Exploring Indonesian university students’ speaking anxiety in online English medium classes (EMI)

Ima Normalia Kusmayanti, Retno Hendryanti, Litasari Widyastuti Suwarsono

Abstract


Exploring Indonesian university students’ speaking anxiety in online English medium classes (EMI)

This study investigates the speaking anxiety levels of EFL students enrolled in English medium classes (EMI) in a private university. Factors causing students’ speaking anxiety and potential strategies to reduce the speaking anxiety were also examined. Eighty-nine EMI students from ten undergraduate study programs were the respondents of this study. Data were collected by using Horwitz et al.’s (1986) anxiety survey. Findings showed that EMI students exhibited low-level English-speaking anxiety. The cross-tabulation data demonstrated that students perceived comprehension apprehension as the paramount anxiety factor. To reduce their comprehension apprehension, students prefer their lecturers not to over-react their speaking mistakes and degrade them when they make speaking mistakes. These imply that these findings can be used as consideration for preparatory programs for students and lecturers in EMI classes.

Eksplorasi kecemasan berbicara mahasiswa Indonesia di perkuliahan daring kelas EMI

Penelitian ini menganalisis tingkat kecemasan berbicara mahasiswa selama perkuliahan daring pada mata kuliah yang menggunakan bahasa Inggris sebagai bahasa pengantar (kelas EMI) di sebuah universitas swasta. Faktor-faktor yang menyebabkan kecemasan berbicara yang dialami mahasiswa dan strategi potensial untuk mengurangi kecemasan berbicara juga dianalisis. Delapan puluh sembilan mahasiswa Indonesia dari sepuluh program studi S1 kelas internasional menjadi responden pada penelitian ini. Data dikumpulkan melalui survei kecemasan berbicara yang dirancang oleh Horwitz dkk. (1986) Hasil penelitian menunjukkan bahwa mayoritas mahasiswa mengalami tingkat kecemasan berbicara yang rendah. Data tabulasi silang menunjukkan bahwa mahasiswa menganggap kecemasan terhadap pemahaman sebagai faktor utama pemicu kecemasan berbicara yang mereka alami. Untuk mengurangi kecemasan terhadap pemahaman mereka, mahasiswa mengharapkan agar dosen tidak bereaksi berlebihan terhadap kesalahan berbicara yang mereka lakukan dan tidak merendahkan mereka ketika mereka melakukan kesalahan berbicara. Hasil penelitian ini dapat menjadi pertimbangan untuk pengembangan program persiapan bagi mahasiswa dan dosen di kelas EMI.


Full Text:

PDF

References


Airey, J. (2012). “I don’t teach language”: The linguistic attitudes of physics lecturers in Swe-den. AILA Review, 25(1), 64–79. http://dx.doi.org/10.1075/aila.25.05air

Arikunto, S. (2019). Prosedur penelitian. Rineka Cipta.

Aydin, S. (2016). A qualitative research on foreign language teaching anxiety. The Qualitative Report, 21(4), 629-642. https://doi.org/10.46743/2160-3715/2016.2232

Bax, S. (2010). Researching English bilingual education in Thailand, Indonesia and South Ko-rea. British Council.

Bryson, J. R., & Andres, L. (2020). Covid-19 and rapid adoption and improvisation of online teaching: Curating resources for extensive versus intensive online learning experiences. Journal of Geography in Higher Education, 44(4), 608–623. https://doi.org/10.1080/03098265.2020.1807478

Cheng, R., & Erben, A. (2012). Language anxiety: Experiences of Chinese graduate students at US higher institutions. Journal of Studies in International Education, 16(5), 477–497. https://doi.org/bjq864

Choi, J. (2016). English speaking classroom apprehension: A study of the perceptions held by Hong Kong University students. Journal of Teaching English for Specific and Academic Purposes, 4(2), 293–308.

Chou, M. (2018). Speaking anxiety and strategy use for learning English as a foreignlanguage in full and partial English‐medium instruction contexts. TESOL Quarterly, 52(3), 611–633. https://doi.org/10.1002/tesq.455

Chun, S., Kim, H., Park, C.-K., McDonald, K., Sun Ha, O., Kim, D. L., & Lee, S. M. (2017). South Korean students’ responses to English-medium instruction courses. Social Behavior and Personality: An International Journal, 45(6), 951–965. https://doi.org/10.2224/sbp.6049

Côté, S., & Gaffney, C. (2021). The effect of synchronous computer-mediated communication on beginner L2 learners’ foreign language anxiety and participation. The Language Learning Journal, 49(1), 105–116. https://doi.org/10.1080/09571736.2018.1484935

Council, B. (2021). The state of English as medium of instruction (EMI) in higher education in-stitutions in Indonesia. British Council.

Dearden, J. (2014). English as a medium of instruction-a growing global phenomenon. British Council.

Despitasari, N. W. P. (2021). Students’ perception of English medium of instruction (EMI) in Indonesia: A case study in a Business Communication course in a private higher education institution (HEI). Journal of Arts and Humanities, 10(04), 28–38. https://doi.org/10.18533/jah.v10i04.2075

Dewi, A. (2017). English as a medium of instruction in Indonesian higher education: A study of lecturers’ perceptions. In B. Fenton-Smith, P. Humphreys, and I. Walkinshaw (Eds.), Eng-lish medium instruction in higher education in Asia-Pacific (pp. 241-258). Springer.

Floris, F. D. (2014). Learning subject matter through English as the medium of instruction: Students' and teachers' perspectives. Asian Englishes, 16(1), 47-59. https://doi.org/10.1080/13488678.2014.884879

Frolikova, E. (2014). Reflection-based methodology of developing speaking skills. Journal of the European Teacher Education Network, 9, 102–112.

Hashemi, M. (2011). Language stress and anxiety among the English language learners. Proce-dia-Social and Behavioral Sciences, 30, 1811–1816. https://doi.org/10.1016/j.sbspro.2011.10.349

He, D. (2017). How to cope with foreign language speaking anxiety effectively? The case of uni-versity students in China. Electronic Journal of Foreign Language Teaching, 14(2). 159-174.

Hellekjær, G. O. (2010). Lecture comprehension in English-medium higher education. Hermes-Journal of Language and Communication in Business, 45, 11–34. https://doi.org/10.7146/hjlcb.v23i45.97343

Hendryanti, R., & Kusmayanti, I. N. (2018). English as a medium of instruction: Issues and challenges for Indonesian university lecturers and students. ELT in Asia in the Digital Era: Global Citizenship and Identity, (1st ed., pp. 425–432). Routledge

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.2307/327317

Hsu, J. L., & Goldsmith, G. R. (2021). Instructor strategies to alleviate stress and anxiety among college and university STEM students. CBE—Life Sciences Education, 20(1), 1-13. https://doi.org/10.1187/cbe.20-08-0189

Hung, D. M., & Lan, L. T. (2017). Content lecturers’ challenges in EMI classroom. European Journal of English Language Teaching, 2(1), 1–21. https://doi.org/10.5281/zenodo.256802

Ibrahim, J. (2001). The implementation of EMI (English medium instruction) in Indonesian universities: Its opportunities, its threats, its problems, and its possible solutions. K@ta, 3(2), 121–138. https://doi.org/10.9744/kata.3.2.121-138

Kaisar, M. T., & Chowdhury, S. Y. (2020). Foreign language virtual class room: Anxiety creator or healer? English Language Teaching, 13(11), 130–139. https://doi.org/10.5539/elt.v13n11p130

Kayaoğlu, M. N., & Sağlamel, H. (2013). Students’ perceptions of language anxiety in speaking classes. Journal of History Culture and Art Research, 2(2), 142–160. https://doi.org/10.7596/taksad.v2i2.245

Kudo, S., Harada, T., Eguchi, M., Moriya, R., & Suzuki, S. (2017). Investigating English speak-ing anxiety in English-medium instruction. Essays on English Language and Literature, 46(1), 7–23.

Leong, L.-M., & Ahmadi, S. M. (2017). An analysis of factors influencing learners’ English speaking skill. International Journal of Research in English Education, 2(1), 34-41. https://doi.org/10.18869/acadpub.ijree.2.1.34

Liu, M. (2006). Anxiety in Chinese EFL students at different proficiency levels. System, 34(3), 301–316. https://doi.org/10.1016/j.system.2006.04.004

Liu, M., & Jackson, J. (2008). An exploration of Chinese EFL learners’ unwillingness to com-municate and foreign language anxiety. The Modern Language Journal, 92(1), 71–86. https://doi.org/10.1111/j.1540-4781.2008.00687.x

Liu, M., & Yuan, R. (2021). Changes in and effects of foreign language classroom anxiety and listening anxiety on Chinese undergraduate students’ English proficiency in the COVID-19 context. Frontiers in Psychology, 12, 670-824. https://doi.org/10.3389/fpsyg.2021.670824

Ma, Y., Yu, S., Reynolds, B. L., & Jiang, L. (2022). A qualitative investigation of Chinese stu-dents’ willingness to communicate in English in the graduate school EMI classroom. English Teaching & Learning, 46(1), 77–98. https://doi.org/10.1007/s42321-021-00087-1

McCroskey, J. C. (2015). An introduction to rhetorical communication. Routledge.

Minghe, G. U. O., & Yuan, W. (2013). Affective factors in oral English teaching and learning. Higher Education of Social Science, 5(3), 57–61. https://doi.org/10.3968/j.hess.1927024020130503.2956

Mohtasham, L., & Farnia, M. (2017). English speaking anxiety: A study of the effect of gender on Iranian EFL university students’ perceptions. International Journal of Research in Eng-lish Education, 2(4), 66–79. https://doi.org/10.29252/ijree.2.4.66

O’Doherty, D., Dromey, M., Lougheed, J., Hannigan, A., Last, J., & McGrath, D. (2018). Barri-ers and solutions to online learning in medical education–an integrative review. BMC Medi-cal Education, 18(1), 1–11. https://doi.org10.1186/s12909-018- 1240-0

Phillips, E. M. (1992). The effects of language anxiety on students’ oral test performance and attitudes. The Modern Language Journal, 76(1), 14–26. https://doi.org/10.2307/329894

Rolstad, K., Mahoney, K., & Glass, G. v. (2005). The big picture: A meta-analysis of program effectiveness research on English language learners. Educational Policy, 19(4), 572–594. https://doi.org/10.1177/0895904805278067

Rose, H., Sahan, K., & Zhou, S. (2022). Global English Medium Instruction: Perspectives at the crossroads of Global Englishes and EMI. Asian Englishes, 1–13. https://doi.org/10.1080/13488678.2022.2056794

Sercu, L. (2004). The introduction of English-medium instruction in universities: A comparison of Flemish lecturers’ and students’ language skills, perceptions and attitudes. Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education: Proceed-ings of the ICL Conferenc, October 23-25 2003/Ed. by Robert Wilkinson-Maastricht: Maas-tricht University Press, 547–555.

Simbolon, N. E. (2021). English Medium Instruction (EMI) practice: Higher education interna-tionalization in Indonesia. Englisia: Journal of Language, Education, and Humanities, 8(2), 72–83. https://doi.org/10.22373/ej.v8i2.8961

Siyli, N. A., & Kafes, H. (2015). Overrunning speaking anxiety through audio journals. Interna-tional Journal of Language Studies, 9(1), 23–40.

Suliman, W. A., & Tadros, A. (2011). Nursing students coping with English as a foreign lan-guage medium of instruction. Nurse Education Today, 31(4), 402–407. https://doi.org/fs43j3

Suzuki, N. (2017). Foreign language speaking anxiety in the English-medium instruction (EMI) program in a Japanese university. Casele Research Bulletin, 47, 11–21.

The CEFR and EF SET. (2022). EF SET. https://www.efset.org/cefr/

Toubot, A. M., Seng, G. H., & Abdullah, A. B. A. (2018). Examining levels and factors of speak-ing anxiety among EFL Libyan English undergraduate students. International Journal of Applied Linguistics and English Literature, 7(5), 47–56. https://doi.org/10.7575/aiac.ijalel.v.7n.5p.47

Valizadeh, M. (2021). Foreign language anxiety in virtual classrooms during the Covid-19 pan-demic in Turkey. St. Theresa Journal of Humanities and Social Sciences, 7(1), 54–80.

Vu, N. T. T., & Burns, A. (2014). English as a medium of instruction: Challenges for Vietnam-ese tertiary lecturers. Journal of Asia TEFL, 11(3).




DOI: http://dx.doi.org/10.17977/um015v50i22022p209

Refbacks

  • There are currently no refbacks.



Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya is licensed under
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Web
AnalyticsView My Stats
Based on the Official Letter from the Director General of Higher Education, Research, and Technology, the Ministry of Education, Culture, Research, and Technology No 158/E/KPT/2021, dated December 27, 2021, Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni dan Pengajarannya is granted RANK 2 JOURNAL SCIENTIFIC ACCREDITATION PERIOD I YEAR 2021. This rating status is valid for 5 (five) years up to Vol 53, No 1, 2025.

Dear Sir/Madam

We appreciate your continued confidence and trust in Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya (JBS). In order to enhance the service, readability, and quality of JBS publications, we will be transitioning to a new website, https://citeus.um.ac.id/jbs, in collaboration with Digital Commons (Elsevier) starting in July 2024.

Sincerely

Yusuf Hanafi
(Editor in chief)


Editorial Office:
Gedung D16 Lantai 2 Fakultas Sastra UM Jl. Semarang 5 Kota Malang, Jawa Timur, Indonesia 65145

Publisher:
Fakultas Sastra, Universitas Negeri Malang, Indonesia
JPtpp is licensed under