Exploring the Impact of Learning Styles on Speaking Anxiety: A Qualitative Study of English Education Students in Indonesia
DOI:
https://doi.org/10.46918/seltics.v8i1.2601Keywords:
Speaking Anxiety, Learning Styles, EFL Students, Qualitative Research.Abstract
This study aims to investigate the relationship between learning styles and speaking anxiety among first-semester English Education Department students at Muhammadiyah University of Enrekang. Speaking anxiety is a significant barrier to language learning, often exacerbated by mismatches between students' learning styles—visual, auditory, or kinesthetic—and traditional teaching methods. To explore this relationship, a qualitative research approach was employed, with data collected through semi-structured interviews and document analysis involving 18 participants. The semi-structured interviews were designed to gather students' perspectives on their learning preferences, experiences with speaking anxiety, and how these factors influenced their speaking performance. The document analysis included an examination of academic records, feedback from instructors, and reflective journals, which provided additional insights into students' speaking challenges and coping mechanisms. The findings reveal that students' learning styles significantly influence their experiences of speaking anxiety. Visual learners struggle with spontaneous speaking tasks due to their preference for preparation and reliance on visual aids. Auditory learners face challenges with pronunciation, often fearing their spoken English will not sound "correct." Kinesthetic learners, on the other hand, experience heightened anxiety in formal, non-interactive settings where they are unable to engage physically with the language. This study underscores the importance of aligning teaching strategies with students' learning preferences to reduce anxiety and foster confidence in speaking tasks. Recommendations include adopting flexible, student-centered approaches such as incorporating visual aids, auditory exercises, and interactive, movement-based tasks that cater to various learning styles. These strategies aim to create more supportive and inclusive learning environments.
References
Acuña Mora, M., Sparud-Lundin, C., Moons, P., & Bratt, E. L. (2022). Definitions, instruments and correlates of patient empowerment: A descriptive review. Patient Education and Counseling, 105(2), 346–355. https://doi.org/10.1016/j.pec.2021.06.014
Amin, N. F., Garancang, S., & Abunawas, K. (2023). Konsep umum populasi dan sampel dalam penelitian. Journal PILAR: Perspective of Contemporary Islamic Studies, 14(1). Universitas Muhammadiyah Makassar. Retrieved from https://journal.unismuh.ac.id/index.php/pilar/article/view/10624
Astuti, N. T. (2017). Pengaruh gaya belajar terhadap penguasaan kosakata bahasa Inggris. Deiksis, 9(03). Universitas Indraprasta PGRI. Retrieved from https://journal.lppmunindra.ac.id/index.php/Deiksis/article/view/1095
Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge University Press.
Dunn, R., & Dunn, K. (1978). Learning styles and the teaching-learning process. Reston Publishing Company.
Emzir. (2019). Metodologi penelitian pendidikan: Kuantitatif dan kualitatif (Ed. 1, Cet. 11). Jakarta: Rajawali Pers.
Fauzi, I., Hartono, R., Widhiyanto, W., & Pratama, H. (2022, September). Mengatasi anxiety dalam berbicara bahasa Inggris melalui pembelajaran berbasis web. Prosiding Seminar Nasional Pascasarjana (PROSNAMPAS), 5(1), 550–556.
Fithrotunnisa, E. D., Khoiriyah, L., & Imtihanudin, D. (2022). The comparative analysis of students’ learning styles on their achievement in reading skills. Cakrawala Pedagogik, 6(2), 85–98. https://doi.org/10.51499/cp.v6i2.329
Fitriani, E., Julia, J., & Gusrayani, D. (2022). Studi kasus: Kecemasan berbicara bahasa Inggris sebagai bahasa asing. Jurnal Basicedu, 6(2), 2312–2322. https://doi.org/10.31004/basicedu.v6i2.2187
Hassani, M. T. (2012). The relationship between learning style and Iranian intermediate EFL learners’ speaking performance. World Applied Sciences Journal, 17(3), 327–339.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125–132.
Huda, S. M., & Nasution, A. A. (2022). Pengaruh gaya belajar visual, auditorial, dan kinestetik terhadap prestasi belajar siswa sekolah dasar. Seminar Nasional 2022 - NBM Arts, Ilmu Pendidikan. Retrieved from http://repository.uhn.ac.id/handle/123456789/7070
Lubis, S. A., Pertiwi, M. D., & Batubara, S. S. (2018). Hubungan gaya belajar dengan tingkat prestasi mahasiswa Fakultas Kedokteran Universitas Islam Sumatera Utara angkatan tahun 2013. BEST: Journal of Biology Education, Science & Technology, 1(2). https://doi.org/10.30743/best.v1i2.853
Mulyani, S. (2018). Investigating factors causing students’ anxiety in speaking English. International Journal in Applied Linguistics of Parahikma, 85–99.
Thornbury, S. (2002). How to teach vocabulary. London: Pearson Education Limited.
