Advisor 1: Risnawati,M.Pd Advisor 2: Anita, M.Hum Banyak pelajar EFL Indonesia menunjukkan kecemasan saat berbicara
A. Theoretical Review
2. Speaking Anxiety
language (unofficial words, idiomatic expressions, and gestures that are more suitable for speaking than writing), rate of delivery (speaking at the appropriate speed), English pronunciation and (stress, rhythm, and intonation), the presence of which is required to apply language acquisition. In short, an English language user must comprehend how native speakers act and speak in addition to understanding the grammatical item. Adequate practice is required for this. The exercise should allow him/her to improve his/her speaking abilities.
(English & Volume, 2018, p. 5). (Huda & Ma’mun, 2020, p. 45) Anxiety has been defined as Worry, discomfort, disquieting, disquietude, and inquietude are synonyms. Another interpretation is provided by (Suleimenova, 2013, p. 1860) Anxiety is described as a state of mental discomfort or uneasiness caused by a dread of danger or disaster. All of these descriptions imply that it is a sensation that is closely related to a psychological system of persons who are experiencing sentiments that are above what they would normally be experiencing.
Anxiety is restricted to language learning conditions; it falls within the umbrella of ordinary anxiety reactions.
Psychologists use the phrase specific anxiety reaction to separate persons who are nervous in all situations from those who are only uncomfortable in some situations excited in certain situations.
Researchers have identified a number of anxieties, such as those related to schoolwork such as taking exams and with academic subjects such as math or science. Anxiety is frequently connected with language learning, according to second language scholars
and theorists. Anxiety is widely recognized as a significant barrier to overcome in learning to speak another language, and several modern techniques to foreign language instruction, such as community language learning and suggestopedia, are deliberately aimed at minimizing anxiety in learners. The Those involved in language learning and teaching should thus be able to identify the symptoms and repercussions of foreign language anxiety. (Horwitz.K et al., 1986, p. 125)
Recent study in the subject of linguistics EFL has revealed three types of anxiety: trait anxiety, situation-specific anxiety, and state anxiety. as stated by (Surg, 2017, p. 347), Trait anxiety is a more persistent anxiety, whereas state and situation-specific anxiety are reported about a specific event or situation. Trait anxiety is described as a general inclination to feel worried in any setting, whereas state anxiety can arise at any time and in any situation with accompanied bodily symptoms including such sore throat, sweaty palms, and a quicker heart rate. (Naser Oteir &
Nijr Al-Otaibi, 2019, p. 309) noted that situation-specific anxiety,
like trait anxiety, is stable over time, but it may not be constant across contexts Language anxiety falls under the heading of situational anxiety (Zhu & Juan-Garau, 2001, p. 3).
According to (Hanifa, 2018, p. 230), everal students in the language classroom experience language anxiety. Language phobia is described by (Sener, 2015, p. 875) as a different set of self-perceptions, attitudes, sentiments, and actions related to classroom language acquisition that arise as a result of the uniqueness of the language learning process Likewise, (Khajavy et al., 2018, p. 605) Language anxiety is described as the worry and negative emotional reaction that arises with learning or utilizing a second language. Language anxiety was classified into three types by (MacIntyre & Gardner, 1994, p. 283) : 1) to offer teachers information about the nature of anxiety, three types of anxiety were identified: Communication anxiety, test anxiety, and dread of poor evaluation are all examples of anxiety disorders.
Communication apprehension was categorized as a form of feelings of inadequacy distinguished by a fear of or worry about
communicating with others, test anxiety as a type of performance anxiety stemming from a fear of failure, and fear of negative evaluation as anxiety about those other people's evaluations, avoidance of evaluative situations, and expectations that others would evaluate negatively.
Over the years, foreign language instructors have postulated that anxiety impacts foreign language learning learning. According to (Teimouri et al., 2019, p. 10) Language anxiety will have a negative impact on learners' proficiency unless it is addressed correctly. Foreign language anxiety plays an important role in developing L2, acquisition theories, and teaching approaches, and it has piqued the interest of many scholars working in the field of L2 acquisition and teaching. As a result, various research has looked into the relationship between anxiety and achievement. On the one hand, the majority of these studies discovered a negative relationship between anxiety and achievement.
On the other hand, a few of them came to the conclusion that there is a positive relationship between them (Nikoopour et al., 2015, p. 9). These research on anxiety reached inconclusive outcomes, due in part to the complexities of the language learning process and in part to differences in the tools employed to quantify its effect.
(Liu, 2006, p. 301) conducted a study with three distinct competence levels of Chinese undergraduate non-English majors Liu concluded from the findings that in the Oral English test, more than one-third of the pupils in each group showed nervousness. Students who were more adept tendency to be less concerned When responding to the speaker and presenting privately in front of the class, the students were the most nervous, but they were also the least nervous when working in pairs and even less anxious when speaking in front of the class. Females had higher anxiety levels than men, according to the final grade of 948 university students learning English in Korea; yet, females and students with high anxiety had higher grades than males and
students with low anxiety. As a result, that is worth noting that anxiety had a part in language learning. Another study was carried out by (Becker et al., 2015, p. 50) The association between foreign language anxiety and English speaking proficiency among primary pupils was explored. 86 elementary school pupils were given the FLCAS and 15 open-ended questions. Anxiety was found to be a significant source of poor performance, decreased learning motivation, and interference with the learning process. As a result, It was discovered that there was a link between participants' anxiety and their English speaking performance. In terms of English learning anxiety and English speaking proficiency, there was a considerable gender difference. Furthermore, Among anxiety factors, speech anxiety had the highest mean score, while fear of making mistakes had the lowest.
Language In foreign language schools, anxiety has been found as a common emotional reaction. (Desta, 2019, p. 83) Foreign language anxiety is described as a sensation of stress and
concern associated with explicit second or foreign language circumstances such as speaking, listening, and learning, or the fear and unwanted emotional reaction elicited by learning or using a second or foreign language. more precisely,(Nilsson, 2019, p. 5) Foreign language anxiety, according to the definition, that complicated psychological concept that deals with pupils' sentiments, self-esteem, and self-confidence. Similarly, (Memon, 2016, p. 5) anxiety is described as the psychological stress that a student has while undertaking a learning task. Foreign language anxiety, as defined in this study, refers to students' sentiments of insecurity and fear when speaking in public. As a result, language anxiety appears to have a substantial impact on students' success or failure in EFL learning.
a. Types of Language Anxiety
(Tran, 2012, p. 69) " communication apprehension, exam anxiety, and dread of unfavorable evaluation" were recognized as three types of Anxiety about foreign languages Communication apprehension is a
sort of shyness that is distinguished by apprehension or fear of speaking to others. Test anxiety is a type of performance anxiety that students who are terrified of failing suffer. Fear of negative evaluation is characterized as worry about other people's opinions, avoidance of evaluating situations, and the feeling that others will assess you negatively oneself.
b. Disadvantages of Anxiety
Foreign language anxiety, according to researchers, has a wide range of potential negative impacts on foreign language learning. Due to language anxiety, (Indrianty, 2016, p. 28) stated that sometimes students show their unwillingness to communicate with others in the target language. Thus, students with speaking anxiety face difficulties in acquiring the language whereas they have learned English for a long time. According to (Şenel, 2016, p. 219) language anxiety is considered to be an effective hindrance toward second language acquisition.
(Tran, 2012, p. 70) also identified that anxiety is conceptualized as a specific anxiety response toward a language learning situation. (Amal Shehadeh AlNatour, 2018, p. 5) Additionally, when pupils have linguistic anxiety, they may experience rapid heartbeat, muscle tension, dry lips, and excessive sweat. It also has an effect on various psychological symptoms such as humiliation, powerlessness, fear, and turning blank. And there is what causes anxiety in speaking English below:
a. Lack of Knowledge
Most likely due to In Indonesia, there is a dearth of exposure to spoken English. As a result, language learners find it difficult to practice their English in a natural setting situation. Most students only practice English in class on occasion. Having a very tight time frame the vast the vast bulk of them never utilize in of the classroom. Lesson because they didn’t live in an
environment this requires them to communicate in English in their everyday lives.
b. Less of vocabulary and grammar
Students' capacity to communicate in English has been hampered by a lack of English proficiency.
Especially for students studying English as a second language. Vocabulary is a common issue for English learners in Indonesia. It is logical that a restricted vocabulary would cause someone to feel concerned and decide to remain calm during a classroom speaking activity. People will be unable to communicate unless they have adequate lexical resources.
c. Mispronunciation
In addition to the grammatical difficulty, anxiety arises as a result of their concern about their lexical resources and poor pronunciation. Some individuals claimed a lack of language. They were afraid to speak up
in case they couldn't keep the conversation going because of their limited vocabulary. At the same time, they were concerned that they would be unable to pronounce words like a native English speaker.
d. Feel Nervous and Shy
Humans are essentially homo-sapiens who interact and affect one another. Favorable comments will result in positive outcomes. Negative feedback, on the other hand, will have a negative impact. Negative feedback from friends and teachers has clearly revealed that it has caused negativity toward students' physiological state of being throughout class in the context of this study. This conclusion means that teachers must create a good environment during their lessons, for example, by strictly enforcing a "no-bullying policy." This method would assist teachers in creating a good educational environment, which would lessen students' speaking fear.