Ath-Thulab Al-Qulqun li Ta'allum Al-Lughat Al-Ajnabiyah fi Indonesia
DOI:
https://doi.org/10.32332/an-nabighoh.v25i1.5834Keywords:
Language Anxiety; Anxious Student; Arabic Speaking; Psychology.Abstract
Teachers very rarely notice students' language anxiety. One of the implications of anxiety is that students are passive when learning languages, especially learning related to speech skills; most teachers perceive it as demotivated, lack of interest, and cognitive failure. The research was conducted by interviewing teachers and learners at UIN Antasari and IAIN Metro. Meanwhile, in-depth interviews are conducted to dig up information. The results showed several findings, such as the source of anxiety dominated by language errors raised by learners. The results of a search of teachers prove that the source of language anxiety is the ability to speak. The results of the theoretical discussion showed that the positive side of language anxiety is that it encourages learners to increase learning activities in the classroom.
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References
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Zhang, Xian. “Foreign Language Anxiety and Foreign Language Performance: A Meta-Analysis.” The Modern Language Journal 103, no. 4 (2019): 763. https://doi.org/10.1111/modl.12590.
Zsido, Andras N., Szidalisz A. Teleki, Krisztina Csokasi, Sandor Rozsa, and Szabolcs A. Bandi. “Development of the Short Version of the Spielberger State—Trait Anxiety Inventory.” Psychiatry Research 291 (2020). https://doi.org/10.1016/j.psychres.2020.113223.
Eysenck, Michael W. “Anxiety, Learning, and Memory: A Reconceptualization.” Journal of Research in Personality 13, no. 4 (1979): 363. https://doi.org/10.1016/0092-6566(79)90001-1.
Eysenck, Michael W., Nazanin Derakshan, Rita Santos, and Manuel G. Calvo. “Anxiety and Cognitive Performance: Attentional Control Theory.” Emotion 7, no. 2 (2007): 336. https://doi.org/10.1037/1528-3542.7.2.336.
Horwitz, Elaine K., Michael B. Horwitz, and Joann Cope. “Foreign Language Classroom Anxiety.” The Modern Language Journal 70, no. 2 (1986): 125. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x.
———. “Foreign Language Classroom Anxiety.” The Modern Language Journal 70, no. 2 (1986): 125. https://doi.org/10.2307/327317.
Legrand, Fabien D., Etienne Ory, and Matthew P. Herring. “Evaluation of a Brief Interval Exercise Training (IET) Intervention for First-Time Prisoners with Elevated Anxiety Symptoms.” Anxiety, Stress, & Coping 33, no. 5 (2020): 581. https://doi.org/10.1080/10615806.2020.1768244.
Levitt, E. E., S. K. Syan, S. Sousa, M. J. Costello, B. Rush, A. V. Samokhvalov, R. E. McCabe, J. Kelly, and J. MacKillop. “Optimizing Screening for Depression, Anxiety Disorders, and Post-Traumatic Stress Disorder in Inpatient Addiction Treatment: A Preliminary Investigation.” Addictive Behaviors 112 (2021). https://doi.org/10.1016/j.addbeh.2020.106649.
Liang, Chi-Wen, Yu-Shan Huang, and Fu-Chien Hung. “Apprehension about the Future: Investigating the Phenomenological Characteristics of Episodic Future Thinking in Socially Anxious Adolescents.” Journal of Behavior Therapy and Experimental Psychiatry 73 (2021). https://doi.org/10.1016/j.jbtep.2021.101668.
Lyngdoh, Teidorlang, Dahlia El-Manstrly, and Krishnan Jeesha. “Social Isolation and Social Anxiety as Drivers of Generation Z’s Willingness to Share Personal Information on Social Media.” Psychology & Marketing 40, no. 1 (2023): 5–26. https://doi.org/10.1002/mar.21744.
MacIntyre, Peter D., and R. C. Gardner. “The Subtle Effects of Language Anxiety on Cognitive Processing in the Second Language.” Language Learning 44, no. 2 (1994): 283–305. https://doi.org/10.1111/j.1467-1770.1994.tb01103.x.
Mitchell, Jonathan. “Affective Shifts: Mood, Emotion and Well-Being.” Synthese 199, no. 5 (2021). https://doi.org/10.1007/s11229-021-03312-3.
Pan, Chunmei, and Xian Zhang. “A Longitudinal Study of Foreign Language Anxiety and Enjoyment.” Language Teaching Research, 2021. https://doi.org/10.1177/1362168821993341.
Quvanch, Ziauddin, and Kew Si Na. “Evaluating Afghanistan University Students’ Writing Anxiety in English Class: An Empirical Research.” Cogent Education 9, no. 1 (2022). https://doi.org/10.1080/2331186X.2022.2040697.
Suslow, Thomas, Anja Hußlack, Anna Bujanow, Jeanette Henkelmann, Anette Kersting, Karl-Titus Hoffmann, Boris Egloff, Donald Lobsien, and Vivien Günther. “Implicitly and Explicitly Assessed Anxiety: No Relationships with Recognition of and Brain Response to Facial Emotions.” Neuroscience 408 (2019): 1–13. https://doi.org/10.1016/j.neuroscience.2019.03.059.
Tobias, Sigmund. “Anxiety Research in Educational Psychology.” Journal of Educational Psychology 71, no. 5 (1979): 573. https://doi.org/10.1037/0022-0663.71.5.573.
Tóth, Zsuzsa. “9. Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners’ Communication Experiences in the Target Language: A Study of High- vs Low-Anxious Learners.” In New Insights into Language Anxiety, 156. Multilingual Matters, 2017. https://doi.org/10.21832/9781783097722-010.
Zhang, Xian. “Foreign Language Anxiety and Foreign Language Performance: A Meta-Analysis.” The Modern Language Journal 103, no. 4 (2019): 763. https://doi.org/10.1111/modl.12590.
Zsido, Andras N., Szidalisz A. Teleki, Krisztina Csokasi, Sandor Rozsa, and Szabolcs A. Bandi. “Development of the Short Version of the Spielberger State—Trait Anxiety Inventory.” Psychiatry Research 291 (2020). https://doi.org/10.1016/j.psychres.2020.113223.
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Published
30-06-2023
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How to Cite
Ath-Thulab Al-Qulqun li Ta’allum Al-Lughat Al-Ajnabiyah fi Indonesia. (2023). An Nabighoh, 25(1), 57-76. https://doi.org/10.32332/an-nabighoh.v25i1.5834
