Speaking Anxiety of English Department Students at Universitas Islam Malang

Abstract

Language learning, particularly the acquisition of proficiency in a second language, is a complex and multifaceted process. Within the realm of English language education, one notable challenge faced by students is the phenomenon of speaking anxiety. The English language, often considered a global lingua franca, holds paramount importance in various academic and professional spheres. Therefore, understanding and addressing whether or not gender can impact speaking anxiety among English department students; and whether or not grade level differences can influence speaking anxiety are crucial for fostering effective language acquisition and communication skills. This study employed a mixed method approach. In this investigation, the research was conducted with individuals hailing from the first and third semester cohort of the English Department at the Universitas Islam Malang. A total of 90 students, encompassing both male and female participants, were selected to constitute the sample for this study. The research employed purposive sampling. To ascertain whether or not gender and students in higher semester exhibit greater confidence and fluency in speaking English compared to those in the initial semester, two distinct research instruments have been devised for data collection. The instruments encompass the utilization of the FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire and an interview protocol. Based on the result of the study, it can be concluded that female students exhibiting significantly higher anxiety levels than their male counterparts. It can be seen from the mean score of male students and female students is 68.0400 and 85.8000. The result makes it evident that female language learners experience heightened anxiety in the speaking class compared to males. Furthermore, for the second research questions related to the impact of gender on English speaking anxiety, the result of this study demonstrates statistically significant differences between grade levels. It can be seen from the mean score of first and third semester that is 62.7000 and 57.1000. It means that the anxiety level of the first-semester students was significantly higher compared to those of third semester learners. In conclusion, this study illuminates the multifaceted nature of this phenomenon and its impact on language learning and communication proficiency. Through comprehensive research and analysis, it becomes evident that speaking anxiety is a prevalent issue among English learners, affecting various aspects of their academic and social lives. Educators and language instructors must implement effective strategies and interventions to mitigate speaking anxiety and create a supportive learning environment conducive to language acquisition and confidence-building.