“Galak Sireutôh, Yö Siribé” for Speaking English Among the Student Teachers in Aceh

Jarjani Usman; Risdaneva Risdaneva

doi:10.26811/peuradeun.v6i2.217

Jarjani Usman Ar-Raniry State Islamic University, Banda Aceh, Indonesia
Risdaneva Risdaneva Ar-Raniry State Islamic University, Banda Aceh, Indonesia

DOI: https://doi.org/10.26811/peuradeun.v6i2.217

Abstract

“Galak sireutôh, yö siribé” is a popular saying in Aceh, referred to the person who is anxious to do what he wants to. This study investigated the student teachers’ anxiety felt when using English orally during their learning. Using the adapted questionnaires from Young’s (1990), that has been adapted by Occhipinti (2009), it involved 46 students undertaking English Speaking in a higher education in Lhokseumawe, Aceh. The results show that the majority of the students like English very much; however, they spent little time for using it orally, ranging from 1 to 8 hours per week. Most of them also affirmed that their English speaking ability is bad. It was also found that most of the students were highly anxious when speaking English with high self-exposure, but less anxious when engaging in collaborative activities and when given enough time to prepare what they talk. Yet, several students seem to have trait anxiety as they are highly anxious in most learning activities. Most were highly anxious for speaking English individually. This is likely influenced by their contextual, social and cultural factors, such as people in Aceh are known as communal rather than individualistic society.

References

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope’s construct of foreign language anxiety: The case of students of Japanese. Modern Language Journal, 78, 155-168.
Aljumah, F.H. (2011). Developing Saudi EEF students' oral skills: An integrative approach. English Language Teaching, 4(3), 84-89.
Bailey, P., Onwuegbuzie, A. J., & Daley, C. E. (1999). Foreign language anxiety and learning style. Foreign Language Annals, 32(1).
Clement, R., Gardner, R. & Smythe, P. (1977). Motivational variables in second language acquisition: A study of Francophones learning English. Canadian Journal of Behavioural Science, 9, 123- 133.
Coskun, A. (2016). Causes of the "I can understand English but I can't speak" syndrome in Turkey. Journal on English Language Teaching, 6(3), 1-12.
Cui, J. (2011). Research on high school students’ English learning anxiety. Journal of Language Teaching and Research, 2(4), 875-880.
Daly, J. (1991). Understanding communication apprehension: An Introduction for language educators. In E. Horwitz, & D. Young (Eds.), Language Anxiety: From theory and research to classroom implications (pp.3- 13). Englewood Cliffs, NJ: Prentice Hall.
Du, X. (2009). The affective filter in second language teaching. Journal of Asian Social Science, 5(8).
Ely, C. (1986). An analysis of discomfort, risk taking, sociability and motivation in the L2 classroom. Language Learning, 36, 1-25.
Habiburrahim, H. (2017). Developing an English Education Department Curriculum. Jurnal Ilmiah Peuradeun, 5(1), 1-14.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Jarjani (2015). Complexities of active learning implementation in higher education in Aceh: Beliefs & cultures. Unpublished PhD thesis. Melbourne: Deakin University.
Liu, M., & Jackson, J. (2009). Reticence in Chinese EFL students at varied proficiency levels. TESL Canada Journal /Revue TESL du Canada, 26(2)
Liu, M., & Zhang, X. (2013). An investigation of Chinese university students’ foreign language anxiety and English learning motivation. English Linguistics Research, 2(1),
MacIntyre, P. D., & R. C. Gardner. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44, 283-305.
Occhipinti, A. (2009). Foreign Language Anxiety in in-Class Speaking Activities. Master’s thesis. Oslo: University of Oslo.
Price, M. (1991). The subjective experiences of foreign language anxiety: Interviews with anxious students. In E. Horwitz, & D. Young (Eds.), Language anxiety: From theory and research to classroom implications (pp. 101- 108). Englewood Cliffs, NJ: Prentice Hall.
Pusat Kurikulum (2010). Bahan pelatihan penguatan metodologi pembelajaran berdasarkan nilai-nilai budaya untuk membentuk daya saing dan karakter bangsa. Buku 1: Panduan pengembangan pendekatan belajar aktif. Jakarta: Badan Penelitian dan Pengembangan, Kementrian Pendidikan Nasional.
Sari, D. (2016). The investigation of speaking anxiety factors in EFL Classrooms. Unpublished Master’s thesis. University of Syiah Kuala, Banda Aceh.
Scovel, T. The effect of affect on foreign language learning: a review of the anxiety research. Language Learning, 1978, 28, 129- 141.
Spielberger, C. (1983). Manual of the State-Trait Anxiety Inventory (Form Y). Palo Alto, California: Consulting Psychologists Press.
Tobias, S. (1986). Anxiety and cognitive processing of instruction. In R. Schwarzer (Ed.), Self-related cognition in anxiety and motivation. Hillsdale, NJ: Lawrence Erlbaum.
Tsiplakides, I., & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: Theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
Usman, M. (2015). Teaching Model of Learning English Writing at University. Jurnal Ilmiah Peuradeun, 3(3), 441-450.
Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.
Young, D. (1990). An investigation of students’ perspectives on anxiety and speaking. Foreign Language Annals, 23, 539-553.
Young, D. (1999). Affect in foreign language and second language learning: A practical guide to creating a low anxiety classroom atmosphere. Boston: McGraw- Hill.
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.