The Characteristics of Anxious Students in Speaking Class

Widia Kusuma Wardani

Abstract


This research investigates the characteristics of anxious students in speaking class. This was conducted in a private university in Yogyakarta. Two instruments were used in this study, which were structured observation and standardized open-ended interview. Two classes were observed. From the observation, six students were chosen to become the participants. There were twenty characteristics found in this study which finally divided into observable symptoms and non-observable symptoms. The symptoms which included in observable symptoms were trembling, avoiding eye contact, squirming, playing with hair or clothing, nervously touching object, stuttering or stammering, getting sweaty, rubbing the palms, staggering voice, reading from the script while giving presentation, speaking too fast, speaking too slow, remaining silent, using filler, having pale face, and having poor stance. While the non-observable symptoms were getting confused, getting cold, feeling nervous, and heart beating quickly.

 


Keywords


characteristics of anxious students; anxiety; speaking anxiety

Full Text:

PDF

References


Aghani, M., & Amanzadeh, H. (2017). The Effect of Anxiety on Speaking Ability: An Experimental Study on EFL Learners. Journal of Applied Linguistics and Language Research, 4(7), 154-164.

Ahmed, N. F. (2016). An exploration of speaking anxiety with Kurdish University EFL learners. Journal of Education and Practice, 7(27), 99-106. Retrieved from www.iiste.org

Ansari, M. S. (2015). Speaking anxiety in ESL/EFL classrooms: A holistic approach and practical study. International Journal of Educational Investigations, 2(4), 38-46. Retrieved from www.ijeionline.com

Awan, R.-u.-N., Azher, M., Anwar, M. N., & Naz, A. (2010). An Investigation of Foreign Language Classroom Anxiety and Its Relationship with Students' Achievement. Journal of College Teaching & Learning, 7(11), 33-40.

Boyce, J. S., Alber-Morgan, S. R., & Riley, J. G. (2007). Fearless public speaking: Oral presentation activities for the elementary classroom. Childhood Education, 83, 1-11.

Brown, H. D. (2000). Principles of Language Learning and Teaching. New York: Addison Wesley Longman, Inc.

Cohen, L., Manion, L., & Marrison, K. (2011). Research methods in education. London: Routledge

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson

Dearden, J. (2014). English as a Medium of Instruction - a Growing Global Phenomenon. Oxford: British Council.

Ibrahim, J. (2001). The implementation of EMI (English Medium Instruction) in Indonesian Universities: Its opportunities, its threats, its problems, and its possible solutions. The 49th International TEFLIN Conference, 3(2), 121-138.

Lian, L. H., & Budin, M. B. (2014). Investigating the Relationship between English Language Anxiety and the Achievement of School based Oral English Test among Malaysian Form Four Students. International Journal of Learning, Teaching, and Educational Research, 2(1), 67-79.

Liu, M. (2006). Anxiety in EFL Classroom: Causes and Consequences. TESL Reporter, 1(39), 13-32.

Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. Science Direct, 202-214. doi:10.1016/j.system.2011.04.002

Marwan, A. (2008). The exploration of factors triggering foreign language anxiety: Learners' voice. TEFLIN Journal, 19(2), 119-126.

Merriam, S. B. (1998). Qualitative research and case study applications in education. San Fransisco: Jossey-Bass Publishers

Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia-Social and Behavioral Sciences 93, 1860-1868. doi: 10.1016/j.sbspro.2013.10.131

Tsiplakides, I., & Keramedina, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoritical issues and practical recommendations. International Education Studies, 2(4), 39-44.

Wu, K. (2010). The relationship between language learners' anxiety and learning strategy in the CLT classroom. International Education Study, 3(1), 174-191.

Yahya, M. (2013). Measuring speaking anxiety among speech communication source at Arab American University of Jenin. European Social Science Research Journal, 1(3), 229-248.

Zheng, Y. (2008). Anxiety and second/foreign langauge learning. Canadian Journal.New Scholar Education, 1(1), 1-12.




DOI: https://doi.org/10.18196/ftl.3230

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Widia Kusuma Wardani

 

 

 

Address

Journal of Foreign Language Teaching and Learning

KH. Ibrahim Building (E6), 1st Floor, Universitas Muhammadiyah Yogyakarta

Jalan Brawijaya, Tamantirto, Kasihan, Bantul, Yogyakarta, 55183

Phone: +62 274 387656, ext. 447

Email: journalfltl@gmail.com

E-ISSN: 2580-2070

---------------------------------------------------------------------------------------

 

Creative Commons License
Journal of Foreign Language Teaching and Learning is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.