Exploring Teacher’s Attitude Toward Students’ Speaking Anxiety in EFL Classroom: A Descriptive Case Study
Abstract
Students' problems with fear of speaking a foreign language are usually related to the atmosphere built in the classroom. The educator's performance usually dominates the atmosphere in the classroom. This research aims to explore teacher's attitudes toward students' speaking anxiety in the classroom and what a teacher does to help students overcome their anxiety. Qualitative was used as a research design. This research involves one teacher and four students in junior high school. This research used interviews and observation to collect the data according to the theory of Zukani, N. M. (2018). The data analysis is adapted from the thematic analysis by Braun & Clark (2006). The findings showed that teachers had a very positive attitude toward the phenomenon of students' speaking anxiety in EFL classrooms. This research can be applied to every teacher in overcoming student problems when students have problems in speaking such as being afraid to speak or worrying about being wrong. This can be used to increase the effectiveness of learning in the classroom and can make students play a more active role because of the reduced anxiety possessed by students.
References
Abd. Rahman, Fuad. (2011). “Pengembangan Profesionalitas Guru” dalam Modul A Pengembangan Profesionalisme Guru. UNSRI Palembang.
Ahmed, N., Pathan, Z. H., & Khan, F. S. (2017). Exploring the Causes of English Language Speaking Anxiety among Postgraduate Students of University of Balochistan, Pakistan. International Journal of English Linguistics, 7(2), 99. https://doi.org/10.5539/ijel.v7n2p99
Armrod, Jeanne Ellis. (2008). Psikologi Pendidikan. Jakarta: Erlangga.
Asysyfa, A., et all. (2019). Students' Speaking Anxiety in EFL Classroom. Project: Profesional Journal of English Education, Vol 2, No. 4 (582-856).
Braun, V. and Clarke, V. (2006) Using thematic analysis in psychol- ogy. Qualitative Research in Psychology, 3 (2). pp. 77-101. ISSN 1478-0887.
Chou, M.-H. (2018). Predicting self-efficacy in test preparation: Gender, value, anxiety, test performance, and strategies. Journal of Educational Research 1–11.https://doi.org/10.1080/00220671.2018.1437530
Creswell, JW (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th edition). Thousand Oaks, CA: Sage.
De Boer, A; Pijl, S. J. & Minnaert, A. (2011). Regular primary school teachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3): 331-353. Accessed online 20 August 2013. http://dx.doi.org/10.1080/13603110903030089
Deyan. (2018). An Analysis Of Students' Speaking Anxiety. Project: Profesional Journal of English Education.
Duatepe-Paksu, A., & Akkus, O. (2004). The Attitudes Towards Teaching Professions Of In-Service And Preservice Primary School Teachers. ResearchGate.
Ekperi, P., Onwuka, U., Nyejirime, W. 2019. Teachers’ Attitude as a Correlate of Students’ Academic Performance. International Journal of Research and Innovation in Social Science (IJRISS), 3(1), 205-209
Ewing, D. L., Monsen, J. J., & Kielblock, S. (2017). Teachers’ attitudes towards inclusive education: a critical review of published questionnaires. Educational Psychology in Practice, 34(2), 150–165. https://doi.org/10.1080/02667363.2017.1417822
Glomo-Narzoles, D., & Glomo-Palermo, D. (2020). Effectiveness of Tutorials in Improving the Academic Performance of English Language Learners . International Journal of Language and Literary Studies, 2(3), 141–152. https://doi.org/10.36892/ijlls.v2i3.380
Glomo-Narzoles, D. T., & Glomo-Palermo, D. T. (2021). Exploring the Attitude towards English and Speaking Anxiety of the EFL Learners. International Journal of English Language and Literature Studies, 10(2), 122–131. https://doi.org/10.18488/journal.23.2021.102.122.131
Helma van den Berg; Antony S.R. Manstead; Joop van der Pligt; Daniël H.J. Wigboldus (2006). The impact of affective and cognitive focus on attitude formation. , 42(3), 0–379.
Hemisevis, H., & Hodzic, S. 2011. Teachers’ attitudes towards inclusion of students with intellectual disability in Bosnia and Herzegovina. International Journal of Inclusive Education, 15(7), 699-710.
Horwitz, E. K., Horwitz, M., & Cope, J. (1986). Foreign language classroomanxiety. Modern Language Journal, 70, 125-132.
Horwitz, E. K. (2001). Language anxiety and achievement, Annual review of applied linguistics 21: 112-26
Iksan, D., Dirham. (2018). The Influence of the Economic Students’ Motivations and Language Learning Strategies towards Their English Achievement in STIE Muhammadiyah Palopo. Journal of Language Teaching. P-119.
Kvale, S. (1996). Interviews: An Introduction to Qualitative ResearchInterviewing, Thousand Oaks, CA: Sage.
MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: its relationship to other anxieties and to processing in native and second languages*. Language Learning, 41(4), 513–534. https://doi.org/10.1111/j.14671770.1991.tb00691.
Mason, J. (1996). Qualitative Researching, Wiltshire, UK: Sage.
Miles, Mathew B., dan A. Michael Huberman. 1994. An Expanded Sourcebook: Qualitative Data Analysis. London: Sage Publications.
Millan & Osacar. (2021). Sources of Foreign Language Anxiety in the Student teachers’ English Classrooms.
Mobit. (2022) How Is The Attitude Towards English? Indonesian Vocational High School Students’ Experiences. Journal of Pendidikan Bahasa. https://doi.org/10.36232/jurnalpendidikanbahasa.v9i1.1734
Neuman, W, L,. (2005). Social Research Methods: Qualitative and Quantitative Approaches, Bagian 4.
Osgood, C. E., Suci, G. J., & Tannenbaum, P. H. (1957). The measurement of meaning. Univer. Illinois Press.
Rajitha, K., & Alamelu, C. (2020). A study of factors affecting and causing speaking anxiety. Procedia Computer Science, 172 (2020), 1053-1058
Sagiqa, G. F. (2022). Strategies To Reduce Speaking Anxiety In The Context Of Efl: Teacher’s Opinion. https://ejournal.unsub.ac.id/index.php/vesco/article/view/1549
Skinner, D. G., Sharp, C., Marais, L., Serekoane, M., & Lenka, M. (2019). A qualitative study on teachers’ perceptions of their learners’ mental health problems in a disadvantaged community in South Africa. Curationis. https://doi.org/10.4102/curationis.v42i1.1903
St Louis, K. O., Węsierska, K., & Polewczyk, I. (2018). Improving Polish stuttering Attitudes: an experimental study of teachers and university students. American Journal of Speech-language Pathology, 27(3S), 1195–1210. https://doi.org/10.1044/2018_ajslp-odc11-17-0179
Nepali, S. (2023). The Impact of Teachers’ Attitudes on Students’ English Speaking Anxiety in The Context of Kerala. Journal of Social Science, 4(4), 887–895. https://doi.org/10.46799/jss.v4i4.301
Van Den Berg, H., Manstead, A. S. R., Van Der Pligt, J., & Wigboldus, D. (2006). The impact of affective and cognitive focus on attitude formation. Journal of Experimental Social Psychology, 42(3), 373–379. https://doi.org/10.1016/j.jesp.2005.04.009
Yin R. (2009). Case study research: Design and methods (4th ed.). SAGE Publications.
Yin R. (2014). Case study research and applications: Design and methods (6th ed.). SAGE Publications.
Zaidi, Z. (2015). Factors affecting Attitude towards teaching and its Correlates: Review of Research. International Journal of Education and Psychological Research (IJEPR), 4(1), 46.
Zulfikar, Z. (2022). Reducing Efl Learners’ Speaking Anxiety Through Selective Error Correction and Group-Work Strategies. The Journal of English Language Teaching in Foreign Language Context.
Zukani, N. M. (2018). Factors affecting teachers’ attitude towards the implementation of inclusive education.
