AN ANALYSIS OF SPEAKING ANXIETY OF THE SIXTH SEMESTER STUDENTS AT ENGLISH LANGUAGE EDUCATION
STUDY PROGRAM OF UNISKA
Adhya Tri Wulandari¹ , Ratna² , Hengki³
¹English Language Education, 88203, Faculty of Teacher Training and Education
Islamic University of Kalimantan (UNISKA) Muhammad Arsyad Al-Banjari, 18210034
²English Language Education, 88203, Faculty of Teacher Training and Education Islamic University of Kalimantan (UNISKA) Muhammad Arsyad Al-Banjari,1105028002
³English Language Education, 88203, Faculty of Teacher Training and Education Islamic University of Kalimantan (UNISKA) 88203, Muhammad Arsyad Al-Banjari, 0031126901
E-mail : [email protected]
ABSTRACT
This study was conducted to find out what factors influence students' anxiety when doing speaking activities, and how they overcome these difficulties. Participants came from sixth- semester students of the Islamic University of Kalimantan majoring in the English study program. This study uses descriptive quantitative research methods. by using a questionnaire as a data collection instrument. From the questionnaires distributed, it shows that of the 5 aspects of speaking that must be mastered, 3 of them are the most difficult aspects and trigger concerns when learning speaking, 3 of which are: Vocabulary, Pronunciation and also Grammar. lack of vocabulary will make it difficult for them when they want to speak because few words are known, their speech becomes limited, many also feel reluctant to speak because they are embarrassed when they make mistakes in pronunciation, and think too much about whether the sentences they say are in accordance with the rules stated in grammar, the point is that they are too focused on thinking about mistakes. Then the researchers also got results about how they overcome this anxiety, some of them overcome it by diligently reading books or literature, even reading novels to get a lot of vocabulary, some also train and familiarize themselves by watching English films often, even listening to songs, some also like to practice speaking alone or find friends to practice speaking with, some students are able to overcome their anxiety well, by improving themselves and preparing themselves before class starts, and affirming themselves with positive words to convince yourself. provide space and opportunity for them to be free to express themselves. create an English speaking environment together so that they are accustomed to speaking activities and help them overcome their insecurities in speaking.
Keywords: Anxiety, Speaking anxiety, Aspects of speaking, Strategies.
INTRODUCTION
We know that Language is the main communication which is used by people all over the world. also, a tool to express something that comes to mind. Furthermore, Language, on the other hand, is a tool for us to engage and communicate. It helps us to deliver ideas, thoughts, concepts, and emotions. Language is the key to running our daily lives as social beings which certainly cannot be separated from interaction and communication. Communication activities play an important role in human life. we must understand the meaning of a language that we use daily.
As we realize now, English is one of the international languages which is taught and learned by people all over the world.
Undeniably, everybody knows that it is important for everyone who wants to gain access in the global era to learn and use English. Since English as an international language is used by many people around the world to communicate, communication probably occurs among people in the world to share information, ideas, or feeling. As an international language, English is regarded very important for everyone to learn. It occurs not only through oral (spoken) language but can also be conveyed through written language. In other words, English serves as a means of communication to make an international relationfships with other countries.
Moreover, in the era of international cooperation, they need both written and spoken English for communication.
Nevertheless, Bailey and Savage (Celce Murcia, 2001:103) stated, “Speaking in a second or foreign language has often been viewed as the most demanding of the four skills.” weanwhile, Byrne (1984:8) said,
“Communication involves four skills of
language; listening, speaking, reading, and writing skills. While the speaker has to prepare the message that will be conveyed inappropriate language, the listener should interpret the message appropriately.”
In developing countries like Indonesia, English has a vital role in all aspects of life. Realizing this fact, The Indonesian government has defined English as one of the subject curriculums in an Indonesian school to be taught to students of elementary school, students of junior and senior high schools even into a higher level such as University. Thus it is hoped that students will learn this language properly so that their abilities will improve which will be one of the most important things for their future. A good mastery of English will enable people to communicate in English fluently.
They will be able to express their ideas to others in more acceptable English and be able to understand the useful information spoken in English. In short, speaking is one of the important skills for the students to have, and it cannot be neglected because it plays an important role in communication. In learning English, four skills are needed to be mastered by the students. They are listening, speaking, reading, and writing. One of them is speaking, speaking is a productive skill.
Speaking is the skill that the students will be judged upon most in a real-life situation. It is an important part of everyday interaction and most often the first impression of a person is based on the students’ ability to speak fluently and understandably. Furthermore, Richard state
“speaking is one of the central elements of communication in EFL (English as a Foreign Language) teaching, it is an aspect that needs special attention and instruction”
Nevertheless, there must be always problems encountered in class, which is the
Cucu Sutarsyah. (2017) An Analysis of Student’s Speaking Anxiety and its Effect on Speaking Performance.
Don Byrne (1984), Teaching Oral English, by Longman Publishing Group.
Haryadi & Zamzani. (1996). Peningkatan Keterampilan Berbahasa Indonesia.
Yogyakarta: Depdikbud.
Haryadi, dan Zamzami,1996. Peningkatan Keterampilan Berbahasa Indonesia.
Jakarta: Departemen Pendidikan dan Kebudayaan.
Jack C Richards, Teaching Listening and Speaking, (New York: Cambridge University Press, 2008), p.21
Jack C. Richards And Willy A. (2002), Methodology in Language Teaching Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002), p. 210.
Jo McDonough and Christopher Shaw, Materials and Methods in ELT, (Melbourne: Blackwell Publishing, 2003)., p.157.
Mar Von Worde, Renee. 2003. Students Prespective of Foreign Language Anxiety.
Passer, Michael W. ,and Ronald E.Smith.
2004. Psychology: The Science of Mind and Behavior. New York:
McGraw Hill, p.787
Sadiq Tahir, Alizza Tabassum. (2019).
Mental Health, Anxiety and Depression Holistic Remedies.
Independently Published
Sugiyono. (2016). Metode Penelitian Kuantitatif, Kualitatif dan R&D.
Bandung: PT Alfabe
Tercan, G. & Keenan, D.(2015). EFL Students’ Speaking Anxiety: a Case from Tertiary Level Students.
International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal.
Thomas Allen Keller. (1972). The Relationship Between Different Levels of Trait Anxiety, Levels of State Anxiety and Performance on a Complex Discrimination Task in an Ego-threat and a Paint-threat Situation. New Mexico State University.
Von Worde, Renee Anne. An investigation of students' perspectives on foreign
language anxiety. George Mason University Pro Quest. Dissertations Publishing, 1998. 9828137.
Adi.2007.Investigating Studets Foreign Language Anxiety.
Malaysian Journal of ELT research.
vol 3.
Williams, Kenneth E. and Melvin R.
Andrade. 2008. Electronic Journal of Foreign Language Teaching. Vol 5.
Zheng and Cheng. Language Testing in Asia (2018), 8:13
