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Enregistrement W16845893 · doi:10.1139/y05-154

A Study on Students’ Strategies To Reduce Anxiety In Speaking Class On Second Semester Students Of English Education Program At IAIN Tulungagung Academic Year 2013/2014

2014· article· en· W16845893 sur OpenAlexvenueno aff
Yusuf Mohammad

Notice bibliographique

RevueCanadian Journal of Physiology and Pharmacology · 2014
Typearticle
Langueen
DomaineComputer Science
ThématiqueEducational Methods and Media Use
Établissements canadiensnon disponible
Organismes subventionnairesnon disponible
Mots-clésAnxietyWorryPsychologyFeelingClass (philosophy)Communication apprehensionMathematics educationPedagogySocial psychologyComputer science

Résumé

récupéré en direct d'OpenAlex

Keywords: Anxiety, Students’ Anxiety, Causes Anxiety, Reduce Anxiety, Speaking Class \nLearning English is very important, because English has became an international language, which is used by most communities in the world. Many countries use English as their second language. English lessonserves as a meansof self-developmentof studentsin science, especially speaking as one of the English skill that must be concerned by whole learner in communication. Speaking ability is the main part in communication, but sometimes students have an anxiety which impedes their ability to perform successfully in foreign language class. Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of autonomic nervous system. Concerning to this problem, the students needs to strategies to reducing anxiety in speaking English and teacher needs to help students’ anxiety about learning English especially in speaking as easy as possible.The strategies that the students use very useful to reduce anxiety in speaking class. Some students have suggested a variety of strategies to successfully in reducing students’ anxiety. \nThe formulation of the research problems is: 1) what are the causes of the students’ anxiety and 2) how the students’ anticipate to reduce their anxiety in speaking class. \nThe purpose of this study were: 1) To know the causes of students’ anxiety in speaking class, 2) To know the students’ anticipates to reduce their anxiety in speaking class. \nThe research method: 1) the research design in this study was qualitative approach and case study. 2) The subject of this study was second semester students of class 2 C who consisting of 30 students, but the researcher took only 4 of them to collect the data by ways choose students. 3) The data was got by distributing observation and interview. \nThe result showed that the causes of students’ anxiety is shown as follows: there are two factors. They are personal factors and interpersonal factors. The first personal factors means personality. such as feeling ashamed and fear if making mistake, lack of self-confidence if in front of class with what that said, feeling nervous to express opinion in front of classmates, less in speaking’ knowledge, \nfear if vocabulary and arrange grammar is wrong, cant’ speaking English correctly, less of mastering vocabulary, mistake in speaking English sentence and words, feel worried when know that will take an English speaking test and also fear of mind the blank when mistakes. The second interpersonal factors means between two or more people. such as direct correction from lecturer if wrong in speaking, feeling her friends have high ability than him, fear of laughed by classmates when making mistakes, forget the answer while speaking English if her friends and lecturer keep looking at her and difficult in understanding with clearly what lecturer said or lecturer speaks not clearly/fast. \nStudents’ strategies to reduce anxiety in speaking class applying the strategies; trying to say what is coming to them mind, looking for a similar word that has meaning. keeping on trying to say and stay calm, just concentrate to finish them presentation, trying to make jokes and insert funny story, to assume that all the friends also feel the same way, to believe in themselves that they can absolutely do it and beat her fear, a little memorizing vocabulary for the preparation of talk, speaking for themselves at home as training, trying to hear and stay calm when lecturers explains material, ask them friends and lecturer when not understand, do every task of the lecturers as much as possible, trying to find synonym of the word, and preparing as much as possible what they’ll say

Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.

Comment cette classification a été obtenuedéplier

Prédiction machine sur la base complète

Imitation des enseignants

Ni prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.

score de la tête « metaresearch » (Codex)0,001
score de la tête « metaresearch » (Gemma)0,001
Version: metacan-v3-hybrid-931329e0061cStatut de validation: machine_predicted_unvalidated
Catégories candidatesaucune
Catégories consensuellesaucune
DomaineSignal candidat: aucune · Signal consensuel: aucune
Devis d'étudeSignal candidat: Observationnel · Signal consensuel: aucune
GenreSignal candidat: Empirique · Signal consensuel: Empirique
Score de désaccord entre enseignants0,005
Score d'incertitude au seuil0,017

Scores du classifieur distillé par catégorie (deux têtes)

CatégorieCodexGemma
Métarecherche0,0010,001
Méta-épidémiologie (sens strict)0,0010,000
Méta-épidémiologie (sens large)0,0010,001
Bibliométrie0,0000,000
Études des sciences et des technologies0,0020,000
Communication savante0,0010,000
Science ouverte0,0010,001
Intégrité de la recherche0,0010,001
Charge utile insuffisante (le modèle a refusé de juger)0,0050,001

Scores machine (provisoires)

Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.

Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.

Tête enseignante Opus0,028
Tête enseignante GPT0,393
Écart entre enseignants0,365 · la distance entre les deux têtes enseignantes sur ce seul travail
Statut de validationscore_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle

Classification

machine, non validée

Prédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.

Les modèles n’ont appliqué aucune catégorie : rien dans la taxonomie ne correspondait à ce travail.
Devis d'étudeObservationnel
Domainenon disponible
GenreEmpirique

Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».

En bref

Citations0
Publié2014
Routes d'admission1
Résumé présentoui

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