AN ANALYSIS OF STUDENTS' SPEAKING ANXIETY FACTORS IN DRAMA PERFORMANCE
(A Case Study in Fifth Semester in English Education Department)
Keywords:
speaking, anxiety, drama performanceAbstract
Speaking anxiety is one of the fundamental problems that EFL students experience during English learning, especially when they must perform in front of many people. This study found that there are several factors of students’ speaking anxiety that the students experienced, and their strategies to overcome it. This qualitative case study research enrolled 12 students of the fifth semester in the English Education Department of UIN Sunan Gunung Djati Bandung. The research result showed that there are two factors of speaking anxiety that students experienced during drama performance. Those are internal factors (fear of mistakes, lack of confidence) and external factors (embarrassment, friends/classmates, and lack of preparation). After implementing the interview, the result showed that students have some strategies to overcome their speaking anxiety, such as preparation, relaxation, positive thinking, and peer seeking. This research recommends that there are some strategies that students can implement when experiencing speaking anxiety.
References
Brown, H. D., & Lee, H. (2015). Teaching principles. P. Ed Australia.
Celce-Murcia, M. (2001). Teaching English as a Second or Foreign Language (3rd ed.). Heinle & Heinle Publishers.
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th ed.). Pearson Education.
Harrison, H., Birks, M., Franklin, R., & Mills, J. (2017). Case study research: foundations and methodological orientations. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 18(1), Article 19. https://doi.org/10.17169/fqs-18.1.2655
Horwitz, E. K. (1986). Preliminary evidence for the reliability and validity of a foreign language anxiety scale. Tesol Quarterly, 20(3), 559-562.
Kessler, G. (2010). Fluency and anxiety in self-access speaking tasks. Computer Assisted Language Learning, 23(4), 361–375. https://doi.org/10.1080/09588221.2010.520671
Ling, L. (2004). Strategies for coping with language anxiety. Asian EFL Journal, 6(2), 1–30.
Liu, M. (2007). Anxiety in Chinese EFL students: a comparison of English majors and non-English majors. Indonesian Journal of English Language Teaching, 3(1), 119–132.
Nawi, A. M. (2010). Using drama activities as a catalyst to improve students’ speaking skills and reduce their anxiety. English Language Teaching, 3(1), 96–101.
Rafieyan, V. (2016). Discovering factors of foreign language speaking anxiety and coping strategies. International Journal of Humanities and Cultural Studies, 3(1), 1–15.
Rajitha, K., & Alamelu, C. (2023). The effectiveness of activity based four-dimensional integrated strategy for alleviating speaking anxiety. Theory and Practice in Language Studies, 13(8), 1861-1870.
Roud, R. (2016). Problems of English speaking skills in the classroom. International Journal of Language and Linguistics, 4(1), 1–9.
Shank, G. D. (2002). Qualitative Research: A Personal Skills Approach. Upper Saddle River, Merrill Prentice Hall.
Shokrpour, N., Sheidaie, S., Amirkhani, M., Bazrafkan, L., & Modreki, A. (2021). Effect of positive thinking training on stress, anxiety, depression, and quality of life among hemodialysis patients: A randomized controlled clinical trial. Journal of Education and Health Promotion, 10(1), 225.
Wu, W. Y., & Wang, Y. C. (2010). Customer satisfaction, perceived value, corporate image and service quality: an empirical study of convenience store customers in Taiwan. International Journal of Services Technology and Management, 13(3–4), 318–329.
Yamazaki, Y. (2021). Classroom interventions for foreign language anxiety: a systematic review. Language Teaching Research, 25(2), 1–25. https://doi.org/10.1177/13621688211012345
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2025 Journal of Breakthrough English Language Teaching in Islamic Context
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
LETTER OF COPYRIGHT ASSIGNMENT
As an author of BELTIC Journal of English Education Department UIN Sunan Gunung Djati Bandung. I, who sign below:
Declare:
1. My paper is authentic; my own writing and it has not been published/proposed on any other journals and publication.
2. My paper is not plagiarism but my original idea/research.
3. My paper is not written by other help, except with Board of Editors and Reviewers recommendation who have been chosen by this journal.
4. In my paper, there are no other writings or opinions except referred in the bibliography and relevant to the rule of writing in this journal.
5. I give all my copyright of this paper to this journal include the right for managing and publication.
6. I make this assignment surely. If there are distortion and untruth in this assignment, later, I will take responsibility as the current law.
