FOREIGN LANGUAGE SPEAKING ANXIETY AMONG …

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

Ketua Peneliti

a. Nama Lengkap Herri Mulyono, Ph.D

b. NPD/NIDN 0305108003

c. Jabatan Fungsional Lektor

d. Fakultas/Program Studi FKIP UHAMKA

e. H.P/Telepon 08561157622

f. Alamat Surel (Email) [email protected]

Anggota Peneliti 1

a. Nama Lengkap Ratih Novita Sari

b. NPD/NIDN 0208118003

c. Fakultas/Program Studi FKIP UHAMKA

Lama Penelitian 1 Tahun

Luaran Penelitian Skripsi dan Jurnal internasional

Biaya yang disetujui Rp. 11.000.000,-

Mengetahui, Jakarta, 11 Januari 2019

Kaprodi Pendidikan Matematika Dr. Samsul Maarif, M.Pd NIDN. 0307088501

Ketua Peneliti, Herri Mulyono, Ph.D NIDN. 0305108003

Menyetujui, Dekan FKIP UHAMKA Dr. Desvian Bandarsyah NIDN. 0317126903

Ka. Lemlitbang UHAMKA Prof. Dr. Suswandari, M. Pd. NIDN. 0020116601

TABLE OF CONTENTS

TABLE OF CONTENTS ......................................................................................... 5

IDENTITAS USULAN PENELITIAN .................................................................... 7

SURAT KONTRAK PENELITIAN ........................................................................ 9

ABSTRACT .......................................................................................................... 11

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

CHAPTER 2 .......................................................................................................... 15

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

CHAPTER 3 .......................................................................................................... 19

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

.............................................................................................................................. 21

CHAPTER IV ....................................................................................................... 22 A. The Description of the data ......................................................................................... 22

B. The Analysis of the Data ............................................................................................. 22

1. Language barrier .................................................................................................... 22

2. Negative Attitude................................................................................................... 25

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

1. Themes 2. Themed script 3. Analyzed themed script

Writing discussion and final report

Final report

B. Place and Time of the Study

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,

hesitations, intonations, participants’ gestures (i.e. moving hands, smiling, laughing, looking

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

cannot improve my speaking”. – Bormey. (February, 17th 2018 – 9:38

AM)

They are not able to practice or to communicate in English habitually. It is not that surprising

since English is their FL. In fact, learning English in their school is not really helping in

speaking domain, since they do not frequently have contact with people who can talk English.

Additionally, other student said he is not able to ameliorate his speaking ability the time he

was in his home country.

Last student considers it even further:

“I’m lazy to talk in English since I’m used to talk in Bahasa daily. I feel

worried because I barely talk in English”. – Akara. (February, 18th 2018

– 10:23 AM)

It intensely causes one of the student to feel inactive in using English that he chooses to use

Bahasa over the English even though Bahasa is also his another TL.

The last significant factor of language barrier that attains from interlocutors’ language

deficiency. Their incompetency of the TL has influenced the students’ willingness to

communicate with the interlocutors. In this case, the students feel doubtful to talk with host

people who are not seemingly eloquent in English, as portrayed:

“I don’t use much English because I think for me here English isn’t

really popular for everyone”. – Mai. (February, 14th 2018 – 3:32 PM)

“I just feel like “OMG I don’t know they [host people] are gonna

understand or no”. – Gianna (February, 6th 2018 – 4:30 PM)

“I cannot speak Bahasa and if I want to buy something, I must talk

Bahasa because environment here…no one speak English”. – Sokha.

(February 4th, 2018 – 10 AM)

These commentaries of three students have presented that their reluctance of interacting with

host people are rational. In Indonesia, English is not even a second language. Even though

English exists everywhere and anytime, most of the host people barely talk in English. Only

in some occasion such as learning environment when students are required to talk in English

or English areas (i.e. Kampung Pare and Bali) when the host people there from low class –

high class are able to communicate in English, even some are talking in broken English. The

statement of what Sokha said that he should talk in Bahasa is as the same as Akara that both

of them try to speak Bahasa in order to achieve their goals of communication.

2. Negative Attitude

Negative attitude can be determined both by the interlocutors’ and the students themselves. It

is often affiliated with their emotionality such as worry, racing heart and characteristics such as

unconfident, sympathy, callousness (Indrianty, 2016) which involve of unwelcoming

interlocutors’ attitude, afraid of making mistakes, shyness, interlocutors’ judgmental view.

As one of an epidemic factors, unwelcoming interlocutors’ attitude has devitalized the students’

eagerness to produce English oral performance. This can be identified from two students’

responses:

The first student felt, she and her friend being excluded from host people’s activities that they

did not try to talk in English with them.

“I don’t feel included especially when I don’t relate with the jokes [in

Bahasa]. If we’re [she and her Myanmar friend] outside the class, they

[host students] wouldn’t talk to us in English. It’s okay I don’t, I

just…(silence) it would be nice if like, um… they make a little effort to

include us in their comments or things”. – Gianna (February, 6th 2018 –

4:30 PM)

In her case, it happened in her English language class that some of her host peers were joking

in Bahasa. She just could not relate to the jokes which has built her emotionality to feel

ignored. Not only her-self feels such a neglected feeling, her Myanmar friend also feels the

same way since their peers were unwilling to even try to talk with them in English.

The other student unfortunately do not have friends when he tries to speak English. It evokes

him not to talk English in his school and daily life.

“I started learning English but no one wanted to be my friends. I talked in

English when early times I came to this university but no one responded,

only some. So I tried to learn Bahasa and until now, I’m talking Bahasa”.

– Akara. (February, 18th 2018 – 10:23 AM)

His case, similar like Gianna’s, both of them have peers who uncooperative in order to talk in

English. Gianna hopes that her peers at least try to talk with her in English. Dissimilarly, rather

than wanting his peers to talk in English, Akara prefers to learn Bahasa to make friends in his

university.

Further, afraid of making mistakes has also been viewed as one of the factor which deliberate

the students’ enthusiasm in talking English. The fear of making mistakes comes up in the

students’ feelings, considering to tentatively certain reasons. Like five of seven students have

feared of making mistakes for different reasons, as illustrated:

“I always feel worried about making mistakes when I’m speaking

English’. – Mai. (February, 14th 2018 – 3:32 PM)

“I sometimes feel afraid to make mistakes.” – Mirjam. (February, 15th –

3:05 PM)

“I’m afraid of making mistakes about speaking. I feel worried when I

make mistakes while speaking English”. – Bormay. (February, 17th 2018

– 9:38 AM)

Mirjam, Bormay and Mai feel daunted to create mistake for no apparent reason, they simply

just afraid of making errors.

“I don’t like, to.. to… make mistakes, so I’m quite like, I’m.. a.. little

perfectionist so I don’t like making mistakes”. – Gianna. (February, 6th

2018 – 4:30 PM)

Gianna has connected her character which is perfectionist to her FLSA that has induced her not

to derive any faults.

“I’m afraid of speaking wrong. Because of the fear, it leads me to make

me quiet”. – Akara (February, 18th 2018 – 10:23 AM)

Akara’s case is resembling with Nassima’s that both of them have chosen to be voiceless in the

process of speaking. Akara decides to be silent due to his fear, when Nassima due to lack of her

vocabulary.

Beside the fear of making mistake, another crucial factor is interlocutors’ judgmental view. The

interlocutors’ judgmental view has been identified in contributing FLSA. The students overly

paid attention to people’s opinions that they did not accept terrible things pointed at them as

demonstrated by three students:

“If the interlocutors [strangers] correct me while speaking, that would be

so horrible. It would be like, not respectfully. If it’s my boyfriend or

friends, I don’t mind (laughs).” – Gianna (February, 6th 2018 – 4:30 PM)

One of the student said she was fine to be corrected as long as she knew the person. Yet, if the

corrections come from the strangers, she would not listen to them because in her opinion, that is

just awful.

“When someone mocks or curses me while evaluating my speaking, I

don’t want to. I don’t like it! (shakes his head)”. – Sokha. (February 4th,

2018 – 10 AM)

Sokha dislikes it if the person correcting his speaking in bad manners.

“I will avoid to speak to them [interlocutors] again if they say bad things

to me”. – Mirjam. (February, 15th 2018 – 3:05 PM)

Mirjam would elude the person who corrects her in inappropriate ways. The last factor under

the umbrella of negative attitude is shyness. This factor eventually be a prevalent concern by

four students. They are undoubtedly confused, nervous and frustrated about their own self.

They exemplify being anxious as presented:

“Sometimes I feel little confident, I am not confident. I’m confused about

my ability”. – Mai. (February, 14th 2018 – 3:32 PM)

“I’m not sure whether I’m able to talk in English properly”. – Akara.

(February, 18th 2018 – 10:23 AM)

Mai and Akara are hardly believe in themselves that they are perplexed enough about their

English speaking skill.

“When I have to give a presentation in front of the class, I definitely

super nervous, super nervous. Really-really nervous and I super insecure

totally all the time. All the time that I normally try to think before I’m

speaking and because of that I get a little frustrated”. – Gianna (February,

6th 2018 – 4:30 PM)

Gianna seems to have an abundant of anxious feeling. When she comes to present something in

front of everyone in the class, she becomes diffident. The frustration she bears during the time

before she starts speaking, has also coined in to her apprehension.

3. Intercultural Communication Apprehension (ICA)

ICA is connected with divergent among cultures, learning styles, perspectives of the worlds.

It reasonably may causes speaking anxiety. These following sub-themes (i.e. EFL similarities,

social context issues) were emerging themes that the writer originated while analysing the

data.

The first theme of intercultural communication apprehension is EFL similarities when the

students feel certain ways in gathering with the students who come from the same

backgrounds. They can have collateral language. For example, the Singaporean will feel safer

to talk to Malaysian in English due to the homogenous of their second language, English.

However, if the students meet other students come from different language, it may hamper the

students to do their speaking well. For instance, the Asian feels a little anxious when he talks

to British in English due to the contrast position of their language. English is a FL for the

Asian, and English is the mother tongue for the British.

These following statements were confirming that two of the students have experienced EFL

similarity. One of the student felt content when she spoke to non-native English in English

rather than to European and American. The other student showed worriment to interact with

American due to his less exposure in English.

“When I talk to European, you know, the sound of English from Europe and

America. I feel sometimes scary if I will do some mistakes because their

language is English. But when I speak to Korean and Japanese, I feel fine. I feel

comfortable when I speak with people whose English isn’t their mother

language”. – Nassima. (February, 17th 2018 – 6:15 PM)

“I’m worried to talk with American due to my less exposure.” – Akara.

(February, 18th 2018 – 10:23 AM)

Nassima and Akara have the same obstacles that they feel misery of talking with native

English (i.e. American, British). Thus, Nasimma is afraid whether she is going to make some

errors in front of the native English. Yet, she feels so much fine to talk English with non-

native (i.e. Korean and Japanese).

The second factor of ICA is social culture issues. Indeed, the background of students’ culture

plays a pivotal role contributing to their FLSA. Since the cultures and students’ perspectives

of some ideas mostly different one to another. Three views of the students have revealed:

“It was the most difficult for me to try to speak English with host people here.

There’s gonna be misunderstanding for sure. It’s like a culture shock to me.” –

Gianna (February, 6th 2018 – 4:30 PM)

She appears to meet a culture shock when she tried to talk English here due to the constraints

between her and host people’s language.

Another student made a comparison between his English former class in Cambodia and in

Indonesia now. Turned out, the Indonesian teacher kept talking Bahasa in a learning process,

different than his former class.

“In English class here, I want all my friends and teachers leave the class in

English. No Bahasa is spoken. It’s like my class in Cambodia, no Khmer is

spoken. If someone speaks Khmer, the teacher will give him something to write

at least 100, 200 words to punish my school mate”. (laughs hard) – Sokha.

(February 4th, 2018 – 10 AM)

Learning style must be altered between one to another. Like Sokha has mentioned, the

attitude between his former teacher in his country must be different. In Cambodian school, the

teacher will just use full English in an English class. Further, the teacher gave a disciplinary

action when his students disobeyed the rules. In Indonesia, according to him, the teacher tend

to use Bahasa also.

The last student; Mai, also experiences this factor, that it affects her interactions with her

Vietnamese people. Vietnamese interlocutors’ tend to judge language proficiency. This is in

the case of Vietnamese, why Vietnamese respect Indonesians’ openness.

“I am afraid about people judging me. Especially with Vietnamese people.

Because you know, Vietnamese people always judge you, judge your English,

more than foreigners.” – Mai. (February, 14th 2018 – 3:32 PM)

Mai feels it is more relieve and acceptable to talk with foreigners, in this case, Indonesian

rather than Vietnamese. Due to the contrastive attitude, she prefers to talk to Indonesians who

are more open to do English conversation and that Indonesians put aside their mean

comments to people who tries to speak the TL.

The findings not only appear that all of the students encounter DSA but also FSA. The FSA

factors have been examined to motivate the students to talk and learn more English domain in

order to accelerate their English competence and performance, as the six students evinced:

“I love speaking English so much because it’s the first language in the world.

It’s really easy comparing to French”. – Nassima. (February, 17th 2018 – 6:15

PM)

Nassima still likes to speak English as an international language. In addition, she even saying

that English is a piece of cake comparing to her native language, French.

“I can communicate with people from different countries in English”. – Mirjam.

(February, 15th 2018 – 3:05 PM)

“I can communicate with you and other friends. We can make it because English

speaking”. – Bormay. (February, 17th 2018 – 9:38 AM

Although the students had encountered DSA, they still fond to talk in English especially for a

means of communication.

The other reason why FSA can be seen as an assist facet for the students cause it motivates

the students to learn. Astonishingly, five of seven students still had an urge to keep learning to

improve their English. As provided:

“I don’t feel shame when people correct me in front of everyone. I open my

heart to hear them. I commit myself to speak English in English class and school

environment. Practice, practice, I practice a lot”. – Sokha. (February 4th, 2018 –

10 AM)

Sokha practices a lot of talking in English which he commits himself to speak in his

university especially in English class. Profoundly, he is fine with the people correct his

mistakes in front of everyone due to his willingness to learn.

“About the topic to speak about, the vocabulary, I…have to use, sometimes I

search in Google to translate. It’s good for me so cases like that have me to get

more vocabulary”. – Nassima. (February, 17th 2018 – 6:15 PM)

Nassima will look up Google to find the meaning and translation of the ideas she has not

known. Furthermore, she feels pleasant to do those things because it assists her to find more

vocabulary.

“I’m trying to talk via Skype or just talking English with my own self”. –

Akara. (February, 18th 2018 – 10:23 AM)

Due to none of his friends speak English, Akara keeps making some efforts such as talking

alone by himself or try to talk via Skype to enhance his English speaking skill.

“My English isn’t good. So I told my boyfriend like “please correct me every

time”. I’m speaking every day in English with him and constant practice,

constant practice, that is the best way to study English (smiles).” – Gianna

(February, 6th 2018 – 4:30 PM)

Gianna has totally open to receive corrections from her boyfriend. Moreover, she tries every

single day to talk with him in English constantly. It helps her a lot that she said it is an

extremely good way to learn English.

Having language barriers, negative feelings, intercultural communication

apprehension which has deterred them from giving their whole potential performance in

speaking, evidently not successful enough to make them stop talking in English. They still

trigger to communicate with people around the world using this lingua franca. All of these

FSA responses have validated that they are still eager to talk in English and learn more for

improving their English proficiency.

C. Discussion

The finding has revealed that all of the international students in the current study hold

DSA & FSA. Thus, its analysis has further demonstrated that the FLSA in them is influenced

by language barriers, negative attitude and intercultural communication apprehension.

Language barrier is one of the factor that successfully diminish the students’ oral performance

in English due to lack of English competence (Brown & Brown, 2016). This is also in line

with a study from Ahmed (2016) that vocabulary and poor grammar are included, that some

of the participants remain silent in the process of English speaking for lacking of vocabulary

and one does not clearly understand of tense grammar rules. Additionally, the pronunciation

also takes a role in FLSA toward the student (Asghar & Azarfam, 2012) that one states she

does not like her own pronunciation due to differences of her tones, Vietnamese, comparing

to English. Along with less exposure of talking in English, the students tend to withdraw

themselves in using English to communicate, simply because it is unusual for them to talk in

English daily. Unexpectedly, the interlocutors’ language deficiency has interfered the students

in engaging to do the conversation, or interact with the host people.

Next factor is negative attitude which come from both the students’ feelings themselves and

interlocutors’ attitude. There are unwelcoming interlocutors’ attitude and judgmental view,

the same as the studies from Asghar & Azarfam (2012) and Amiri & Puteh (2018), that these

factors have exacerbated the students’ oral performance in English. Afraid of making

mistakes (Hammad, 2015; Reza, 2013) and shyness (D. Zhiping, 2013) also contribute to

FLSA faced by the international students. Their fear and shyness tend to lead them not to be

productive in speaking that they choose to become quiet.

The last factor is ICA, intercultural communication apprehension that includes of EFL

similarity and social context issues. When people come from the same area (i.e. Malaysia,

Indonesia; Africa, Gambia and America, Canada) which not so many differences exist, they

will feel more comfortable and equal. In contrast, if they come from different country which

have very peculiar cultures and distant perspective of worlds, they may have some problems

to interact (Woodrow, 2006). In the case stated in current finding, the Thai and the Algerian

feel anxious to talk to British and American due to the English is the British’s and American’s

first language. Yet, when she comes to talk to Korean or Japanese, she feels extremely fine

with them since the students and the Korean also the Japanese are FL of English. It happens

because of the differences of languages that the British and American use English as mother

tongue, and the Algerian use English as their FL.

About the social context issues, it is due to the students’ social environment are different with

their foreign country, in this case, Indonesia. The Ecuadorian and the Cambodian feel this

factor as a DSA. The Ecuadorian states that she experienced such a culture shock the first

time she came here due to her language constraints with the host people. It restricts her to talk

in English with the host interlocutors. Different than the Ecuadorian’s, the Cambodian discuss

about the difference of English teacher’s methods in Cambodian and Indonesian. Back to his

home country, the English teacher teaches his students full English while in Indonesia, the

English teacher here tends to mix using Bahasa along with English. This Cambodian student

found it bothering him because he wants the English teacher to use full English. In the

Vietnamese case, she thinks it is more acceptable if she talks to Indonesians in English rather

than Vietnamese. Her environment in Vietnam turns out, to be intensely judgmental in giving

opinions to people who wants to try to speak in English. That is why, her willingness to talk

in English with Indonesians is understandable and on the beam.

Based on the exploration of factors contributing to FLSA encountered by international students in

Indonesian universities, there are two other factors that facilitate the students which reduce SA and

communication apprehension (Ebrahimi, 2013; Pong, 2010; Prescott, 2004; Tóth, 2011). This is

called FSA that motivates the students to keep trying to talk in English as a means of communication

and improve them to keep learning English, especially in speaking domain. As stated by almost all of

the students that they are willing to listen to corrections as long as the interlocutors correct them in

proper ways. Furthermore, they explains that they will learn by trying to talk via Skype, or even just

talk to their own selves, translating sentences and memorizing more vocabularies with the help from

Google, and the most important thing is, their willingness to practice, practice, and practice harder

daily.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter elaborates a conclusion and offers two suggestions both for local and international

students at Indonesian universities.

A. Conclusion

In summary, this research has qualitatively explored international tertiary students in Indonesian

universities. The findings clearly showed that despite years of learning English as their foreign

language, the participants are still anxious while communicating with other international students

and host people in English. The current analysis has answered the research question of factors

contributing to international tertiary students’ FLSA. It illustrated that the participants are

influenced by language barriers, negative evaluations and intercultural communication

apprehension. Language barriers for debilitating facet involved of poor grammar, lack of

vocabulary, pronunciation, less exposure, interlocutors’ language deficiency. Negative attitudes

are divided into afraid of making mistakes, shyness, interlocutors’ judgmental views and

unwelcoming expressions. and intercultural communication apprehension which classified as

EFL similarity and social culture issues. These above factors have aggravated the students’ level

of FLSA and led them to apprehensively talking English with their peers. On the other hand,

their facilitating anxiety have motivated the students to learn and talk more in English.

There is a need for universities to convene at least one programme for the international and host

students’ to engage them so they will know each other better and the pressure for the

international ones would be lower.

B. Suggestion

Based on the result of the interview, here are some suggestions to each of:

1. International students, you just need to talk. No need to stress on interlocutors or

audience’s view while speaking English is strongly suggested. Since afraid of committing

mistakes is considered as the primary concern for the SA, the practice seems to be a crucial

and practical way to enhance English speaking skill. It will improve their confidence to

talk English.

2. Host students. It is recommended and would be better if the host students cultivate positive

attitudes toward international students while interacting with the international students.

Although the host students do not speak English well, just try to socialize with the

international students so they would not feel neglected.

CHAPTER 6 RESEARCH OUTPUTS

The final stage of this research is dessiminating the findings into :

1. An undergraduate thesis

2. Book entitled : “ Ketakutan berbicara”

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Literature, 1(2).

Blume, B. D. (2013). Communication apprehension: A barrier to students’ leadership, adaptability,

and multicultural appreciation. Academy of Management Learning and Education, 12(2).

Brown, L. (2008). Language and anxiety: An ethnographic study of international postgraduate

students. Evaluation and Research in Education.

Choubey, A. (2011). Language anxiety as a major impediment in learning/teaching English.

Advances in Language and Literary Studies, 2(2).

Ebrahimi, R. (2013). Anxiety as deterring element in learning English for oral communication among

EFL students. International Journal of Applied Llanguage Learning and Applied Linguistics

World, 4(3).

Gaibani, A. A. (2014). Determining the role of English language competence in influencing the

public speaking anxiety of international post graduate students at the university of Utara,

Malaysia. International Journal of Learning and Development, 4(2).

Ghali, A. (2015). Speaking anxiety level of Gaza EFL pre-service teachers: Reasons and sources.

World Journal of English Language, 5(3).

Karatas, H. (2016). An investigation into university students’ foreign language speaking anxiety.

Social and Behavioral Sciences.

Mulyono, H. (2016). Using" Quipper" as an Online Platform for Teaching and Learning English as a

Foreign Language. Teaching English with Technology, 16(1), 59-70.

Pong, K. H. (2010). Learners’ anxieties on posting their own speeches on Youtube.com: Facilitative

or Debilitative?

Prescott, A. (2004). Learning at university: The international student experience. International

Education Journal, 5(3).

Salzman, M. (2015). Exploring the adjustment problems among international graduate students in

Hawaii. Horizon Research Publishing.

Selvam, P. (2017). Effects of debilitative and facilitative anxiety on speaking in second language

among Malaysian ESL learners. UMCCed.

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intelligibility and comprehensibility. Issues in Educational Research, 27(3).

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Solihati, N., & Mulyono, H. (2018). Designing and Evaluating the Use of Smartphones to Facilitate

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Study. International Journal of Emerging Technologies in Learning (iJET), 13(1), 124-137.

Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Social and

Behavioral Sciences.

Tóth, Z. (2011). Foreign language anxiety and advanced EFL learners: An interview study. WoPaLP,

5, 43.

Vitasari, P. (2010). A research for identifying study anxiety sources among university students.

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Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC.

Zhang, H. (2011). Language anxiety in ESL classroom: Analysis of turn-taking patterns in ESL

classroom discourse. International Conference on Education, Research and Innovation, 18.

Zhiping, D. (2013). Anxiety of speaking English in class among international students in a Malaysian

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and experiences with social integration. Canadian and International Education, 43(2).

LAMPIRAN

Lampiran 1: Justifikasi anggaran penelitian

1. HONOR OUTPUT KEGIATAN

Item Honor Volume Satuan Honor (Rp) Total (Rp)

1. Honorarium Ketua Peneliti 1 buah 1.200.000 1.200.000

2. Honorarium anggota penelitian 1 buah 1.000.000 1.000.000

3. Honor Pembantu Pelaksana

(mahasiswa)

1 buah 800.000 800.000

Sub Total (Rp) 3.000.000

2. BELANJA BAHAN DAN PERALATAN

Item Bahan Volume Satuan Harga (Rp) Total (Rp)

1. Pembelian Tinta Warna 4 botol 100.000 400.000

2. ATK 3 paket 100.000 300.000

3. Pembelian Kertas A4 4 rim 50.000 200.000

4. Akses Internet 4 bulan 125.000 500.000

5. Jilid Laporan 4 buah 25.000 100.000

6. Sewa Kamera 1 bulan 200.000 200.000


3 BELANJA PERJALANAN LAINNYA


1. Perjalanan Pengambilan sampel, dokumentasi

dan Interview

20 kali 190.000 3.800.000


4. LAIN_LAIN


1. Publikasi Jurnal Internasional 1 kali 1.500.000 1.500.000

2. Buku referensi 1 kali 1.500.000 1.000.000


Total Keseluruhan Rp. 11.000.000

Lampiran 2. Susunan Organisasi dan Pembagian tugas tim peneliti.

No

Nama Jabatan Tugas Penelitian

NIDN / NIM Alokasi Waktu

jam/minggu

(Uraikan dengan rinci)

1 Herri Mulyono.

NIDN. 0305108003

Ketua

10 jam

Mengkoordinasikan seluruh kegiatan penelitian.

Bertanggung jawab terhadap pelaksanaan

penelitian dilapangan

2 Ratih Novita Sari.

NIDN. 0208118003

Anggota

10 jam

Mengkoordinasi pelaksanaan pengambilan data ,

mengolah dan menganalisis data.

3 Ferawati

Mahasiswa

Anggota Membantu pengambilan data dilapangan

Lampiran 3. Biodata Ketua

Anggota Peneliti

Jakarta, 3 Juni 2018

Ketua Peneliti,

Herri Mulyono, PhD

Lampiran 5. Surat Pernyataan Ketua Peneliti

SURAT PERNYATAAN KETUA PENELITI

Yang bertanda tangan di bawah ini:

Nama : Herri Mulyono, PhD.

NIDN : 0305108003

Pangkat / Golongan : Lektor

Dengan ini menyatakan bahwa proposal penelitian saya dengan judul: ” Foreign Language Speaking

Anxiety among International Students in Indonesian Universities, yang diusulkan dalam skema

Penelitian Kolaborasi Mahasiswa dan Dosen (PKDM) untuk tahun anggaran 2018 bersifat

original dan belum pernah dibiayai oleh lembaga / sumber lain.

Bilamana di kemudian hari ditemukan ketidaksesuaian dengan pernyataan ini, maka sayabersedia

dituntut dan diproses sesuai dengan ketentuan yang berlaku dan mengembalikan seluruh biaya

penelitian yang sudah diterima ke UHAMKA.

Demikian pernyataan ini dibuat dengan sesungguhnya dan dengan sebenar-benarnya.

FOREIGN LANGUAGE SPEAKING ANXIETY AMONG …

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