EXPLORING EFL LEARNERS’ ENGLISH LANGUAGE ANXIETY IN BUSINESS PRESENTATION IN HIGHER EDUCATION
University students must be situated in a learning repertoire situation since conventional lecture is no longer used as the best way to engage students in active learning. Students of the Faculty of Economics and Business at Universitas Muhammadiyah Pontianak are required to perform business presentation simulation collectively as one of the course requirements to pass Business English subject. Therefore, this research was aimed at examining the affective factors particularly the students’ language anxiety in simulation because the success of a presentation is not only isolated in a cognitive domain but also the affective domain as well. This research employed fifty participants from second-semester students at the Faculty of Economics and Business at Universitas Muhammadiyah Pontianak as the samples. Data from questionnaires were triangulated with direct observation and in-depth interviews. The findings indicated that students experienced High Language Anxiety (61,99), a variety of attributes of anxiety in terms of psychological state, and fears of negative evaluations from lecturer and peers. It suggests outcomes to evaluate the coursebook of Business English in the university and to have a better implementation of simulation with accommodative learning materials, instructions, and activities. The students’ language anxiety analysis in business presentation simulation is to justify the applicability of business presentation activity in the classroom for long-term use.
Akkakoson, S. (2016). Speaking Anxiety in English. Malaysian Journal of Learning and Instruction, 13, 63–82.
Anandari, C. L. (2015). Indonesian EFL Students’ Anxiety in Speech Production: Possible Causes and Remedy. TEFLIN Journal - A Publication on the Teaching and Learning of English, 26(1), 1. https://doi.org/10.15639/teflinjournal.v26i1/1-16
Ansari, M. S. (2015). Speaking Anxiety in ESL/EFL Classrooms: A Holistic Approach and Practical Study. International Journal of Educational Investigations Available Online @ Www.Ijeionline.Com, 2(4), 38–46. www.ijeionline.com
Çağatay, S. (2015). Examining EFL Students’ Foreign Language Speaking Anxiety: The Case at a Turkish State University. Procedia - Social and Behavioral Sciences, 199, 648–656. https://doi.org/10.1016/j.sbspro.2015.07.594
Cohen, L., Manion, L., & Marrison, K. (2007). Research methods in education sixth edition. In Routledge: New York.
Davies, P. (1990). The Use of Drama in English Language Teaching. TESL Canada Journal, 8(1), 87. https://doi.org/10.18806/tesl.v8i1.581
Hashemi, M., & Abbasi, M. (2013). The Role of the Teacher in Alleviating Anxiety in Language Classes. 4(3), 640–646.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign Language Classroom Anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
Huang, P., & Hwang, Y. (2013). An Exploration of EFL Learners’ Anxiety and E-learning Environments. Journal of Language Teaching and Research, 4(1), 27–35. https://doi.org/10.4304/jltr.4.1.27-35
Jung, C. S. Y., & Levitin, H. (2002). Using a simulation in an ESL classroom: A descriptive analysis. Simulation and Gaming, 33(3), 367–375. https://doi.org/10.1177/104687810203300311
Karatas, H., Alci, B., Bademcioglu, M., & Ergin, A. (2016). An Investigation into University Students Foreign Language Speaking Anxiety. Procedia - Social and Behavioral Sciences, 232(April), 382–388. https://doi.org/10.1016/j.sbspro.2016.10.053
Lin, T. M. E. I. (1993). Simulation in Language Teaching - Its Advantages and Limitations in an ESP Context TEOH MEI LIN. XXII(October), 1–8.
Linneberg, M. S., & Korsgaard, S. (2019). Coding qualitative data : a synthesis guiding the novice Coding qualitative data : a synthesis to guide the novice Mai Skjøtt Linneberg Department of Management, Aarhus University Steffen Korsgaard Department of Entrepreneurship and Relationship Management. May. https://doi.org/10.1108/QRJ-12-2018-0012
Liu, M. (2007). ANXIETY IN ORAL ENGLISH CLASSROOMS : A CASE STUDY IN CHINA. 3(1), 119–137.
Liu, M., & Huang, W. (2011). An Exploration of Foreign Language Anxiety and English Learning Motivation. Education Research International, 2011, 1–8. https://doi.org/10.1155/2011/493167
Sikandar, A. (2017). Journal of Education and Educational Development. Journal of Education and Educational Development, 4(1), 32–47.
Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93, 1860–1868. https://doi.org/10.1016/j.sbspro.2013.10.131
Tadjouri, A. (2017). MINISTRY OF HIGHER EDUCATION AND SCIENTIFIC RESEARCH An Exploration into Speaking Anxiety and its Effects in the EFL Classrooms : The Case of Second Year Licence Students at Abu Bekr Belkaid University of Tlemcen. People’S Democratic Republic of Algeria Ministry of Higher Education and Scientific Research, 123.
Tsiplakides, I. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the English Classroom : Theoretical Issues and Practical Recommendations. 39–44.
Vacas, S. C. (2018). Overcoming speaking anxiety : an intervention proposal for 1st of ESO students.
Yalçın, Ö., & İnceçay, V. (2014). Foreign Language Speaking Anxiety: The case of Spontaneous Speaking Activities. Procedia - Social and Behavioral Sciences, 116, 2620–2624. https://doi.org/10.1016/j.sbspro.2014.01.623
Yulian, Ryani., & Yuniarti, Y. (2018). Pena Kreatif : PENA KREATIF Jurnal Pendidikan, 7(2), 42–52. https://doi.org/http://dx.doi.org/10.29406/jpk.v7i2.1396
Zhiping, D., & Paramasivam, S. (2013). Anxiety of speaking English in class among international students in a Malaysian university. International Journal of Education and Research, 1(11), 1–16.
pdf downloads: 22