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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal on English as a Foreign Language (JEFL) FKIP e-PROCEEDING IRJE (Indonesian Research Journal in Education) J-REaLL Journal of Educational Experts (JEE) EFL Education Journal New Language Dimensions DINAMIKA ILMU: Jurnal Pendidikan Pancaran Pendidikan
Areta Puspa
Universitas Negeri Jember
Religion Humanities Chemistry Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Exploring EFL speaking anxiety among junior high school students: Levels, contributing factors, and coping strategies Prameswari, Novina Permata; Wahjuningsih, Eka; Imamyartha, David; Puspa, Areta
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23989

Abstract

While numerous studies have examined foreign language speaking anxiety at the university setting, research focusing on younger learners remains limited. This study addresses that gap by exploring the triggers and coping strategies to mitigate foreign language speaking anxiety among junior high school students. Exploring these two areas provides the avenue for wider opportunities of reaching higher proficiency levels at later stages, while allowing the identification of age- and gender-supportive coping strategies. Employing a mixed-method design, data were gleaned from questionnaires and semi-structured interviews involving six students—three male and three female—recruited after pondering their high rate of anxiety as measured by the Foreign Language Classroom Anxiety Scale (FLCAS). A content analysis revealed seven primary causes of anxiety: lack of vocabulary, performing in front of the class, fear of being laughed at, fear of making mistakes, fear of mispronouncing a word, fear of being the focus of attention, and fear of failure in English tests. Students adopted various coping strategies, including self-reassurance, calming techniques, and peer support. These findings highlight the need for teachers to recognize anxiety symptoms and implement fun and supportive strategies in the classroom. This study seeks to facilitate the students in overcoming and reducing the English-speaking anxiety they experienced during classroom practice. Due to the absence of in-depth investigation on the strategies to address anxiety, future researchers are advised to investigate the strategies that students engage in regulating their foreign language speaking anxiety and identify the coping mechanisms found most impactful in reducing anxiety levels.
Integrating Telegram in English class to elevate speaking performance and engagement: A classroom action research in junior high school Sholichah, Innas Shofiatus; Wahjuningsih, Eka; Puspa, Areta; Imamyartha, David
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9855

Abstract

Albeit the vast integration of mobile technologies into English classrooms at junior high schools, measures to elevate speaking performance through mobile instant messaging, such as Telegram, remains scant. Addressing this void, this classroom action research (CAR) aimed to enhance students' speaking fluency and accuracy by using Telegram as a tool for speaking tasks. A group of eighth-grade students was chosen based on the preliminary noting their struggled with speaking skills and the issues concerning low learning engagement. This research operationalized mobile technology and communicative language learning tasks in two cycles, each of which involved two meetings and one meeting of a speaking test. Research data were collected from the speaking test and observation. Descriptive statistics revealed the improvement of students' speaking proficiency from the first to the second cycle, 35% and 48%, respectively. The speaking task was also successful in amplifying students' engagement, where 61% of them were actively engaged in the second cycle, compared to 57% in the first cycle. This research exhibited how Telegram mediated supportive and engaging authentic speaking tasks even for beginner learners. Research implications underscore the potency of Telegram for transforming speaking practice as a challenging experience into an inviting and personalized learning endeavor.
Co-Authors Aan Erlyana Fardhani Aan Erlyana Fardhani, Aan Erlyana Anggyta, Heyba Fatwa Annur Rofiq Arya, Bambang Bambang Arya Wija Putra David Imamyartha Eka Wahjuningsih Hudori, Rizki Febri Hudori, Rizki Febri Andika Imamyartha, David Jannah, Nur Hidayatul Mitasari Mitasari Musli Ariani Mutiara Bilqis Mutiara Bilqis Prameswari, Novina Permata Rika Andayani Rizki Febri Andika Hudori Sholichah, Innas Shofiatus Siti Aisyah Siti Anisah Siti Masrifatul Fitriyah Siti Sundari Siti Sundari Zakiyah Tasnim Zakiyah Tasnim