Anxiety in Classroom Presentation in Teaching-Learning Interaction in English for Students of Indonesian Study Program at Higher Education

Autor/inn/en	Djumingin, Sulastriningsih; Weda, Sukardi; Juanda
Titel	Anxiety in Classroom Presentation in Teaching-Learning Interaction in English for Students of Indonesian Study Program at Higher Education
Quelle	In: International Journal of Education and Practice, 7 (2019) 1, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	Anxiety; English (Second Language); Second Language Learning; Second Language Instruction; Higher Education; Foreign Countries; Teaching Methods; Learning Processes; Literature; Classroom Techniques; Time Factors (Learning); College Faculty; Language Teachers; Student Attitudes; Undergraduate Students; Questionnaires; Oral Language; Indonesia + Suchen Sie Ihr Suchwort? Angst; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Literatur; Klassenführung; Fakultät; Language teacher; Sprachunterricht; Schülerverhalten; Fragebogen; Oral interpretation; Mündlicher Sprachgebrauch; Indonesien
Abstract	Anxiety in the classroom presentation has a debilitating effect on students' success in learning a foreign language (FL) or a second language (L2). This article aimed at investigating students' Anxiety in classroom presentation in Teaching-Learning Interaction of English as a Foreign Language for Students of Indonesian Study Program in general at higher education levels in Indonesia. The participants of this study were the students of Indonesian Education and Literature Department, Faculty of Education and Literature, Universitas Negeri Makassar (N = 62). There were 55 or 88.71% females and 7 or 11.29% males from the seventh (42 or 67.75%) and ninth (20 or 32.25%) semesters. The findings reveal that the most frequent source of students' anxiety was attending disorganized classroom presentation. The implication of the study is that anxiety is an interesting phenomenon in language study which potentially contributes to students' failure. Therefore, teachers at a school need to manage the class well, while the lecturers at the university need to give a lot of time for students to learn the topics for discussion. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01