Student’s speaking anxiety through online Role-Play Aactivity in speaking class : A case study at university level

Jannati, Rahmi Nastiti (2021) Student’s speaking anxiety through online Role-Play Aactivity in speaking class : A case study at university level. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Speaking anxiety is the negative emotional reactions in learning English as process of foreign language acquisition including speaking. It is believed as one of the factors that influence student’s speaking skill and one of the common barriers to learning English as a foreign language, which causes students to miss the opportunity in the classroom to speak English. This problem also applies in online role-play activity where students have to carry out online learning including role-playing. This adds a new factor in the anxiety experienced by students in speaking. This study is purposed to explore students’ experience in performing online role-play activity at UIN Sunan Gunung Djati Bandung. On the other hand, this research is aimed to reveal students’ responses toward the speaking anxiety they experience during the activity and to see how the students’ handle their anxiety. This research design employed was qualitative-case study method with thirty participants from freshmen year students at English Education Department at UIN Sunan Gunung Djati Bandung. The data collection obtained through PSCAS questionnaire, interview, and observation. The finding reveals three essential points, first, regarding students’ experience during online role-play activity: (1) Among thirty participants in this research, there are eleven students with high anxiety, sixteen students with medium anxiety, and three students with low anxiety. The majority of the students experience the three kinds of anxiety symptoms that are physical, psychological, and social. However, seeing from the result’s percentage, social and psychological symptoms got more approval than physical symptoms. This can indicate that students encounter and relate more to them than physical symptoms. (2) The anxiety they experience during their performance is considered situation-specific anxiety. Based on the component of anxiety, the highest anxiety level student developed the anxiety from the integration of Communication Apprehension (CA), On the middle anxiety level, students have Fear of Negative Evaluation, Meanwhile, on the lowest anxiety level. students experience Test-Anxiety. This research is expected to help lecturers and their teaching techniques and students’ improvement in learning English Speaking. It is also useful for future research in acknowledging student’s speaking anxiety, especially in online role-play activity.

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