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All Journal Journal of English Language and Education ENJEL: English Journal of Education and Literature
Muhlisin Rasuki
Universitas Muhammadiyah Jember
Education Languange, Linguistic, Communication & Media Other

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Speaking Anxiety and Pronunciation Accuracy: A Correlational Study with Indonesian EFL Learners Siti Mariam Mamang; Muhlisin Rasuki; Nurkamilah Nurkamilah
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.421

Abstract

Language anxiety constitutes a psychological phenomenon that commonly impacts second/foreign language (L2) learning and performance. Although language anxiety has been extensively studied in L2 research, there is a lack of research on the relationship between speaking anxiety and pronunciation accuracy. To address this gap, the current study investigates the potential influence of speaking anxiety on pronunciation accuracy in L2 speaking. Data were obtained from 30 Indonesian learners of English as a foreign language (EFL). These learners completed an L2 speaking task and a questionnaire. The speaking task assessed the learners’ ability to pronounce English words, while the questionnaire measured their levels of speaking anxiety. A correlational analysis of the data revealed a very weak correlation between speaking anxiety and pronunciation accuracy among the Indonesian EFL learners, and this correlation was not statistically significant: ρ(28) = 0.052, two-tailed p = 0.785. These findings suggest that the reported levels of speaking anxiety among the learners do not significantly impact their pronunciation accuracy in the given L2 English speaking task. This study contributes to the existing knowledge by shedding light on the underexplored relationship between L2 speaking anxiety and pronunciation accuracy.
Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement Preti Precillia Putri; Muhlisin Rasuki; Indri Astutik
ENJEL: English Journal of Education and Literature Vol. 3 No. 1 (2024): June Edition
Publisher : Universitas Nurul Huda

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Abstract

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.
Co-Authors Indri Astutik Nurkamilah Nurkamilah Preti Precillia Putri Siti Mariam Mamang