LAPORAN PENELITIAN KOLABORASI DOSEN DAN MAHASISWA FOREIGN LANGUAGE SPEAKING ANXIETY AMONG INTERNATIONAL STUDENTS IN INDONESIAN UNIVERSITIES No Surat Kontrak Penelitian : Nilai Kontrak : Rp. 11.000.000 PROGRAM STUDI PENDIDIKAN MATEMATIKA FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PROF. DR. HAMKA TAHUN 2019 Tim Pengusul Herri Mulyono, Ph.D NIDN. 0305108003 Ratih Novita Sari, M. Pd. NIDN 0208118003
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LAPORAN PENELITIAN KOLABORASI DOSEN DAN MAHASISWA
FOREIGN LANGUAGE SPEAKING ANXIETY AMONG INTERNATIONAL STUDENTS IN INDONESIAN UNIVERSITIES
No Surat Kontrak Penelitian :
Nilai Kontrak : Rp. 11.000.000
PROGRAM STUDI PENDIDIKAN MATEMATIKA
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH PROF. DR. HAMKA
TAHUN 2019
Tim Pengusul
Herri Mulyono, Ph.D NIDN. 0305108003
Ratih Novita Sari, M. Pd. NIDN 0208118003
HALAMAN PENGESAHAN
Judul Penelitian Foreign language speaking anxiety among International students in Indonesian universities
CHAPTER 1 INTRODUCTION ............................................................................ 12 A. Background of The Study ........................................................................................... 12
B. Statement of the Problem and the Objective of the Study ............................................ 13
C. Significance of Research ............................................................................................. 14
THEORETICAL FRAMEWORK.......................................................................... 15 A. State of the art ............................................................................................................. 15
B. FL Speaking Anxiety: Debilitating or facilitating in learning? ..................................... 16
C. Factors administering to FL Speaking Anxiety among international students .............. 16
D. Research Roadmap ..................................................................................................... 17
METHODOLOGY ................................................................................................ 19 A. Research Procedure ..................................................................................................... 19
B. Place and Time of the Study........................................................................................ 20
C. Method of the Study.................................................................................................... 20
D. Participants of the Study ............................................................................................. 20
E. The Technique of Data Collection ............................................................................... 20
F. The Technique of Data Analysis ................................................................................... 21
G. Fishbone Diagram ....................................................................................................... 21
CHAPTER IV ....................................................................................................... 22 A. The Description of the data ......................................................................................... 22
B. The Analysis of the Data ............................................................................................. 22
1. Language barrier .................................................................................................... 22
3. Intercultural Communication Apprehension (ICA)................................................. 29
CHAPTER V ......................................................................................................... 35 A. Conclusion .................................................................................................................. 35
B. Suggestion .................................................................................................................. 35
CHAPTER 6 RESEARCH OUTPUTS .................................................................. 37
The final stage of this research is dessiminating the findings into : ......................... 37
1. An undergraduate thesis ..............................................................................................37
2. Book entitled : “ Ketakutan berbicara” ........................................................................37
(mohon arahannya, apakah dibuat tabel seperti dibawah?) ... Error! Bookmark not defined. ............................................................................................ Error! Bookmark not defined. REFERENCES ..................................................................................................................38
IDENTITAS USULAN PENELITIAN
1. Judul Penelitian : Foreign Language Speaking Anxiety among International
Students in Indonesian Universities 2. Tim Peneliti
No Nama Jabatan Bidang Alokasi Waktu (jam/minggu)
1 Herri Muyono, Ph.D. Ketua Pendidikan
Bahasa Inggris
10
2 Ratih Novita Sari, M.Pd Anggota Pendidikan
Bahasa Inggris
10
3 Ferawati Anggota
Mahasiswa
Pendidikan
Bahasa Inggris
10
3. Objek Penelitian (jenis material yang akan diteliti dan segi penelitian):
Pada penelitian ini yang menjadi objek penelitian adalah 7 mahasiswa internasional
yang sedang melanjutkan studi mereka di beberpa universitas yang ada di indonesia.
4. Masa Pelaksanaan:
Mulai : bulan: Juli, tahun: 2018
Berakhir : bulan: Januari tahun: 2019
5. Usulan Biaya yang diajukan ke Lemlitbang UHAMKA
• Tahun ke-1 : Rp 11.000.000;
6. Lokasi Penelitian adalah 3 universitas besar yang ada di Indonesia . Kegiatan dilapangan
meliputi pengumpulan sampel, dokumen dan, interview.
7. Instansi lain yang terlibat (jika ada, dan uraikan apa kontribusinya): tidak ada.
8. Temuan yang ditargetkan (penjelasan gejala atau kaidah, metode, teori, atau antisipasi
yang dikontribusikan pada bidang ilmu).
- Target yang diharapkan pada penelitian ini adalah mengetahui faktor faktor
penyebab kecemasan dalam berbicara yang terjadi pada mahasiswa yang
mempelajari Bahasa asing, khususnya bagi mahasiswa internasional yang sedang
studi di universitas yang ada di Indonesia.
- Selain itu, dari factor-faktor yang ditemukan diharapkan dapat menjadi referensi
dalam penyusunan silabus, rencana pembelajaran, serta kegiatan pembelajaran
Bahasa asing di ruang kelas.
9. Kontribusi mendasar pada suatu bidang ilmu (uraikan tidak lebih dari 50 kata, tekankan
pada gagasan fundamental dan orisinal yang akan mendukung pengembangan iptek)
- Hasil penelitian ini merupakan langkah awal untuk mengkaji faktor – faktor
kecemasan dalam berbicara yang muncul dikalangan mahasiswa internasional
dikarenakan perbedaan latar belakang budaya dan keragaman linguistik. Hasil
penelitian akan bermanfaat bagi khasanah keilmuan khususnya bagi para pengajar
bahasa untuk menciptakan suasana belajar yang lebih menyenangkan sehinnga
memotivasi mahasiswa untuk lebih aktif berbicara terutama menggunakan bahasa
Inggris.
10. Jurnal ilmiah yang menjadi sasaran (tuliskan nama terbitan berkala ilmiah
internasional bereputasi, nasional terakreditasi, atau nasional tidak terakreditasi dan
tahun rencana publikasi)
- Sasaran terbitan ilmiah dari hasil penelitian ini adalah jurnal-jurnal internasional
seperti Jurnal Argentinian Journal of Applied Linguistics (AJAL)
11. Rencana luaran HKI, buku, purwarupa atau luaran lainnya yang ditargetkan, tahun
rencana perolehan atau penyelesaiannya.
- Buku referensi
SURAT KONTRAK PENELITIAN
ABSTRACT
The study explores foreign language speaking anxiety among international tertiary students in Indonesia. The purpose of the study is to document the factors encountered to their anxiety while speaking English. The study draws on qualitative method to get in-depth information about the issue. The semi-structured interviews were carried out with seven international students to gain insights into their barriers while speaking English. Based on these interviews, the collected data were transcribed and analyzed using thematic analysis. The result revealed that there were recurring and emerging themes which led the students to experience facilitative and debilitative speaking anxiety with their peers. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. These factors also played parts to interfere them with daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety, Facilitative and Debilitative Speaking Anxiety
CHAPTER 1 INTRODUCTION
A. Background of The Study
Speaking anxiety (SA) has been recognized to emerge both facilitating and debilitating effects among
EFL learners on their foreign language (FL) learning (Ahmed, 2016; Brown, 2008; Pong, 2010;
Selvam, 2017; Suleimenova, 2013; Tóth, 2011). It is a unique facet which expresses itself in students'
awareness that enriched or impoverished their normal means of communications. Enriching the
learners with this facet dives in, it eminently encourages them to try a little further in alleviating their
uneasiness feelings to communicate. Otherwise, this facet somehow impoverishes and impedes the
learners to take part in communicating due to motivation, apprehension, discomfort and nervousness
feelings appeared.
Supported with some cases, facilitative SA has offered its learners by motivating them to
concentrate and interact with interlocutors (Selvam, 2017). The study examined 100 EFL students
using a 4-point Likert scale questionnaire at a Malaya university to find facilitative and debilitative
effects caused by their SA. Surprisingly, the learners with moderate SA feel triggered to learn from
their failures, and willing to try to speak better. Confirmed by Pong (2010) that had disputed whether
facilitative or debilitative SA exists among 32 EFL students at Taiwan university to make their
speech’ videos to be uploaded on YouTube, and asked them to write two journals on their thoughts of
posting the video along with suggestions for the second semester. The result came out that 11 of 25
participants view SA as entirely facilitative. Some students said “This time, I will work harder than
usual to prepare the speech”, “It can really push students to prepare well. This is fantastic!”, “We can
practice pronunciation more as I am bad at it” and “It can develop our courage to face and respond to
everyone”. From the statements above, it can be seen that the students will prepare and practice
harder.
In contrast, speaking anxiety has carried a debilitative effect which hinders learners from
doing an oral speech. It recurs due to speaking anxiety perceives as a distraction among FL learners
which influence the fluency and accuracy of their speaking in a target language (TL) (Suleimenova,
2013). It had been causing them to face ‘mental block’, stayed quiet and felt inferior to others. They
suddenly started to panic which led to forgetting words and phrases whether they knew varied
vocabularies. This undoubtedly demotivated them to speak English and remained silent. Similarly,
with a case from a study by Ebrahimi (2013) reported speaking anxiety as a deterring element
occurred by 100 students at Iran university who had ten years learning of English. Utilizing a
questionnaire measured by FLCAS scale consists of 33 items had showed that almost all participants
felt anxious and nervous while speaking English. Most of them began to panic when they must speak
English without preparation, half of them felt unsure about themselves, and the rest got incredibly
nervous while producing English orally.
The speaking anxiety, both facilitating and debilitating apparently not only happen among FL
students who stay in their home countries but also international students study abroad. For those
international students who leave their comfortable circumstance for studying in a host country must
get accustomed to a new language and diverse cultures. It consequently can be an intense challenge
for the learners as Brown (2008) defined, speaking anxiety creates a genuine fear of performing the
oral speech in TL. Brown’s study examined international postgraduates of the south of England who
suffered speaking anxiety due to poor English competence. Additionally, another case of
comprehensive study by Prescott (2004) explored internationalism of an Australian university’s
curriculum offerings and how this affects 48 international EFL students come from 16 different
countries. Their studies highlight international students’ commentaries on communication issues
between teachers and their peers. Within these commentaries spoken out, the interpretation of the
results become varied. Some of the participants suffered debilitative SA and other endured SA as a
facilitative facet.
Several factors have been identified in literature concerning international students who
experience both facilitative and debilitative speaking anxiety on their FL learning. Factors
administered by international FL students usually involve language barriers, negative attitudes and
intercultural communication apprehension (Amiri, 2018; Azarfam, 2012; Salzman, 2015; Zhiping,
2013). These factors have interfered their speech performance not only it occurred when the learners
about to generate ideas but also while doing the speech performance. Yet, under other condition (i.e.
moderate SA), it has assisted the learners to perform the speech better.
B. Statement of the Problem and the Objective of the Study
The current study attempts to shed light on this one research question; what factors contribute to
speaking anxiety encountered by international FL students in Indonesian universities?. In addition,
the objective of the current study is to identify factors that contribute to FL speaking anxiety among
tertiary students in Indonesian universities.
C. Significance of Research
The basic problem is that there are many research conducted on speaking anxiety area but only few
of them are in Indonesian context. As a result, language educators in Indonesia have lack of source
how to face speaking anxiety in real life situation and the worst thing there is no book reference can
be used to help the international students who study in Indonesia. This study, if implemented, would
promote the objective of study and most important, even though the finding of the study is not that
resources on a worldwide scale inadequate, the researchers of this study would contribute and
regularly communicate about the issue with others at conferences, in journals or even in collaborative
research from around the world.
This study is also significant with respect to its implication for FL pedagogy, particularly in
the context where international students have varied range of linguistic and cultural backgrounds.
The exploration of the speaking anxiety-producing factors that arise while trying to communicate in
English would broaden the insight into the issue of FL speaking anxiety. It would be fruitful in order
to help language educators and host students in making the classroom and school environment less
stressful for the international students especially in Indonesian context.
CHAPTER 2
THEORETICAL FRAMEWORK
A. State of the art
This chapter discusses the theoretical framework and state of the art used in this current study. It
comprises of definition of terms which describes SA in FL classroom and school context. Moreover,
the chapter also explains the facilitating and debilitating FL speaking anxiety in learning, and factors
promoting to FLSA among international students.
SA is a common characteristic influencing oral communication performance in a TL to
interlocutors stated by Gaibani (2014). Based on his study, it had appeared among participants due to
their fear of drawing mistakes led to negatively judgmental views from others. This attitude was
consistent with a study reported by Ahmed (2016) that most participants vigorously believed to feel
alarmed if other students laughed at them while doing an oral performance in a TL. Moreover, he
also had verified that 26 of 30 participants strongly agree with the statement of “I don’t like trying to
express and deliver complicated thoughts in English”. This facet of speaking anxiety somehow
induces the quality of learners’ communications which prevent their interlanguage from growing
rich, complex and elaborate. They may not be able to use grammar properly and enunciate the words
clearly.
Another research by Choubey (2011) showed that speaking anxiety is a well-known
uneasiness feeling showed by foreign language learners which bears a possibly disturbing and
detrimental effect while communicating in English. As noted above, it strikes in producing TL not
only among EFL learners between English native speakers but also interlocutors speak English
native-like accent. For instance from the study, when using Hindi as a native language of
participants, the participants seemed to genially answer interview questions. Yet, when the
interviewee started switching to English, their face impersonated tantalized mimics.
Communication in TL happens a lot outside the classroom refers to Woodrow (2006). It
happens among native speakers such as the native students, lecturers and the foreign language
learners and everyone around the university presumably creating speaking anxiety. Justified by a
study from Vitasari (2010) that university environment had a potential access to increase speaking
anxiety among students and educators. Equal to a case in Thailand universities, host and international
students hamper to talk in TL out-of-class context challenged by proficient speakers, revealed by
Singhasiri (2017).
From the definition above, speaking anxiety in FL and speaking anxiety in FL school context
can be regarded as the disturbing feeling experienced by international students while doing oral
performance in TL around academic environment as it provides them a formal setting. It undoubtedly
still exists since many factors can take parts in coining the speaking anxiety faced by international
students.
B. FL Speaking Anxiety: Debilitating or facilitating in learning?
On FL learning, FSA is a term which motivates students to learn more from their deficiency (Selvam,
2017). They would do some strategies (i.e. practicing speaking every day, memorizing vocabularies,
read more topics). It bestowed them enhancing their English proficiency, especially in speaking skill.
By contrast, DSA has restricted the students for giving their best in performing oral performance in
the TL (Suleimenova, 2013). Reluctantly, it deterred them to speak their minds out and kept them
away from interacting with people. Therefore, SA can bring facilitative facet which trigger them to
study more on English and debilitative facet has hindered them in doing English performance well.
C. Factors administering to FL Speaking Anxiety among international students A number of research (i.e. Blume, 2013; Seyitoglu, 2015; Stewart, 2011; Zhiping, 2013; Zhou, 2014)
have been done on factors contributing to FL speaking anxiety. Language barriers and negative
attitudes have definitely revealed in hindering oral performance in TL confronted by FL learners. On
the other hand, cultural factor may tentatively impede FL learners in producing the TL as the learners
have different perspectives and cultural background. Furthermore, studies related to intercultural
communication apprehension is still slightly recognized.
Language barriers as a major stressor that contributes to international FL learners include
poor grammar, lack of vocabularies, unclear pronunciation, interlocutors’ language deficiency.
Blume (2013) discussed about speaking anxiety as a barrier to undergraduate students’ leadership,
adaptability, and multicultural appreciation in a mid-western university. The result had negatively
associated with their willingness to take on leadership opportunities, multicultural appreciation, and
adaptability to new environments. Of course, it may prevent these students from reaching their full
potentials. For instance, a student may be quite good at communicating in English but when speaking
anxiety arouses, it keeps him from actively engaging in conversation opportunities that may serve to
his benefit.
The second stressor is negative attitudes that can be happened due to interlocutors’ attitudes
and international FL learners themselves. Several stressors such as lack of motivation, fear being in
public and shyness, unwelcoming facial and gestures expressions, interlocutors’ corrections, high
expectations towards the learners. As noted by Ghali (2015) most of the students felt afraid of
committing mistakes and their mind set to insisted on high level of EFL oral performance. Their
tendencies to talk in TL on a standard level discourage them as they think much of inaccuracy they
were going to make. In line with a study from Zhiping (2013) that in any circumstance of speaking a
foreign language, anxious students did not want to make mistakes, feeling that they were tested all
the time and every correction they received meant a failure.
The last intercultural communication apprehension as an interesting factor that may take a
role among international FL learners. The learners with different cultures are gathering pace with
host people when they try to exchange information verbally (i.e. Seyitoglu, 2015; Zhou, 2014). The
link between the different cultures and communication has formed intercultural communication.
These students usually have different terms of world’s views, norms, behaviour patterns as evidenced
by Seyitoglu (2015). This condition possibly can create anxiety, fear and worry among the learners
during the process of communication with the host people. It is still questionably argued although
some studies have found evidences toward cultural factors effecting to speaking anxiety (i.e. Stewart,
2011; Zhiping, 2013). According to Zhiping (2013), the study examined Chinese EFL in a Malaysian
university that learners have a concept of “saving face”. It applied when an addresser commits a face-
threatening act, they reckoned the risk of face loss and the degree of communication fell. Also, they
tend not to make eye contact while conversing distinctively with Westerners. This point is also
validated by Stewart (2011) that cultural differences and misunderstandings can certainly take a role
in the public speaking encounter
D. Research Roadmap
The current study is in line with the authors’ research roadmap, focusing on the practice of English
language teaching (ELT) in contexts as shown below:
Figure 1. Research roadmap
Within our research roadmap, our primary concern is on the teacher and classroom research (2 & 3).
We have completed some stages in the road map i.e. 4, 5 and 6. In our previous research, Mulyono
(2016), for example, evaluates the feasibility of using Quipper as platform for online language
learning and teaching. Solihati and Mulyono (2017, 2018) also conducted studies examining the role
of smartphone in ELT, particularly in the context of teacher education. Sari (2016) investigated
online and paper-based glossary to enrich students’ vocabulary mastery. The findings have provided
significant insight into vocabulary mastery and effective educational practices.
Unfortunately, our previous studies have not yet extended to students’ psychological aspect
of students’ learning (see stage 6) that is of critical aspects in ELT. It is thus, in this current study as
part of the roadmap, the authors extend their research area to the aspect of students’ psychology;
among others is speaking anxiety. Even though conducting a research relate to it requires careful
consideration at each step but their previous research meets the standards for conducting psychology
area. They will provide some supported steps to reach a meaningful study. For example, they
assembling a team of individuals with a range of expertise related to the topic and research which can
provide value to the design and conduct of the study. Also, they will do collaboration, which can
serve to strengthen the study, stimulate creativity, extend research networks, and enhance project
dissemination. The authors also will use the electronic database PsycINFO which provide additional
literature of unpublished reports, monographs, studies, and papers in behavioral sciences and mental
health.
English Language teaching resesarch (1)
Teacher research (2) EFL Teacher professional development (4)
Classroom resesarch (3)
The practice of English language teaching (5)
Technology use in ELT (6)
Students' learning (7)
CHAPTER 3
METHODOLOGY
A. Research Procedure
Here the authors describe the research – related activities to be undertaken in order to achieve the
objective of the study and to offer some possible solution to the research problem. It also provides
detail description on the preparation of questionnaires and interview, details of data collection to
be done retrieval of the questionnaire and the conduct of the interview.
Figure 2. Research procedure Research activity Outcome
Development of the study design The choice of qualitative approach to the research with a case study design. The focus will be seven cases in three universities
Selecting data collecting technique. We will adopt Zhang (2011) model. Students’ perception will be interviewed to gain an in-depth of phenomenon (Karatas, 2016)
Research instruments: Interview with students at three different universities
Development of research instrument: semi-structured interview. We adopt Tóth's (2011, p.43) themes to guide the interview, including language learning history, attitudes to English, impression of and to English language teaching at the university, attitude to English language communication environment. The interview will be transcribed for data analysis
Research instruments: Interview with students at three different universities Outcome: Script
Data analysis: Thematic analysis
1. Development of codes 2. Development of pattern 3. Development of themes
The current study will be conducted at 3 universities; 2 private and 1 public university with
varied majors located in Bekasi, Depok and Jakarta for one year, start from July year 2018 to
Januari year 2019.
C. Method of the Study
The study employs a Qualitative approach by applying a case study design to get down-reaching
information about a phenomenon of FL speaking anxiety in Indonesian tertiary context. Zhiping
(2013) believes that case study is an appropriate enchanting method to applied studies since its
progress, obstacles, and programs can be analysed to draw on the comprehension.
D. Participants of the Study
Utilizing purposive sampling, the writer will choose certain participants as they studied in
various majors at public and private universities in three different cities. The current study will
be participated by two males and six female international students.
E. The Technique of Data Collection For the current study, following Zhang (2011), students’ voices and interactions of participants'
original speeches were recorded through an interview. The interview was chosen as it develops
in-depth information of phenomenon (Karatas, 2016). The interviewer let participants to decide
place and time to do the interview, so it would not coincide with their schedules. The interviews
lasted between six until thirty seven minutes once for each participant in Bekasi, Jakarta and
Depok around two weeks. Rather than directly asked them about the questions, the interviewer
tried to be close to the participants as it might open their openness and would bequeath honest
responses. When the participants seemed to enjoy themselves, then the interviewer started to ask
the questions. In this study, the participants have been told of the purpose of study, its
advantages, its procedure, all in brief and be notified that their participations were voluntary.
Four topic areas were specific, adapted from Tóth (2011, p.43) Themes
Language learning history Starting when, where, what language, memories of English in primary/secondary school, time spent in English speaking countries, frequency of contact with native speakers of English
Attitudes to English Effort expended, satisfaction with competence, ease or difficulty
Impression of and to university English classes
Atmosphere, likes and dislikes, teacher personality, problems/difficulties when being a
1st year student Attitudes to communication in English
In and outside classroom, ease of communication, problem areas, aspects to be improved
The semi-structured interview questions and the emerging questions given while doing the
interview are focused on the four topics inside of the table.
F. The Technique of Data Analysis
After collecting all the data, the writer described the audio-recorded including pauses,
at other directions, shaking and nodding heads) (Gaibani, 2014; Tóth, 2011). The coding
began carefully by reading and interpreting the data several times in order to find both
recurring and emerging themes (Indrianty, 2016). During the coding process, the following
main themes were classified to discover evidence for the existent of speaking anxiety and the
factors accounting to speaking anxiety.
G. Fishbone Diagram This study has been cunducted for about 7 months.The following fishbone diagram will
describe the stages.
Background of study
Study Design
Qualitative approach : Case Study
data collecting technique
Research instruments
Development of research instrument
Interview the participantss
Data Analysis
Themes, Themed script, Analyzed themed script
Writing discussion
Final Report
Book Reference : “ Ketakutan Berbicara “
CHAPTER IV
FINDINGS AND DISCUSSION
The findings present the description of the data gathered and analysed. The analysed data then have
been divided into three themes which are language barriers, negative attitudes and intercultural
communication apprehension.
A. The Description of the data
All the data have been gathered through the interview from seven participants who came from
Algeria, Cambodia, Vietnam, Thailand, Yemen and Ecuador. All the participants met the writer
at exact schedules both at times and places except the Vietnamese due to the heavy raining. It
was supposed to be at her university’s park yet we did the interview in front of the building
which has a proper ceiling to shelter us from getting caught in the rain and she was late for 40
minutes. Despite all the shortcomings happened during the interview from the day one until the
last, all the interviews went well that the writer has got all the information needed.
B. The Analysis of the Data
The semi-structured interviews revealed some answers of the research question. The research
question is the factors contributing to foreign language speaking anxiety among international
students in Indonesian universities. The results indicated that all the students encountered both
FSA and DSA. As advanced evidences on DSA showed:
1. Language barrier
Language barrier is the overwhelmingly dominant factor which stimulates FLSA. This factor
involves poor grammar, lack of vocabulary, pronunciation, less exposure, and interlocutors’
language proficiency. Indeed, these factors related to the students’ English proficiency and
how often their speaking performance in the TL occurs.
Mentioning the poor grammar, its relation to the students’ FLSA has become a rampant
factor. This can be seen that one of the student’s low perception of syntax competence has
made her insecure after delivering English speech. She feels unsure whether her utterances in
accurate forms, as she explained:
“The only thing I am not working is, past tense and future. I tend to… I tend to…mix tenses. Like present with past, past with future. I’m
mostly thinking “OMG did I say the verb with -ed or OMG” every time, every time.” – Gianna. (February, 6th 2018 – 4:30 PM)
When she is aware of having problem in grammar, she has an alternative to do mix tenses in
order to speak. She tends to wrongly switch tenses that she uses present form for past events
or use past form for future events. She still pays attention and think about her sentences even
after the conversation ends. In addition to poor grammar, lack of vocabulary has also been
seen as an impediment to FLSA. The two students report that the latter factor has hindered
their oral performance in the TL. It loses their chances to keep up with conversations. As
posed below, one of the student has refused to complete her utterances while speaking takes
place.
“I feel confused when they talk about subject or concept I don’t have too much vocabulary. I’ll let them finish my sentence, I cannot… I cannot speak anymore and I’ll be just quiet”. – Nassima. (February, 17th 2018– 6:15 PM)
Inadequate vocabulary in certain areas has forced her to become silent. She surely hesitates
enough to complete her sentence, so she decides her interlocutors to complete it.
Another student does not like producing English oral performance due to his vocabulary
limitations.
“Learning English is fun but I’m a bit…you know, I hate to speak
because sometimes my brain’s not flexible. I have learned a little
vocabulary that’s why I cannot speak fluently”. – Bormey. (February,
17th 2018 – 9:38 AM)
He complains about the flexibility of his thoughts and the fluency of his speaking. Due to his
limitation of vocabularies, it has led him to unable to speak conveniently. Although he loves
learning the language, he finds it hostile to speak in English.
Another common factor contributing to the student’s FLSA is pronunciation. In the account of
this factor, the background of the student which is Vietnamese surprisingly has played a
significant role.
“I feel nervous about my pronunciation, how my speaking in certain
sentence. Because the way I speak English isn’t natural”. – Mai.
(February, 14th 2018 – 3:32 PM)
Actually, Vietnamese has six tones up and down similar to Chinese that has five different
tones in their language diversely with English. It makes her feel unnatural when she is trying
to talk in English. In the middle of the interview, the interviewer is either confused when the
student pronounce the word about. She needed to repeat three times to tell what she meant
because she sounded like ibau.
Next factor is less exposure which has been commonly known to provoke the students’ FLSA.
Four students who have experienced this factor are genuinely intertwined with their preceding
English speaking practice and learning history. The less they use English to speak, the more
SA affects their emotional feelings and attitude in performing the TL, as clarify:
“I didn’t have chances to talk to people in English when I was in
Vietnam. So, it’s making me worried to speak English”. – Mai.
(February, 14th 2018 – 3:32 PM)
“In my home country, um… not usual to talk in English. Even though I
was learning at school that a… it didn’t actually help because I wasn’t
practice with anyone”. – Gianna. (February, 6th 2018 – 4:30 PM)
“I am not often speaking English at my school or somewhere else, so I