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All Journal Abdi Laksana : Jurnal Pengabdian Kepada Masyarakat IJLHE: International Journal of Language, Humanities, and Education
Tampubolon, Muhammad Ahsan
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Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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When Words Fail: Exploring Speaking Anxiety Among ESL Learners Tampubolon, Muhammad Ahsan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1849

Abstract

This study examined the speaking anxiety levels and sources among 130 English as a Second Language (ESL) students at Universitas Pamulang, across basic and intermediate courses. Speaking competence is crucial in today's globalized world, yet anxiety often hinders learners' confidence and participation. Using a quantitative survey, the adapted "Sources of Speaking Anxiety for Learners of English as a Second Language Scale" by Young (1990) was administered. Descriptive statistics, t-tests, and ANOVA were used to analyze the data, looking at anxiety levels and their connection to gender and proficiency. Results showed that over half of the students (53.49%) experienced some speaking anxiety. Interestingly, no significant differences were found based on gender or overall proficiency, except for one specific item: intermediate learners showed higher anxiety when interacting with peers of the opposite sex. The primary sources of anxiety identified were fear of making mistakes, unfamiliarity with topics, fear of evaluation, and limited vocabulary. Conversely, speaking with classmates and engaging in role-play activities were less anxiety-provoking. These findings highlight the need for educators to address both the psychological and teaching aspects of language instruction. The study recommends implementing learner-centered approaches, interactive speaking tasks, and supportive classroom environments to alleviate performance pressure. The results have implications for developing more inclusive and effective ESL instruction, especially where students have limited English exposure outside the classroom. Future research could benefit from qualitative data and larger, more diverse samples.
Pelatihan Bahasa Inggris “Improving Listening Abilities Through English Songs” Untuk Masyarakat di Taman Baca Kolong Flyover Ciputat Tangerang Selatan Atmawijaya, Tito Dimas; Tampubolon, Muhammad Ahsan
Abdi Laksana : Jurnal Pengabdian Kepada Masyarakat Vol 5 No 1 (2024): Abdi Laksana : Jurnal Pengabdian Kepada Masyarakat
Publisher : LPPM Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/abdilaksana.v5i1.38493

Abstract

Pengabdian kepada Masyarakat ini bertujuan untuk mengevaluasi efektivitas metode pelatihan mendengarkan lagu English songs dalam meningkatkan kemampuan mendengarkan bahasa Inggris peserta di Taman Baca Kolong Flyover Ciputat Tangerang Selatan. Dengan melibatkan 30 peserta dengan rata-rata usia 25 tahun dan latar belakang pendidikan yang beragam, penelitian ini dilakukan selama 4 minggu dengan sesi pelatihan yang mencakup pemutaran lagu, analisis lirik, dan latihan mendengarkan aktif. Analisis hasil pre tes menunjukkan variasi tingkat pemahaman mendengarkan, dengan skor rata-rata peserta sekitar 60 dari 100 poin. Hasil pre tes ini mengidentifikasi area kesulitan, termasuk ketidakpahaman konteks, kesulitan memahami aksen, vokabulari terbatas, dan kesulitan mengenali nuansa. Metode pelatihan yang diterapkan membuktikan efektivitasnya, dengan hasil post tes menunjukkan peningkatan yang signifikan, yakni rata-rata peningkatan sebesar 25%. Analisis statistik menggunakan uji t menunjukkan perbedaan yang signifikan antara hasil pre tes dan post tes (p < 0.05). Pelatihan tidak hanya meningkatkan kemampuan mendengarkan tetapi juga motivasi dan partisipasi peserta. Analisis menyeluruh menunjukkan bahwa pemutaran lagu membantu peserta terbiasa dengan variasi aksen dan gaya berbicara, sementara analisis lirik mendalam memperkaya pemahaman kosakata dan frasa-frasa penting. Rekomendasi untuk pengembangan program selanjutnya mencakup diversifikasi materi lagu, evaluasi berkala, dan penguatan kerjasama dengan pemerintah daerah dan komunitas. Diharapkan hasil penelitian ini dapat memberikan kontribusi bagi pengembangan metode pelatihan mendengarkan bahasa Inggris yang inovatif dan berkelanjutan di tingkat komunitas.
When Words Fail: Exploring Speaking Anxiety Among ESL Learners Tampubolon, Muhammad Ahsan
IJLHE: International Journal of Language, Humanities, and Education Vol. 8 No. 1 (2025): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/ijlhe.v8i1.1849

Abstract

This study examined the speaking anxiety levels and sources among 130 English as a Second Language (ESL) students at Universitas Pamulang, across basic and intermediate courses. Speaking competence is crucial in today's globalized world, yet anxiety often hinders learners' confidence and participation. Using a quantitative survey, the adapted "Sources of Speaking Anxiety for Learners of English as a Second Language Scale" by Young (1990) was administered. Descriptive statistics, t-tests, and ANOVA were used to analyze the data, looking at anxiety levels and their connection to gender and proficiency. Results showed that over half of the students (53.49%) experienced some speaking anxiety. Interestingly, no significant differences were found based on gender or overall proficiency, except for one specific item: intermediate learners showed higher anxiety when interacting with peers of the opposite sex. The primary sources of anxiety identified were fear of making mistakes, unfamiliarity with topics, fear of evaluation, and limited vocabulary. Conversely, speaking with classmates and engaging in role-play activities were less anxiety-provoking. These findings highlight the need for educators to address both the psychological and teaching aspects of language instruction. The study recommends implementing learner-centered approaches, interactive speaking tasks, and supportive classroom environments to alleviate performance pressure. The results have implications for developing more inclusive and effective ESL instruction, especially where students have limited English exposure outside the classroom. Future research could benefit from qualitative data and larger, more diverse samples.
Co-Authors Atmawijaya, Tito Dimas