STUDENTS' STRATEGIES USED TO REDUCE SPEAKING ANXIETY AND INCREASE WILLINGNESS TO COMMUNICATE AMONG DIFFERENT PERSONALITIES AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG DURING THE NEW LEARNING ERA

DEWI NURO'AZAH, 128510203007 (2023) STUDENTS' STRATEGIES USED TO REDUCE SPEAKING ANXIETY AND INCREASE WILLINGNESS TO COMMUNICATE AMONG DIFFERENT PERSONALITIES AT UIN SAYYID ALI RAHMATULLAH TULUNGAGUNG DURING THE NEW LEARNING ERA. [ Thesis ]

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Abstract

Nuro’azah, Dewi. Student Registered Number. 128510203007. 2023. Students' Strategies Used to Reduce Speaking Anxiety and Increase Willingness to Communicate among Different Personalities at UIN Sayyid Ali Rahmatullah Tulungagung During the New Learning Era. Thesis. English Education Department. Magister Program. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisors: (1) Dr. Arina Shofiya, M. Pd; (2) Dr. Nursamsu, S. Pd. I., M.Pd. Keywords: strategies, speaking anxiety, willingness to communicate, personality types, new learning era. The COVID-19 pandemic has given rise to new learning era of blended learning, combining online and offline learning. However, this new learning era, besides offer benefits, also holds several challenges, particularly concerning psychological challenge, namely anxiety. This anxiety especially in speaking, would hinder the students’ ability to communicate effectively. Besides anxiety, students’ personality also influences their willingness to communicate, either increasing anxiety or fostering confidence. Regarding those issues, how the students’ strategies to deal with these situations are important to investigate. Therefore, the primary purpose of this study is to explore the students’ strategies to reduce speaking anxiety and increase willingness to communicate among different personalities during the new learning era. A descriptive quantitative design was employed to analyze students’ strategies to reduce speaking anxiety and increase their willingness to communicate. Eysenck et al. (1985) EPQRS questionnaire was used to determine students’ personality types; strongly extrovert and strongly introvert and Oxford's (1990) Strategy Inventory Language Learning (SILL) questionnaire were utilized to gather data dealing with students’ strategies. There were 75 students from B and D classes participated in this study. Descriptive statistics through SPSS program version 29.0.1.0 were used to analyze the research findings. The data analysis results show that strongly introverted and extroverted students employ different strategies. Strongly extroverted students primarily use metacognitive strategies, with a mean score of (3.36) through planning, setting goal and evaluating the speaking process to help them reduce speaking anxiety. While strongly introverted students rely on memory strategies, with a mean score of (3.125), they used memory strategies by memorizing new words and reviewing the material before joining speaking class. Regarding increasing willingness to communicate, strongly extroverted students focus on social strategies with a mean score of (3.4), and they used social strategies through seeking corrections and help from friend about speaking component. While strongly introverted students used cognitive strategies with a mean score of (3.17), and they used cognitive strategy through repetition and practicing new words or expressions to boost their willingness to communicate. Understanding these differences can help teachers provide or modify instructional strategies to meet the specific needs of introverted and extroverted students relating to speaking anxiety reduction and enhancing willingness to communicate.

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