View of An Analysis of Anxiety Speaking English in Online Learning using Zoom Cloud Meeting on EFL Students

332 | C o n f e r e n c e P r o c e e d i n g s

AN ANALYSIS OF ANXIETY SPEAKING ENGLISH IN ONLINE LEARNING USING ZOOM CLOUD MEETING ON EFL STUDENTS

Putri Oktarina

putrioktarina36@gmail.com

University of Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia

Anita Dewi Ekawati anita.dewieka@uhamka.ac.id

University of Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia

ABSTRACT

Zoom Cloud Meeting is an application that is widely used for online learning, this application makes it easy to communicate directly virtually. When online learning is taking place using the Zoom Cloud Meeting application, many students feel anxious about speaking. This is because when lecturers ask students, many do not respond and they are afraid to speak. This study aims to find out the factors that influence students’

anxiety when speaking through zoom meetings. In this study, researchers used a questionnaire adapted from McCroskey (1970). The respondents of this study consisted of 104 EFL students who were in around JABODETABEK. Then the data were analyzed using descriptive statistics through IBM SPSS Statistics 26. The results of this study are that more students experience feel anxiety and fear when speaking English through Zoom Meetings when learning online. The findings of this study are to encourage EFL students to speak English without anxiety and improve their speaking skills in public or online classes.

Keywords: Zoom Cloud Meeting, Online learning, Anxiety speaking

333 | C o n f e r e n c e P r o c e e d i n g s INTRODUCTION

Anxiety speaking English is one of the problems that arise while waiting for the online learning process, many students, especially EFL students, experience fear and anxiety when they are doing online learning. According to Horwitz et al (1986), most teachers and students strongly agree that anxiety is a major obstacle to speaking in other languages, and many approaches to foreign language teaching are recent. Liu (2007) stated that the reasons students experience speaking anxiety are fear of making mistakes, lack of vocabulary and practice, and low level of English proficiency among students.

During the COVID-19 pandemic in Indone^lsia, the^l gove^lrnme^lnt unde^lr e^lducation and culture^l made^l adjustme^lnts to de^lal with situations like^l this. In pre^lve^lnting the^l transmission of the^l COVID-19 virus, the^l gove^lrnme^lnt issue^ld circular le^ltte^lr numbe^lr 3 of 2020 re^lgarding the^l pre^lve^lntion of COVID-19 in e^lducation units. The^l gove^lrnme^lnt implement a distance^l le^larning syste^lm whe^lre^l stude^lnts do not ne^le^ld to physically come^l to school but can be^l done^l from home^l through various platforms to support the^l le^larning proce^lss. Howe^lve^lr, distance^l le^larning like^l this is fe^llt to have^l many obstacle^ls or we^lakne^lsse^ls in its imple^lme^lntation. According to Fojtik (2018), the^lre^l are^l se^lve^lral drawbacks re^llate^ld whe^ln it come^ls to distance^l le^larning, te^lache^lrs and stude^lnts have^l le^larning limitations and ne^le^lds as we^lll as ove^lrall safe^lty and te^lchnicality. In addition, it also raise^ls stude^lnts' anxie^lty about fore^lign language^ls (Piche^ltte^l, 2009). One^l of the^l fore^lign language^ls face^ld by stude^lnts is stude^lnts spe^laking skills.

Spe^laking is a form of communicating with othe^lrs, e^lspe^lcially for stude^lnts majoring in E^lnglish e^lducation who le^larn to always spe^lak E^lnglish in e^lve^lry le^larning proce^lss.

Se^lve^lral re^lse^larche^lrs conducte^ld re^lse^larch on the^l proble^lms that e^lxist in stude^lnts spe^laking through face^l-to-face^l le^larning. AlNakhalah (2016) found se^lve^lral difficultie^ls that stude^lnts e^lxpe^lrie^lnce^ld whe^ln spe^laking E^lnglish, lack of se^llf-confide^lnce^l, fe^lar of be^ling wrong, e^lmbarrasse^ld, and anxious. E^ll Naggar (2019) also found proble^lms whe^ln practicing spe^laking, name^lly in e^lxpre^lssing ide^las, grammar, vocabulary, pronunciation, and influe^lncing. Ratnasari (2020) saying that the^lre^l are^l four challe^lnge^ls in spe^laking name^lly lack of vocabulary, ne^lrvousne^lss, unsupportive^l e^lnvironme^lnt, and lack of grammar. Wahyuningsih & Afandi (2020) the^lre^l are^l proble^lms e^lxpe^lrie^lnce^ld by fore^lign language^l stude^lnts are^l a lack of vocabulary, lack of grammar, and incorre^lct pronunciation.

One^l of the^l me^ldia that supports the^l te^laching and le^larning proce^lss during a pande^lmic is to use^l a vide^lo confe^lre^lnce^l application, the^lre^l is Zoom Cloud Me^le^lting. Zoom Cloud Me^le^lting is a vide^lo- confe^lre^lncing application that he^llps stude^lnts and te^lache^lrs communicate^l with e^lach othe^lr. Zoom cloud is a tool for audio and vide^lo communication ove^lr a ge^lographically dispe^lrse^ld compute^lr and te^lle^lphone^l ne^ltworks (Lawson, Combe^lr-Hanshaw, 2010, p.295). In addition, communication through the^l Zoom Cloud Me^le^lting also include^ls e^lye^l contact, ge^lsture^ls, and the^l othe^lrs, this can incre^lase^l positive^l attitude^ls and motivate^l stude^lnts to le^larn the^l targe^lt language^l.

334 | C o n f e r e n c e P r o c e e d i n g s

Whe^ln le^larning is be^ling carrie^ld out through Online^l Le^larning using Zoom Cloud Me^le^lting, many stude^lnts are^l afraid or have^l anxie^lty about spe^laking whe^ln deal by the^l le^lcture^lr indire^lctly, the^ly do not imme^ldiate^lly re^lspond or answe^lr whe^ln the^l le^lcture^lr asks a que^lstion. It made^l me^l wonde^lr why stude^lnts whe^ln talking via Zoom Cloud Me^le^lting did not imme^ldiate^lly re^lspond or answe^lr, whe^lthe^lr it was due^l to signal proble^lms, lazine^lss to activate^l the^l un mute^l fe^lature^l, or fe^lar of spe^laking the^l wrong way.

The^lre^lfore^l, this re^lse^larch trie^ls to e^lxplore^l stude^lnt proble^lms in le^larning to spe^lak using Zoom. The^l purpose^l of this study was to find out what factors cause^ld stude^lnts to e^lxpe^lrie^lnce^l anxie^lty in spe^laking E^lnglish whe^ln online^l le^larning. The^lre^lfore^l, this re^lse^larch is motivate^ld by the^l re^lse^larch que^lstion :

RQ 1 : What factors cause^l fore^lign language^l stude^lnts to e^lxpe^lrie^lnce^l spe^laking anxie^lty whe^ln le^larning online^l through Zoom Cloud Me^le^ltings?

RQ 2 : What cause^ls stude^lnts to be^l anxious in re^lsponding to online^l le^larning through Zoom Cloud Me^le^ltings?

Fore^lign language^l anxie^lty is a fe^le^lling of te^lnsion or fe^lar associate^ld with a se^lcond language^l, including spe^laking, liste^lning, and le^larning (MacIntyre^l and Gardne^lr, 1994) cite^ld in Harada, E^lguchi, Moriya, and Suzuki (2017). It is important for students to be able to overcome feelings of tension in learning a second language. Wihastuti, Supriati & Jahriah (Widodo e^lt al 2017) Anxie^lty is a mood or affe^lctive^l disorde^lr which is ofte^ln characte^lrize^ld by de^le^lp fe^lar or worry.

Communication proble^lms play an important role^l in fore^lign language^l anxie^lty. According to McCroske^ly (1984) as cite^ld in Indrianty (2016), whe^ln the^lre^l is fe^lar in a communication, it can be^l anticipate^ld with othe^lr individuals be^lcause^l it is re^llate^ld to psychological constructs, that is, fe^le^llings of shame^l and sile^lnce^l. Horwitz, and Cope^l (1986) state^l that communication anxie^lty can be^l characte^lrize^ld by worry whe^ln communicating with othe^lrs. As quote^ld in Tati & Golingi (2016), Tse^lng (2012) said that pre^lse^lntation activitie^ls such as public spe^laking are^l the^l most fe^lare^ld activitie^ls for stude^lnts to spe^lak. Kondo and Yang (2004) state^ld in (2017) to re^lduce^l stude^lnts' spe^laking anxie^lty the^lre^l are^l five^l cate^lgorie^ls, the^lre^l are^l pre^lparation, re^llaxation, positive^l thinking, pe^le^lr thinking, and le^laving. Withdrawal is whe^ln stude^lnts do nothing to re^lduce^l the^lir anxie^lty.

According to (Bawanti & Arifani, 2021) spe^laking is a productive^l skill aime^ld at communication by e^lxpre^lssing thoughts and fe^le^llings orally. (Thornbury in Zyoud 2005) said that spe^laking re^lquire^ls the^l ability to collaborate^l in managing spe^laking turns be^lcause^l it is inte^lractive^l. Spe^laking has an inte^lractive^l nature^l, which me^lans that productive^l collaboration is ne^le^lde^ld to have^l gre^lat courage^l and confide^lnce^l in conve^lying me^lssage^ls to liste^lne^lrs and building good communication.

(Munthe^lr Zyoud 2016), E^lnglish le^larne^lrs are^l re^lquire^ld to have^l gre^lat courage^l and confide^lnce^l whe^ln spe^laking, be^lcause^l spe^laking is one^l of the^l productive^l skills that aims to conve^ly me^lssage^ls to liste^lne^lrs. (Fitriah & Muna, 2019), The problem that most often occurs in foreign language classes is when students express what is most often felt, namely anxiety in speaking and communicating in the target language. Spe^laking skills are^l ve^lry important for language^l le^larne^lrs to communicate^l

335 | C o n f e r e n c e P r o c e e d i n g s (Srinivas 2019). Spe^laking skills are^l also important in acade^lmic and profe^lssional situations such as e^lnte^lring school, se^lttling in a profe^lssion, and othe^lrs. Productive^l spe^laking skills aim to e^lxpre^lss our thoughts and fe^le^llings orally (Bawanti Arifani 2021). Spe^laking is an inte^lractive^l skill in conve^lying a me^laning that can be^l cle^larly unde^lrstood. This re^lquire^ls courage^l and confide^lnce^l so that it can produce^l good communication. Brown (2021) an inte^lractive^l proce^lss is one^l in which the^l proce^lss of spe^laking involve^ls, produce^ls, re^lce^live^ls, and proce^lsse^ls information into me^laning. To build a me^laning in communication be^ltwe^le^ln the^l spe^lake^lr and the^l liste^lne^lr, the^l spe^lake^lr produce^ls the^l me^lssage^l and the^l liste^lne^lr be^lcome^ls the^l re^lcipie^lnt of the^l me^lssage^l. The^l communication proce^lss re^lquire^ls at le^last 2 pe^lople^l be^lcause^l it cannot be^l done^l individually. A good spe^lake^lr must try to conve^ly ide^las cle^larly so that the^ly can be^l we^lll re^lce^live^ld as de^lsire^ld by liste^lne^lrs (He^lriansyah, 2012).

the^l most significant proble^lm in fore^lign language^l classe^ls is that stude^lnts ofte^ln e^lxpre^lss the^lir anxie^lty whe^ln spe^laking the^l targe^lt language^l (Fitriah & Muna, 2019). This anxie^lty be^lcome^ls an obstacle^l in spe^laking a fore^lign language^l.

According to (Mu’awanah e^lt al., 2021) Zoom is the^l most wide^lly use^ld vide^lo confe^lre^lncing platform in this pande^lmic e^lra, to conduct online^l me^le^lting or discussion confe^lre^lnce^ls with vide^lo.

Zoom is an application founde^ld by E^lric Yuan in April 2011. Zoom can be^l use^ld through the^l we^lbsite^l, Mac OS, Windows, IOS, and Android. According to Dinda Silviana De^lwi (2020), a tool for communicating using vide^lo that can be^l use^ld on mobile^l de^lvice^ls.

According to Ke^lvin (2020) in Kompas.com, zoom as a vide^lo confe^lre^lnce^l is commonly use^ld during online^l le^larning be^lcause^l the^l vide^lo and audio quality can be^l maintain e^lve^ln though the^l inte^lrne^lt conne^lction is unstable^l. Zoom Cloud Me^le^lting supports communication ne^le^lds anywhe^lre^l and anytime^l with many pe^lople^l without having to me^le^lt. The^l app can be^l e^lasily installe^ld on multiple^l de^lvice^ls such as; PC (Pe^lrsonal Compute^lr) with we^lbcam, Laptop with we^lbcam, and Android/iOS Smartphone^l.

Me^ldia is some^lthing that can provide^l a source^l of information to its re^lade^lrs. Me^ldia plays a role^l in the^l le^larning proce^lss be^lcause^l as a te^lchnology that conve^lys information me^lssage^ls that are^l use^ld for a le^larning purpose^l or physical me^lans to conve^ly conte^lnt / subje^lct matte^lr. Le^larning me^ldia affe^lct the^l succe^lss of te^lache^lrs in carrying out le^larning activitie^ls. The^l choice^l of me^ldia will also gre^latly impact the^l re^lsults re^lce^live^ld by stude^lnts, if the^l le^larning me^ldia make^ls it e^lasy and stude^lnts be^lcome^l inte^lre^lste^ld in continuing to le^larn to unde^lrstand the^l mate^lrial pre^lse^lnte^ld.

METHODOLOGY

In this study data was colle^lcte^ld through a que^lstionnaire^l which was de^lve^llope^ld and disse^lminate^ld online^l using Google^l Forms to facilitate^l distribution and targe^lt more^l participants to comple^lte^l it (Ningsih e^lt al. 2018). Re^lse^larche^lrs also poste^ld que^lstionnaire^l links on se^lve^lral social me^ldia

336 | C o n f e r e n c e P r o c e e d i n g s

platforms, WhatsApp, Instagram, and Twitte^lr. The^l targe^lt re^lsponde^lnts by using probability sampling as the^l te^lchnique^l. The^lre^l are^l 104 E^lFL stude^lnts from the^l E^lnglish de^lpartme^lnt in Indone^lsia who have^l or are^l curre^lntly using the^l Zoom Me^le^lting application in online^l le^larning from diffe^lre^lnt are^las, name^lly JABODE^lTABE^lK (90%) and non JABODE^lTABE^lK (10%). The^l most participants we^lre^l fe^lmale^l (N=78, 75.0%) and male^l (N=26, 25.0%).

A que^lstionnaire^l adapte^ld from McCroske^ly (1970). Pe^lrsonal Re^lport of Public Spe^laking Anxie^lty frame^lwork was use^ld to de^lte^lrmine^l the^l factors that influe^lnce^l spe^laking anxie^lty whe^ln doing online^l le^larning through Zoom Me^le^lting. The^l que^lstionnaire^l was validate^ld and has a Cronbach Alpha's Re^lliability score^l of 0.80. In this study data was colle^lcte^ld through a que^lstionnaire^l which was de^lve^llope^ld and disse^lminate^ld online^l using Google^l Forms to facilitate^l distribution and targe^lt more^l participants to comple^lte^l it (Ningsih e^lt al. 2018). The^l que^lstionnaire^l was conside^lre^ld re^lliable^l e^lnough to be^l use^ld in this study, from 34 ite^lms the^lre^l we^lre^l 8 ite^lms that we^lre^l invalid whe^ln the^l validity te^lst was carrie^ld out, the^lre^lfore^l the^l re^lse^larche^lr e^lliminate^ld the^l invalid ite^lms and the^l valid ite^lms be^lcame^l 26 ite^lms that we^lre^l re^lcomme^lnde^ld for use^l in this study.

FINDINGS AND DISCUSSIONS

The^l que^lstionnaire^l is divide^ld into 2 parts. The^l first part include^ls the^l re^lsponde^lnt's pe^lrsonal information, such as the^l re^lsponde^lnt's name^l, age^l, ge^lnde^lr, and domicile, the^ln the^l se^lcond part inve^lstigate^ls the^l factors that influe^lnce^l spe^laking anxie^lty whe^ln online^l le^larning using Zoom Me^le^lting.

Table 1.

Age of Respondents (Source: Author)

Table 2.

2,9

31,7

55,8

8,8

1

20 21 22 23 24

Age

337 | C o n f e r e n c e P r o c e e d i n g s Gender of Respodents

(Source: Author)

Table 3.

Region of Respodents (Source: Author)

75%

25%

Gender

Female Male

90%

10%

Region

Jabodetabek Non Jabodetabek

338 | C o n f e r e n c e P r o c e e d i n g s

Table 4.

Ite^lms An Analysis of Anxiety Speaking English in Online Learning Using Zoom Cloud Meting on EFL Students’

Strongly Disagre^le^l

(%)

Disagre^le^l (%)

Ne^lutral (%)

Agre^le^l (%)

Strongly Agre^le^l

(%)

1 While^l pre^lparing to spe^lak E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting, I fe^le^ll te^lnse^l and ne^lrvous

3.8 13.5 23.1 40.4 19.2

2 I fe^le^ll te^lnse^l whe^ln I se^le^l the^l words “spe^laking E^lnglish”

through Zoom Cloud Me^le^lting whe^ln online^l le^larning.

4.8 18.3 30.8 31.7 14.4

3 My thoughts be^lcome^l confuse^ld and jumble^ld whe^ln I spe^laking E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting.

2.9 19.2 19.2 45.2 13.5

4 Right afte^lr spe^laking E^lnglish in online^l le^larning, I fe^le^ll that I have^l had a ple^lasant e^lxpe^lrie^lnce^l.

1.0 6.7 21.2 47.1 24.0

5 I ge^lt anxious whe^ln I think about my spe^laking E^lnglish

coming up in online^l le^larning 3.8 15.4 20.2 44.2 16.3

339 | C o n f e r e n c e P r o c e e d i n g s through Zoom Cloud

Me^le^lting.

6 I have^l no fe^lar for spe^laking E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting.

2.9 26.0 32.7 25.0 13.5

7 Whe^ln the^l le^lcture^lr announce^ls for spe^lak E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting, I am fe^le^ll myse^llf ge^ltting te^lnse^l.

3.8 15.4 23.1 36.5 21.2

8 My hands tre^lmble^l whe^ln I am spe^laking E^lnglish trough

Zoom Cloud Me^le^lting. 7.7 24.0 23.1 33.7 11.5 9 I fe^le^ll re^llaxe^ld while^l

spe^laking E^lnglish through

Zoom Cloud Me^le^lting. 3.8 26.0 31.7 26.0 12.5 10 I ge^lt anxious if some^lone^l

spe^laks E^lnglish to me^l in online^l le^larning that I don’t know.

4.8 18.3 28.8 31.7 16.3

11 I face^l the^l prospe^lct of spe^laking E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting with confide^lnce^l.

1.0 10.6 37.5 37.5 13.5

12 I fe^le^ll that I am in comple^lte^l posse^lssion of myse^llf while^l spe^laking E^lnglish through Zoom Cloud Me^le^lting.

1.0 13.5 38.5 37.5 9.6

13 My mind is cle^lar whe^ln I spe^laking E^lnglish through

Zoom Cloud Me^le^lting. 4.9 22.3 32.0 31.1 9.7

340 | C o n f e r e n c e P r o c e e d i n g s 14 My he^lart be^lats ve^lry fast just

as I start spe^laking E^lnglish through Zoom Cloud Me^le^lting.

3.8 14.4 27.9 26.9 26.9

15 I e^lxpe^lrie^lnce^l conside^lrable^l anxie^lty while^l spe^laking E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting.

3.8 9.6 26.9 39.4 20.2

16 Some^l parts of my body fe^le^ll te^lnse^l and stiff whe^ln

spe^laking E^lnglish through Zoom Cloud Me^le^lting.

5.8 13.5 26.9 39.4 14.4

17 Re^lalizing that only a little^l time^l re^lmains in spe^laking E^lnglish through Zoom Cloud Me^le^lting make^l me^l ve^lry te^lnse^l and anxious.

3.8 12.5 34.6 32.7 16.3

18 While^l spe^laking E^lnglish through Zoom Cloud Me^le^lting, I know I can control my fe^le^llings of te^lnsion and stre^lss.

1.0 6. 7 31.7 44.2 16.3

19 I fe^le^ll comfortable^l and re^llaxe^ld in the^l hour or so just be^lfore^l spe^laking E^lnglish through Zoom Cloud

Me^le^lting.

3.8 16.3 33.7 26.0 20.2

20 Whe^ln I make^l a mistake^l while^l spe^laking E^lnglish, I find it hard to conce^lntrate^l on the^l parts that follow.

2.9 13.5 23.1 43.3 17.3

341 | C o n f e r e n c e P r o c e e d i n g s 21 I fe^le^ll anxious whe^ln the^l

le^lcture^lr announce^ls the^l date^l and time^l for spe^laking E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting.

5.8 19.2 26.0 33.7 15.4

22 During critical spe^laking E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting, I e^lxpe^lrie^lnce^l a fe^le^lling of he^llple^lssne^lss building up inside^l me^l.

2.9 13.5 27.9 40.4 15.4

23 I have^l trouble^l falling asle^le^lp the^l night be^lfore^l spe^laking E^lnglish through Zoom Cloud Me^le^lting.

14.4 26.9 26.0 19.2 13.5

24 My he^lart be^lats ve^lry fast while^l I pre^lse^lnt my spe^laking E^lnglish in online^l le^larning trough Zoom Cloud Me^le^lting.

6.7 12.5 24.0 39.4 17.3

25 I fe^le^ll anxious while^l waiting to spe^laking E^lnglish through

Zoom Cloud Me^le^lting. 4.8 11.5 25.0 45.2 13.5

26 While^l spe^laking E^lnglish via Zoom Cloud Me^le^lting, I be^lcame^l so ne^lrvous that I forgot what I wante^ld to talk about ne^lxt.

9.6 11.5 29.8 29.8 19.2

342 | C o n f e r e n c e P r o c e e d i n g s

The^l first cate^lgory is spe^le^lch anxie^lty. Most stude^lnts agre^le^l (40.4%) fe^le^ll te^lnse^l and ne^lrvous whe^ln pre^lparing to spe^lak E^lnglish in line^l le^larning While^l pre^lparing to spe^lak E^lnglish in online^l le^larning through Zoom Cloud Me^le^lting, I fe^le^ll te^lnse^l and ne^lrvous. Afte^lr that, (31.7%) stude^lnts agre^le^l that the^ly fe^le^ll te^lnse^l whe^ln the^ly se^le^l the^l word must be^l in E^lnglish whe^ln le^larning online^l. E^lve^ln whe^ln it come^ls to spe^laking E^lnglish in online^l le^larning, (45.2%) stude^lnts agre^le^l, the^lir minds be^lcome^l confuse^ld and jumble^ld. Howe^lve^lr, (47.1%) of stude^lnts afte^lr spe^laking E^lnglish in online^l le^larning fe^llt that the^ly had a ple^lasant e^lxpe^lrie^lnce^l. Stude^lnts fe^le^ll anxious about the^lir E^lnglish spe^laking skills in online^l le^larning (44.2%). Me^lanwhile^l, (32.7%) stude^lnts have^l no fe^lar whe^ln spe^laking E^lnglish in online^l le^larning. Howe^lve^lr, (44.2%) stude^lnts e^lxpe^lct to be^l able^l to spe^lak E^lnglish in online^l le^larning.

The^lre^l are^l as many as (36.5%) stude^lnts who agre^le^l that whe^ln the^l le^lcture^lr announce^ls to spe^lak E^lnglish in online^l le^larning the^ly fe^le^ll afraid and te^lnse^l which cause^ls the^lm not to re^lspond to what the^l le^lcture^lr says. Although in online^l le^larning, (33.7%) stude^lnts agre^le^l that the^lir hands are^l shaking whe^ln the^ly are^l about to spe^lak E^lnglish and (31.7%) choose^l ne^lutral whe^ln the^ly fe^le^ll re^llaxe^ld whe^ln spe^laking E^lnglish via Zoom.

Fe^le^lling anxious whe^ln some^lone^l spe^laks E^lnglish in online^l le^larning, stude^lnts fe^le^ll ne^lutral and agre^le^l to be^l in the^l same^l score^l (37.5%). Confide^lnt whe^ln spe^laking E^lnglish in online^l le^larning, stude^lnts choose^l ne^lutral (38.5%). Think cle^larly whe^ln spe^laking E^lnglish in online^l le^larning (31.7%) stude^lnts choose^l ne^lutral. As for those^l who fe^le^ll the^lir he^lart be^lating faste^lr whe^ln spe^laking E^lnglish in online^l le^larning, the^l most are^l ne^lutral (27.9%), while^l agre^le^l and strongly agre^le^l (26.9%). E^lxpe^lrie^lncing conside^lrable^l anxie^lty whe^ln spe^laking E^lnglish (39.4%). Whe^ln spe^laking E^lnglish, some^l parts of the^l body are^l te^lnse^l and stiff (39.4%). The^l limite^ld time^l whe^ln spe^laking E^lnglish via Zoom make^ls the^lm ve^lry te^lnse^l and anxious, stude^lnts choose^l ne^lutral (34.6%). (44.2%) stude^lnts agre^le^l that the^ly can ove^lrcome^l te^lnsion and stre^lss whe^ln spe^laking E^lnglish. (33.7%) stude^lnts choose^l ne^lutral be^lcause^l not all fe^le^ll comfortable^l and re^llaxe^ld whe^ln spe^laking E^lnglish via Zoom.

Stude^lnts fe^le^ll anxious whe^ln the^l le^lcture^lr announce^ls the^l date^l and time^l to spe^lak E^lnglish via zoom (33.7%). The^l thing that scare^ls me^l whe^ln spe^laking E^lnglish is whe^ln I make^l mistake^ls and it's hard to conce^lntrate^l on the^l ne^lxt se^lctions (43.3%). Whe^ln spe^laking critically in E^lnglish, (40.4) stude^lnts agre^le^l be^lcause^l the^ly e^lxpe^lrie^lnce^l fe^le^llings of he^llple^lssne^lss within the^lmse^llve^ls. Having trouble^l sle^le^lping the^l night be^lfore^l the^l ne^lxt day the^ly will spe^lak E^lnglish in online^l le^larning, (26.9%) choose^l le^lss agre^le^l and (26.0%) choose^l ne^lutral, which me^lans that spe^laking E^lnglish has no e^lffe^lct on the^lir sle^le^lp quality.

His he^lart be^lats fast whe^ln he^l is spe^laking E^lnglish in online^l le^larning (39.4%). Fe^le^lling anxious whe^ln waiting for the^lir turn to spe^lak E^lnglish in online^l le^larning (45.25%). Spe^laking E^lnglish via Zoom make^ls you ne^lrvous so you forge^lt what you want to talk about ne^lxt, have^l the^l same^l score^l, name^lly ne^lutral and agre^le^l (29.8%).

343 | C o n f e r e n c e P r o c e e d i n g s From the^l que^lstionnaire^l, it can be^l se^le^ln that oral E^lnglish proficie^lncy is a source^l of anxie^lty for stude^lnts (Yaikhong & Usaha, 2012), e^lve^ln for many te^lache^lrs (Liu & Wu, 2021). It was found that E^lnglish spe^laking anxie^lty in stude^lnts was mostly associate^ld with spoke^ln E^lnglish ability. As for the^l anxie^lty for stude^lnts is the^l fe^lar of mistake^ls spoke^ln in E^lnglish, also afraid of the^l re^lsponse^l of frie^lnds and le^lcture^lrs who he^lar it.

Othe^lr factors can also influe^lnce^l, name^lly stude^lnts are^l afraid of be^ling wrong and e^lmbarrass the^lmse^llve^ls in front of othe^lr stude^lnts. The^l ne^le^ld to be^l right without fault as we^lll as fe^lar are^l e^lle^lme^lnts of anxie^lty that are^l influe^lnce^ld by se^lve^lral characte^lristics of e^laste^lrn culture^l (Che^lng, 2000). Anothe^lr re^lason is that the^ly fe^le^ll othe^lr stude^lnts are^l supe^lrior and compare^l the^lmse^llve^ls with othe^lr stude^lnts which cause^ls stude^lnts to fe^le^ll anxious whe^ln aske^ld to spe^lak in online^l le^larning, e^lspe^lcially E^lnglish.

(Be^lkle^lye^ln, 2004; Young, 1991) found stude^lnts to be^l more^l ne^lrvous whe^ln comparing the^lmse^llve^ls to othe^lrs. This study was also found in pre^lvious re^lse^larch (Rattine^l-Flahe^lrty, 2014) which found that stude^lnts lack confide^lnce^l in the^lir own skills to conve^lying me^lssage^ls we^lll in public spe^laking situations be^lcause^l the^ly we^lre^l afraid that the^lir pe^le^lrs would judge^l the^lm ne^lgative^lly, and the^ly fe^le^ll alie^lnate^ld.

CONCLUSION

Base^ld on the^l re^lsults of re^lse^larch on a numbe^lr of JABODE^lTABE^lK and NON JABODE^lTABE^lK stude^lnts, e^lspe^lcially in spe^laking E^lnglish in online^l le^larning using Zoom. It was found that stude^lnts had anxie^lty and fe^lar whe^ln re^lquire^ld to spe^lak E^lnglish in online^l le^larning. But the^lre^l are^l also those^l who fe^le^ll re^llaxe^ld whe^ln the^ly are^l re^lquire^ld to spe^lak E^lnglish in online^l le^larning. E^lnglish spe^laking skills in stude^lnts should be^l traine^ld fre^lque^lntly in orde^lr to gain se^llf-confide^lnce^l. Through this re^lse^larch, this re^lse^larch is e^lxpe^lcte^ld to motivate^l E^lFL stude^lnts to be^l able^l to practice^l spe^laking E^lnglish a lot in orde^lr to be^l able^l to spe^lak in public or in online^l classe^ls. Le^lcture^lrs can also e^lncourage^l the^lm to be^l willing to spe^lak in online^l le^larning using Zoom, such as asking about the^l le^larning mate^lrial be^ling discusse^ld or giving assignme^lnts that can improve^l the^lir E^lnglish spe^laking skills.

REFERENCES

Al Nakhalah, A. M. M. (2016). Proble^lms and difficultie^ls of spe^laking that e^lncounte^lr E^lnglish language^l stude^lnts at Al Quds Ope^ln Unive^lrsity. Inte^lrnational Journal of Humanitie^ls and Social Scie^lnce^l Inve^lntion, 96-101.

Bawanti, P. K. D., & Arifani, Y. (2021). The^l Stude^lnts’ Pe^lrce^lptions of Using Zoom Application on Mobile^l Phone^l in Improving Spe^laking Skills During Online^l Le^larning at Ban Loe^liwangsai School, Loe^li Province^l, Thailand. Journal of E^lnglish Te^laching, Lite^lrature^l, and Applie^ld Linguistics, 5(1), 54.

https://doi.org/10.30587/je^ltlal.v5i1.2212