Abstract
This study focuses on the manifestation of speaking anxiety and the coping mechanism that used by the second semester of university students. Young (1991) claimed that anxiety may affect the quality of an individual’s communication or willingness to communicate. Students with anxiety show a passive attitude in their studies such as low motivation in learning and poor in performances and examination. Thus, this study used a descriptive qualitative approach, the data collection was carried out through observation and interview adopted from (Hadziosmanovic, 2012). There were 6 students who are belong to different levels of anxiety participated in this study. The result showed that students experienced hearth racing, dry throat and mouth, muscle twisted, trembling hands, embarrassed, and nervous feeling which belong to physiological manifestation, 3 students experienced lost the words and could not find the right vocabularies in English that leads to switched the language use which belong to linguistic manifestation. In coping mechanism, reminiscence, relearning, and remediation were used by the students. However, only 2 students learn to re-experiencing their previous experiences for the successful performances. Future researches may considered the anxiety manifestation and its coping mechanism in online learning.
Highlights
Foreign language learners always assumed that speaking is difficult part to be done
Reminiscence, relearning, and remediation were three of the coping mechanisms used by the student participants in dealing with their anxieties
From 6 students who were participating in this study, they were experienced hearth racing, dry throat and mouth, muscle twisted, hand’s trembling, embarrassed, and nervous feeling every time they will do the speaking performance tasks
Summary
Foreign language learners always assumed that speaking is difficult part to be done. Pinter in Amelia (2013) stated that to speak English fluently and accurately is not something easy to do and it can be achieved by practicing. When the students have to speak in front of the class or practice the conversation in the classroom, most foreign language learners feel that it is something hard and difficult to do for them. It is proven by young (1991) who found out that speaking in foreign language is not exclusively the source of students’ anxiety, but speaking in front of others is real anxiety situation. Reminiscence, relearning, and remediation were three of the coping mechanisms used by the student participants in dealing with their anxieties All these studies account for the English speaking anxiety in the senior high school level that learners experience in the classroom. Laughter releases or reduces pain, stress, social anxiety, and self-shame, whereas avoidance of eye contact was revealed to be a pertinent feature of social anxiety
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