and analysis, were used in this study. The experimental results included the methodology of forming a group of learners, selection of teaching and assessment methods, and differentiated approaches in teaching. Consequently, the level of anxiety significantly decreased and learning outcomes were improved. Speaking skills were enhanced considerably. Although foreign language teaching centres/courses apply different teaching methodologies, they do not consider the age and individual characteristics when grouping students or selecting teaching methods that have a great effect on both the quality of learning and the learners' emotional state.