Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal.
324 - 336
THE IMPACTS OF SPEAKING ANXIETY ON STUDENTS’
LEARNING PROCESS
Najla Annisa Zuhri1, Kisman Salija2, Geminastiti Sakkir3*
1,2,3
English Education Department, State University of Makassar, Indonesia
E-mail: 1najlaannisa0611@[Link], 2kismansalija@[Link], 3*geminastitisakkir@[Link]
*corresponding author
Abstract
This study aims to determine the level of student anxiety from the factors that cause anxiety
and the impact of speaking anxiety on the student learning process at SMA Negeri 1
Parepare. This research applied mixed methods research design. The data were collected
from the questionnaire and interview. The subjects of this study were second-grade students
in science and social students. The questionnaire was conducted on 96 students and the
interview was conducted on 9 students. Based on data analysis, it was found that the
percentage of the Foreign Language Class Anxiety Scale (FLCAS) questionnaire on internal
and external factors of students' speaking anxiety in the learning process was 1 student
(1,04%) at a very anxious level and 10 students (10.42%) at the level of anxiety. while the
other 59 students (61.46%) were at a mildly level of anxiety. 23 students (23.96%) were at
the relaxed level, and 3 students (3.13%) were at the very relaxed level. The results of this
study indicate that the average score of students' speaking anxiety as a whole is at a mild
level of anxiety, with an average score of 78.43. The impact of speaking anxiety on the
student's learning process is due to the low motivation of students to learn in English, lack of
vocabulary, lack of knowledge of grammar, lack of pronunciation, never having practiced
speaking in English, lack of opportunity to speak in front of crowds, and nervousness. This
has a negative impact on students by causing them to be blank, stuttering, afraid, nervous,
and anxious.
Keywords— Impact, Anxiety, Speaking Anxiety, Factors.
INTRODUCTION
Speaking is one of the integrative skills in teaching-learning English, because of it, students
should mastery those integrative skills. In practice, however, it becomes the most difficult skill
for students to master. Integrative skills are taught in the new curriculum (K13). Listening,
reading, speaking and writing are the four integrative skills in learning a foreign language.
324
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
The goal of English learning in Indonesia is to be able to communicate orally and in writing
with one another. As a result, students are expected to communicate effectively in English.
However, this condition does not correspond to reality. English is a very popular language that
is spoken and learned by almost everyone in the world. In everyday life, one of the most
common ways for people to interact with others is through speech.
Every day, humans are confronted with a variety of situations or events that can precipitate
the emergence of anxiety. For example, unexpected exams, assignment presentations, being
late for class, work deadlines, and so on. Anxiety is an emotional state that is uncontrollable by
a person's body, mind, or behaviour. Actually, anxiety is a natural reaction that anyone can
have in response to potentially threatening or dangerous situations. Even if they are anxious,
students lose concentration, panic, become nervous, and go blank. However, if the anxiety is
excessive and out of proportion to the threat, it can lead to a disorder that limits an individual's
ability to lead a normal daily life.
In reality, the researchers observed a high number of students who were anxious, afraid,
unsure, or embarrassed, among other things. They lose concentration and lack vocabulary,
grammar, and pronunciation when given the opportunity to speak and express themselves in
front of a large group of people. Anxiety can have an impact on one's learning process, either
positively or negatively. Anxiety has the potential to degrade learning quality by interfering with
the learner's intellectual and psychological well-being. Anxiety, on the other hand, may increase
students' motivation to learn by creating a sense of pressure. Their anxiety affects their
command of the English language significantly.
LITERATURE REVIEW
1. Speaking
The teaching and learning of English are crucial since all skills may be improved. On the
other side, speaking English is usually recognized as a crucial ability when utilizing it. Henry G.
Tarigan (1981:15), speaking is the act of expressing ideas, opinions, and feelings through the
use of words or articulatory sounds. McDonough and Shaw (2003: 134), "speech is desire and
purpose-driven; in other words, communication is important to achieve a desire and purpose."
Perhaps only in this manner can students express their ideas and opinions, as well as establish
and maintain social relationships.
325
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
2. Anxiety
Anxiety is an emotional state that occurs in the psychology of a person. Anxiety is the most
common mental disorder, and it is associated with mood, thinking, behavior, and physiological
activity disturbances. Furthermore, an individual's level of fear connected to actual or
prospective spoken communication with another person, according to Scovel (1978). Feeling
tense, concerned, frightened, or afraid when speaking, listening, reading, or writing in a foreign
language is classified as anxiety.
3. Characteristic of Anxiety
American Academy of Child and Adolescent Psychiatry. There are two the characteristics
of anxiety, namely:
a. Positive Characteristics
Usually, the positive aspects of anxiety arise when the situation is objective and self-
assessed based solely on what has actually been accomplished. Outgoing personality, punctual,
proactive, high-achieving, active, helpful, and loyal in relationships are some positive
characteristics of anxiety.
b. Negative Characteristics
Inside this case of negative characteristics anxiety, when thoughts of individuals who
overthink, need to do repetitive things, nervous habits when speaking in public so that it can
cause anxiety. This greatly affects the mental and fluency of speech some students.
4. Definition of Speaking Anxiety
Speaking anxiety was defined by Maclntyre (1996) as the anxiety and unfavorable
emotional response that come with learning and using a second language. Speaking anxiety
and its potential impact on language learning are discussed by Lightbown and Spada (1999).
Speaking anxiety frequently results in failure when one is unwilling to speak out and exhibit
what they know, according to speech therapist Margaretha Lanerfeldt (1992), who found that
it has a substantial effect on one's self-confidence.
326
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
5. The Factors Affecting the Students Speaking Anxiety
The two types of anxiety factors are psychological and physiological. Internal and external
forces make up the two groups. A wide range of things might make someone anxious. Ernawati
and Fatma (2012), internal and external factors both have an impact on students' anxiety.
a. The Internal Factors
Internal factors consist of:
1) Fear of Mistake
2) Shyness
3) Lack of Confidence
4) Lack of Motivation
b. The External Factors
External factors consist of:
1) Language Factor
2) Pronunciation Factor
3) Lack of Vocabulary
4) Lack of Grammatical
5) Peer Factor
6) The equipment which is needed in learning to speak
6. Impact of Speaking Anxiety
In his research, Khan (2005) contends that some of his students struggle psychologically
when they talk. Students' performance in speaking skills is also influenced by psychological
issues. Essentially, the students' anxious feelings will irritate them during the learning process.
It influences their effort and performance in the target language. Almost all anxiety students
think less clearly and make more mistakes than their peers. Furthermore, because the anxiety
has affected them, causing them to worry and distract themselves from the learning process,
they must work harder to complete the task. Spolsky & Hult (2008) states that generally
linguistics consists of vocabulary, grammar, and pronunciation. These linguistics problems
make many students speaking ability become poor.
327
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
METHODS
In this study, the researchers used mixed methods research. The type of basic mixed
methods research design chosen by the researchers is the convergent parallel (QUAN - QUAL)
design. Quantitative and qualitative data are considered equal, emphasizing the convergent
parallel mixed-methods design, and the data are collected concurrently throughout the same
study. The second grade of natural and social students at SMA Negeri 1 Parepare was the
subject of this research. The total number of students who researched for the questionnaire
was 96 second-grade natural and social science students. The students interviewed were
selected randomly from each second-grade natural and social class. The researchers took a
sample of 9 representatives of the subject.
The next step in this research is the data collecting technique that can be processed
quantitatively. The total number of the questionnaire was 25 items. The external factor
speaking anxiety contained 11 items and the Internal factor speaking anxiety contained 14
items. The researchers analysed quantitative data using Likert scale. There were several forms
of Likert scale in this research, starting from strongly agree, agree, neutral, disagree, and
strongly disagree.
Table 1. Questionnaire score with Likert scale
Scoring
Statement Strongly Neither agree nor Strongly
Agree Disagree
Agree disagree Disagree
Positive 1 2 3 4 5
Negative 5 4 3 2 1
Table 2. Range Level of students speaking anxiety
Range Level
120-144 Very Anxious
96-119 Anxious
72-95 Mildly Anxious
48-71 Relaxed
24-47 Very Relaxed
The formula to find out the mean score about the factors causing the students’ speaking
anxiety in learning process is as follows:
328
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
Descriptions:
Mx = mean
X = total of scores
N = number of sample
The percentage score was calculated by using the formula as follows:
Descriptions:
P = percentage = percentage
F = frequency
N = amount of sample
In this study, the researchers conducted a qualitative analysis of the interview data. The
results of the interviews will be used to support the information gathered from the students.
Miles & Huberman (1994) developed the following qualitative analysis process: data reduction,
data display, and conclusion drawing.
RESULTS
This part discussed the finding of the research to answer the research questions.
The findings of this research are to identify the answer from the research questions which
of to find out: (1) The factors causing students’ speaking anxiety in learning process, and (2)
The impacts of speaking anxiety on students learning process.
1. Results of the data factors students’ speaking anxiety in learning process
a. Factor External
Table 3. My English pronunciation is poor. (Pronunciation)
No. Opinion Frequency Percentage
1 Strongly Disagree 4 4,2%
2 Disagree 9 9,4%
3 Neutral 48 50%
4 Agree 28 29,2%
5 Strongly Agree 7 7,3%
Total 96 100%
329
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
Based on table 3, shows that 4 students (4.2%) said "strongly disagree," 9 students (9.4%)
said "disagree," 51 students (53.1%) said "neutral," 28 students (29.2%) said "agree," and 7
students (7.3%) said "strongly agree." As a result, we can conclude that the majority of students
at SMA Negeri 1 Parepare were neutral in My English pronunciation is poor.
b. Factor Internal
Table 4. I have a difficult time controlling my anxiety when speaking English.
No. Opinion Frequency Percentage
1 Strongly Disagree 7 7,3%
2 Disagree 19 19,8%
3 Neutral 45 46,9%
4 Agree 17 17,7%
5 Strongly Agree 18 8,3%
Total 96 100%
Based on table 4, shows that 7 students (7,3%) said "strongly disagree," 19 students (19,8%)
said "disagree," 45 students (46,9%) said "neutral," 17 students (17,7%) said "agree," and 8
students (8,3%) said "strongly agree." As a result, we can conclude that the majority of students
at SMA Negeri 1 Parepare had a agree that I have a difficult time controlling my anxiety when
speaking English.
2. Mean score the factors students’ speaking anxiety in learning process
Table 5. Mean Score
Respondent Total
96 Students 7530
Mean 78,43
The total of scores from class XI IPA 1, XI IPA 2, XI IPA 3, XI IPS 4 in external and internal
factors speaking anxiety was 7530. The number of samples was 96 students, consisting of 4
classes. The mean score resulting from the factors that affected students’ speaking anxiety was
(78,43).
330
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
3. The mean score result is supported by distribution in the column below.
Table 6. The distribution of frequency and percentage score of students’ speaking anxiety in
learning process
Range Frequency Percentage Category
120-144 1 1,04% Very Anxious
96-119 10 10,42% Anxious
72-95 59 61,46% Mildly Anxious
48-71 23 23,96% Relaxed
24-47 3 3,13% Very Relaxed
Total 96 100%
Table 6 above show that the frequency and percentage score of students’ get different
levels of anxiety in speaking. Out of 96 students, one student (1,04%) are in a very anxious level.
Ten students (10,42%) are in the anxious level. The others 59 students (61,46%) are in the
mildly anxious level. 23 students (23,96%) are in the relaxed level and three students (3,13%)
who are at the level of very relaxed. It is possible to conclude that the students' speaking anxiety
is overall in mildly anxious level with the average score 78,43.
4. Result of the interview on the impacts of speaking anxiety on students learning process
Based on the interview procedure, the researchers found several impacts of speaking. One
of the questions asked during the interview was “What makes you feel anxious while speaking
English in the classroom?” This question was intentionally asked to explore the impacts that
have made students feel anxiety even if they have to speak English. When asked about the
question, the students gave relatively similar answers. Generally, the impacts can be classified
into some main issues: (a) Lack of English Ability, (b) Feeling Under Pressure when Dealing with
People (c) Social Condition.
a. Lack of English Ability
The first reason for students' speaking anxiety during the learning process is a lack of
English ability. The students stated that their English skills are still insufficient.
JF (17/2/2022)
“E, Vocabulary saya masih kurang...”
(E, my vocabulary is poor...)
“Pengucapan saya sedikit bagus, tapi perlu latihan lagi…”
(My pronunciation little bit good, but need to practice again…)
“Dan grammar saya masih kurang”
(And my grammar is still lack)
331
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
SAZ (17/2/2022)
“Biasanya salah kata, takutnya salah kosa kata”
(Usually wrong word, I'm afraid such as wrong vocabulary).
YRA (17/2/2022)
“Eee, vocabulary sih lebih kebanyakan vocabulary. Karena biasanya kalau kita tahu vocabulary,
kita sudah bisa untuk merangkai kata-kata begitu sama grammar”
(Eee, mostly vocabulary and grammar. Because usually if we know the vocabulary, we can
already arrange good words)
b. Feeling Under Pressure when Dealing with People
It is essential to be able to speak in public. This ability will help students communicate their
ideas more effectively. However, not everyone is comfortable speaking in public.
SAZ (17/2/2022)
“Orang yang melihat biasa kak. Misalnya kalau orang lebih tua, salah juga vocabularynya biasa.
takut salah”
(When other people see me, it makes me shy)
AA (26/3/2022)
“……. kadang langsung gugup ee kalau misalnya berbicara Bahasa inggris depan orang banyak”
(…. Sometimes I get nervous when I speak English in front of a lot of people”
YRA (17/2/2022)
“Kadang cemas kalau misalnya tiba-tiba ditanya secara mendadak begitu pasti cemas. Tapi
kalau misalnya ditanya e berpikir sebelum ditanya pasti bisa kak.”
(Sometimes when asked suddenly must feel anxious.)
c. Social Condition
Some of the impacts of speaking anxiety were caused by social conditions. This impact
relates to how they interact with some people in their life such as their parents, friends, and
their teachers.
SAZ (17/2/2022)
“Dimotivasi saja, bilang nda apa-apa ji sebenarnya untuk bicara nda apa-apaji sebenarnya
kalau salah yang penting keberaniannya.”
332
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
(To motivate the students, the teacher should say it's okay to speak up, it's okay if you are
wrong. Most importantly courage.)
NMP (17/2/2022)
“Menurut saya pronunciation guru di pertegas lagi. Agar bisa di mengerti spelling-spellingnya
apa yang guru bilang. Kadang juga salah tangkap. Dan dijelaskan lagi dalam Bahasa Indonesia.”
(I think the teacher's pronunciation is emphasized again. In order to understand the spelling-
spelling what the teacher said. Sometimes it's not understood too. And explained again in
Bahasa Indonesian.)
AL (16/2/2022)
“Mungkin guru yang menjelaskan, jangan terburu-buru agar siswa juga bisa memahami setiap
materi yang diberikan.”
(Maybe the teacher explains it, don't be in a hurry so that students can also understand every
material given.)
DISCUSSIONS
The researchers examined the findings concerning the problem statement in this research.
According to the previous section's explanation, the information was gathered using the FCLAS
questionnaire. The researchers divide the factors that affect the students’ speaking anxiety into
external factors that caused by surroundings and internal factors that caused by limited
capabilities. The researchers found that the questionnaire and the table's arrangement of
participant reply according to the Likert Scale. Likert scales provide the advantage of allowing
for a range of opinions, including none at all, rather than just a straightforward yes/no response
from the respondent.
From the results of interviews, the researchers found indicate that worry primarily has a
detrimental effect on students' speaking abilities. 70 percent of students report having minor
anxiety, based on their survey replies. However, the researchers found that when they asked
students to participate in speaking activities without adequate preparation, the students froze
and felt anxious. In her research, Padmadewi (1998) found evidence to support the idea that
students experience anxiety in the classroom due to pressure from assignments or instructor
directives that force them to speak in front of the class or spontaneously within a set amount
of time. As a result, many students are still embarrassed or afraid of making a mistake when
presentation in class or expressing their opinions. The students would become forgetful and
unable to have a natural discussion. Many others would forget the things they had planned
333
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
when they were anxious. According to Chen & Chang's (2004) research, students who are
anxious during performances in front of the class will produce fewer words, which can
occasionally result in a mental block. The students admitted to feeling pressured to learn and
speak English in general. They say that the vocabulary and grammar points taught by the
teacher in class are sometimes too fast and difficult because students lack brainstorming and
emotional encouragement while studying. The learning classroom atmosphere can be less
conducive at times due to those who are slow to follow the course of the learning process and
those who are quick to accept lessons. With the dominance of students with strong English
skills, they lose motivation to compete and learn. Furthermore, the situation of learning English
in the classroom appears frightening because the teacher focuses on the students and
randomly assigns English questions to students. This concern has a significant impact on the
level of anxiety experienced by students learning to speak English (Horwitz and Cope in
Humphries, 2011).
CONCLUSIONS
Based on the factors that affected the students’ speaking anxiety levels, obtained through
statements in the research questionnaire, the majority of students in second grade at SMA
Negeri 1 Parepare were at mildly anxious levels. Out of 96 students, 1 student (1,04%) is at a
very anxious level. 10 students (10.42%) are at the anxious level. The other 59 students (61,46%)
are at the mildly anxious level. 23 students (23,96%) are at the relaxed level and 3 students
(3,13%) are at the level of very relaxed. The final result of this research showed that the mean
score of the factors that affected the students’ speaking anxiety was 78.43. Therefore, the
students' speaking anxiety is overall mildly anxious. In the results of interviews conducted by
the students, the researchers found that the impacts of speaking anxiety on students learning
process is low motivation to learn in a foreign language. It has a negative impact on students
by causing them to blank, stammer, be afraid, nervous, and stumble.
REFERENCES
Aghajani, M., & Amanzadeh, H. (2017). The Effect of Anxiety on Speaking Ability: An
Experimental Study on EFL Learners. Journal of Applied Linguistics and Language Research,
4(7), 154–164.
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations. The Journal of
Abnormal and Social Psychology, 61(2), 207.
334
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
Asma, U. (2019). The Causes of The Students’ Anxiety in Speaking English. Unpublished Thesis.
Makassar: Universitas Muhammadiyah Makassar.
Botes, E., Dewaele, J. M., & Greiff, S. (2020). The Foreign Language Classroom Anxiety Scale and
Academic Achievement: An Overview of the Prevailing Literature and a Meta-Analysis.
Journal for the Psychology of Language Learning. Volume 2, June 2020, pp. 26–56.
Celce-murcia. 2001. Teaching English as a Second or Foreign Language. United State of America:
Heinle & Heinle.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research.
Thousand Oaks, CA: Sage.
Chastain, K. (2004). Developing second language skills (2nd Ed). Chicago: Harcourt Brace
Publishers.
Christy, Allen, Jufri , & Mukhaiyar. (2020). The Effect of Speaking Anxiety on Students
Performance in Speech Class. Advances in Social Science, Education and Humanities
Research, volume 539.
Ernawati , s & Fatma, A, (2012). ‘’pendekatan perilaku kognitif dalam pelatihan keterampilan
mengelolah kecemasan berbicara di depan umum’’, Telanta Psikologi, VOL I, No. 1 Februari
Ferreira, R., & Murray, J. (1983). Spielberger’s State-Trait Anxiety Inventory: Measuring Anxiety
with and Without an Audience during Performance on a Stabilometer. Perceptual and
Motor Skills, 57(1), 15–18.
Fitriani, D. A, Apriliaswati, R, & Wardah (2015). A Study on Students English Speaking Problems
in Speaking Performance. Available at:
[Link]
Floriasti, T.W. (2012). Improving Speaking Skills Through The Use of Integrated Listening and
Speaking Material for Student Teachers Academic Year 2012/2013. Thai TESOL Journal, 26
(1), 46-75.
Gay, L. R., Mills, G. E., & Airasian, P. 2012. Educational Research: Competencies for Analysis and
Applications (10th ed.). United States: Pearson Education, Inc.
Harahap, S. S., Antoni, R., & Rasyid, U. (2015). An Analysis on Students’ Speaking Skills at Second
Grade SMP 8 Rambah Hilir. Available at:
[Link]
[Link]
Harmer, J. (1991). Speaking English Language Test. New York: Longman.
Hatzigeorgiadis, A., & Biddle, S. J. (2008). Negative Self-talk during Sport Performance:
Relationships with Pre-competition Anxiety and Goal-Performance Discrepancies. Journal
of Sport Behavior, 31(3).
Hayriye, Kayi. 2006. Teaching Speaking: Activities to Promote Speaking in a Second Language.
Nevada: University of Nevada.
Henry G. Tarigan. 1981. Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa
Hormailis, (2003). The Use of Group Work Technique for the Improvement of Speaking Ability
the Second Year Student on MAN 2 Pekanbaru. Pekanbaru: Unpublished Thesis
Horwitz, Elaine. K., & Horwitz, Michael. B. (1986). Foreign Language Classroom Anxiety. Joann
Cope Source: The Modern Language Journal, Vol. 70, No. 2 (Summer, 1986), pp. 125-130
Jeffrey, Nevid S., Spencer. A. Rathus and Greence, Beverly. (2005). Abnormal Psychology.
Universitas Indonesia. Fifth Edition. Jakarta. Erlangga
Juhana. (2012). Psychological Factors That Hinder Students from Speaking in English Class (A
Case Study in a Senior High School in South Tangerang, Banten, Indonesia). Journal of
Education and Practice, Vol 3, No 12, 2012.
335
Journal of Technology in Language Pedagogy (JTechLP) Vol. 1, No. 3, (2022), hal. 324 - 336
Keramida, Areti. (2009). Helping Students Overcome Foreign Language Speaking Anxiety in the
English Classroom: Theoretical Issues and Practical Recommendations. International
Education Studies Journal. Vol.2, No 4.
Khan. (2005). Language in India. Available at: [Link]
Lightbown, P., & Spada, N. (1999). How languages are learned (2nd ed.). New York: Oxford
University Press.
MacIntyre, P. D. (1996). Language Anxiety: Anxiety and Second Language Learning. 39(2). 251-
275
Marlia. (2018). Reducing Students’ Speaking Anxiety Through Peer Group Activities.
Unpublished Thesis. Makassar: Universitas Negeri Makassar,.
Miles, M.B., & Huberman. A. M. (1994). Qualitative Data Analysis. California: SAGE Publication,
Inc.
Nunan, D. (1999). Second Language Teaching & Learning. USA. Heinle & Heinle Publisher
Putra, A. S. (2017). The Correlation Between Motivation and Speaking Ability. Channing: Journal
of English Language Education and Literature, Vol. II No. 1 2017.
Rajitha, K. & C. Alamelu Dr. (2020). A Study of Factors Affecting and Causing Speaking Anxiety.
Procedia Computer Science. Volume 172, 2020, Pages 1053-1058
Richard, J.C. 2008. Teaching Listening and Speaking: From Theory to Practice. Cambridge:
Cambridge Press University.
Richards, J. C. & Schmidt, R. (2002). Longman dictionary of language teaching and applied
linguistics. Edinburgh Gate: Pearson Education Limited.
Sakkir, G., Dollah, S., & Ahmad, J. (2022). Students’ Perception of the Presentation Activities in
Online Speaking Class. EduLine: Journal of Education and Learning Innovation, 2(3).
Sakkir, G., Zulfirman, Mahmud, N., & Ahmad, J. (2020). Improving speaking ability using English
"Shock Day" approach. International Journal of Humanities and Innovation
(IJHI), 3(2), 50–53. [Link]
Sudding, F. H., Dollah, S., & Sakkir, G. (2021, March). Teachers’ Nonverbal Immediacy in English
Language Learning. In PROCEEDING BOOK THE LANGUAGE TEACHER TRAINING AND
EDUCATION INTERNATIONAL CONFERENCE (Vol. 1, No. 1, pp. 197-217). PROGRAM
MAGISTER PENDIDIKAN BAHASA INGGRIS FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS SEBELAS MARET.
Scovel, T. (1978). The effect of effect on foreign language learning: A review of the anxiety
research. Language learning, 28(1), 129-142.
Tseng, S.-F. (2012). The Factors Cause Language Anxiety for ESL/EFL Learners in Learning
Speaking. WHAMPOA-An Interdisciplinary Journal, 63(1), 75–90.
Thurnbury. S. (2005). How to teach speaking. Essex, England: Pearson Education Limited.
Young, Dolly Jesusita. 1991. Creating a Low-Anxiety Classroom Environment: What Does
Language Anxiety Research Suggest? The Modern Language Journal, Vol. 75, No. 4, pp.
426-439.
336