TINGKAT DAN FAKTOR KECEMASAN BERBICARA BAHASA KOREA PADA MAHASISWA PENDIDIKAN BAHASA KOREA TINGKAT MENENGAH

    Nabila Fithriandina Syafira, - and Didin Samsudin, - and Asma Azizah, - (2025) TINGKAT DAN FAKTOR KECEMASAN BERBICARA BAHASA KOREA PADA MAHASISWA PENDIDIKAN BAHASA KOREA TINGKAT MENENGAH. S1 thesis, Universitas Pendidikan Indonesia.

    Abstract

    Kecemasan berbicara merupakan salah satu tantangan utama dalam pembelajaran bahasa asing, termasuk dalam konteks pembelajaran Bahasa Korea sebagai bahasa asing di Indonesia. Mahasiswa sering kali menunjukkan ketidaknyamanan dan kekhawatiran berlebih saat diminta berbicara di kelas, yang pada akhirnya dapat menghambat pengembangan keterampilan berbicara secara optimal. Meskipun kecemasan berbicara telah banyak diteliti dalam pembelajaran bahasa asing lainnya, masih terbatas penelitian yang secara khusus mengkaji faktor-faktor yang memengaruhi kecemasan berbicara mahasiswa Indonesia dalam pembelajaran Bahasa Korea pada level menengah. Berdasarkan hal tersebut, penelitian ini bertujuan untuk menganalisis tingkat kecemasan serta mengidentifikasi faktor-faktor utama yang berpengaruh terhadap kecemasan berbicara mahasiswa. Penelitian ini menggunakan pendekatan kuantitatif deskriptif dengan partisipasi 61 mahasiswa semester empat Program Studi Pendidikan Bahasa Korea Universitas Pendidikan Indonesia tahun ajaran 2024/2025 yang telah menempuh mata kuliah 말하기 쓰기 4. Data dikumpulkan melalui kuesioner berisi 16 pernyataan berdasarkan indikator kecemasan berbicara dan faktor demografis. Hasil analisis menunjukkan bahwa tingkat kecemasan berbicara mahasiswa berada dalam kategori tinggi sebesar 76,97%, dengan faktor utama meliputi aspek linguistik, psikologis, sosial, lingkungan pembelajaran, kognitif, dan demografis. Temuan ini menegaskan bahwa kecemasan berbicara bukan hanya fenomena emosional, tetapi juga dipengaruhi oleh dinamika lingkungan dan karakteristik individu. Penelitian ini diharapkan dapat menjadi landasan bagi pengembangan strategi pembelajaran yang lebih adaptif dan suportif, guna membantu mahasiswa mengatasi kecemasan dan meningkatkan kepercayaan diri dalam berbicara Bahasa Korea. Speaking anxiety is one of the main challenges in foreign language learning, including in the context of Korean language education as a foreign language in Indonesia. Students often exhibit discomfort and excessive worry when asked to speak in class, which can hinder the optimal development of their speaking skills. Although speaking anxiety has been widely studied in other foreign language learning contexts, research specifically examining the factors influencing speaking anxiety among Indonesian students learning Korean at the intermediate level remains limited. In light of this, the present study aims to analyze the level of speaking anxiety and identify the key factors that contribute to it. This research employed a descriptive quantitative approach involving 61 fourth-semester students of the Korean Language Education Program at Universitas Pendidikan Indonesia in the 2024/2025 academic year who had completed the course 말하기 쓰기 4 (Speaking and Writing 4). Data were collected through a questionnaire comprising 16 statements based on speaking anxiety indicators and demographic factors. The analysis revealed that students’ speaking anxiety was at a high level, with an overall percentage of 76.97%. The primary contributing factors include linguistic, psychological, social, classroom environment, cognitive, and demographic aspects. These findings highlight that speaking anxiety is not merely an emotional issue, but a complex phenomenon shaped by individual characteristics and learning environments. This study is expected to serve as a foundation for developing more adaptive and supportive teaching strategies that can help students manage their anxiety and build confidence in speaking Korean as a foreign language. 본 연구는 인도네시아에서 외국어로서의 한국어를 학습하는 대학생들의 말하기 불안 수준을 파악하고, 그에 영향을 미치는 주요 요인을 분석하는 것을 목적으로 한다. 이를 위해 2024/2025학년도 인도네시아교육대학교 한국어교육과 4학기 재학생 61명을 대상으로 양적 서술적 연구를 실시하였다. 연구 참여자들은 ‘말하기 쓰기 4’ 과목을 이수한 학생들로, 말하기 불안과 인구통계학적 요인에 관한 16문항의 설문지를 통해 자료를 수집하였다. 분석 결과, 전체 학생들의 말하기 불안 수준은 76.97%로 나타나 높은 수준임을 확인하였다. 말하기 불안에 영향을 주는 요인으로는 언어적 요인, 심리적 요인, 사회적 요인, 학습 환경, 인지적 요인, 그리고 인구통계학적 요인이 포함되었다. 이러한 결과는 말하기 불안이 단순한 정서적 반응이 아닌 학습자 개인의 특성과 학습 환경 간의 상호작용에서 비롯되는 복합적인 현상임을 보여준다. 본 연구는 한국어 말하기 수업에서 학습자의 정서적 부담을 고려한 교수-학습 전략 수립에 기초 자료로 활용될 수 있으며, 학생들이 말하기 불안을 극복하고 자신감을 가지고 한국어로 의사소통할 수 있도록 돕는 데에 기여할 수 있다. Kata Kunci: Kecemasan Berbicara, Bahasa Korea, Pembelajaran Bahasa Asing, Faktor Afektif, Kuantitatif Keywords: Speaking Anxiety, Korean Language, Foreign Language Learning, Affective Factors, Quantitative 핵심어: 말하기 불안, 한국어 교육, 외국어 학습, 정서적 요인, 양적 연구

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    Official URL: https://repository.upi.edu/
    Item Type: Thesis (S1)
    Additional Information: https://scholar.google.com/citations?hl=en&user=6gap0dkAAAAJ&authuser=1&scilu=&scisig=ACUpqDcAAAAAaJRVW-QNYdeISidbcj8xQA9Ka_Y&gmla=AH8HC4ykv1ur1xNLkIfYmty5A7_CoMEm6YEq_edd3apgg-Z-jRhRCf1k9pojjG8AVtJXfU7p_ehNUC_XXXA33cy2JtdWUT2xu50Ai4twjvrY&sciund=1865475293364044013 ID SInta Dosen Pembimbing Didin Samsudin : 6102061 Azma Azizah : 6705531
    Uncontrolled Keywords: Kata Kunci: Kecemasan Berbicara, Bahasa Korea, Pembelajaran Bahasa Asing, Faktor Afektif, Kuantitatif Speaking Anxiety, Korean Language, Foreign Language Learning, Affective Factors, Quantitative 말하기 불안, 한국어 교육, 외국어 학습, 정서적 요인, 양적 연구
    Subjects: B Philosophy. Psychology. Religion > BF Psychology
    P Language and Literature > P Philology. Linguistics
    Divisions: Fakultas Pendidikan Bahasa dan Sastra > Jurusan Pendidikan Bahasa Korea
    Depositing User: Nabila Fithriandina Syafira
    Date Deposited: 19 Aug 2025 04:47
    Last Modified: 19 Aug 2025 04:47
    URI: http://repository.upi.edu/id/eprint/135270

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