The Correlation of Ethnicities and Students’ Speaking Anxiety in

Online English Learning

Sri Ningsih

, Arum Putri Rahayu

, Enkin Asrawijaya

, Ita Rahmania Kusumawati

Tri Rohani

and Adiyono

Akademi Kebidanan Tahirah Al Baeti Bulukumba, Jl. Abd. Azis No. 70 B Bulukumba, South Sulawesi, Indonesia

STAI Ma’arif Magetan, Jl. Raya Maospati-Ngawi, Baluk, Karangrejo, Magetan, East Java, Indonesia

Research Center for Society and Culture, National Research and Innovation Agency, Jakarta, Indonesia

Dept. of Masters of Family Law in Graduate Programs, Universitas Hasyim Asy’ari,

Jl. Irian Jaya 55 Tebuireng Jombang East Java, Indonesia

STKIP Muhammadiyah Pagaralam, Jl. Kombes H. Umar No. 1123 Kota Pagaralam, South Sumatera, Indonesia

STIT Ibnu Rusyd Tanah Grogot, Paser- East Kalimantan, Indonesia

Keywords: Ethnicity, Konjo, Java, Speaking Anxiety.

Abstract: Indonesia is a multicultural and multilingual nation that consists of 300 ethnicities and 715 ethnic languages.

The modernity of a nation is judged by the mastery of English. Therefore, besides mastering their ethnic and

national language, young generations of Indonesia are required to learn English as a foreign language. The

purposes of this study are (1) to measure the level of students’ anxiety from Konjo and Java ethnicities, and

(2) to explore the influence of students’ ethnicities on their English-speaking anxiety. This study applied a

descriptive quantitative method. The participants of this research consisted of 25 students of Konjo ethnicity

in Bulukumba of South Sulawesi province and 25 students of Java ethnicity in Magetan of East Java. The data

are collected using the Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire to measure

students’ anxiety levels. Based on the statistical analysis, it is found that students from Konjo and Java feel

the same mostly at a medium level of anxiety in speaking English. Moreover, the results of spearman’s rho

test with a final significant score are 0.471 which is higher than the significant value of 0.01. It can be

concluded that there is no correlation between ethnicity and the level of students’ anxiety in Speaking English

learning.

1 INTRODUCTION

Some people believe that the ability to communicate,

in addition to being influenced by the knowledge and

knowledge gained in school, is also influenced by the

tribe from which they come. The rules that come from

this tribe become clear benchmarks for their members

in carrying out clear living procedures. One is how

they talk to others. In some tribes, it is believed that

speaking to others should not be direct but is done

with lip service first. Alternatively, some are more

https://orcid.org/0000-0003-0905-2395

https://orcid.org/0000-0002-6241-8963

https://orcid.org/0000-0002-9638-5202

https://orcid.org/0000-0001-8518-5881

https://orcid.org/0000-0002-5203-7601

https://orcid.org/0000-0002-6241-3383

inclined to speak unceremoniously. In addition,

asking for details about newly encountered people is

normal and legal. However, for some tribes, this is

taboo.

The Konjo tribe is a tribe in South Sulawesi,

especially in the district. Bulukumba is divided into

two, namely the Konjo Mountain tribe and the

Coastal Konjo tribe. Each of the two tribes; The

mountainous and coastal Konjo have somewhat

different customs and cultures. These two tribes are

unique, both in terms of traditions and customs and

way of life, their marriage system, and much more.

402

Ningsih, S., Putri Rahayu, A., Asrawijaya, E., Kusumawati, I., Rohani, T. and Adiyono, .

The Correlation of Ethnicities and Students’ Speaking Anxiety in Online English Learning.

DOI: 10.5220/0012201700003738

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 4th International Conference on Innovation in Education (ICoIE 4 2022) - Digital Era Education After the Pandemic, pages 402-408

ISBN: 978-989-758-669-9; ISSN: 2975-9676

Konjo refers to a dialect of the Makassar language

spoken in the border villages of the Makassar-

speaking region and the Bugis " Konjo " means " here

" in other Makassar dialects that use the word " anjo

" for the same meaning.

Most of the Konjo people live on the side of the

mountains that are not very suitable for rice farming,

although some of the rice terraces are impressively

made by the konjo people of the mountains around

Malino, the mountainous area of Gowa Regency.

Makassar – Konjo is about 75 percent basic

vocabulary with standard Makassarese. The konjo

dialect itself is divided into two subgroups: " Konjo

mountain '', with a number of speakers of about

100,000 in use in and around Mount Bawakaraeng,

and " coastal konjo " also with speakers of about

100,000 people, used on the coast of Bone bay.

Coastal and mountainous konjo correspond to a

lexicostatistical similarity level of 75 percent, so they

are not closer to each other than to the standard

Makassar. However, at the level of morphemic,

morphological, and syntactic, the two are almost the

same. According to Gibson, 2009 as cited by

Ardyansyah (2009), Konjo Mountains has reached

the subject of a number of published studies,

respectively by Rossler (1987, 1990, 2000) and

Rottger – Rossler (1989, 2000) both are cited by

Syarifuddin (2014).

Herusatoto (1987) defines Javanese society as one

of the societies that lived and grew from ancient times

to the present and hereditary using Javanese in

various dialects and inhabited most of Java Island.

Suyanto (1990) in his book entitled Javanese Outlook

on Life explained that the characteristics of Javanese

culture are religious, non-doctrinaire, tolerant,

accommodating, and optimistic. This characteristic of

Javanese culture gave birth to a characteristic

tendency for Javanese people such as: believing in

God Almighty as Sangkan Paraning Dumadi with all

His qualities and greatness, idealistic in style

(believing in something immaterial-not material and

things that are supernatural and tending towards the

mystic, prioritizing essence over formal and ritual

aspects, prioritizing love as the main foundation of

human relations, believing in destiny and tending to

be marketable, convergent and universal, scourge and

non-sectarian, inclined to symbolism, inclined to

mutual aid, harmonious, peaceful, and less

competitive because it lacks material prioritization.

The use of English in the world community as an

international means of communication has grown

very rapidly. This has had a great influence on the

teaching of English in schools. In Indonesia itself,

English language teaching has become a trend and

obligation of learning for students. English teachers

began applying various teaching techniques to

provide students with a variety of basic language

skills, including listening, speaking, reading, and

writing skills.

The use of the latest teaching techniques in

language learning as well as the widespread use of

English that has increased has led to the emergence of

the need to learn good communication skills

(Tanveer, 2007). This ability to communicate has a

very close relationship with the ability to speak

(speaking). However, learning the ability to speak is

not as easy as it seems. The ability to speak a foreign

language (speaking) is a complex ability. To become

an expert in it, learners need to meet several

conditions. These requirements are in the form of

language knowledge along with basic science, and

speaking skills in various situations and conditions,

where students must have confidence, self-respect,

and self-enthusiasm. Therefore, it can be said that to

master the ability to speak (speaking), learners are not

only influenced by cognitive factors but also affective

factors (Andres, 2003)

This is also supported by Krashen in Mason

(www.timothyjpmason.com) who mentioned that

affective factors can help or slow down the process of

mastering students' speaking skills in the process of

learning English as a foreign language. Learners with

low levels of negative affective tend to acquire more

knowledge of the language compared to those with

high levels of negative affective. Therefore, affective

factors have a great influence on the success of

learners in learning.

Furthermore, Brown (2000) states that there are

three types of affective factors that affect learners in

the learning process, namely motivation to excel, self-

confidence, and self-anxiety. Brown also added that

language proficiency can be achieved if there is a

learning environment that makes students have low

levels of self-anxiety and low levels of self-

resistance.

From various studies that have been carried out,

the self-anxiety factor is considered one of the most

influential affective factors for learners in English-

speaking activities in the classroom.

This self-anxiety can cause various difficulties for

learners to give an appropriate response in speaking

activities (Brown, 2000). This can certainly hinder the

mastery of the ability to speak fluently, fluently, and

gratefully in various life contexts.

Furthermore, Cahyani and Anuyahong (2017)

mentioned that the level of student anxiety is at the

intermediate level. The anxiety experienced by

students is caused by a lack of self-confidence caused

by their fear of being laughed at by their classmates.

The Correlation of Ethnicities and Students’ Speaking Anxiety in Online English Learning

403

In addition, Cahyani also said that when they spoke

in the classroom they felt shaky and their focus was

split.

Another study conducted by Rajitha and Alamedu

(2020) found that external factors such as linguistic

elements, grammar, pronunciation, and peers are

some of the triggers of English-speaking anxiety in

the classroom. Likewise, internal factors such as fear,

lack of self-confidence, and shyness are also factors

that are no less important in encouraging students'

English-speaking anxiety.

As stated by Peng (2014) and cited by Liu (2018),

the anxiety that comes with learning a second or

foreign language is said to be triggered by the dread

of speaking. Also stated by Liu (2006) some non-

native English speakers even experience mental

blocks. Anxiety over learning a foreign language has

long been studied. Researchers and academics

discovered that worry has a crippling impacton the

process of learning a second language, which can

negatively impact performance over time and even

prevent the growth of language proficiency.

This online learning strategy is a learning strategy

that uses technology. Furthermore, learning in the era

of the industrial revolution 4.0 is identified with

learning using technology. This also affects the use of

learning strategies used by educators (Muis, 2019).

The educational system needs to collaborate with

technology in education and increase the teacher‟s

awareness of the application in teaching (Al-

Takhyneh 2018). Technology in education is not a

stranger. Technology has grown so widely across the

world. Many technologies have been developed to

assist the students in education as reference materials

and tools such as courseware, e-learning, web-based

learning, mobile application, blended learning, and so

on. So, this technology has also taken numerous

innovations to add value to education and evaluate

digital reference materials (Samsudin et al. 2017).

Online learning strategies for teaching and

learning activities that are not bound by the time,

place and rhythm of lecturer attendance, and can use

electronic media and communication facilities. There

are three types of online learning, namely first

indirect learning (asynchronous), in this learning

strategy students read complete material or materials

and do quizzes or tests. The second type is

synchronous learning, which is a class that meets

online on a predetermined website and the time is

adjusted by mutual agreement with all students and

lecturers. They will all log in to the site along with all

students and faculty. Third, blended learning, namely

the combination of asynchronous and synchronous,

(Prawiradilaga, 2016).

New online teaching strategies produce many

obstacles for the teachers. It is not easy to apply

because the teachers are still learning about e-

learning. They encountered some obstacles when they

implemented it. Moreover, teachers have their

perception to implement online learning. Teacher

perception becomes an important thing.

Satrianingrum and Prasetyo (2020) stated that

teacher’s perception of the impact on student’s is the

lack of availability of facilities and infrastructure,

difference environments when studying in the

classroom and studying at home, which affect the

enthusiasm of students. Teachers and students feel a

burden on internet quotas, especially if they are in an

area that is disturbed by signals, monitoring of child

development is limited, teachers feel as free as in

class.

Obstacles in online learning were identified after

conducting interviews and observations, such as:

using e-learning tools, teacher knowledge, time

management, and student motivation. The first

obstacle was using e-learning tools. Operated gadgets

at the start of the pandemic was bothersome. This

could be seen from the confusion of teachers and

students in using E-learning tools while teachers were

challenged to make learning interesting. How to get

children to submit assignments. Because they could

not manage online learning class. There were even

students who did not had cell phones. Akhdar (2006)

explained that there were two obstacles, physical or

non-physical, that hinder the use of computers in

teaching. Online learning should be applied to

teachers, because some people are still confused

about how to apply it, so there are problems to

implement it in teaching. One of the problems with

the device was the internet connection. The ability to

operate tools was necessary for students. Wong and

Looi (2011) investigated the effect of mobile devices

on student’s learning in operating these devices.

Based on these previous research studies, this

study seeks to examine whether ethnic backgrounds

and online learning will also affect students' English-

speaking anxiety in the classroom. Looking for

solutions to other problems that affect and also

solutions.

2 METHODOLOGY

This study applied a cross-sectional with a descriptive

quantitative-qualitative approach. the participants

were selected from Konjo and Java ethnicities. 20

students from the Konjo ethnic were selected from the

Midwifery Academy of Tahirah Al Baeti Bulukumba.

And 20 students from Java ethnic were selected from

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

404

STAI Ma`arif Magetan East Java in the third

semester. The data in this study is collected by using

A questionnaire of FLCAS developed by Horwits

(1986). It was shared through the whats Up group of

the English-speaking class using Google Forms.

There are 29 questions to measure the students'

anxiety in learning English speaking. the data then

were analyzed statistically using SPSS 22. in order to

answer the hypothesis, Spearman's rho test was

applied.

H0=There is a correlation between Students'

ethnicity and student's anxiety in Speaking English

H1= There is no correlation between Students'

ethnicity and student's anxiety in Speaking English

In order to collect the qualitative data, some

students are choosen to be the informan (5 Konjo, 5

Jawa). All the informants are interviewed by using

semi-structured interview. The data are then analysed

using thematic analysis.

3 RESEARCH RESULTS AND

DISCUSSION

3.1 Level of Students’ Anxiety in

Speaking English

The data were obtained from a questionnaire about

speaking anxiety and analyzed using descriptive

statistics to determine the level of students' speaking

anxiety in English in public. After analyzing the

classification of students' speaking anxiety

questionnaire, the data was processed using SPSS. 20

for windows to determine the level of students'

speaking anxiety in a public speaking activity.

Table 1: Level of Student's Anxiety in Speaking English.

Level of Anxiety Java % Konjo %

High (80 - 100) 3 15 2 10

Medium (60 - 79) 11 55 15 75

Low

(

< 60

)

6 30 3 15

Total 20 100 20 100

The results of the analysis are presented in a table

which shows the level of anxiety of the Konjo and

Javanese students in speaking English. The highest

number is at moderate anxiety level (Konjo=75%,

Jawa=55%), followed by low anxiety level

(Konjo=15%, Jawa=30%) and lastly high anxiety

level (Konjo=10% , Jawa 15%).

The finding is that students usually motivate

themselves with the words 'let's do it' when they are

afraid of being laughed at. This is supported by Al-

Hassani (2022) that EFL learners need sufficient time

to practice English skills in class and must be

motivated to speak English with anyone inside and

outside the classroom. Likewise with students who

always practice their speaking skills in foreign

languages, this can be useful for them when they feel

afraid of being laughed at (Al-Sobhi and Preece,

2018). In this case, Al Ahdal (2014) states that the

ability to speak in real life is very helpful in

communicating, both when using the native language

and the target language. But when they learn English,

they find that the two languages are very different. So,

they make a conscious effort to learn it.

3.2 The Correlation Analysis

Table 2: Correlation Analysis (Spearman's Rho Test).

Correlations

Ethni

city

total

Spearman

Rho-test

Ethnicity Correlation

Coefficient

1.000

117

Sig.(2-tailed) - 471

N 40 40

total Correlation

Coefficient

117 1.00

Sig.(2-tailed) - 471

N 40 40

The table indicates the result that there is no

correlation between students’ ethnicity and students’

anxiety in speaking English. it is found the p-value

was 0,471 which is higher than the significant p value

0,01. Therefore, H0 was accepted and H1 was

rejected.

The findings from the table for the participants in

this study consisted of 25 Konjo ethnic students in

Bulukumba, South Sulawesi Province and 25

Javanese ethnic students in Magetan, East Java. Using

the Foreign Language Classroom Anxiety Scale

(FLCAS) questionnaire and qualitative descriptive

method to measure students' anxiety levels, the

findings above clearly show that there is no

correlation between student ethnicity and students'

anxiety in speaking English as a foreign language.

The ability of students of Konjo, Javanese, and any

other ethnicity to speak foreign languages themselves

is measured from the first impression when they learn

it (Fatmawaty & Haryani, 2017) and the feeling of

comfort and confidence in expressing it. Usually

students who feel comfortable communicating in a

foreign language will more quickly adapt to the sense

The Correlation of Ethnicities and Students’ Speaking Anxiety in Online English Learning

405

of language from the foreign language and master it

more quickly. Meanwhile, ethnic origin did not show

any effect on students' anxiety in learning English.

Based on the statistical analysis it was also

found that most of the students from Konjo and Jawa

shared a moderate level of anxiety in speaking

English. In addition, the results of the Spearman Rho

test with a final significant score of 0.471 were higher

than a significant value of 0.01, so it can be concluded

that there is no relationship between ethnicity and

students' anxiety levels in learning speaking English.

Based on the results of statistical analysis,

Students from Konjo ethnic has higher value of

anxiety level comparing to Java students. It can't be

denied that Konjo is a minority community in South

Sulawesi province, so their knowledge and interest of

English as a foreign language is low. different with

Java ethnic, as a majority community their knowldege

and interest of English learning is high. it effect to the

students'anxiety in learning egnlish. it is found that

there is no correlation between the ethnicity of the

students and their speaking anxiety. Mayasari (2013)

also found that there is no correlation between

student's anxiety with student's speaking performance

results. It is in line with Kempler et.all (1998) that

there is no effects of age, education, and ethnicity on

verbal fluency. On the contrary with Suardi, et. al

(2018) which found that the significance related

anxiety and gender differences which male anxiety is

affected by their thought while female anxiety is

affected by their feeling in a seminar presentation.

Last, it is not in line with Horwitz et al (1986) who

found that communication apprehension, test anxiety,

and fear of negative evaluation effected student's

achievement.

It is important for every student to have

motivation in public speaking. However, not a few

have negative problems with each other, such as

shyness and lack of confidence. Even though

speaking in English must often be practiced or trained

(Irawan, 2016). According to Nadila et al., (2020),

sometimes students are quite mature in their

knowledge of English, however, they are not yet

skilled in speaking English. So that this is one of the

causes of a feeling of lack of confidence.

Activities that can be done to develop English

language skills can be started with simple things. For

example, listening to English music, watching TV or

movies and listening to English radio, following

shows with English as the introduction, speaking

English all the time, reading books and newspapers in

English, and setting the language on the device in

English. Meanwhile, to improve English speaking

skills, activities are more focused on practicing

speaking (Pratiwi, 2014).

In theory, students have gotten and understood a

lot, but to apply and practice sometimes is still very

difficult in terms of speaking. To improve speaking

skills, students can make simple sentences with their

vocabulary, then practice in front of a mirror

(Mangaleswaran & Aziz, 2019). This activity can

increase self-confidence and psychologically increase

positive thinking.

According to Nur et al., (2021), not a few

students feel afraid when speaking English directly,

the reason is because of their thoughts. Haven't

practiced it yet, but already thought it would fail, be

laughed at, and even be criticized by the audience. the

most appropriate solution is to expel negative

thoughts and give suggestions to yourself that you

will succeed in this speaking exercise.

Another activity to improve English speaking

skills is to find friends to practice more. Students can

practice continuously. Students can practice alone or

with friends. Practicing alone is fine, but it's even

better to have a practice partner who can correct each

other when mistakes occur. Choose friends who have

the same goals as so that the practice goals of

increasing self-confidence can be realized.

According to Koran (2015), the good thing about

learning to speak is don't be afraid to make mistakes.

Mistakes are the best teacher. Without ever making a

mistake, you will never know how to be right. With

mistakes, you can learn from them so you don't do the

same thing again. Never be afraid to be wrong when

you speak, and don't get angry or angry if someone

criticizes you. Because criticism can evaluate to

improve oneself so that one can be even better in the

future. the more students practice and practice, the

greater the opportunity to minimize existing mistakes.

In addition to the technical factors above, there

are several things that affect students' ability to

practice speaking in English, especially during

actions on zoom screens, and creativity in online

learning, especially in assignments via social media,

such as Facebook, Instagram, Tiktok. and others.

Based on interviews with students from these two

tertiary institutions, it was found that different

cultures and the influence of habits, and interests in

using technology influence the courage to speak

English on zoom screens or video actions on social

media.

Social media is an alternative that educators can

use besides the e-learning model which has been

widely used as a form of remote learning

(Asrawijaya, 2020). Social media is an alternative

that educators can use besides the e-learning model

ICoIE 4 2022 - The Fourth International Conference on Innovation in Education

406

which has been widely used as a form of remote

learning (Mulyono & Suryoputro, 2020). Students as

users of social media can practice learning to improve

their skills in English, both in communication and

interaction (Shahzadi, 2021).

Online english learning users have a positive

impact on a person's skills if they are able to use social

media to understand the characteristics of someone in

their environment. Through social media, language

activities and student communication can also be

monitored by educators. In this way, the use of social

media can be used as a medium to understand

students' language skills (Asrawijaya, 2020). With

good guidance and direction according to the skills

they have, students will be assisted in identifying and

improving the skills they have, students will be

assisted in identifying and improving their skills in

the language through social media (Syafiq et al.,

2021).

The Javanese are known to have shy personalities,

but that shyness disappears when they appear on

social media (Budi, 2021). For teenagers in Java in

particular, the use of social media and other virtual

facilities has become part of everyday life. Students

have no difficulty operating or having fun/playing

around for entertainment using social media. This is

different from the condition of students from Konjo

whose level of familiarity within using social media

is not as active as students from Java. The orientation

of students from Konjo in using social media is pure

entertainment.

In interviews, several children from Javanese

ethnicity admitted that when using social media it was

not only for entertainment, but they had an interest in

knowing foreign languages, especially English. The

great desire to know is caused by the influence of the

environment, family, and awareness of the

importance of English for the future. They believe

that the ability to speak English can help to improve

self-quality in the future, especially in terms of needs

in the industrial world.

Awareness in the era of globalization, where

changes continue to occur day by day both in the field

of knowledge and in the field of technology, seems to

be more recognized by students from the Javanese

ethnicity. Progress - continuous progress needs to be

accompanied by awareness to improve quality and

quality, one of which is by improving English skills

and utilizing the internet to help improve their

abilities.

Most students from Konjo use English only when

they are studying English in class, without practicing

it directly in daily communication. So the courage to

speak English is very low. They are more likely to be

afraid of being laughed at if they mispronounce or use

words. This is a factor causing the level of Speaking

Anxiety in Online English Learning to be higher than

students from Java.

Students who are better at having the courage to

perform in online English learning are mostly

students from Java. Besides having motivation, fun,

and interest, other supporting factors, such as the

family environment, really support their

development. Meanwhile, students from Konjo, apart

from their lack of interest in using social media in

speaking classes and lack of support from the

surrounding environment, cause students to be less

courageous in practicing English conversations in

class, especially in online learning.

Based on the narrative of the student from Konjo,

he explained that when they spoke English with their

friends, sometimes people would think that they were

arrogant students who deliberately communicated in

English just to show their intelligence. This is one of

the barriers for students to improve their speaking

skills.

The problem of Speaking Anxiety in Online

English Learning in general almost happens to

students at these two tertiary institutions. In general,

they still have a fear of always practicing using

English. Shame overcame their courage in stringing

words using English. In addition, embarrassment

arose due to responses from the surrounding

environment that did not support their desire to

always communicate in English. However, these

factors are more likely to be faced by students from

Konjo.

4 CONCLUSION

Based on the findings, it can be concluded that fewer

of students from Konjo ethnic have high level of

anxiety than Java ethnic. on the contrary, More

students from Konjo ethnic have low level of anxiety

comparing with Java ethnic. It indicates that students

from Java ethnic is more brave to speak when

learning English than Konjo ethnic. However, the

results show that ethnicity of the student is not

significantly correlates to their english speaking's

anxiety. Therefore, H0 was accepted and H1 was

rejected

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