PLAY AND SPEAKING ANXIETY TOWARDS ENGLISH SPEAKING SKILL

Jhoni Eppendi

Abstract


The purposes of this study were to find out whether or not (1) there was a significant difference in English speaking achievement between the students who were taught by using role-play technique and those who were not, (2) there was a significant interaction effect of role-playing and speaking anxiety on English speaking achievement, and (3) there was a considerable difference in speaking performance between the students who have high and low levels of speaking anxiety. 57 out of 80 tenth graders of hotel accommodation of SMKN 3 Palembang were selected randomly as the sample. The ‘Foreign Language Classroom Anxiety Scale’ and an oral test were used to collect the data. The intervention was conducted for sixteen meetings, two teaching hours in each. The findings showed the main difference between both groups was 4.6, which the experimental led the control group. Also, the two-ways ANOVA indicated that there was a significant interaction between role-playing and speaking anxiety on students’ speaking achievement. The main difference score between low and high levels of speaking anxiety was 3.68, in which low-level speaking anxiety drove the upper level. It is clear that speaking anxiety plays an essential role in students’ speaking performance  

Full Text:

PDF

References


Aida, Y. (1994). Examination of Horwitz, Horwitz & Cope’s construct of foreign language anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168.

Crystal, D. (2003). English as a global language. Cambridge University Press. Cambridge, 2nd edition

First, E. (2013). English proficiency index. Retrieved from http://www.ef.co.id/ epi/downloads/

Freeman, D. N. (2000). Techniques and principles in language teaching. Oxford University Press. New York, NY, 2nd edition

Harmer, J. (2001). The practice of English language teaching. Pearson Education Limited. London, 3rd edition

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125â€132.

Öztürk, G., & Gürbüz, N. (2014). Speaking anxiety among Turkish EFL learners: The case at a state University. Journal of Language Linguistic Studies, 10(1), 1-17.

Rahimy, R., & Safarpour, S. (2012). The effect of using role-play on Iranian EFL learners’ speaking ability. Asian Journal of Social Sciences and Humanities, 1(3), 50-57.

Sunardi. (2013). Teaching speaking ability through role play. Unpublished magister thesis. Faculty of teacher Training and Education, Tanjungpura University, Pontianak.

White, J. (2004). Speaking, listening, and learning materials. Qualification and Curriculum Authority and the National Literacy Strategy Journal. Retrieved from http://www.literacytrust.org.uk/Pubs/white.html.

Xiuqin, Z. (2006). Speaking skill and anxiety. CELEA Journal, 29(1), 34-39.

Young, D. J. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23(6), 539-553.

Zulfikri. (2010). The effect of role-play technique toward the twelfth grade students’ speaking achievement at SMK Negeri 6 Palembang. (Unpublished Magister Thesis). Graduate School Faculty of Teacher Training and Education, Sriwijaya University, Palembang




DOI: https://doi.org/10.35334/bjele.v2i1.1614

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Borneo Journal of English Language Education



BJELE is published twice a year, namely in June and December by English Education Department, Faculty of Teacher Training and Education, Tarakan, North Kalimantan, Indonesia. 

Thumbnail for version as of 23:19, 25 May 2014What's the Deal with Turnitin? – Thesislink