Language Anxiety Experienced by English Department Freshmen of Wijaya Kusuma University Surabaya (original) (raw)
Related papers
2014
This research is focused on the main types of foreign language anxiety that second semester students and sixth semester students have and the main sources of their foreign language anxiety. To gather the data, this research uses questionnaire. The methods that are use to analyze the questionnaire are descriptive statistical analysis and content analysis. Descriptive statistical analysis is used to measure the scale of foreign language anxiety and to find out the types of students’ foreign language anxiety. Then, the second method is content analysis which is used to investigate the main sources of students’ foreign language anxiety. The result of this research shows that both of second and sixth semester students feel anxious when learning English in the classroom. Although both of them feel anxious when learning English in the classroom, they do not share the same main types of foreign language anxiety. Meanwhile, the sources of their foreign language anxiety were identified as: 1)...
2004
Human being is the most unique creature on earth. Many mysteries cover the species that has been ruling over the earth for centuries. The fact that not a single human being is the same with another human being is already a great mystery. However, they do have the same qualities in terms of tendency of doing something. It is not really the same, but similar in nature. This thesis intends to reveal one of the tendencies in the way human beings learn. In learning, some people get anxious while some others do not, even thought the subject matter in the same - in this case the English language. This makes the writer wonders whether this is just a coincidence or there is a pattern caused by some factors. From the literatures and previous studies, the writer knows that is is likely that the second option is closer to the truth. However, there went the next question – how far this pattern, language anxiety, influences the learners in learning English as foreign language. To find the answer,...
First-Year Students' English Language Learning Anxiety -A Survey at Universitas Serambi Mekkah
The 6th International Conference on Multidisciplinary Research (ICMR) 2023, 2024
English is a relatively difficult subject for Indonesian-speaking learners. The anxiety of learning English is reported to be associated with the level of English learning achievement. To understand the Universitas Serambi Mekkah students' psychological states towards English learning in general, this study surveyed the first-year students' English language learning anxiety using a questionnaire developed by Iwaniec (2014). This anxiety measuring tool uses five-point Likert-scale questions and consists of 8 items. The population was all new students of the 2023 Academic Year at Universitas Serambi Mekkah with a total number of 1264. A total of 184 students from three faculties participated in the survey. Findings from the eight statements regarding English language learning anxiety show that the first-year students of Universitas Serambi Mekkah in general have a relatively high level of anxiety in learning English. The classroom performance type of anxiety is higher than the academic-achievement one. This implies that the USM English language learners need a secure English learning environment to reduce their learning anxiety.
An Investigation into the Causes of English Language Learning Anxiety in Students at AWKUM
Procedia - Social and Behavioral Sciences, 2011
It has been generally acknowledged that many an individual faces intrapersonal difficulties in learning a second/foreign language. Anxiety is one of them. The purpose of the present study is to investigate the factors that cause language anxiety among English Department students at Abdul Wali Khan University Mardan (AWKUM), Pakistan and to devise strategies for reducing the effect of language anxiety.
Jurnal Ilmiah Didaktika: Media Ilmiah Pendidikan dan Pengajaran, 2019
Language anxiety becomes an important area on language teaching and learning. It has been a common issue in the EFL context and had a profound consequence in language teaching. Furthermore, a feeling of anxiety has been experienced by a number of foreign language learners in their English language classroom. T herefore, the objective of this research was to investigate some factors influenced the students’ anxiety and also to find out kinds of anxiety experienced by them. The data were collected through FLCAS (Foreign language Classroom Anxiety Scale) from 30 English Department students of IAIN Lhokseumawe and 25 students of Al Muslim University and semi-structured interviews with 6 students as research’s participant. The data were analyzed descriptively to answer research questions. The findings indicated that students of IAIN Lhokseumawe had a higher level of anxiety compared with students of Al Muslim University. In addition, some factors causing students’ anxiety were lack of me...
2020
The aims of this study is to find out the language anxiety levels encountered by the freshmen of English Language Education Department, the reasons of the language anxiety, and how the students cope with the language anxiety. It is a mixed-method study conducted in an Islamic private university in Malang. The population included 128 English Language Education Department freshmen in the academic year 2019/2020. Through convenience sampling, 32 students from six speaking classes were obtained. A survey using Foreign Language Classroom Anxiety (FLCAS) questionnaire and interview were applied as the techniques to gather the data. The findings revealed that 91% freshmen are identified to experience a medium level of anxiety (76-119). Besides, the reasons of the language anxiety included communication apprehension, fear of negative evaluation, and fear of making mistakes in the test. Several ways to cope with the language anxiety comprised practicing before class and keeping the up with the positive mind. ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui tingkat kecemasan berbahasa yang dialami oleh mahasiswa baru Jurusan Pendidikan Bahasa Inggris, alasan kecemasan berbahasa, dan cara mahasiswa mengatasi kecemasan tersebut. Penelitian ini menggunakan metode campuran yang dilakukan di sebuah universitas swasta Islam di Malang. Populasi penelitian ini adalah 128 mahasiswa baru Jurusan Pendidikan Bahasa Inggris tahun ajaran 2019/2020. Melalui convenience sampling, diperoleh 32 siswa dari enam kelas berbicara. Teknik pengumpulan data menggunakan kuesioner Foreign Language Classroom Anxiety (FLCAS) dan wawancara. Temuan tersebut mengungkapkan bahwa 91% mahasiswa baru diidentifikasi mengalami tingkat kecemasan sedang (76-119). Selain itu, alasan kecemasan bahasa termasuk ketakutan komunikasi, takut evaluasi negatif, dan takut membuat kesalahan dalam ujian. Beberapa cara untuk mengatasi kecemasan bahasa terdiri dari berlatih sebelum kelas dan menjaga pikiran positif.
International Journal of Academic Research in Progressive Education and Development
Language learning anxiety has been known to have adverse effect not only on students' second language learning processes but also on second language performance. This study aims at investigating the level of English Language Anxiety among undergraduates at UiTM Perak, Seri Iskandar Campus and to determine the main source of anxiety among them. The study employed purposeful sampling, and the participants were chosen from three intact groups of 93 undergraduates in total. They were Bachelor of Arts students from the Department of Built Environment Studies and Technology enrolled in English for Specific Purpose (ESP) course which was English for Presentation. The data were collected through the distribution of questionnaires adapted from Horwitz' (1989) Foreign Language Classroom Anxiety Scale (FLCAS) which consists of 33 statements. It was found that the majority, 48 (51.6%) of the respondents have moderate anxiety levels, 24 (25.8%) respondents fall under the category of high anxiety while 21 (22.6%) respondents have low anxiety. The main source of anxiety among the respondents was fear of negative evaluation (mean=3.2), followed by communication apprehension (mean=3.0) and test anxiety (mean=2.8).
Student Language Anxiety in Learning English (A survey to non-English Major students in rural area)
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2018
Learners’ difficulties in learning a foreign language cannot merely be linked to the lack of ability or intelligence. Language anxiety or the feeling of tension, apprehension, fearfulness, and worry in language class had been pointed to greatly influence learner’s progress in mastering the target language. Highly anxious learners were found to achieve less and had low motivation. This study reports a survey investigating the level of language anxiety and its perceived causes and discusses some alternatives to deal with it. The participants were 114 non-English major students in State Islamic College of Teungku Dirundeng Meulaboh in West Aceh. Data were collected employing Foreign Language Classroom Anxiety Scale developed by Horwitz, Horwitz, and Cope, (1986). The finding indicated that the students participating in the study exhibited a moderate level of language anxiety obtaining FLCAS mean score 102.17. The main cause of language anxiety was attributed to fear of negative evaluat...
Language anxiety was continuously reported to greatly influence learner's progress in mastering the target language. This study reports a survey investigating the level of language anxiety among non-English major students living in rural area along with its perceived causes. Based on the finding it further discussed some alternatives to alleviate students' language anxiety. The participants were 114 non-English major students studying in State Islamic College of Teungku Dirundeng Meulaboh, West Aceh. Data were collected employing FLCAS from Horwitz, Horwitz, and Cope, (1986). The average mean score of FLCAS from all the participants were 102.7, exceeding the medium score. It indicated that the students in general exhibited a fairly high level of language anxiety. In regard of gender, the female group appeared to be more anxious than their male counterpart. The biggest cause of language anxiety was attributed to fear of negative evaluation with the highest average mean 3.5 followed by communication apprehension and test anxiety in the second and third rank with the average mean 3,3 and 3.1 respectively. On another hand, English classroom items were perceived to contribute the least to the students' anxiety experience given the average mean 2.7. Taking account on the finding, some alternatives were discussed.
Foreign language anxiety: A study at Ufuk University Preparatory School
JOURNAL OF LANGUAGE AND LINGUISTIC STUDIES, 2017
The number of studies carried out regards the effects of certain demographic variables on Foreign Language Anxiety (FLA) is rather limited in the English as a foreign language (EFL) context. Besides, the findings of these studies yielded differential results. This study researched the levels of FLA exhibited by Turkish undergraduates and effects of gender, age, and previous preparatory class experience on FLA at Ufuk University Preparatory School, Ankara. 124 preparatory school students have participated in the study. Data were collected via the Foreign Language Classroom Anxiety Scale (FLCAS), which was developed by Horwitz, Horwitz and Cope (1986) and adapted to Turkish by Aydın (2001). Scale administration was done via the Ufuk University online questionnaire system. Analysis of the quantitative data unveiled that Ufuk University Preparatory School students had moderate levels of FLA. Besides, age was found to be casting a significant effect on FLA. On the other hand, previous preparatory class experience, and gender were found to have no significant effect on the FLA levels of Ufuk University Preparatory School students.