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Sri Kusuma Ningsih
University of Muhammadiyah Prof. DR. HAMKA, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Factors Contributing to EFL Students’ Speaking Anxiety Herri Mulyono; Ferawati Ferawati; Ratih Novita Sari; Sri Kusuma Ningsih
Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.011 KB) | DOI: 10.18326/rgt.v12i1.13-27

Abstract

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety 
Factors Contributing to EFL Students’ Speaking Anxiety Herri Mulyono; Ferawati Ferawati; Ratih Novita Sari; Sri Kusuma Ningsih
Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v12i1.13-27

Abstract

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety 
Co-Authors Ferawati Ferawati Herri Mulyono Herri Mulyono Ratih Novita Sari