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Students Anxiety in Speaking

a Foreign Language.
The Case of Eleventh Graders
Agus Syahrani
Indonesian Language Education Study Program, Faculty of Teacher Training and Education
Tanjungpura University
Jalan Prof. Dr. H. Hadari Nawawi, Pontianak 78124, Kalimantan Barat, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0000-0003-3964-3030

Iyoh Mastiyah
Research Center for Education, Research Organization for Social Sciences and Humanities
National Research and Innovation Agency (BRIN)
Jalan SMA 64, 1 RT 01/03 Cipayung Jakarta Timur 13840, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0000-0002-0346-8763

Martina Martina
Research Center for Language, Literature, and Community
National Research and Innovation Agency (BRIN)
Jalan Gatot Subroto No.10 Jakarta Selatan 12710, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0009-0008-7911-9165

Dedy Ari Asfar

Research Center for Language, Literature, and Community
National Research and Innovation Agency (BRIN)
Jalan Gatot Subroto 10, Jakarta Selatan 12710, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0000-0002-3288-7684

Pandu Adi Cakranegara

Department of Management, Faculty of Business, President University
Jl. Ki Hajar Dewantara, Kota Jababeka, Cikarang Baru, Bekasi 17550, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0000-0001-8754-3646
202 Experience

Syarifah Lubna
Research Center for Language, Literature, and Community
National Research and Innovation Agency (BRIN)
Jalan Gatot Subroto 10, Jakarta Selatan 12710, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0000-0003-2117-7932

Sumarsih Anwar
Research Center for Education, Research Organization for
Social Sciences and Humanities
National Research and Innovation Agency (BRIN)
Jalan SMA 64, 1 RT 01/03 Cipayung Jakarta Timur 13840, Indonesia
E-mail address: [email protected]
ORCID: https://orcid.org/0000-0001-8344-8705

ABSTRACT

Aim. This research was conducted through a descriptive-qualitative design that

aimed to determine the factors of students’ speaking anxiety.
Methods. This study used qualitative research involving 205 eleventh grade
students of Senior High School on Pontianak, Indonesia who had attended English
lessons. Data on students’ anxiety in speaking English were collected using two
instruments: questionnaires and interviews.
Result. eleventh graders students fall into the middle category, and their lack
of mastery leads to speaking anxiety about grammar, a lack of vocabulary, and a lack
of preparation.
Conclusion. Foreign language anxiety, especially in speaking, is a challenging
problem for most students. Therefore, teachers should provide opportunities for
students to practice speaking in front of the class gradually because such activities
will positively increase their self-con¿dence and perception of their performance
in the target language. More importantly, teachers and students must collaborate
by providing a better learning environment and setting achievable speaking perfor-
mance standards. If this activity is carried out continuously, it will increase students’
motivation in learning foreign languages, especially class XI students at Pontianak
High School.
Cognitive Value. This research will provide input for stakeholders, especially
English teachers to overcome speaking anxiety in their classrooms.
Keywords: anxiety, speaking anxiety, English speaking, foreign language, senior
high school, Pontianak
The Journal of Education Culture and Society ʋ1B2024 203

Introduction

One of widely known factors causing speaking problem is anxiety (Zhang et al.,
2018). mentioned that anxiety is a condition in which a person’s feelings are driven
to become anxious, restless, and frustrated. This feeling becomes more common since
the social environment continues to change with the accelerated pace of modern life,
especially during adolescence (Xi, 2020). In relation to todays condition, however,
anxiety will prevent someone from speaking clearly and Àuently in conveying their
ideas to others. The Àuency shows how pro¿ciency of someone in learning and speak-
ing foreign language, in this context is English. The phenomenon of feeling nervous,
anxious and even insecure when speaking English is called foreign language anxiety
(Asysyfa et al., 2019). This anxiety will develop when a person is worried or afraid
of something that might happen in the future, as well as of speaking in front of other
people (Rimmer et al., 2014; Siaw et al., 2020).
Preliminary research on student speaking problems of college students found
that they prefer to remain silent in class because of speaking fear (Liu & Liu, 2018;
Salawazo et al., 2020) The students argued that the fear happened because of several
factors; some students who could speak Àuent English, unwillingness to speak, and
low motivation. Another study conducted by (Hasibuan & Irzawati, 2020)proved that
anxiety was one of the biggest challenges to speaking . The study compared the speak-
ing performance and anxiety in face-to-face (F2F) and synchronous voice-based chat
(SVC), and surprisingly it revealed different speaking abilities. The students who had
F2F speaking had lower speaking performance than SVC because of anxiety attacks,
meanwhile those who had SVC tend to speak more con¿dently.
In addition, a study conducted by Peni Oktavia and Syahrul Syahrul (2021)
mentioned that anxiety has a positive correlation to students’ speaking performance
(Oktavia & Syahrul, 2021). It was mentioned in the study that anxiety occurred be-
cause students were afraid of negative perceptions when they spoke English in front
of their friends or classmates. Since English is a foreign language to the students,
they tend to laugh and criticise when their friends speak English, as a consequences,
they become less con¿dent and afraid to express their ideas in English. Furthermore,
students’ anxiety in speaking English was caused by their limited vocabulary (Wiraldi
et al., 2020). The study revealed that students’ low mastery of vocabulary and less
knowledge of grammar prevent them speaking, thus they were not able to speak English
Àuently. Other than that, students were shy, uncomfortable, and lacked con¿dence
in practicing spoken English (Wiraldi et al., 2020). It concluded that speaking anxiety
inÀuences students’ con¿dence because they are afraid of failure and mistakes (Asysyfa
et al., 2019).
About factors causing speaking anxiety, it was assumed that different students
perceived different factors about their anxiety. The different factors might occur be-
cause of different learning background, levels, and learning conditions faced by stu-
204 Experience

dents. Thus the present study aimed at investigating students’ perceptions regarding
the factors causing their anxiety and the strategies to cope with it. Moreover, the level
of students’ anxiety was under explored. Referring to the earlier researches, many
of speaking anxiety inverstigations were explored in senior high school students,
and less investigation on vocational high school students. In point of fact vocational
students also learn English as a compulsory subject, thus it was believed that students
vocals related to speaking anxiety problems urged to be investigated. This study will
present a profound references on the issues on speaking anxiety and will be a reference
for stakeholders; relevant English teachrs and institutions to cope with the same issue.
The variety of foreign language learning experiences in Indonesia is still interesting
and deserves to be analysed further so that it can provide an effective solution to this
problem. Therefore, the purpose of this study was to categorise the reasons for students’
English-speaking anxiety and ¿nd out the students’ level of anxiety in the oral English
classes. The following research questions will be investigated in this study:
í Examine the factors of students’ anxiety when speaking English;
í How is the level of anxiety of high school students and senior high school students in the
English class?

Literature Review

Speaking Skills
Speaking is an oral skill de¿ned as the ability to communicate with other people
where the speaker and listener do not lose the meaning of the conversation (Gan,
2012; Jintapitak et al., 2016; Kasbi & Elahi Shirvan, 2017; Tuspekova et al., 2020).
In a pragmmatic view of language performance, speaking is one of the communication
skills in English that is associated to listening. Additionally, Sandra L. Harris (1975)
de¿nes speaking as a complex talent that requires the ability to pronounce words
and exhibit grammar, Àuency, and comprehension, among other capacities (Valette &
Harris, 1970). Based on its situation, speaking is categorised into two types; formal and
informal. In the formal context, speaking is generally used in giving views, speeches,
meeting, and appointments, while the informal is such as used in daily conversation,
entertainment, and even slang (Abin & Syam, 2019).
In producing utterances or speaking, certain requirements must be followed
by communicators which functions as interpersonal communication, small group
communication, and large group communication. Thus, we need to adjust the kind
of style in speaking according to its occasion and to which of group we are speaking.
Nonetheless, in real life we make mistakes when we communicate to others, either
orally or written. Rupert Brown (2000) stated that the problem with speaking is ¿nding
ways to combine words into simple phrases and repeating the discussion for each word
The Journal of Education Culture and Society ʋ1B2024 205

(Terrell & Brown, 1981). It was proven by Lingli Zhang (2015) who assured that
speaking sometimes becomes students’ burden because they are not able to produce
utterances that caused by several problems such as worries in making mistakes, and
being judged, and the utmost is being embarrassed (Zhang, 2015). Further, the tendency
of domination affects students’ motivation to express ideas in class.

Speaking Anxiety
According to the American Psychological Association, anxiety is a mood that
is manifested physically as well as tension-related sentiments and thoughts. Most
of these feelings are associated with an overestimation of unfavourable circumstance
(Alshammari et al., 2022)particularly in females and college students. Stress can impact
students’ overall performance and their physical and mental health. The COVID-19
pandemic has affected all aspects of life and is associated with high levels of psycho-
logical distress. It has considerably affected the education sector, not only locally but
worldwide, forcing a shift in the education system from on-site to virtual learning. This
cross-sectional study was undertaken to evaluate the prevalence of anxiety and stress
regarding virtual learning among health sciences college students in the Kingdom
of Saudi Arabia (KSA. On the other hand, anxiety is also de¿ned as a feeling of agi-
tation or worry that gives a sense of discomfort about something that is happening or
might happen in the future (Xi, 2020). Anxiety disorder is mostly highlighted by panic
attacks and fear with manifestation. Speaking is considered to be the aspect of com-
municating in a foreign language that causes the most anxiety, as seen by concerns
about grammatical accuracy, pronunciation, and the inability to speak naturally. As
a consequence, the issue of expressing and communicating the idea is the main problem
attacking someone with speaking anxiety.
Anxiety is common at a young age, especially in teenagers. Anxiety in public
speaking is usually manifested during adolescence, with social anxiety disorder being
the most frequently reported risk. Public speaking anxiety causes clinically signi¿-
cant distress and a marked impairment in dopamine functioning. Hannah Plaisted et
al. (2022) revealed that the global prevalence of anxiety in children and adolescents
reaches 6.5%, with a mean age of 15 years (Plaisted et al., 2022). Adolescents who
suffer from social anxiety are generally afraid to speak in front of the class, to appear
in front of others, to ask questions of the teacher, to participate in conversations, and
to do so in general. Critically, this is a situation that teenagers who stutter ¿nd dif¿cult
when trying to cope with their stuttering (Rodgers et al., 2022).
Elaine K. Horwitz et al. (1986) sum up some elements that contribute to some-
one’s anxiety, they are fear of communication, test of anxiety, and concern on a bad
evaluation (Horwitz et al., 1986). First, communication problems include shyness and
dislike, which are personality qualities and are becoming prevalent among students.
206 Experience

Second, the test of anxiety refers to a condition when a person receives a formal test or
assessment and thought of failure before doing it. Third, concern on a bad evaluation
is when a person includes in certain occasion such as meeting or class presentation,
students might have a lot of worry related to other’s reaction to them. Then, the fear
of negative feedback is a continuation anxiety in foreign language, in this case is
English. After all, students’ anxiety about the motivation to speak a foreign language
in particular is heightened by the fact that English is still hotly discussed among re-
searchers in Indonesia.

Research Method

This study was conducted through a descriptive-qualitative method designed

(Oruo & Demirci, 2020; Tuncel et al., 2020) aimed at ¿nding out the factors of stu-
dents’ speaking anxiety. The study focused on native phenomena related to students’
perceptions of fear of speaking in spoken English lessons in natural settings. Thus,
this study research is descriptive in nature in which the data is collected based
on the phenomenon of English teaching classes without changing or manipulating
the conditions or the surrounding environment (Altunel, 2019). The investigation
was conducted at Senior High School (SMA) Pontianak, Indonesia including 205
eleventh graders in that school.
Two primary data; anxiety factors and perceptions through an interview and
questionnaire, were collected respectively. The interview attempted to explain how
students’ anxiety levels in speaking and students’ perceptions of speaking anxiety
using random sampling technique. Meanwhile, the questionnaire is used to construct
an interview sample and ¿lled out by all 205 eleventh graders. Informed consent was
given verbally. All students were aware of all information and requirements related
to the research from the researcher. Students responded under no pressure. Hence,
the questionnaire was ¿rst distributed before conducting an interview. The students
were eleventh graders at SMA Pontianak, so they had no problem reading and no
problem signing the questionnaire. The questionnaire was not given a time limit,
the students could ¿ll in the questionnaire on the spot freely without any pressure.
The students only provided three responses, agree, neutral, and disagree, all of which
were consistent with their personal experiences. During the interview process, stu-
dents understood all of the researcher’s questions. The researcher assured himself
that he was not inÀuenced by any form of culture and political views of the students.
The researcher has a neutral view. The students were not forced/threatened to answer
the researcher’s questions. The validity of the data will be a reÀection from these
two-type data. While the interview is being conducted, the researcher is also taking
notes. After gathering data through interviews and questionnaires, the researcher
identi¿ed the data and conducted an analysis of the data.
The Journal of Education Culture and Society ʋ1B2024 207

Results

The result of the study is categorised into two parts, data from the questionnaire and
the interview. The questionnaire was carried out by the subject personally without any
coercion from any party. Figure 1 shows the detail results of questionnaire.

Figure 1
Results of the foreign language anxiety questionnaire

Source. Own research.

Referring to Figure 1, the ¿rst question was related to the importance of English
speaking. As many as 40% of the subjects agreed that speaking English was not impor-
tant, while 60% of the subjects considered it is important to speak English. The result
shows slight differences among those who consider the importance of English speaking,
it was because most students use Indonesian to communicate in their daily lives. Thus,
they feel uncomfortable in using English language because they are afraid of making
mistakes and mispronunciation.
Second, when speaking English with native speakers, answers containing an element
of a past tense question were reported to be given about 27%, neutral answers 56%,
and disagree answers 17%. Most of the students, in this regard chose neutral because
some English phrases and utterances were dif¿cult to understand. They claimed that
the dif¿culty was understanding caused by the use of unusual native syllables.
The third result is related to the students’ con¿dence in speaking English. The result
43% of neutral answer, 40% agree, and 17% disagree. The more frequently someone
speaks or expresses themselves in a foreign language, the more con¿dent they are.
It is believed that language should be used frequently to generate a suf¿ciently high
level of vocabulary. There are many rules to follow when speaking a foreign language.
Another condition happened when students performed in a language exam, the result
showed that 7% said that they were not nervous, while 43% said neutral. Students’
208 Experience

fears of the most important class topics were presented so quickly that the responses
obtained were: 23% agreed, 64% were indifferent, and the rest disagreed. Additionally,
when students did not understand the words or utterances in English, 40% students tend
to dislike the topic, 43% say they are neutral, and the remaining 17% con¿rmed they
still like the topic. Thus, the atterntion in English class is approved by 17%, neutral
by 60%, and disliked by 23% of students.
Furthermore, another result was drawn from the interview. According to the inter-
view results, 23% of the subjects agreed with the grammar rules in speaking, yet 60%
answered neutrally and 17% answered incorrectly. However, it is still very important
to understand grammar when speaking to assure the accuracy and prevent misunder-
standing. In addition, the interview revealed that speaking anxiety happened when
the English teacher asked the students to speak in front of the class. It was reported that
23% of children felt afraid, 50% were doubtful, and the remaining 43% were neutral.
Finally, the interview uncovered several student perspectives about the factors that
contribute to speaking English with anxiety, including exam anxiety, communication
anxiety, and fear of receiving a poor grade. Most pupils believe that speaking English
causes anxiety due to communication anxieties. As a result, eleventh graders students
fall into the middle category, and their lack of mastery leads to speaking anxiety about
grammar, a lack of vocabulary, and a lack of preparation.

Discussions

The purpose of this study was to ¿nd out the causes of high school students’ experi-
ences of fear when speaking English. Based on the results obtained through interviews,
it can be reported that most subjects stated that their fear of speaking was the cause
of communication problems. The fear was categorised into fear of testing, communi-
cating, and negative judgment. These kinds of fear affect how students perform and its
correlation to fear of failure (Naser Oteir & Nijr Al-Otaibi, 2019). Therefore, knowing
the reasons behind students’ anxiety could reduce the worries so that the solution could
directly cope the problem.
Speaking anxiety can be caused by external factors, such as the classroom environ-
ment, teacher behaviour, learning procedures, and the environment in the classroom
(Djafri & Wimbarti, 2018). More importantly, speaking anxiety could closely related
to students’ language pro¿ciency. Meihua Liu (2018) mentioned some causes of anxiety
to speak English, they are low English pro¿ciency, lack of familiarity of tasks, and lack
of con¿dence (Liu, 2018) 1092 ¿rst-year undergraduates answered the English-speak-
ing Anxiety Scale (ESAS. A lack of English pro¿ciency is highlighted as a main
problem that prevent students from conversing in English. As a result, students feel
inadequate, afraid to be judge, and have less con¿dence with their competence. Besides,
unfamiliarity of the task or topic could be a fear of producing English utterance. It is
The Journal of Education Culture and Society ʋ1B2024 209

presumed that topic interest mattered to encourage students’ participation in class.

Therefore, preparing relevant topics related to students’ interest might help them
to communicate ideas and more importantly reduce anxiety (Liu, 2018) 1092 ¿rst-year
undergraduates answered the English-speaking Anxiety Scale (ESAS. Further, a lack
of con¿dence could be a result of those two preceding factors. Con¿dence is related
to students’ belief and trust in themselves, even though students have good speaking
pro¿ciency, some of them still lack of courage to speak using English.
In addition, the speaking anxiety can be affected by students’ motivation in learning
a language. It was revealed by previous studies that motivation has a positive relation-
ship with foreign language anxiety and academic achievement. As a result, student
motivation will increase and anxiety in foreign languages will decrease. Similarly, this
study showed that eleventh graders showed less motivation in learning English, thus,
they faced more anxiety when speaking English. Motivation, on the other hand, can be
managed by the individual himself. Eylem Oruc and Cavide Demirci (2020) con¿rmed
that the more effort of the individuals to develop their cognitive skill, the higher level
of motivation he has (Oruç & Demirci, 2020). Similarly, Martyn C. Jones and Derek
W. Johnston (2006) believe that the one who can control and solve both motivation
and anxiety is the individual himself (Jones & Johnston, 2006).
Revealing from the result of the study that most students were embarrassed
by the differences from individual to individual and from scenario to scenario.
As Ardhea Rosana Putri et al. (2020) mentioned that the frightened students be-
lieved their language skills were weaker than those of their other classmates (Putri
et al., 2020). Language learners who struggle frequently have lower self-esteem than
language learners who succeed. Meanwhile, Rais Abin and Hariadi Syam (2019)
noted that fewer students who were safe were at risk of experiencing fear because
they worry too much of peer and teacher’s bad judgment about their speaking per-
formance in the class (Abin & Syam, 2019). It was agreed that anxiety problems
could be a snowballing issue in language learning, speci¿cally in speaking. Horwitz
et al. (1986) state that the high foreign language anxiety causes students to not want
to communicate in English (Horwitz et al., 1986).
In regard to the students’ speaking anxiety, the issue must be coped with with par-
ticular strategies according to experts. Even though scholars (Jones & Johnston, 2006)
believe that students must have their own strategy to solve anxiety, another scholar
(Kondo & Ying-Ling, 2004)trying to obtain good summaries of lecture notes also
believes that anxiety can be coped with by several strategies; preparation, peer seeking,
and resignation. Preparation is the core strategy to be familiar with the topic before
attending class to perform the outmost. Whereas peer seeking could reduce the anx-
iety because students share the same emotional regulation with their peers (Kondo
& Ying-Ling, 2004) trying to obtain good summaries of lecture notes. In the context
of speaking in class, students will feel more comfortable when they have opinions simi-
lar to peers. Lastly, resignation, refers to an action that minimizing the effect of anxiety
210 Experience

(Kondo & Ying-Ling, 2004)trying to obtain good summaries of lecture notes. However,
we believe that resignation is a good alternative in coping anxiety because students
tend to ignore it and alleviating to another activity. All things considered, it is crucial
for teacher to deter the students’ anxiety and factors behind it to design meaningful
speaking activities for the students.

Conclusion

Foreign language anxiety, pertinently in speaking, is a challenging problem for

most students. Therefore, teachers must provide opportunities for students to practice
speaking in front of the class gradually since the activity will positively reduce their
lack of con¿dence and perceptions about their performance in the target language. More
importantly, teachers and students must collaborate together by providing better learning
environments and setting achievable standards for speaking performance. If the activity
is considered to be done continuously, it will increase students’ motivation to learn
foreign languages, speci¿cally eleventh graders of SMA Pontianak.
Some limitations were proposed. This study did not compare gender differences
in foreign language anxiety because there are differences in the level of psychological
development of male and female students. In addition, the subject of this study was
only aimed at eleventh grades students in one particular place. Thus, the perception
and factors of speaking anxiety might be different for other subjects in different areas.
Considering the limitation, this study suggested to identify casual factors that cause
anxiety with different genders of students, and different school location; whether
it is in urban or rural school.

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