Strategies and Factors Influencing Speaking Anxiety Perceived by Parallel Students at Esa

Unggul University

Cecilia Vicontie1, Hartini Ayuningtyas2, Wawan Setiawan3

1
English Education Department, Esa Unggul University
Email: [email protected]
2
English Education Department, Esa Unggul University
Email: [email protected]
3
English Education Department, Esa Unggul University
Email: [email protected]

ABSTRACT

Language is the important source of communication. For that, communication skills become
important skills in language learning. However, making the students speak up in English is
not always easy. There may be several obstacles to speak such as speaking anxiety and its
effects on second language acquisition. The study aims to analyze the factors influencing
speaking anxiety of Parallel Students at Esa Unggul University in the synchronous online
learning and the strategies they employed to cope with it. The data were collected through the
structured interviews with six Parallel Students at Esa Unggul University. The findings of this
research show that almost all students who faced speaking anxiety demonstrate signs of
restlessness in their speaking performance in the synchronous online learning. To cope with
the anxiety, it is important to strive for communication activities using English in the
classroom with a pleasant atmosphere where every student can feel relaxed and motivated to
communicate verbally.
Keywords: speaking anxiety, synchronous online learning, strategies

1. INTRODUCTION being able to communicate clearly and

effectively, thus achieving one-way
communication. However, learning English
As the first world language, English speaking skills does not necessarily mean it
is the most widely spoken language in the is a simple skill to master, it can be a
world. English is not only used as the challenge for anyone, especially for second
language of instruction in the business language learners. One of the major
world but also in the world of education, challenges faced by second language
diplomacy, mass entertainment, etc. That is learners in this skill is speaking anxiety.
why English is becoming more crucial in
both native and non-native English-speaking According to Ormrod (2011),
countries. anxiety is temporary feeling of anxiety
emerged by a threatening situation. It is
Having good skills of English helps nervousness or tension at a certain moment
us to have more opportunities in life, not in response to some outside stimulus. In
only an improved social life but also better speaking anxiety, students feel anxious
job opportunities in the future. Speaking about what other people think of them when
skills are one of the most central skills we they say words in English, making mistakes
must learn. Proficient in English means

128
and failing, afraid to answer questions Speaking anxiety is of the results of
spontaneously, etc. Consequently, speaking effective factors that arise because of
anxiety can inhibit a student's ability to several things such as lack of knowledge,
learn effectively, causes emotional stress, low preparation, fear of making mistakes
and lower self-esteem and self-confidence in and difficulties in understanding the
students. This lack of confidence will be an instructions from the lecturer (Syahfutra &
obstacle to the development of their skills Wibowo, 2021).
because it can prevent the learners from
using their current ability and discovering Horwitz, & Cope (1986) stated there
their full potential. are three factors influencing speaking
There are many factors that can anxiety which are communication
cause students have speaking anxiety. The apprehension, test anxiety, and fear of
components of foreign language anxiety negative evaluation. Communication
have been identified to narrow down this apprehension is defined by them as a type of
concept into researchable issues: (1) nervousness characterized by the anxiety to
communication apprehension or anxiety. (2) communicate with people due to constantly
Test anxiety. (3) Fear of negative evaluation monitored and lack of situational
(Horwitz, et. al, 1986). Based on these communicative control as well as personal
considerations, this research is aimed to find knowledge as it influences the ability
out the factors that influence speaking someone to make ones understand as well as
anxiety of parallel students at Esa Unggul understanding others’ speeches. Test anxiety
University in the synchronous online is defined as a type of performance anxiety
learning and the strategies to cope with it. which is coming from a fear of failure in
mastery of foreign language (Horwitz,
Horwitz & Cope, 1986). Fear of negative
2. LITERATURE REVIEW evaluation is defined as the act of avoiding
the evaluative situations (Horwitz, Horwitz
According to Burns and Joyce (1997), & Cope, 1986).
speaking skill is a capability to make an
interactive process to making meaning that Strategy to cope speaking anxiety is
includes producing, receiving, and needed for learners since speaking anxiety
processing information. Speaking skill is a become the real issue in English speaking.
skill to speak words to express thoughts, By knowing a proper strategy to cope
ideas, or feelings (Saldaria, Ariawan & speaking anxiety, it can help learners to
Cahyani, 2019). Speaking skill is one of identify their mistake and reduce feeling of
someone's ability and performance in fear in speaking English (Hidayoza, Amri &
language (Pakpahan & Gultom, 2020). In Wahyuni, 2019). Furthermore, to help
addition, speaking skill is one of important learners to cope their speaking anxiety,
position in language learning because it Kondo and Yang (2004) analyzed some
symbolizes students' communicative skill strategies related to affective, cognitive and
(Saldaria, Ariawan & Cahyani, 2019). behavioral of learners. The coping strategy
consists of 3 major strategies: self-confident,
There are several definitions of improving language or knowledge skills,
speaking anxiety. Foreign language learning and practice.
anxiety has been defined as “a distinctive
complex of self-perceptions, beliefs, 3. RESEARCH METHOD
feelings, and behaviors related to classroom
language learning arising from the The qualitative design was applied in
uniqueness of the language learning this research to gain an in-depth
process” (Horwitz et al., 1986, p. 128). understanding of students' perceptions of

129
speaking anxiety in English learning classes comprehensive data from the interviewees,
and to help on providing some effective the interviews were conducted in Indonesian
strategies for overcoming this issue. In to overcome the language barrier and then
collecting data, the researcher conducted translated into English.
interviews recording with six participants
from the fifth semester of Parallel Class
students at Esa Unggul University. The 4. FINDINGS AND DISCUSSION
Parallel Class is a class consisting of
students whose majority is workers, where 4.1 Qualitative Findings
this class has four synchronous meetings at During the interview, the researchers found
the first, seventh, eighth and fourteenth a key theme regarding the causes of
meeting. Contributors in this study were 5 students' speaking anxiety. Here is a table of
female students and 1 male student, aged interview results.
from 21 up to 25 years old. In order to get
Table 1. Factors Influencing Speaking Anxiety.

Factors Questions Participant Sign of Speaking Anxiety

s
Communicatio Do you feel quite sure of P2, P4, P6 “I'm not sure when speaking
n Aphrension yourself when you are English. I think my potential
speaking English in the in speaking English is a bit
classroom in the SOL? lacking. Maybe because I
don't practice enough and I
need to learn more.”

“For me, I'm not too sure

because I'm not confident in
what I say. Fear of
pronouncing it wrong, or fear
of being misunderstood by
others, so before speaking,
think about it first.”

Does it frighten you when P4 “Possibly yes. I'm a little

you don't understand what scared because I'm a bit
the lecturer is saying in lacking in English. If I don't
theSOL? understand what the lecturer
explains, I will ask them what
part I don't understand. So I'll
ask again what they said.”

Do you get upset when - -

you don't understand what
the lecturer is correcting in
the SOL?

130
 Do you feel confident P2, P4, P5 “Not really, still not confident
when you speak English in enough.”
the SOL?

“I still do not feel confident

because my English is still
lacking. I still have to
practice more.”

“Still half-confident. Because

I rarely speak English. And
because of this online class,
synchronous classes are only
available four times, so I
rarely practice. Sometimes,
I'm not that confident.”

Do you feel nervous when P1, P2, “Yes, I'm nervous. Because
you don't understand every P3, P4, there are some words that I
word the lecturer says in P5, P6 do not understand in English,
English in the SOL? so I'm afraid to be wrong.”

“That's right, I am nervous

because some lecturers speak
quickly when explaining
materials, so I can't
automatically catch what the
lecturer is saying.”

Test Anxiety Do you tremble when you P4 “Yes, my hands are shaking
know that you are going to and wet.”
be called in the classroom
in the SOL to speak
English?

131
Do you worry about the P1, P2, “Yes, sometimes. For
consequences of failing P4, P5, P6 example, during synchronous
your class in in the SOL? class, there is a task that is
quite difficult, yes... it's quite
worrying.”

“Sometimes worried. Worried

about what to prepare,
suddenly forgot.”

“Yes, of course, I'm worried.

Because taking this course is
very dangerous. Maybe if you
want to write a thesis or trial,
you have to speak English,
right? So you have to be
fluent and you have to
practice to do it.”

Do you feel the more you P2, P4, “Yes, I feel like that. The
study for the class in the P5, P6 reason is that we don't meet
SOL, the more confused directly with the lecturers.
you get? Sometimes the lecturer is
active, but we are not active,
so we don't understand.”

“It's getting more confusing

because we have to learn and
understand it ourselves
without the help of a
lecturer.”

“To be honest, it's hard.

Because we have to do our
assignments every week
while we are in parrallel
class, we are studying while
working. So our time is
limited. Sometimes we do not
read the module or the video
completely, because our
prioritas is to finish the
assignment on time. So if you

132
 ask me, does this online class
increase my knowledge or
not. I can say yes, but I don't
know if it's maximum or not.”

Do you think the class P3, P4, “I've always been worried
moves quickly in the SOL, P5, P6 about my friends who have
so you worry about getting higher knowledge than me.
left behind? For example, when in
synchronous class, they can
immediately understand what
the lecturer is saying, while I
have to process first what the
lecturer is saying. Maybe
because I also rarely read
modules, that's what makes
me feel afraid of being left
behind.”

“Feel fast. 100% of us don't

understand the material
because we focus on doing
assignments, quizzes. So for
now, we only have a brief
look, so focus on working on
the task before the due date.”

Do you feel more tense P1, P2, “More nervous in English

and nervous in English P3, P4, class. I was afraid of being
classroom in the SOL than P5, P6 wrong and being laughed at if
in other classes? there was an error in English.
Indonesian class is more
relaxed because we use our

133
 native language.”

Fear of Do you worry about P2, P3, “Yes worry, I'm afraid to be
Negative making mistakes when P5, P6 wrong.”
Evaluation speaking English in the in
the SOL?

“Yes, I'm afraid to say the

wrong thing, like the
intention won't reach the
lecturer.”

Do you keep thinking that P1, P2, “Yes, sometimes. Some

the other students are P3, P4, classmates speak English
better at English than you P5, P6 very fluently in class and
are? present a good presentation. I
think this is natural.”

“Yes, very often. I ever

thought like that and felt the
stupidest among my friends
because my English is not
good. But I think I can't think
like that. If my classmates
can do it, why can't I ?”

Does it embarrass you to P2, P3, P4 “Sometimes I feel

volunteer answers in embarrassed if the answer is
English in the SOL? wrong or has a different
opinion with the lecturer.”

“Yes, sometimes I feel shy.

Because sometimes I don't
know the meaning of some
words and it makes me
embarrassed, I'm worried that
my English is wrong.”

134
 Are you afraid that the P2 “Yes. There is that fear. Fear
other students will laugh at of being ridiculed for saying
you when you speak the wrong thing.”
English?

Do you get nervous when P1, P2, “That's right, sometimes.

the lecturer asks questions P3, P4, Even more surprised, even
in English which you P5, P6 though I have prepared
haven't prepared in another answer.”
advance?

From the analysis above, almost six nervous. Because there are some words that
students felt anxious when speaking in I do not understand in English, so I'm afraid
English in the synchronous online learning. to be wrong.”). So that this nervous feeling
Almost all students who face anxiety show can have an impact on their confidence
signs of restlessness in their speaking when speaking English.
performance. Several factors cause students
speaking anxiety, such as communication b. Test Anxiety
apprehension, test anxiety, and fear of
negative evalution. An understanding of test anxiety is
also related to the discussion of English
4.2 Discussions speaking anxiety. Test anxiety is defined as
a type of performance anxiety which is
4.2.1 Factors Influencing Speaking Anxiety coming from a fear of failure in the mastery
Perceived by Parallel Students at Esa of a foreign language (Horwitz, Horwitz &
Unggul University Cope, 1986). The result shows that P1, P2,
P3, P4, P5, P6 feel more tense and nervous
a. Communication Apprehension (CA) in the English classroom in the SOL than in
other classes that use Bahasa (their native
Horwitz et al. (1986) define language). Some students as P1, P2, P4, P5,
communication apprehension (CA) as a type P6 also worry about the consequences of
of shyness characterized by fear or anxiety failing in the SOL.
about communicating with people. The
condition appeared in speaking performance c. Fear of Negative Evaluation
when the students were asked to speak in
English in the SOL. The result shows that Fear of negative evaluation is defined
P1, P2, P3, P4, P5, and P6 did not master as the act of avoiding evaluative situations
communication apprehensions. From the (Horwitz, Horwitz & Cope, 1986). The
table finding above, we can find the most result shows that P1, P2, P3, P4, P5, P6 get
factor that caused students communication nervous when the lecturer asks questions in
apprehension is the lack of understanding of English which they haven't prepared in
vocabulary. They felt nervous because they advance. The students fear if the teacher
did not understand every word the lecturer conveys their lack of English and worry
said in English in the SOL (“Yes, I'm about making mistakes when speaking

135
English in the in the SOL (“Yes, I'm afraid their speaking anxiety must look for practice
to say the wrong thing, like the intention opportunities as much as possible. The
won't reach the lecturer.”). They also keep supporting evidence were from students’
thinking that the other students are better at interviews, “Jadi kalau kita bicara langsung
English than themselves. It can cause stress pakai bahasa inggris sih kemungkinan jadi
when they have low self-assessment lancer ngomong bahasa inggrisnya.”;
compared to others. “prakteks upaya jangan salah, untuk
mengurangi kesalahan”; “Menurut saya
4.2.2 Strategies to Cope Speaking Anxiety strategi nya adalah kita harus banyak
berlatih.”
a. Self-Confident
5. CONCLUSION
Speaking anxiety is a negative feeling
that can make learners to be less confident This study analyzed students' factors
in their speaking in synchronous class. In influencing and strategies to cope with
this case, some anxious learners try to build speaking anxiety during synchronous online
a self-confident to cope their anxious. This learning. The structured interviews were
is supported by the findings of student' used to collect the data with six Parallel
interviews, "Strateginya ya yakin atau students at Esa Unggul University have
percaya diri aja. Yakin kalo yang di kelas committed to participate in this study. Based
tuh ya orangnya teman-teman kita juga."; on the research findings, the factors
"(strategi) ketiga, percaya diri."; "Merubah influencing speaking anxiety of participants:
pola fikir, untuk menghindarkan dari fikiran communication apprehension, test anxiety,
negative seperti takut salah. Gapapa salah, and fear of negative evaluation. Furthermore,
lagipula gaakan ada yang ngetawain juga." three coping strategies are used by students:
self-confident, improving language or
b. Improving Language or Knowledge Skills knowledge skills, and practice.
According to the students' responses
In this strategy, students attempt to toward an interview, they mostly feel
control their own self by improving their nervous when they do not understand every
language or knowledge skills. By using this word the lecturer says, keep thinking that
strategy, students are expected to increase the other students are better at English than
their mastery of subject matter and reduce they are, and get nervous when the lecturer
their anxious associated with language in asks questions in English which they have
synchronous class. The students can cope not prepared. Most of students use Practice
their anxiety with improving language or as a coping strategy for speaking anxiety.
knowledge skills during in the class. This is They have to look for practice opportunities
verified by evidence from students' as much as possible. More research in the
interviews confirming "saya harus future is suggested to explore how the
menguasai materi dengan baik atau students cope with their speaking anxiety
menyiapkan presentasi dengan baik, supaya and providing more comprehensive results.
gak gugup saatn gomong ke dosen." The comprehensive results of the following
research might be useful in English
c. Practice teaching-learning process, particularly
during online learning.
This strategy is necessary for
successful language learning. It requires
students to seeking for practice REFERENCES
opportunities inside and outside classroom.
Those who seriously want to be able to cope

136
Burns, A. & Joyce, H. 1997. Focus on
Speaking. Sydney: Macquire
University Press.
Hidayoza, P., Amri, Z., & Wahyuni, D.
(2019). LEVEL OF PUBLIC
SPEAKING ANXIETY AND
COPING STRATEGY USED BY
ENGLISH DEBATERS AT UNIT
KEGIATAN BAHASA ASING IN
DEALING WITH ENGLISH
DEBATE. Journal of English
Language Teaching, 8(1), 51–
60.http://ejournal.unp.ac.id/index.ph
p/jelt/article/view/103271
Horwitz, E. K., Horwitz, M. B., & Cope, J.
(1986). Foreign language classroom
anxiety. The Modern Language
Journal, 70(2).
Kondo, D.S., & Ying-Ling, Y. (2004).
Strategies for coping with language
anxiety: the case of students of
English in Japan. ELT Journal,
58(3), pp.258-265. Retrieved from
http://203.72.145.166/ELT/files/58-
3-5.pdf
Ormrod, J. E. (2011). Educational
psychology: developing learners.
7th ed. Boston: Pearson/Allyn &
Bacon.
Pakpahan, E. M., Gultom, I., & Pakpahan, E.
M. (2020). Foreign language
speaking anxiety in online learning.
Journal of English Language,
Literature, and Teaching, 04(02).
Saldaria, E., Ariawan, V., & Cahyani, I.
(2019). Speaking skill of
elementary students reviewed by
gender. Jurnal Prima Edukasia, 7(1),
20-27.
doi:https://doi.org/10.21831/jpe.v7i
1.20363
Syahfutra, W. (2021). Students’ Speaking
Anxiety in English Education Study
Program. ELT-Lectura, 8(1), 74-83.
https://doi.org/10.31849/elt-
lectura.v8i1.5920

137