Title: Students' Foreign Language Anxiety in Speaking English
Abstract: ABSTRAK Agustin, Etania Adisi. 2017. Students' Foreign Language Anxiety in Speaking English. Sarjana's Thesis, Department of English, Faculty of Letters, Universitas Negeri Malang. Advisors: (I) Dr. Suharyadi, M. Pd, (II) Dr. Ekaning Dewanti Laksmi, M. Pd, M. A. Key Words: foreign language anxiety, speaking, ELT students Speaking in a foreign language can be an anxiety provoking situation for some people, without exception for ELT students who have been learning English for years and have teaching experience. Foreign language anxiety has long been an interesting topic to investigate. However, there is only little information of foreign language anxiety faced by ELT students in Indonesia, especially foreign language anxiety in speaking. This study aims to investigate: 1) ELT students' foreign language anxiety level, 2) their beliefs on factors affecting their foreign language anxiety in speaking, and 3) foreign language anxiety's influence to their teaching's decision as future teachers. This study was done using quantitative and qualitative approach. The subjects were 16 ELT students of English Department of Universitas Negeri Malang who had done teaching internship in schools. The data were obtained through distributing questionnaires and conducting interview. Two types of questionnaires were used in this study: TFLAS (Teacher Foreign Language Anxiety Scale) and FLCAS (Foreign Language Classroom Anxiety Scale). The questionnaires were used since it was proved to be reliable. TFLAS was used to investigate students' foreign language anxiety level as teachers. Meanwhile, FLCAS was used to investigate students' foreign language anxiety level as students. The findings of this study revealed that: 1) Most of the ELT students (63% from the result of TFLAS and 56% from the result of FLCAS) experienced low anxiety level. 2) Five factors were found to be anxiety provoking; they were fear of making mistakes, fear of forgetting vocabulary, fear of bad judgment, lack of confident, and perception of language proficiency. 3) Foreign language anxiety in speaking did not give significant influence to the students' teaching's decision as teachers to be. It can be concluded that most of the ELT students experienced low anxiety level, and the most anxiety provoking factor was fear of making mistakes. Although foreign language anxiety did not influence students significantly, it is important to give more attention to foreign language anxiety since it could give negative effect. Therefore, ELT students are expected to be aware of their foreign language anxiety and try to find suitable ways to cope with it while keep trying to improve their language proficiency. Meanwhile, English educators are expected to help students who seem to experience foreign language anxiety. They are also expected to create a stress-free class to provide relaxing environment for students to learn. The last, a suggestion is proposed for future researchers who are interested in conducting similar study. They are expected to conduct further research on foreign language anxiety with larger participants and broader interview questions.
Publication Year: 2017
Publication Date: 2017-09-25
Language: en
Type: article
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