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This study is sought to discover the English speaking anxiety factors in class of internship students and to investigate the students’ efforts to cope the problems. This research applied qualitative method in addition research subjects were 30 English internship students of Universitas Syiah Kuala in 2015. The data were collected through questionna...
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Context 1
... accordance with the psychological factors, the students were anxious and fear of not understanding or misunderstanding the teacher's questions or tasks (Timina, 2015). It was shown from the chosen questionnaire statements of Q1 and Q10 (Table 2). Afterwards, the educational factors were having bad performance on speaking skill aspects such as inaccurate of fluency, inappropriate of vocabulary, the application of grammar rule, insufficient material preparation and poor of pronouncing words. ...Context 2
... the educational factors were having bad performance on speaking skill aspects such as inaccurate of fluency, inappropriate of vocabulary, the application of grammar rule, insufficient material preparation and poor of pronouncing words. Those were shown from the chosen questionnaire statements of Q3, Q6, Q8, Q9 and Q15 (Table 2). ...Similar publications
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Citations
... As pronunciation matter, the ESP students start to worry mispronouncing the word and boost their speaking anxiety. If the words are pronounced incorrectly, it will lead to confusion as different pronunciation could lead to different meaning (Muslem et al., 2019). Besides, having lack of proper pronunciation also makes the students worry of being laughed by their peers in the classroom. ...
... Similar to pronunciation difficulty, having lack of grammar mastery also makes the students speak unclearly during their performance. Without applying the proper grammar rule, the utterances may lead to misunderstanding between the students and the teacher (Muslem et al., 2019). This kind of situation was admitted influencing their speaking anxiety and makes them having pauses for several times to re-structure their utterances. ...
Speaking in a foreign language becomes a challenge for many students, including ESP students. In ESP class, the students learn English for specific context related to the professional fields. Thus, having anxiety in the English class could affect their future performance in their future job. The current study seeks for insight on identifying speaking anxiety awareness among ESP students through self-reflection. The students are required to describe on of the tourist attraction in front of the class and have a self-reflection on their performance. With the total of 15 male and 15 female students, the study applied a qualitative study with case study design. The data were collected through classroom observation, questionnaires, and interview. The data were triangulated and analyzed through data condensation, data display, and conclusion drawing. As a result, the male students tend to have speaking anxiety than the female students. Based on the male students’ perceptions, pronunciation difficulty, lack of grammar comprehension, lack of vocabulary mastery, and lack of confidence become the cause of the speaking anxiety, while the female students have lack of practice, nervousness, and pronunciation difficulty as the problem. Thus, it is suggested the English lecturer to provide more practice on language system, such as grammar, vocabulary, and pronunciation to shape students’ comprehensibility on English. Also, the ESP students need to have extensive speaking practice to boost their confidence in speaking in front of the class.
... Tavakoli and Zarrinabadi (2018) believe that instead of explicit corrective feedback, teachers who provide implicit feedback to their students help improve their ability to use the second language (L2) and their WTC. Muslem et al. (2019) contend that in order for L2 speaking learning environments to be effective, a culture of consistent positive feedback, praise, and a welcoming environment must be fostered. This method seeks to the greatest extent feasible to increase learners' proficiency, confidence, and motivation in learning the target language. ...
This research paper delves into the origins of English as a Foreign Language (EFL) speaking anxiety in Moroccan secondary school students and offers potential remedies to reduce or prevent its occurrence, with a particular emphasis on encouraging a willingness to speak. The study involved 37 secondary school teachers who completed a questionnaire regarding their strategies to mitigate speaking anxiety and promote communication willingness among Moroccan EFL secondary school students. The data was collected and analyzed using SPSS. The findings reveal that anxiety stems from various factors, including linguistic issues (such as limited vocabulary, grammar challenges, and fluency), personal factors (such as learner personality and motivation), and teacher-related factors (including feedback quality and classroom activities). Moreover, the research suggests that teachers should prioritize strategies like providing positive feedback, offering praise, and incorporating collaborative work or task-based learning to reduce students’ EFL speaking anxiety. Additionally, teacher participants proposed additional strategies focused on a variety of activities and methods to foster a welcoming classroom atmosphere.
... Therefore, gradual positive speaking learning environments, as well as immediate moral support, are deemed crucial owing to the fact that these learners will be able to confidently express their verbal words in the presence of others. All these aboveexplained means are in line with Muslem et al., (2019) belief that continuous positive responses, appraisals, and atmosphere need to be nurtured in L2 speaking learning vicinities in order to maximize learners' communicative target language learning competencies, confidence, and motivation into the utmost levels. Moving forward to the performance factor, globalized language teachers are strongly prompted to be more conscientious in selecting speaking learning that directly impacts their learners' speaking performances. ...
During the taxing L2 communicative enterprises undergone by Indonesian EFL learners, language teachers are heavily instigated to erect a more critical standpoint in picking up the most appropriate speaking learning approaches, strategies, and activities working best for the entire learners. This document analysis study was run to profoundly investigate 20 previous foreign language-speaking anxiety literature concerning the contributing factors and probable strategies that can potentially alleviate this psychological phenomenon. Two alleviating foreign language speaking anxiety strategies were proposed as follows: (1) The internalization of more innovative L2 speaking learning activities and (2) The existence of more enjoyable L2 speaking learning circumstances. At the end of the subsection, the researcher expectantly hoped prospective Indonesian EFL speaking learning experts, practitioners, policy-makers, and educationalists to promote a more positive speaking classroom atmosphere, constant speaking learning guidance, and various contextual speaking learning materials to progressively minimize learners’ foreign language speaking anxiety as well as foster their L2 communicative competencies into a greater level.
... Ekşi & Yakışık (2016) stated that these trainee teachers encountered anxiety and worry during practicum training and resulted in negative physical effects such as heart palpitations and psychological unstable. In addition, the anxiety of trainee teachers also evidently increased when they had to teach and speak in front of the class because they are worried about the consequences if they made mistakes (Muslem, Fata & Inayatullah, 2019). Thus, the researcher decided to conduct a study to examine the level of anxiety of trainee teachers focusing on the anxiety issue. ...
This study was to examine the reliability of the questionnaire on the level of anxiety of trainee teachers during teaching training courses and implementing face-to-face and blended Teaching and Learning (PdP) sessions during the Covid-19 pandemic. The study sample involved 10 respondents consisting of students of Bachelor of Science with Education (Sports Science). The instrument was modified from the Beck Anxiety Inventory (BAI). This instrument has also been validated by two experts. The collected data will be analyzed using Cronbach's Alpha reliability tests. The results of the study found that the item reliability value for face-to-face teaching type respondents was 0.96 while the item for blended learning type respondents was 0.93. Based on the Cronbach's Alpha value, it is good and shows that each item has a high reliability value. Therefore, this modified questionnaire instrument is suitable and can be used to study the level of anxiety of trainee teachers during teaching training courses and implement face-to-face and blended Teaching and Learning (PdP) sessions during future Covid-19 pandemics in schools.
... Speaking is an important skill to learn if you want to communicate effectively in a foreign language because communication is impossible without speech (Feng & Liu, 2021;Liyana & Kurniawan, 2019). A lack of vocabulary is also an impediment for students in conveying conversation in English and other students sometimes mock other students when they try to speak in English causing students not to dare to practise speaking English in class (Meinawati et al., 2020;Muslem et al., 2019). As a result, these factors have a significant impact on students' importance in improving their ability to speak English at school. ...
... Studies on students' fluency in speaking English increased significantly by using YouTube videos, rising from a mean score of 21.50 to 27.00 (Karimy & Pishkar, 2017;Muslem et al., 2019), The language utilized is also very simple to acquire and grasp rapidly. The vocabulary score went up from 23 to 31.25. ...
Technology expands students' opportunities for authentic interaction with native speakers and other language learners at various levels, both inside and outside of the classroom. The purpose of this research is to examine an improvement in students' speaking skills in terms of fluency, vocabulary, grammar, pronunciation, and accuracy by using English YouTube videos, as well as the impact on students' speaking skills with a civil and non civil servant's family background in rural school. In this study, a quantitative method with a true experimental design was used, and a total of N=90 students participated, with N=50 students chosen using purposive sampling from two different classes to serve as samples. The instrument for the study included tests, a pre-test, and a post-test. The data was then analysed statistically to determine the results of the given pre-test and post-test. The average score increased after the post-test in terms of receiving results in terms of improving students' English speaking. Accuracy turned out to be one of the most important aspects of speaking that improved markedly. It means that students learned from native speakers through English YouTube videos, and their accuracy has enormously improved as a result. Meanwhile, students from civil servant families scored 95 on the post-test, while students from non-civil servant families scored 92.5. It was discovered that there is only a minor difference in improvement between civil and non-civil servant students' backgrounds. Teachers should consider using authentic English YouTube videos in the classroom to assist children of their English speaking skills.
... The decrease in motivation due to social loafing and free-riding behavior carried out by group mates can further cause students who contribute actively to experience the sucker effect . That is, a condition in which individuals refuse to work optimally because they know that other members are also not giving maximum effort (Abele & Diehl, 2008;Muslem et al.,2019) . ...
Cooperative learning has a long history in higher education, dating back thousands of years. Small groups are used in particular so that students can maximize their own and each other's learning. Cooperative learning, on the other hand, is more than just putting students in groups; it also involves adding fairness and engagement into the group learning process. At Universitas Syiah Kuala, this study sought to determine the impact of free riding and social loafing on a group conversation. Using a genuine experimental design, a total of N=70 people were separated into one experimental class and one control class. The results revealed between the experimental group and the control group than in the experimental group, the subjects tended to rate and be judged by their group peers as optimum contributors (SCI = 1). This SCI of 1 means that group members contribute as they should, nothing more and nothing less. This indicates the absence of social loafing and free riding.
