The Result From Both Journals

This blog is explain about the result from the journals both the first and second journal  on the 4^th semester.

There are five factors of speaking enxiety for students as the learners of foreign language. The first factor is the students afraid in making mistakes and getting the negative comments from their friends or teacher. The second factor is the students do not have any motivation in their self and they do not confident. The third factor is the students ability in linguistics competence are limited. The fourth factor is shyness, the writer explain that the students who does not want to participate at speaking class is bacause they shy to show their ability in front of the teacher and friends. not only that, the students also afraid get the intimidation when they practice their speaking skills. The last factor is lack of time for speaking practice. The writer devide four factors of speaking anxiety in two majors :

The firts is the students’ perception to their ability when they perform speaking skills are afraid in making mistakes and getting the negative comments, do not have any motivation and  do not confident. Finally the students choose to silent and do not participate during the classroon activities.

The second is the students’ problems are lack of vocabulary, less of grammar knowledge, and the students’ opportunities for practice their speaking skill are limited. That causes of these problems is the teacher just focus on giving material to the students.

Beside five factors of speaking enxiety,  the writer proposed two practical implication for speaking anxiety problem. Firstly, cooperating learning atmosphere is more effective rather than competitive learning atmosphere because the students can more confident, improve self motivation and their can reduce their negative perspective about speaking practice. Secondly, the teacher give the opportunities to the students for practice what have they learn in the speaking classroom. The teacher must divide the time for learning material 50% and speaking practice 50% , because the students can reduce their speaking anxiety if they often do the speaking practice.

Thank you for reading, I hope you can get the knew knowledge after read this blog.

Speaking Anxiety Of EFL Students

After a long time I do not write something on my blog, now I will write about the result of reading journal. My reading lecture instruct us to read two journals about english education which has the same topic. The first journal is about speaking anxiety for English Foreign Language at secondary school, I had read and review it before mid exam. While the second journal is about difficulties of speaking at Al Magreb University.

The first journal made by Yogi Saputra Mahmud under the tittle “Tracing Back The Issue of Speaking Anxiety among EFL Indonesian Secondary Students : From Possible Causes to Practical Implication”, this journal explain about the causes of speaking anxiety which happened to secondary students. The writer classifies the causes of speaking anxiety into two major including affective-related causes and linguistic-related causes, beside that the writer is also tell about the best solution that must the teachers do to solve these speaking anxiety problems.

The second journal made by Mohamed Dalem under the title “Difficulties of Speaking That Are Encountered by English Language Students at Al Magreb University”, this journal has the same topic with the first journal, there are several differences and similarities of speaking anxiety between the first journal and the second journal as the explanation below :

1.      Similarities

a)      The purpose of these journal is to analyze some difficulties and the possible causes of Communication apprehension/speaking anxiety.

b)      These journal is also explain about the best solution for reduce students communication apprehension/speaking anxiety.

c)      The journal focus on students as English Foreign Language.

d)     Both of them explain about the causes of why the students have some difficulties when speaking practice such as fear of mistake, fear to negative evaluation, students anxiety, lack of confidence, and lack of motivation .

e)      The writer of the first and the second journal give some solution to solve speaking anxiety problems such as built the emotional bonds between students and tacher, the teacher should find the best techniques to allow students participate, the teacher should give many apportunities for the students to practice speaking skill and make the promoting activities to improve students motivation.

2.      Differences

1st  Journal	2nd  Journal
The participants are Indonesian Secondary students.	The participants are the students at Al Magreb University
The writer classifies the possible causes of of speaking anxiety into two majors : affective-related causes and linguistic-related causes.	The writer explain each causes one by one without classifies into any groups.
The writer just explain about students unconfidents.	The writer has the different explanation between shyness and unconfidence. He explain that the students who does not want to participate at speaking class is bacause they shy to show their ability in front of the teacher and friends. not only that, the students also afraid get the intimidation when they practice their speaking skills.
The writer explain 6 solution to solve speaking anxiety. Two solution that does not write in the similarities above are about promoting cooperative is better than competitive learning atmosphere and balancing the emphasis on linguistic accuracy and meaningful speaking opportunities to solve the students speaking anxiety.	The writer just explain about 4 solution to solve speaking anxiety problems.

Discussion

Hello guys !!!

Welcome back to my blog J

            This is the third review about the journal that I choosen. As you know that last week I wrote the journal review about the Theoretical Framework and Research Methodology, now I would like to continue my review to the “Discussion”. Please read it till the end because you will get the new knowledge that will be help you in learning english, especially for speaking skill. You can read the result from the writer’s research or the discussion contents below :

1.      The Causes of Speaking Anxiety : there are four factors of speaking enxiety for students as the learners of foreign language. The first factor is the students afraid in making mistakes and getting the negative comments from their friends or teacher. The second factor is the students do not have any motivation in their self and they do not confident. The third factor is the students ability in linguistics competence are limited. The last factor is lack of time for speaking practice. The writer devide four factors of speaking anxiety in two majors :

a)      Affective-related causes : the students’ perception to their ability when they perform speaking skills are afraid in making mistakes and getting the negative comments, do not have any motivation and  do not confident. Finally the students choose to silent and do not participate during the classroon activities.

b)      Linguistic-related causes : the students’ problems are lack of vocabulary, less of grammar knowledge, and the students’ opportunities for practice their speaking skill are limited. That causes of these problems is the teacher just focus on giving material to the students.

2.      Practical implications to address the issue of speaking anxiety : the writer proposed two practical implication for speaking anxiety problem. You can know the explanation about the practical implication below :

a)      Promoting cooperative learning atmosphere : cooperating learning atmosphere is more effective rather than competitive learning atmosphere because the students can more confident, improve self motivation and their can reduce their negative perspective about speaking practice.

b)      Balancing the emphasis on linguistic accuracy and meaningful speaking practice : After teach the material, the teacher give the opportunities to the students for practice what have they learn in the speaking classroom. The teacher must divide the time for learning material 50% and speaking practice 50% , because the students can reduce their speaking anxiety if they often do the speaking practice.

THEORETICAL FRAMEWORK AND RESEARCH METHODOLOGY USED IN THE JOURNAL THAT COMPILED By Yogi Saputra Mahmud

Hello everyone!!!

Welcome back to my blog J

This is the second blog in 4^th semester and Last week I had wrote the review about abstract and introduction in the journal, Now the review is about theoretical framework and research methodology. Let’s read it till the end......

1.      Theoretical framework

This journal used the theory “the notion of foreign language anxiety (FLA)”  by Horwitz and cope (1986). Categories of FLA proposed by Horwitz divided into three points and each point have the different definition or meaning. You can read the three catogories of FLA below :

a)      Test anxiety : relates to the students’ nervousness during learning and practice of speaking skill in the classroom.

b)      Fear of negative evaluation : relates to the students’ perception about negative criticism that will be disclosed by their teachers and their peers.

c)      Communication apprehension : relates to the students’ ability in communication skill. The students feel that they do not have communication skill.

2.      Reseach methodology

The researcher begin with an investigation of data analysis from other researchers which has the relevant field. On the other words the researcher used synthesis method (make a new theory that took from two or more the other researchers’ theories after do the research). In this paper the researcher do several research steps, the first step is he develops research question, the second step is he identifies and evaluates the available dataset, and the last step is he presents the identification and evaluation result of the dataset to answer the research question.

That all my review about theoretical framework and research methodology in the journal that I choosen last week. I hope you can get some new knowledge after read my blog and please wait for the next review J.

Hello everyone !!!

Welcome back to my blog. This is the first blog that I share in the 4^th semester. The  content that I review in 4^th  semester is different from all the review in 3^rd semester. If the last semester I reviewed a book and article, now I am going to review the international journal.

v  Golden question : Why did I choose the journal about Tracing Back The Issue of Speaking Anxiety Among EFL Indonesian Secondary Students : From Possible Causes to Practical Implications compiled by Yogi Saputra Mahmud ?

I choose this journal because as EFL student I feel speaking field is most difficult from other english field and I found it hard to practice or improve my speaking skill. Because of that I want to know about the possible causes of speaking anxiety and the best solution for EFL students that must they do or teacher do during the learning speaking process.

In this opportunity I would like to share you about two components of journal. As we know that  the journal consists of several components such as :

1.      Abstract

2.      Introduction

3.      Theoritical

4.      Research Methodology

5.      Discussion

6.      Conclusion

7.      References

This review discuss about the abstract and introduction. Let’s read it till the end J

v  Golden Question : What are the abstract contents that written by the researcher in this journal?

The abstract tell us about the researcher’s purpose to write the journal and the content that the researcher want to research. The purpose of the journal that I had read is to scrutinize or to find about the possible causes of speaking anxiety for EFL Indonesian Secondary students. Not only scrutinize the possible causes of speaking anxiety, but also find the best solution that must EFL students do or teachers do for improve students’ speaking skill during the learning process and practice.

The researcher classifies the causes of the speaking anxiety Into two major causes
including affective-related and linguistic-related causes. Than based on the result of the research, the best solution for alleviate the speaking anxiety are use the cooperative learning rather than competitive learning and balancing the learning linguistics with practice.

v  Golden Question : What are the introduction contents that written by the researcher in this journal?

Speaking anxiety is the problem for Indonesian EFL learners, because the most of them find  the difficulties in mastering speaking skill. The first problem is most of the teacher in Indonesia just focus on the material rather than practice. the second problem is students’ anxiety, actually the students’ anxiety is related to they psychological condition (personal experience)  or self confidence. In speaking field the confidence students do not have memorizing any vocabulary and understanding about grammar are better than the unconfidence students who have memorizing any vocabulary and understanding about grammar, because speaking is english skill that need the self confidence to practice. The negative impact of speaking anxiety are the students prefer to avoid paticipation in speaking practice beacuse they fear to negative evaluation from their friend and teacher.

That all the review about abstract and introduction from the journal that I read. I hope this review can improve your knowledge about speaking skill. Never give up and continues your struggle in mastering english skill😊