Students’ Foreign Anxiety Reviewed from Religiosity through the Mediation of Learning Motivation
DOI:
https://doi.org/10.61841/zyk5mq08Keywords:
Foreign language anxiety, Learning motivation, ReligiosityAbstract
The main purpose of this study is to understand the role of religiosity towards anxiety in using English language through learning motivation mediators. In this research, four questionnaires were used, namely the foreign languages classroom anxiety scale, religiosity scale, the test of religious knowledge, and learning motivation scale. The subjects involved were 202 students. The regression analysis techniques on the data shows that (1) Religiosity is a predictor of learning motivation (2) Learning motivation as a predictor of Foreign Language Anxiety, (3) Religiosity is not a direct predictor of Foreign Language Anxiety, and (4) Learning motivation perfectly mediates the relationship between religiosity and Foreign Language Anxiety.
Downloads
References
[1] Education First. (2019). EF EPIEF English Proficiency Index A Ranking of 100 Countries and Regions by English Skills. https://www.ef.com/ /~/media/centralefcom/epi/downloads/full-reports/v9/ef- epi-2019-english.pdf
[2] Megawati, F. (2016). Kesulitan mahasiswa dalam mencapai pembelajaran bahasa Inggris secara efektif. Jurnal Pedagogia. 5(2), 147-156.
[3] Krashen, S. (2003). Explorations in language acquistion and use. Portsmouth: Heinemann. ISBN 0-325-00554-0 (paper).
[4] Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70(2), 125-132. http://dx.doi.org/10.1111/j.1540- 4781.1986.tb05256.x
[5] Utami, L.H. & Nurjati, L. (2017). Hubungan self-efficacy, belief dan motivasi dengan kecemasan mahasiswa dalam pembelajaran Bahasa Inggris. Psympathic: Jurnal Ilmiah Psikologi, 4( 2), 205-218. DOI: 10.15575/psy.v4i2.1447
[6] Andrade, M., & Williams, K. (2009). Foreign language learning anxiety in Japanese EFL University classes: Physical, emotional, epressive and verbal reactions. Sophia Junior College Faculty Journal, 29,(2) 1-24.
[7] Awan, R.- un-N., Azher, M., Anwar, M. N., & Naz, A. (2010). An investigation of foreign language classroom anxiety and its relationship with students achievement. Journal of College Teaching & Learning (TLC), 7(11). https://doi.org/10.19030/tlc.v7i11.249
[8] Ancok, D. & Suroso, F.N. (2017). Psikologi islami (Islamic psychology). Yogyakarta: Pustaka Pelajar.
[9] Putra, A. A. (2016). Konsep pendidikan agama Islam: Perspektif Imam Al-Ghazali. Jurnal Pendidikan Agama Islam Al-Thariqah, 1(1), 41-54.
[10] Wahyuni, I. W. (2018). Penerapan nilai-nilai moral pada santri TPQ Al-Khumaier Pekanbaru.
Generasi Emas, 1(1), 51-61.
[11] Lerman, S., Jung, M., Arredondo, E. M., Barnhart, J. M., Cai, J., Castañeda, S. F., … Kaplan, R.
C. (2018). Religiosity prevalence and its association with depression and anxiety symptoms among Hispanic/Latino adults. PLOS ONE, 13(2), e0185661. https://doi.org/10.1371/journal.pone.0185661
[12] Salgado-Levano, A-C. (2014). Review of empirical studies on impact of religion, religiosity and spirituality as protective factors, Revista de Psicología Educativa de la USIL, 2(1), 121 – 159. http://dx.doi.org/10.20511/pyr2014.v2n1.55
[13] Zohra, N. I., & Irshad, E. (2012). Religiosity and anxiety disorder in Peshawar. FWU Journal of Social Sciences, 6(1), 57-64.
[14] Nashori, H. F., Diana, R. R. & Hidayat, B. (2020). The trends in Islamic psychology intervension in Indonesia. In Ralph W. Wood Jr and Sariya Cheruvallil-Contractor (eds.), Research in social scientific study of religion (pp 162-180). UK: Brill NV. https://doi.org/10.1163/9789004416987_010
[15] Shiah, Y., Chang, F., Chiang, S., Lin, I., & Tam, W.C. (2015). Religion and health: Anxiety, religiosity, meaning of life and mental health. Journal of Religion and Health, 54, 35–45. https://doi.org/10.1007/s10943-013-9781-3
[16] Bullock, J.G., Green, D.P., & Ha, S.E. (2010). Yes, but what’s the mechanism? (don’t expect an easy answer). Journal of Personality and Social Psychology, 98(4), 50–558. https://doi.org/10.1037/a0018933
[17] Fatima, S., Mehfooz, M., & Sharif, S. (2017). Role of islamic religiosity in predicting academic motivation of university students. Psychology of Religion and Spirituality, 9(4), 377–386. https://doi.org/10.1037/rel0000097
[18] Harahap, M. (2019). Hakikat Belajar dalam Istilah Ta'allama, Darasa, Thalaba, Perspektif Pendidikan Agama Islam. Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan, 16(2), 130- 144.
[19] McCown, R., Driscoll, M., & Roop, P. G. (1996). Educational psychology: A learning- centered approach to classroom practice. Boston : Allyn and Bacon.
[20] Huang, H.W. (2005). The relationship between learning motivation and speaking anxiety among EFL non-English major freshmen in Taiwan. (Master’s thesis). Chaoyang University of Technology, Taiwan. https://doi.org/10.11648/j.ijll.s.2014020601.16
[21] Liu, H. J. (2010). Motivation to learn in the ability-grouped foreign language classroom.
Taipei: Crane Publishing Co., Ltd.
[22] Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), 123-139.
[23] Sugiyono. (2016). Metode penelitian kuantitatif, kualitatif dan R&D. Bandung: PT Alfabet. [24]Horwitz, E. K. (1987). Surveying student belief about language learning.In Anita Wenden
and Joan Rubin, (eds.). Learning strategies in language learning (119-129). Englewood Cliffs, NJ: Prentice Hall.
[25] Ancok, D. & Suroso, F.N. (2017). Psikologi Islami: Solusi Islam atas problem-problem psikologi. Yogyakarta: Pustaka Pelajar.
[26] Nashori. F. (2012). Pemaafan pada etnis Jawa. Disertasi. Bandung: Program Doktor Psikologi Program Pascasarjana Universitas Padjadjaran.
[27] Utami, S., Nashori, F., & Rachmawati, MA. (2014). Pengaruh pelatihan adversity quotient untuk meningkatkan motivasi belajar siswa sekolah menengah pertama. Jurnal Intervensi Psikologi, 6(1), 131-149.
https://doi.org/10.20885/intervensipsikologi.vol6.iss1.art9
[28] Urbayatun, S., & Widhiarso, W. (2012). Variabel mediator dan moderator dalam penelitian psikologi kesehatan masyarakat. Jurnal Psikologi, 39(2), 180-188.
https://doi.org/10.22146/jpsi.6985
[29] Kenny, D. A. (2018, September 25). davidakenny.net. Retrieved from Mediation:
http://davidakenny.net/cm/mediate.htm
[30] Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182. https://doi.org/10.1037//0022- 3514.51.6.1173
[31] Zhao, X., Chen, Q., & Lynch, J. G. (2010). Reconsidering Baron and Kenny: Myths and truths about mediation analysis. Journal of Consumer Research, 37, 197-206.
https://doi.org/10.1086/651257
[32] Najib, I.A. (2018). Hubungan tingkat religiusitas dan kepribadian siswa dengan motivasi belajar bahasa arab. Tesis. Yogyakarta: Pascasarjana UIN Sunan Kalijaga.
[33] Lubis, L. T., Sati, L., Adhinda, N. N., Yulianirta, H., & Hidayat, B. (2019). Peningkatan Kesehatan Mental Anak dan Remaja Melalui Ibadah Keislaman. Al-Hikmah: Jurnal Agama dan Ilmu Pengetahuan, 16(2), 120-129.
[34] Najati, M.U. (2015).Al-Quran dan ilmu jiwa. Bandung: Pustaka Hidayah.
[35] Syarif, M. (2017). Hakekat Manusia dan Implikasinya Pada Pendidikan Islam. Jurnal Pendidikan Agama Islam Al-Thariqah, 2(2), 135-147.
[36] Ibrahim, M. (2012). Scholastic incentives and educational perceived value: The role of religion in muslim students’ achievement strivings. A Rasch Model Analysis. International Journal of Humanities and Social Science, 2(12), 113-124. https://10.30845/ijhss
[37] Rettinger, D.A. & Jordan, A.E. (2005). The relations among religion, motivation, and college cheating: A Natural Experiment. Journal of Ethics and Behavior, 15(2), 107-129.
https://doi.org/10.1207/s15327019eb1502_2
[38] Van Cappellen, P., Fredrickson, B. L., Saroglou, V., & Corneille, O. (2017). Religiosity and the motivation for social affiliation. Personality and Individual Differences, 113, 24–31. https://doi.org/10.1016/j.paid.2017.02.065
[39] Zahrah, N., Hamid, S. N. A., Rani, S. H. A., & Kamil, B. A. M. (2016). Enhancing job performance through Islamic religiosity and Islamic work ethics. International Review of Management and Marketing, 6(7S), 195-198. https://sci- hub.tw/10.0000/www.econjournals.com/irmm/3252
[40] Abdelnaiem, H. F. (2018). Islamic religiosity, work pressures, and organizational behavior of social workers. Scholars Journal of Arts, Humanities and Social Sciences, 6(9), 1786- 1797 https://doi.org/10.21276/sjahss.2018.6.9.1
[41] Kusumaningtyas, D. (2018). Religiusitas pada motivasi dan etika profesi akuntan dalam perspektif islam. Jurnal Ilmiah Cendekia Akuntansi, 4(3), 116-126.
[42] Susanti, R. (2016). Gambaran orientasi masa depan remaja dalam bidang pekerjaan ditinjau dari religiusitas dan motivasi berprestasi pada remaja Desa Sei Banyak Ikan Kelayang. Jurnal Psikologi, 12(2), 109-116. http://ejournal.uin- suska.ac.id/index.php/psikologi
[43] Gardner, R. C., Lalonde, R. N., Moorcroft, R., & Evers, F. T. (1987). “Second language attrition: The role of motivation and use”. Journal of Language and Social Psychology, 6, 29-47. https://doi.org/10.1177%2F0261927X8700600102
[44] Hashimoto, Y. (2002). Motivation and willingness to communicate as predictors of L2. Use: The Japanese ESL context. Second Language Studies, 20(2), 29-70. https://doi.org/10.12691/education-2-11-8
[45] Koenig, H.G., Ford, S. M., George, L. K., Blazer, D.G., & Meador, K.G. (1993). Religion and anxiety disorder: An examination and comparison of associations in young, middle- aged, and elderly adults. Journal of Anxiety Disorders, 7(4), 321–342. https://doi.org/10.1016/0887-6185(93)90028-J
[46] Hasibuan, M.A.I., Anindhita, N., Maulida, N.H., & Nashori, F. (2018). Hubungan antara amanah dan dukungan sosial dengan kesejahteraan subjektif mahasiswa Perantau. Psikohumaniora: Jurnal Penelitian Psikologi, Vol 3, No 1 (2018), 101–116. DOI: http://dx.doi.org/10.21580/pjpp.v3i1.2214
[47] Alsanie, S. I. (2002). The relationship between religiosity and anxiety among Imam Mohammad Ibn Saud Islamic University Students.'. Journal of King Saud University (Educational Sciences & Islamic Studies), 14(1), 207-234.
[48] Widiastuti, M. & Yuniarti, K.W. (2017). Penerimaan diri sebagai mediator hubungan antara religiusitas dengan kecemasan pada penyandang Diabetes Mellitus Tipe 2. Psikologika: Jurnal Pemikiran & Penelitian Psikologi, 22 (1). https://doi.org/10.20885/psikologika.vol22.iss1.art1
[49] Satrianegara, M.F. 2014). Pengaruh religiusitas terhadap depresi, kecemasan, stres, dan kualitas hidup penderita penyakit kronis di Kota Makasssar. (Kajian Survei Epidemiologi Berbasis Integrasi Islam dan Kesehatan) Jurnal Kesehatan, 7(1), 288-304. https://doi.org/10.24252/kesehatan.v7i1.947
[50] Safara, M., & Bhatia, M. (2008). Relationship of religious beliefs with anxiety and depression. Delhi Psyquiatric Journal, 11(2), 177-179.
[51] Shreve-Neiger, A. K., & Edelstein, B. A. (2004). Religion and anxiety: A critical review of the literature. Clinical Psychology Review, 24(4), 379–397. https://doi.org/10.1016/j.cpr.2004.02.003
[52] Bakar, O. (2015). Tauhid and sains. Indonesian version. Bandung: Pustaka Hidayah.
[53] Muthoharoh & Andriani, F. (2014). Hubungan antara religiusitas dengan kecemasan kematian pada dewasa Tengah. Jurnal Psikologi Kepribadian dan Sosial, 03(1), 23-29.
[54] Wen, Y. H. (2010). Religiosity and death anxiety. The Journal of Human Resource and Adult Learning, 6(2), 31-37
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution — You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Notices:
You do not have to comply with the license for elements of the material in the public domain or where your use is permitted by an applicable exception or limitation .
No warranties are given. The license may not give you all of the permissions necessary for your intended use. For example, other rights such as publicity, privacy, or moral rights may limit how you use the material.
