ONLINE LEARNING ACTIVITIES
AS STRATEGY TO REDUCE STUDENTS
ANXIETY IN LEARNING ENGLISH
THESIS
Submitted In Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan (S.Pd) In Teaching English
By:
Ulum Arifatus Sakinah
NIM D75210048
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
ABSTRACT
Sakinah, Ulum A. (2017) Online Learning Activities as Strategy to Reduce Students Anxiety in Learning English. A Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. Sunan Ampel State Islamic University. Surabaya. Advisors: Rizka Safriani, M.Pd.
Key Words: Online Learning Activity, English Language Anxiety, This study aimed to invlation between online learning activity and their anxiety when they learn English as foreign language. This study utilized qualitative methods research design to examine the corelation between students anxiety, such as nervous, shy, stress, etc when they learn english as foreign language and their activity in online or offline classroom. this study conducted by using quistionnaire and interview.
Even English learners’ anxiety level has been explored in a
number of studies, few of them have focused on online learning activity. Most of students anxiety are caused they lack to deal with other people, shy, afraid of making mistake, nervous, etc. which only can occur when they learn English as a group, face to face. Therefore this study aimed to investigate the correlation between online learning activity and their anxiety when they learn English as foreign language.
ABSTRAK
Sakinah, Ulum A. (2017) Online Learning Activities as Strategy to Reduce Students Anxiety in Learning English. Skripsi. Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa. Fakultas Ilmu Tarbiyah dan Keguruan. UIN Sunan Ampel Surabaya. Pembimbing: Rizka Safriani, M.Pd.
Kata Kunci: Online Learning Activity, English Language Anxiety, Penelitian ini bertujuan untuk menginvasi aktivitas pembelajaran online dan kecemasan mereka saat mereka belajar bahasa Inggris sebagai bahasa asing. Penelitian ini menggunakan metode penelitian kualitatif untuk menguji keterkaitan antara kecemasan siswa, seperti gugup, malu, stres, dll saat mereka belajar bahasa Inggris sebagai bahasa asing dan aktivitas mereka di kelas online atau offline. Penelitian ini dilakukan dengan menggunakan quistionnaire dan wawancara.
Meskipun tingkat kecemasan pelajar ketika belajar bahasa inggris telah dieksplorasi dalam sejumlah penelitian, hanya sedikit dari mereka yang fokus pada aktivitas belajar secara online. Sebagian besar kecemasan siswa disebabkan mereka kurang bersosialisasi dengan orang lain, malu, takut melakukan kesalahan, gugup, dll yang hanya bisa terjadi saat mereka belajar bahasa Inggris sebagai kelompok, maupun tatap muka. Oleh karena itu penelitian ini bertujuan untuk mengetahui hubungan antara aktifitas belajar secara online dan kecemasan mereka saat mereka belajar bahasa Inggris sebagai bahasa asing.
TABLE OF CONTENTS
TITLE SHEET ... i
ADVISOR APPROVAL SHEET ... ii
APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ...v
ACKNOWLEDGEMENTS ... vi
PERNYATAAN KEASLIAN TULISAN ... vii
LIST OF PICTURES/CHARTS ... ix
LIST OF APPENDIX ... xii
CHAPTER I: INTRODUCTION A. Background of the study ...1
B. Research Questions ...4
C. Objective of the study ...4
D. Significance of the study ...5
E.. Scope and limit of the study ...5
F. Definition of key term ...5
B. Review of previous studies ... 10
CHAPTER III: RESEARCH METHOD A. Approach and Research design ... 21
B. Research presence ... 21
C. Research location ... 22
D. Research instrument ... 22
E. Data Analysis technique ... 23
F. Checking validity of findings ... 23
H. Research stages ... 23
CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS A. Findings ... 26
B. Discussions ... 36
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclussion ... 38
B. Suggestion ... 38
BIBLIOGRAPHY
LIST OF PICTURES/CHARTS
Figure 1 Kind of anxiety students experience when studying English in
university ... 26
Figure 2 English for the student ... 27
Figure 3 Anxiety because of lack confidence during English class ... 28
Figure 4 Afraid of making mistakes in speaking or writing ... 28
Figure 5 Face problems with students peers or classmate when they learn English in their class ... 29
Figure 6 Nervousness because their lecturer or friend interrupting to correct their speaking ... 29
Figure 7 Heart beating very fast during important exam for English subject . ... 30
Figure 8 Anxious during English Examination due to the lack of preparation. ... 30
Figure 10 Failed to overcome anxiety when learning English in class .. 32
Figure 11 Anxieties when learning English in the classroom affects students learning outcomes ... 32
LIST OF APPENDIX
Questionnaire ... A1
Questionnaire result ... A2
1
CHAPTER I INTRODUCTION A. Background of Study
English for many countries in Asia is a foreign language, especially for Indonesia. Learning a foreign language is good, because it allows us to interact with people who use the language. But it will trigger many problems if the language is becoming the standard of intelligence. Then make people have excessive anxiety, excessive stress and encourage them to do things that harm themselves. One of finding research showed that many undergraduate students suffered from psychological problems, which in turn affected their academic performance1.
Over ten years ago English was established to be one of subject of Indonesian national examination. Every students have to mastered English if they want to past heigher level of national school. For almost Indonesian people, English is foreign language. Most of them experienced using English more strenuous than compared to communication in their mother language. Actually the people of many countries realize the increased anxiety they experienced when using English as a foreign language. For example the researh in MNC Austria the object research experienced high and very high degrees of anxiety in English. The researcher found that foreign language anxiety as a catalyst for language barriers.2 In Indonesia neighbour country,
Malaysia, one of reseach conducted in Universiti Teknologi Malaysia
1 MD Aris Safree MD Yasin and Mariam Adawiah Dzulkifli, Differences in Depression, Anxiety and Stress Between Low-and High-Achieving Students, Journal of Sustainability Science and Management Volume 6, Number 1 (Malaysia: Universiti Malaysia Terengganu Publisher 2011) 7.
2 Nathalie Aichhorn and Jonas Puck, “I just don’t feel comfortable
2
(UTM) showed that among students age 25-<40, 84.62% - 100% were experienced medium level of anxiety.3
Anxiety actually is a normal part of life. It is our body’s way of responding to a physical, emotional or intellectual challenge. But it cange to a medical problem when it is persistent, overwhelming, and interferes with our day-to-day functioning. Symptoms of anxiety commonly include unrealistic fears and worries, physical complaints, such as upset stomach or rapid heart rate, and the avoidance of anxiety producing situations.4 The goal of anxiety treatment is not to eliminate
anxiety, but to reduce it to a manageable level.
Most of people have to deal with anxiety when they learn english as foreign language because nervous, affraid of making mistakes, upset when they don't understand what the teacher said, comparing their language achievement with their friends, afraid that the other students will laugh at them when they speak the foreign language, and fear of embarrassing things happen to them. 5 But probably not
everyone is experiencing the same level. Several factors may be influential.
Anxiety in learning is often increased due to many things. Preferably it is the time to make teaching starts to move using the media that closest to the students. Nowdays smartphone is the closest friend for most people, also for students. many research show an increasing number of users access social networks via smart phones. 6
The most important feature of smart phones is that unlike cellular phones they allow access to the Internet.7 In our daily life, if we heard
3 Nur Afi qah binti Ab. Latif, A Study on English Language Anxiety among Adult Learners in Universiti Teknologi Malaysia (UTM), Procedia - Social and Behavioral Sciences 208 ( 2015 ): 229
4 http://www.uhs.berkeley.edu/home/healthtopics/Anxiety.shtml
5 Murat Hismanoglu, Foreign language anxiety of English language teacher candidates: A sample from Turkey, 932-933
6 Ha, Y. W., Kim, J., Libaque-Saenz, C. F., Chang, Y., & Park, M. C.
(2015). Use and gratifications of mobile SNSs: Facebook and Kakao talk in Korea. Telematics and Informatics, 32(3), 425e438. http://dx.doi.org/10.1016/j.tele.2014.10.006.
3
the term smart phone we will consider phones that have Internet access. Nowdays internet applications are available to use at any time, any place, which can make easy to use smart phones. Moreover, free internet is also easy to find. Almost every campus provides free wifi for its students. Learners have various preferences and needs like learning styles, a prior knowledge, performance, cognitive abilities, and learning goals.8 Educational institutions should personalize their
learning environment based on the various characteristics of their learners.9 Including applying virtual learning if it is proven to be
required by students moreover, recently, the need for improving e-learning system is increasing continually.10
Among all subjects, foreign languages are especially challenging to learn online. A meta-analysis by Cavanaugh found that, among all K-12 online subject fileds, only online foreign language courses that produced negative learning effects. Cavanaugh’s study was conducted more than 15 years ago, and dramatic changes in K-12 online learning have taken place over the past few years.11
A recent study by Oliver, Kellogg, and Patel reporting that students who enrolled in online foreign-language courses at North Carolina Virtual Public School, had significantly less positive perceptions of their courses than students who taking other subjects by offline. Among intermediate and advanced foreign-language students
8 Baldoni, M., Baroglio, C., & Henze, N. (2005). Personalization for the semantic web reasoning Web. Springer.
9 Kurilovas, E., Zilinskiene, I., & Dagiene, V. (2014). Recommending suitable learning scenarios according to learners' preferences: An improved swarm based approach. Computers in Human Behavior, 30, 550e557.
10 Pocatilu, P., Alecu, F., & Vetrici, M. (2010). Measuring the efficiency of cloud computing for e-learning systems. WSEAS Transactions on Computers, 9(1), 42e51.
11 Lin C.-H., Zhang Y. & Zheng B., The roles of learning strategies and motivation in online language learning: A structural equation modeling
analysis, Computers & Education (2017), doi:
4
in the same study, just 19% students admited that they learned as much in online courses as in offline ones.12
Englis Learning by online systems may face many challenges, including segregation of learners, lack of educators' feedback, shortage of learner collaboration in learning process, and shortage of learning process quality.13 Nowadays students often experienced
excessive anxiety in the classroom. Classroom atmosphere often make their anxiety increased. Several studies have proven that interaction between students and students or between them with their teacher sometimes causing anxiety problem for the students.14 Therefore
online learning activity that not requires them to meet their friends or theacher face to face, possibly make them more comfortable in learning and reduce their anxiety.
B. Research Questions
Based on the background presented earlier, the problems of this study can be stated as follows:
1. What are the type of anxiety which faced by the students when they learn English as Foreign Language?
2. To what extent do online learning activities reduce students’ anxiety in learning English?
C. Objectives of the Study
Related to the research questions stated above, the objective of this study:
1. Find out the students’ anxiety problem when they learn English, especially as a foreign language.
2. Find out the effect of learning English via Oline School in
decreasing students’ English anxiety problem.
12 Oliver, K., Kellogg, S., & Patel, R. (2012). An investigation into
reported differences between online foreign language instruction and other subject areas in a virtual school. CALICO Journal, 29(2), 269–296.
13 Uden, L., Wangsa, T., & Damiani, E. (2007). The future of e-learning: E-Learning ecosystem. In Paper presented at the digital EcoSystems and technologies conference, 2007. DEST'07. Inaugural IEEE-IES.
5
D. Significance of the Study The significance of this study are:
1. For the Educators: It is hoped that this research will give refference for the educators the appropriate treatment for the students to deal English language anxiety.
2. For Online School administrators: It is hoped that this research will give input on the system of learning and teaching process. 3. For the Students: It is hoped that the result of this research will
refference for the students, dealing the feeling of anxiety when they learn English as foreign language.
4. For the reader: It is hoped that this research can give more information about advantage of online learning activity and student anxiety when they learn English.
E. Scope and Limits of the Research The scope and limit of this study are:
1. The participant of this research are student of english education department, faculty of tarbiyah and teachers training, Sunan Ampel state islamic university surabaya.
2. The researcher will conduct this research at students on fourth semester or more, because usually language learning activity do not conducted for new student.
3. This study uses an online form that can be accessed through http://tiny.cc/SISurvey.
4. Subject of the interview are choosen based on the respons who have general of anxiety or situation specific anxiety.
F. Definition of Key Terms
The writer wants to avoid misunderstanding by defining the key terms of this study as follows:
1. Online learning activity: Online literature suggests that instructors should create social presence and teaching presence to foster a sense of learning community. In other words, It is the way of learning that emphasizes the use of virtual media or the internet 2. English language Anxiety: is defined as the worry and negative
6
a second language or foreign language.15 Such as anxiety, fear,
worry, heart pounding, cold sweats etc.
3. Undergraduate Student: a student who is studying for their first degree at a college or university.16
15 D. J. Young, Affect in foreign language and second language learning: A practical guide to creating a low-anxiety classroom atmosphere
(Boston: McGraw-Hill, 1999).
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A.
Review of Related Literature 1. AnxietyHorwitz, Horwitz and Cope in 1986 were among the first researchers that devise the Foreign Language Classroom Scale (FLCAS) as a research instrument that focused particularly on feelings of anxiety experienced by foreign language learners in the classroom.1 They characterized language anxiety based on
three factors, which are communication apprehension, fear of negative evaluation and a general feeling of anxiety.
According to Horwitz, anxiety is a kind of troubled feeling in the mind. It is a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system.2 Scovel classified anxiety into three
types: trait anxiety, state anxiety and situation-specific anxiety.
Trait anxiety refers to “a more permanent predisposition to be anxious” while state and situation-specific anxiety are usually experienced in relation to some particular event or situation.3
English anxiety, the target of this reseach belongs to the last category, which refers to the students experienced when a situation requires the use of English as a foreign language when the individual is not fully proficient.
1 Nur Afi qah binti Ab. Latif, A Study on English Language Anxiety among Adult Learners in Universiti Teknologi Malaysia (UTM), Procedia - Social and Behavioral Sciences 208 ( 2015 ): 227
2 Janaki Sinnasamy and Noor Harun Abdul Karim, A Correlational Study of Foreign Language Anxiety and Library Anxiety Among Non-native Speakers of English: A Case Study in a Malaysian Public University, The Journal of Academic Librarianship 40 (2014) 432
3 Zhao Na, A Study of High School Students’ English Learning Anxiety,
8
Hodges claimed that “research on self effortin online environments is in its infancy”.4 In fact, how self effort manifests
in online learning contexts deserves additional research and studies. Although different learning settings are assumed, little empirical research on self efforthas been conducted with a focus on all three settings in online learning environments.
In their recent study, Cho and Kim found that the number of online courses students took is not related to their self-regulation for interaction with others.5 They viewed other
factors, such as task structures for interaction and requirements for interaction, including quality and the number of online interaction may be associated with self-regulation for interaction with others.
Although Cho and Kim's study is not directly related to language anxiety, their findings imply that online learning activity may not necessarily predict English language anxiety. Because we have two reasonable but contrastinghy possible answer and because little research has been done to investigate the relationship between online experience and English language anxiety as foreign language, this research findings will contribute to the expansion of understanding that relationship. 2. Online Learning Activity
Online learning activity is almost similar to online school or online course. Many online courses were established. Some example of the course are futurelearn.com, coursera.org alison.com, and indonesiax.co.id. Both of them are using virtual learning, virtual classes, and materials that can be accessed via the internet. Students or participants in every online course or online school will get a certificate if they are able to complete all
4 Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research. Performance Improvement Quarterly, 20(3–4), 7–25.
5 Cho, M. -H., & Kim, B. J. (2013). Students' self-regulation for interaction with others in online learning environments. Internet and Higher Education, 17, 69–75.
9
the tasks and understand all material and following the whole learning process.
The literature for online education supports that although students report a preference for online learning, it is not more time saving for faculty. According to Taft, Perkowski, and Martin, the workload and intensity of effort for faculty are heavier for online education than for classroom education.6
In terms of social interaction, Cho and Jonassen found two dimensions of online learning: to interact with instructors and to contribute to the online community.7 In addition, they found that
students who have high self effort in interacting with instructors and contributing to the online community are more likely to use active interaction strategies, such as writing, responding, and reflecting. According to Cho and Jonassen researchers of online learning activity should consider diverse situations that can occur in online learning contexts, such as interacting with others through discussion or collaboration. Hodges claimed that
“research on online environments is in its infancy”.
The current study shows that three dimensions of online self-efficacy are related to social interactions among students and between students and instructors. Although diverse learning settings are assumed, little empirical research on it has been conducted with a focus on all three settings in online learning environments.8 The nature of online learning requires students to
interact actively with both instructors and classmates. Especially those students with less experience may experience anxiety about interacting with others and may feel social isolation if they perceive lack of support from others.
6 Taft, S. H., Perkowski, T., & Martin, L. S. (2011). A framework for evaluating class size in online education. The Quarterly Review of Distance Education, 12(3), 181–197.
7 Cho, M. -H., & Jonassen, D. (2009). Development of the human interaction dimension of the Self-Regulated Learning Questionnaire in asynchronous online learning environments. Educational Psychology, 29, 117–138.
8 Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research.
10
Online literature suggests that instructors should create social presence and teaching presence to foster a sense of learning community.9 Possible examples to promote social
interactions with others include instructors' direct interactions efforts, such as participating in discussion boards.10 providing
guidelines for social interaction, recognizing students' contribution to online learning community11 and monitoring
students' social interaction processes. 12
B.
Review of Previous StudiesOnline Learning experience measured with the number of online courses was a significant predictor for two beliefs: self wonder to complete an online course and self-efficacy to interact with classmates for academic purposes. This finding indicates that the students who took more online courses were more likely to have higher online learning energy to complete an online course; in addition, they were more likely to communicate and collaborate with other students on academic tasks.
The finding or another research academic status was not related with most of the dimensions of online learning activity, which was consistent with other studies; for example, Artino and Stephens found
9 Yang, C. -C., Tsai, I. -C., Kim, B., Cho, M. -H., & Laffey, J. M. (2006). Exploring the relationships between students' academic motivation and social ability in online learning environments. The Internet and Higher Education, 9, 277–286.
10 Artino, A. R. (2008).Motivational beliefs andperceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24, 260–270.
11 Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education, 9, 175–190.
11
no significant difference in self-efficacy between undergraduates and graduates students.13
Many research findings indicated that student effort was a significant predictor of both the satisfaction of online learners and their intention to take future web-based courses. Lin, Lin, and Laffey
investigated students’ task value, self-efficacy, social ability and learning satisfaction.14 Among participants from 11 online courses in
a distance learning program, the researchers found that task value, and social ability significantly impacted online learning satisfaction.
The current study shows that three dimensions of online learning activity are related to social interactions among students and between students and instructors. The nature of online learning requires students to interact actively with both instructors and classmates. Especially those students with less experience may experience anxiety about interacting with others and may feel social isolation if they perceive lack of support from others. Online literature suggests that instructors should create social presence and teaching presence to foster a sense of learning community. 15
Possible examples to promote social interactions with others include instructors' direct interactions efforts, such as participating in discussion boards,16 providing guidelines for social interaction,
13 Artino, A. R. (2008).Motivational beliefs andperceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24, 260–270.
14 Lin, Y. M., Lin, G., & Laffey, J. (2008). Building a social and motivational framework for understanding satisfaction in online learning.
Journal of Educational Computing Research, 38(1), 1–27.
15 Yang, C. -C., Tsai, I. -C., Kim, B., Cho, M. -H., & Laffey, J. M. (2006).
Exploring the relationships between students' academic motivation and social ability in online learning environments. The Internet and Higher Education, 9, 277–286.
12
recognizing students' contribution to online learning community,17 and
monitoring students' social interaction processes.18
Most of people have to deal with anxiety when they learn english as foreign language because nervous, affraid of making mistakes, upset when they don't understand what the teacher said, comparing their language achievement with their friends, afraid that the other students will laugh at them when they speak the foreign language, and fear of embarrassing things happen to them. 19 Womble, investigated
the relationship between e-learning and e-leaner satisfaction among 440 government agency employees in training courses, found significant and positive correlation between them.20
A recent study by Oliver, Kellogg, and Patel reporting that students who enrolled in online foreign-language courses at North Carolina Virtual Public School, had significantly less positive perceptions of their courses than students who taking other subjects by offline. Among intermediate and advanced foreign-language students in the same study, just 19% students admited that they learned as much in online courses as in offline ones. Yet, the extent to which Oliver et
al.’s participants learned their target languages in online vs. offline
courses remained unclear.21
Among all subjects, foreign languages are especially challenging to learn online. A meta-analysis by Cavanaugh found that, among all online subject areas, only online foreign-language courses produced
17 Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education, 9, 175–190.
18 Cho, M. -H., Shen, D., & Laffey, J. (2010). The role of metacognitive self-regulation (MSR) on social presence and sense of community in online learning environments. Journal of Interactive Learning Research, 21(3), 297–316.
19 Murat Hismanoglu, Foreign language anxiety of English language teacher candidates: A sample from Turkey, 932-933
20 Womble, J. (2008). E-learning: The relationship among learner satisfaction, self-efficacy,and usefulness. The Business Review, 10(1), 182–188.
21 Oliver, K., Kellogg, S., & Patel, R. (2012). An investigation into
13
negative learning effects. Given that Cavanaugh’s study was conducted more than 15 years ago, and dramatic changes in online learning have taken place over the past few years, its findings could well be obsolete.22 Many findings demonstrate differences in all
dimensions of online learning and students interact socially with classmates. Female students have significantly higher power than male students. Online instructors may need to provide additional support for male students to help them develop online self-efficacy. Possible instructional strategies include paying extra attention to male students' learning processes, providing immediate feedback and assistance, supporting them in the completion of tasks, and encouraging them to interact with others by sending an individual note or recognizing their contributions to the development of an online learning community.
In terms of social interaction, Cho and Jonassen found two dimensions of online self-efficacy: self effort to interact with instructors and contribute to the online community.23 In addition, they
found that students who have high self effort in interacting with instructors and contributing to the online community are more likely to use active interaction strategies, such as writing, responding, and reflecting.
According to Cho and Jonassen researchers of online learning self effortshould consider diverse situations that can occur in online learning contexts, such as interacting with others through discussion
or collaboration. Hodges claimed that “research on self effortin online
environments is in its infancy”; in fact, how self effortmanifests in online learning contexts deserves additional research and studies. Although diverse learning settings are assumed, little empirical
22 Lin C.-H., Zhang Y. & Zheng B., The roles of learning strategies and motivation in online language learning: A structural equation modeling
analysis, Computers & Education (2017), doi:
10.1016/j.compedu.2017.05.014.
14
research on self efforthas been conducted with a focus on all three settings in online learning environments.24
The current study shows that three dimensions of online self effortare related to social interactions among students and between students and instructors. The nature of online learning requires students to interact actively with both instructors and classmates. Especially those students with less experience may experience anxiety about interacting with others and may feel social isolation if they perceive lack of support from others. Online literature suggests that instructors should create social presence and teaching presence to foster a sense of learning community.25
Last, academic status was not related with most of the dimensions of online learning self preseption, which was consistent with other studies; for example, Artino and Stephens found no significant difference in self different between undergraduates and graduates. In the current study, academic status predicted self effortto handle tools in a CMS only; in other words, graduate students tended to have higher levels of technological self effortthan undergraduate students perhaps because graduate students had more experience with online learning technology and perhaps because more graduate level courses were delivered online than undergraduate courses.26 This was
verified by the number of online courses taken by undergraduate and graduate students.
Three variables including gender, online experience, and academic status were related to online learning self effortto some extent. First, genderwas a significant predictor of all the self effortbeliefs except self effortto interact socially with classmates. In general, the results demonstrate that female students were likely to
24 Hodges, C. B. (2008). Self-efficacy in the context of online learning environments: A review of the literature and directions for research.
Performance Improvement Quarterly, 20(3–4), 7–25.
25 Yang, C. -C., Tsai, I. -C., Kim, B., Cho, M. -H., & Laffey, J. M. (2006). Exploring the relationships between students' academic motivation and social ability in online learning environments. The Internet and Higher Education, 9, 277–286.
15
have higher online learning self effortthan male students, implying that female students may be more active, seek more help, or function better than male students. Our results are consistent with Gebara's study, demonstrating that female students reported higher level of online self effortthan male students.27
Second, online experience measured with the number of online courses was a significant predictor for two self effortbeliefs: selfefficacy to complete an online course and self effort to interact with classmates for academic purposes. This finding indicates that the students who took more online courses were more likely to have higher online learning self effortto complete an online course; in addition, they were more likely to communicate and collaborate with other students on academic tasks. However, online experience was not significantly related to self effortto interact socially with classmates, self effortto handle tools in a CMS, and self effort to interact with instructors in an online course.
Last, academic statuswas not related with most of the dimensions of online learning self-efficacy, which was consistent with other studies; for example, Artino and Stephens found no significant difference in self effortbetween undergraduates and graduates.28
The current study shows that three dimensions of online learning to social interactions among students and between students and instructors. The nature of online learning requires students to interact actively with both instructors and classmates. Especially those students with less experience may experience anxiety about interacting with others and may feel social isolation if they perceive lack of support from others. Online literature suggests that instructors should create social presence and teaching presence to foster a sense of learning community. 29
27 Gebara, N. L. (2010). General self-efficacy and course satisfaction in online learning: A correlational
study. (Unpublished doctoral dissertation). Columbia, MO: University of Missouri.
28 Artino, A. R. (2008).Motivational beliefs andperceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24, 260–270.
29 Yang, C. -C., Tsai, I. -C., Kim, B., Cho, M. -H., & Laffey, J. M. (2006).
16
Possible examples to promote social interactions with others include instructors' direct interactions efforts, such as participating in discussion boards,30 providing guidelines for social interaction,
recognizing students' contribution to online learning community,31 and
monitoring students' social interaction processes.32
The feeling in language learning activity has been reported as a consistent variable in predicting students' learning satisfaction in online learning environments. Womble, who investigated the relationship between e-learning selfefficacy and e-leaner satisfaction among 440 government agency employees in training courses, found significant and positive correlation between them.33 Lim examined the
relationships among computer self-efficacy, academic self-concept, satisfaction, and future participation of adult distance learners.34
Self-directed learning provides students opportunity to develop autonomy. One of the largest challenges for online learning from both a student and faculty perspective is the LMS.35 Students’ active
regulation of learning, through being motivated and a variety of
social ability in online learning environments. The Internet and Higher Education, 9, 277–286.
30 Artino, A. R. (2008).Motivational beliefs andperceptions of instructional quality: Predicting satisfaction with online training. Journal of Computer Assisted Learning, 24, 260–270.
31 Shea, P., Li, C. S., & Pickett, A. (2006). A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education, 9, 175–190.
32 Cho, M. -H., Shen, D., & Laffey, J. (2010). The role of metacognitive self-regulation (MSR) on social presence and sense of community in online learning environments. Journal of Interactive Learning Research, 21(3), 297–316.
33 Womble, J. (2008). E-learning: The relationship among learner satisfaction, self-efficacy,and usefulness. The Business Review, 10(1), 182–188.
34 Lim, C. K. (2001). Computer self-efficacy, academic self-concept, and other predictors of satisfaction and future participation of adult distance learners. The American Journal of Distance Education, 15(2), 41–50.
17
cognitive and metacognitive strategies, is crucial to their online learning success. Despite the large numbers enrolled in online
language courses, very little is known about students’ motivation and
strategy use in these learning environments, or how they may affect their online learning outcomes. This study helps fill this gap by
examining students’ motivation and learning-strategy use across a number of online language courses, and investigating the role of motivation and such strategies within the framework of selfregulated learning.
Self effort is context-specific.36 In terms of online
self-efficacy,we need to consider at least three areas: technology, learning, and social interaction; however, a majority of researchers of online self effortconsider only the technological aspect of online learning. Consequently, self effortin the other two areas has rarely been explored. With regard to technology, numerous studies have been conducted on the role of technological self effortin online student achievement.
For instance, McGhee found a significant,moderate, and positive relationship between online technological self effortand the academic achievement of 45 community college students.37 Thompson and
Lynch studied the psychological processes underlying resistance to web-based instruction (WBI) and demonstrated that students with weak Internet self effortbeliefs tended to resist WBI.
Beliefs about self effortdetermine level of motivation as reflected in the amount of effort exerted in an endeavor and the length of time persisting in a difficult situation.38 Self preception is defined
36 Bandura, A. (1988). Self-regulation of motivation and action through goal systems. In V. Hamilton, G. H. Bower, & N. H. Frijda (Eds.),
Cognitive perspectives on emotion and motivation (pp. 37–61). Dordrecht, Netherlands: Kluwer.
37 McGhee, R. M. H. (2010). Asynchronous interaction, online technologies self-efficacy and self-regulated learning as predictors of academic achievement in an online class. (Doctoral dissertation). Baton Rouge, LA: Southern University and Agricultural and Mechanical College
18
as “people's judgments of their capabilities to organize and execute a
course of action required to attain designated types of
performances”.39 If a person has a low level of self efforttoward a task,
he or she is less likely to exert effort; therefore, the person will less likely achieve. Other research findings have demonstrated that self effortis a better predictor of academic achievement than any other cognitive or affective processes;40 therefore, self effortis critical in
learning and performance.41
Student self effort seems particularly important in challenging learning environments, such as an online learning environment where students lack the opportunity to interact with others and as a result can become socially isolated and easily lost.42 Recent studies have shown
that the drop-out rateamong students in online learning environments is higher than in traditional learning environments.43
Among all subjects, foreign languages are especially challenging to learn online. A meta-analysis by Cavanaugh found that, among all online subject areas, only online foreign-language courses produced negative learning effects. Given that Cavanaugh’s study was conducted more than 15 years ago, and dramatic changes in online
Cognitive perspectives on emotion and motivation (pp. 37–61). Dordrecht, Netherlands: Kluwer.
39 Bandura, A. (1988). Self-regulation of motivation and action through goal systems. In V. Hamilton, G. H. Bower, & N. H. Frijda (Eds.),
Cognitive perspectives on emotion and motivation (pp. 37–61). Dordrecht, Netherlands: Kluwer.
40 Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.
41 Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.
42 Cho, M. -H., Shen, D., & Laffey, J. (2010). The role of metacognitive self-regulation (MSR) on social presence and sense of community in online learning environments. Journal of Interactive Learning Research, 21(3), 297–316.
19
learning have taken place over the past few years, its findings could well be obsolete.44
A more recent study reporting that students enrolled in online foreign-language courses at Virtual Public School had significantly less positive perceptions of their courses than students taking other subjects had of theirs. Among intermediate and advanced foreign-language students in the same study, just perceived that they learned as much in online courses as in offline ones. Yet, the extent to which
Oliver et al.’s participants learned their target languages in online vs.
offline courses remained unclear.
Many findings demonstrate differences in all dimensions of online interact socially with classmates. Female students have significantly higher self effort than male students. Online instructors may need to provide additional support for male students to help them develop online self-efficacy. Possible instructional strategies include paying extra attention to male students' learning processes, providing immediate feedback and assistance, supporting them in the completion of tasks, and encouraging them to interact with others by sending an individual note or recognizing their contributions to the development of an online learning community.
Some researchers have asserted that the drop-out rate is related in part to lack of self-efficacy.45 Researchers have argued that with the
self-directed nature of online learning, self effortcan be a key component of academic success in distance education.46 therefore,
understanding self effortin online learning is critical to improve online education. The current study was an investigation of self effortin online learning settings. However, online experience was not significantly related to self effortto interact socially with classmates,
44 Lin C.-H., Zhang Y. & Zheng B., The roles of learning strategies and motivation in online language learning: A structural equation modeling
analysis, Computers & Education (2017), doi:
10.1016/j.compedu.2017.05.014.
45 Lee, Y., & Choi, J. (2011). A review of online course dropout research: Implications for practice and future research. Educational Technology Research and Development, 59, 593–618.
46 Hodges, C. B. (2008). Self-efficacy in the context of online learning
20
self effortto handle tools in a CMS, and self effortto interact with instructors in an online course.
Even English learners’ anxiety level has been explored in a
21
CHAPTER III RESEARCH METHOD
A. Approach and Research Design
This study utilized qualitative methods research design to examine the corelation between students anxiety, such as nervous, shy, stress, etc when they learn english as foreign language and their activity in both online and offline classroom. The research is not likely to be generalizable to other contexts.
Although little research has been conducted to investigate the relationships between online learning experience and English language anxiety, a reasonable result of this research is that the more students experience online, the more they are likely to have higher online learning activity, the more language anxiety that they have decreased. Another possible asnwer is that online experience is not related to between increasing and decreasing students language anxiety.
The researcher investigated individual differences online learning experience, learning strategies, and learning outcomes. Other individual differences among the participants, such as prior knowledge might also have predicted online learning outcomes. Last but not least, in addition to qualitative measurement of motivation and learning strategies, interviews might prove useful in future studies, by providing a more thorough understanding of how online learning activity may affect students anxiety in learning foreign language. 1. Questionnaire
To find out the percentage of students who are experiencing anxiety and clasify those causes into several type.
2. Interview
The purpose of the interview was to gather a richer understanding of students conceptualizations of anxiety and to assess factors that increasing or decreasing their anxiety.
B. Research Presence
This study was conducted UIN Sunan Ampel Surabaya. Though termed a school, this was in fact a non-profit, state-wide supplemental program in which students took individual courses, while also being enrolled in a physical school or virtual-school within the same university. This means that students still went to their class on a
22
regular basis, and enrolled in online courses in this virtual school at the same time. In their virtualschool courses, students learned in a self-paced manner, and all course-related.
C. Research Location
The location for this research is UIN sunan Ampel Surabaya. Tarbiyah Faculty English Education. Jl A.Yani. 117 Suurabaya.
D. Data and Source Data
The subjects of this research are students of English Education Department faculty of tarbiyah and teachers training, Sunan Ampel state islamic university Surabaya.
Our student survey consisted of 16 items (described in detail below), all of them might similar from previous studies that had found them to have good reliability. The survey was conducted by online and took approximately 7-15 minutes to complete. The participants were asked to scale their feeling or opinion abouth online learning activity, describe strategies, satisfaction with online learning, and perceived learning progress. We received 15 completed surveys and 10 interviews.
E. Research instrument
The questionnaire is distributed to the students by google form, so that they can give their opinion through the questionnaire honestly. The questionnaire consists of some points related to students felling, barriers, difficulties, in learning English. The questionnaire is designed mixing both multiple choices and short answer. The questionnaire designed paperless and easy to collect. While questions for the interview will be designed optimally to obtain depth data about the sample.
23
F. Data Analysis technique
In collecting the data, the researcher uses several techniques as it follows:
a. Questionnaire: mean a list of questions that several people are asked so that information can be collected about something.1 The
questionnaire will be made by using google form. The link of the form will be distributed to all of English Education Department students.
b. Interview: mean a meeting in which someone asks you questions to see if you are suitable for a job or course. 2 interview in this
reserch will be conducted to students who have appropriate terms and conditions.
G. Checking validity of findings
We investigated the relationships among motivation, learning strategies, and students language anxiety in the hope of unveiling why some online language learners succeed, given that language subject activity are considered the most challenging among English subjects taught online.
Based on the the research questions, our research yielded many major findings: 1) Students perception about online learning activity 2) Students experience in facing anxiety 3)Students strategies in dealing anxiety 4) Corelation between their anxiety and online learning that they have done.
H. Research stages
The researcher will collect and analyze the data based on the data collection technique which is gained from questionnaire and interview. Descriptive analysis was performed to get each kind of
anxiety simtomps to see general situation of students’ anxiety in
virtual English classroom. After gaining the data, the researcher will describe the information from the result of questionnaire which is representing students’ anxiety problem.
Our measurements of students’ use of online-learning strategies were adopted from many resources and included students perception,
24
online learning activities, help-seeking, and self-evaluation. For the purposes of this study, several items were rephrased so as to be more appropriate to the comprehension level of typical undergraduate students.
Participants were asked to self-report demographic information, including gender, academic status, and number of online courses taken. Gender was a three-category variable with male, female, and prefer not to say. Academic status was reported as graduate student or undergraduate student. Participants were asked to provide their experience they had taken up to the time of the survey.
Procedure of the data analysis: 1. Spread the questionnaire to the students
The datawere collected. The authors of the current study contacted online instructors and asked for permission to conduct the study in their online courses. With their approval the researchers posted the recruiting letter and link to the online survey on a message board. The instructors also encouraged students to participate in the study. After students filled out the online consent form, they were directed to fill out the online survey on the website. The link of the form is https://tiny.cc/SISurvey.
Students strategies have also been examined. measured
students’ self treatment in online learning and generalized two
factors relating to their use of strategies: study skills and goal-setting.
2. Classify the anxiety simptoms based on student questionnaire results.
Our student survey consisted of 16 items (described in apendix), all of which were adapted from previous studies that had found them to have good reliability. These items were also evaluated by deep interview as confirmations.
3. Select the subjet of interview.
Qualitative interviews might prove useful in future studies, by providing a more thorough understanding of how online language learning activity may affect students anxiety in learning English as foreign language. The students were interviewed by email, whatsapp or facebook message.
25
After the data from the questionnaire obtained, all the data will be presented to the form of tables and charts. After that, the data were analyzed and compared with the interview results, to confirm the questionnaire answers according to what they experienced and felt. In other words, the answers is in accordance with the reality they experience
5. Drawing conclution
26
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter describes the findings of this study and elaborate the discussion for the finding. It is intended to answer the questions of the research. In finding, the researcher describes the result of the quistionnaire and interview.
A. Findings
This section presents the findings based on two objectives of this research that stated in chapter before. The data was then analyzed in order to give meaningful interpretation and draw interference about student learning process in English class.
1. Type of Anxiety Faced by The Students When They Learn English as a Foreign Language
Based on the graph below, it can be seen that all of samples experience nervous while learning English in class. Half of them are also feel worried because of the learning process or the result of learning process. While 28.9% of them feel fear when learning English in the class.
1.1.English For the Students
[image:38.420.70.382.124.399.2]Based on the survey, the majority of the sample stated that for them English is a foreign language. While the rest assume that English is the second language.
[image:39.420.71.374.68.458.2]
27
Figure 2 English for the student
But based on in-depth interviews, it is known that some interviewees have not quite understand the difference in second language with foreign languages. Acording to cambridge dictionary, second language is a language that a person can speak which is not the first language they learnt naturally as a child.1
The majority of Indonesians use Bahasa Indonesia as their second language and their respective regional languages as the first language, while English actually is still a foreign language. But 26,7% of the samples argue that English is the second language for them. Because their time is mostly spent on campus. While the learning process on campus majority using English language.
Some of them confused to distinguish their first and second languages, thus thinking English was a second language for them. Whereas in campus, they effectively speak English no more than 5 hours per day. However most of them feel not quite fluent in English. So the conclusion might be actually english is also still a foreign language for them, but they do not realize it.
1.2. The Cause of Language Anxiety
Many factors may cause anxiety in learning a foreign language. These factors can come from the means of learning, infrastructure, learning conditions, learning
28
[image:40.420.71.362.104.512.2]enviromen and many more. The following diagram is the result of a questionnaire that has been done on several students as a sample.
Figure 3 anxiety because of lack confidence during English class
[image:40.420.148.240.415.505.2]40% of the sample stated that they fairly often feel anxious because of lack confidence during English class. When the researcher asked the cause of their lack of confidence, most responded because they felt their friends were smarter than them or have more capability in speaking. Most of their classmate have previously studied English in Pare (the name of area where many famous English course were established). So they think their friends are smarter than them. So they fear of making mistakes in grammar when speaking, or to speak something that is not understandable or do something stupid. They are afraid that other student will laugh at them when they making mistakes. 42,9% respondents fairly often afraid of making mistakes in speaking or writing.
29
[image:41.420.68.373.152.520.2]On the other hand, only 20% of students that fairly often face problems with their peers or classmate when they learn English in class. While 13.3% among them confess never face the same problem. It seems their fears are not proven. Although many of them are inferior to their classmates, in fact only a small part who actually had an unpleasant incident with their classmates when they learn English, especially in class.
Figure 5 face problems with students peers or classmate when they learn English in their class
One of the problems that may arise because of students peers or classmate when they learn English in class is nervousness because their lecturer or their friend interrupting to correct their speaking. 33.3% fairly often nervous because of it. This often happens because they are not quite sure of their own language skills. But it could be the nervousness that causes messy or false speech.
30
[image:42.420.72.356.133.488.2]The exam is also one of the factor that can cause anxiety towards students. Some students feel their hearts beating very fast when facing an important test. All of the respondents felt that examination was important and they were often nervous about the result of their learning.
Figure 7 heart beating very fast during important exam for English subject
Exam is a way that is often used to determine student learning outcomes. Some students face the test nervously. While others may face it with ordinary feelings. The preparation might be done for a long time before the test. But sometimes the students have to face the exam without any prior preparation. Such as a quiz, or a sudden test. Like a surprise, some students might feel anxious during English Examination due to the lack of preparation. Look at the diagram below.
31
[image:43.420.71.364.155.472.2]Learning materials are the main supporting factors in teaching and learning process. Especially in learning a foreign language. More than half of the students in this research recognize that they fairly or very often feel anxious when they could not understand the material of English subject in their university. Difficulties in understanding the material is often still a scourge in learning a foreign language, especially learning English.
Figure 9 anxious when could not understand the material of English subject
32
Figure 10 failed to overcome anxiety when learning English in class
[image:44.420.69.365.56.417.2]Failure to deal with language anxiety ultimately has an effect on student learning outcomes. Many students do not get optimal learning outcomes because of this cases. Some students successfully apply their own tips and methods to deal with anxiety. But many of them also fail to apply it. Therefore anxiety experienced when learning English would affect the learning process and also the results.
Figure 11 anxieties when learning English in the classroom affects students learning outcomes
The following is the summary of the cause of language anxiety that find often experienced by the students based on the quistionnaire and interview:
a. Worry about making mistakes in language class. b. Affraid their language lecture choose them to speak up
or answer the questions.
33
d. Fear or hesitate in answering questions.
e. Lack of confidence because they feel their friends are smarter or better at language than themself.
f. Affraid don't understand what the teacher saying. g. Worried about grammar.
h. Panic when they have to speak without preparation in language class.
i. Worry about the result of the study.
j. Feel embarrassed when they have to volunteer for answering in language class.
k. Worry when they don't understand what the teacher is correcting.
2. Using Online Learning Activities to Reduce Student’s Anxiety in Learning English
[image:45.420.73.381.59.467.2]The findings in the diagram below indicating that 40% of students think that online learning does not affect their language anxiety. Only 6.7% difference from those who agree that online learning activity can help overcome their anxiety when they have to face English as foreign language. This result is quite surprising because in this digital era, it should be everything is easier with the internet access, smartphone and other electronic devices. All it should be able to facilitate students in learning because they do not need to always go out from their house to learn english.
Figure 12 online learning activities help the students overcoming their anxiety in learning English
34
admitted that the their nervousness they often experience is diminished or even less when they learn English by using online activity. But the device they have for online learning are often not enough. So that it becomes an obstacle that makes their anxiety increase. They are very comfortable in learning, but the
necessity to learn new technology makes them worry. “Will I be
able to operate the application used in learning, what if the campus wifi can not be used, slow or down? Or what if my computer suddenly broke down. Essentially they are actually comfortable in learning, but often uncomfortable with the necessities of the infrastructure used.
2.1.Things Students Usually Do to Reduce Language Anxiety
All the students that studied claimed experience anxiety in learning English, although with different levels of anxiety. They have a habit or suggestion for themselves to manage their anxiety as follows:
a. Listening music.
b. Watching English movies
c. Searching the interesting activities that have related with English.
d. Tray to have well preparation e. Read the material before the class
f. Asking friends, looking for the suitable materials g. Discussing the material with friends
h. Write or having note first, before speak up i. Reread the material after the class. j. Preparing well presentation k. Browse the material to the internet.
l. Talking to the mirror and Saying to themself that they have to be brave, believing themself, and must do their best.
m. Study much longer for the upcoming examination. n. Take a deep breath then try to focus.
o. Think positive.
35
r. Reciting basmalah and make sure that they are the master of English
Most of them argue that good preparation and self-belief are most influential on the decline of anxieties.
2.2.Students Opinion About Online Learning Activities The effectiveness of online learning activities is still pro and cons between students. They all have their own reasons and opinions. Here is a summary of some of the students' opinions:
a. Pro with online learning activities. - It's help me to overcome the anxiety.
- In my opinion, online learning activities make me feel comfortable because I am not face to face with my lecturer or my friends. So, I can think deeply before I speak/write something. Additionally I can overcome my anxiety.
- Online learning really helpful for me. but usually my lecture only give me task. I think it is better if the lecture give more explanation.
- Yes, It may help me.
- I fell that studying English by using online learning activities is interesting and challenging.
- Somehow it's really helpful with various resources. - I do like online learning activities, like peer-wise and schoology, because we can correct our sentences first before it's publicized. Or in pairwise, it's better I think because we can argue or comment or asking without afraid or other people's comment because it is anonym.
b. Contra with online learning activities
- Online learning just make me like a person that is rushed by the deadline
36
- I sometimes feel that the online learning activities require much more preparations. it may lead to the anxiety as I am afraid that I can't fulfill the preparations needed.
- I think it will make worse, because it will make me do not comment or participate online
- because teaching learning activities occured by communication, Especially if we teach English lesson. Language is habit. So I think online leraning is not effective for increasing students' skills. For me, being a good teacher is calling. We have to know about our students' softskill and their attitude.
c. Both pro and cont
- I think when we do online learning, It is still has negative and positive effects. The positive effect is I can develop my opinion to answer the tasks, but the negative one is I feel worry with my answer "Is it the correct answer?"
- online learning activities sometimes make me feel more comfortable in giving comments than inside the class. But online learning often make me feel worried about the deadline.
- Because online learning activity ruins my life the deadline makes me being not really learn regarding the material. I don't like online learning activities. - It has no effect maybe because I can use different
way to overcome my anxiety. B. Discussion
37
foreign language, and fear of embarrassing things happen to them. 2 Some of these causes are also found in this study.
This is inline with Horwitz, Horwitz and Cope in 1986 who characterized language anxiety based on three factors, which are communication apprehension, fear of negative evaluation and a general feeling of anxiety. 3 Of the three factors all affect the
students studied. But the most dominant is general feeling anxiety. Such nervous, worried, etc.
Actually online learning activities are very influential on the decrease in anxiety experienced by students whe
