The Correlation of Anxiety and Motivation and Speaking Performance of English Foreign Learners

M Arif

Abstract


Abstract

The primary intention of this paper is to find out the correlation of anxiety and motivation and speaking performance. The respondents were 78 students of English Department in Universitas Islam Madura. The data was composed using a questionnaire (adapted from Horwitz for FLCA Scale, and Gardner for AMTB Survey) and test score was took from the English teacher. The data were analysed using SPSS software to find out the correlation of anxiety and motivation and speaking performance of English Foreign Learners. This study is using a quantitative approach with a research design called multiple Regression, correlating anxiety and motivation simultaneously toward speaking performance, researcher also correlates anxiety and motivation one by one toward the speaking performance to know the stronger predictor. The finding of this study indicated that anxiety and motivations at significantly correlate towards speaking performance. And the writer state out of the two predictors, anxiety was found to be the better predictor of speaking performance.

Keywords: anxiety, motivation, speaking performance

Full Text:

PDF

References


REFERENCES

Amiri, M., & Ghonsooly, B. (2015). The Relationship between English Learning Anxiety and the Students’ Achievement on Examinations. Journal of Language Teaching and Research, 6(4), 855. https://doi.org/10.17507/jltr.0604.20

Batumulu, D.Z. & Erden, M. (2007) The Relationship between Foreign Language Anxiety and English Achievement of Y1ld1z Technical University School of Foreign Languages Preparatory Students. Theory and Practice in Education, 3 (1), 24 -38.

Binalet, C. B., & Guerra, J. M. (2014). A study on the relationship between motivation and language learning achievement among tertiary students. International Journal of Applied Linguistics and English Literature, 3(5), 251–260. https://doi.org/10.7575/aiac.ijalel.v.3n.5p.251

Brown, H. D. 1993. Principles of Language Learning and Teaching. Englewood Cliffs (N J): Prentice Hall.

Cortés, C. M. (2002). The relationships between attitude, motivation, anxiety, and proficiency in english as a second language of first-year university students in Puerto Rico.

Haskin, J., Smith, M. D. L. H., & Racine, M. (2003). Decreasing Anxiety and Frustration in the Spanish Language Classroom.

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.

Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.

Jain, Y., & Sidhu, G. K. (2013). Relationship between anxiety, attitude and motivation of tertiary students in learning English as a second language. Procedia-Social and Behavioral Sciences, 90, 114-123.

Lalonde, R. N., & Gardner, R. C. (1985). On the predictive validity of the Attitude/Motivation Test Battery. Journal of Multilingual & Multicultural Development, 6(5), 403-412.

Lucas, R. I., Pulido, D., Miraflores, E., Ignacio, A., Tacay, M., & Lao, J. (2010). A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, 4(1), 3-23.

Matsumoto, M. (2011). Second language learners' motivation and their perception of their teachers as an affecting factor. New Zealand Studies in Applied Linguistics, 17(2), 37.

Maulidiyah, Y. 2014. The Correlation between Student’s Anxiety and their Ability in Speaking Class. Unpublished Magister Thesis. Tulungagung English Education Program State Islamic Institute (IAIN).

Melouah, A. (2013). Foreign Language Anxiety in EFL Speaking Classrooms: A Case Study of First-year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1).

Mihaljević Djigunović, J. (1997). Research on the Affective Domain of EFL Learning: a Study of Motivation. Studia Romanica et Anglica Zagrabiensia : Revue Publiée Par Les Sections Romane, Italienne et Anglaise de La Faculté Des Lettres de l’Université de Zagreb, Vol. 42, pp. 257–267.

Moiinvaziri, M. (2008, December). Motivational orientation in English language learning: A study of Iranian undergraduate students. In Global practices of language teaching: Proceedings of the 2008 International Online Language Conference (pp. 126-136). Boca Raton, FL: Universal-Publishers.

Mulyani. 2011. The Correlation between Students’ Anxiety Level and their Speaking Ability at the Second Year of Senior High School I Enok Indragiri Hilir Regency. Unpublished Bachelor Thesis. Faculty of Education and Teacher Training. University of Sultan Syarif.

Naghadeh, S. A., Chopoghlou, M. A. M., Karimpour, S., & Alizadeh, S. (2014). Anxiety and speaking English as a second language among Iranian English major students of Payame Noor University. Journal of Educational and Management Studies, 4(4), 872-876.

Nurjannah, A., Sukirlan, M., & Ginting, R. (2013). The Effect Of Motivation On Students’ Speaking Ability (Doctoral dissertation, Lampung University).

Rezazadeh, M., & Tavakoli, M. (2009). Investigating the Relationship among Test Anxiety, Gender, Academic Achievement and Years of Study: A Case of Iranian EFL University Students. English Language Teaching, 2(4), 68–74. https://doi.org/10.5539/elt.v2n4p68

Shaaban, K. A., & Ghaith, G. (2000). Student Motivation to Learn English as a Foreign Language. Foreign Language Annals, 33(6), 632–644. https://doi.org/10.1111/j.1944-9720.2000.tb00932.x

Singh, K. (2011). Study of achievement motivation in relation to academic achievement of students. International Journal of Educational Planning & Administration, 1(2), 161-171.

Than, M. (2016). Anxiety and Speaking English as a Foreign language Among Male and Female MBA Students.

Woodrow, L., 2006. Anxiety and Speaking English as a Second Language. RELC Journal, (Online), http://www.sagepublications.com. Vol. 37 (3).


Refbacks

  • There are currently no refbacks.