STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE ELEVENTH ...

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i STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE ELEVENTH GRADE OF SENIOR HIGH SCHOOL 1 MUARO JAMBI THESIS ROLI ASPARANITA TE. 130564 ENGLISH EDUCATION DEPARTMENT EDUCATION FACULTY AND TEACHER TRAINING THE STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI 2020

Transcript of STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE ELEVENTH ...

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STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE

ELEVENTH GRADE OF SENIOR HIGH SCHOOL 1

MUARO JAMBI

THESIS

ROLI ASPARANITA

TE. 130564

ENGLISH EDUCATION DEPARTMENT

EDUCATION FACULTY AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2020

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STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE

ELEVENTH GRADE OF SENIOR HIGH SCHOOL 1

MUARO JAMBI

Submitted as Partial Fulfillment of the Requirements to get Undergraduate Degree

(S1) in English Education Program

ROLI ASPARANITA

TE. 130564

ENGLISH EDUCATION DEPARTMENT

EDUCATION FACULTY AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY

SULTHAN THAHA SAIFUDDIN

JAMBI

2020

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Advisor 1 : Kholid Musyyadad, M.Ag

Advisor 2 : Netty Zurnelly, S.Pd., M.Pd.

Adress : The Faculty of Education and Teacher Training

The State Islamic University Sulthan Thaha Saifuddin Jambi

St. Jambi Ma. Bulian KM. 16 Simpang Sungai Duren, Muaro

Jambi. Postal Code 36363.

Dean of Education and Teacher Training Faculty

UIN Sulthan Thaha Saifuddin Jambi

In

Jambi

OFFICIAL NOTE

Assalamu’alaikum Wr. Wb

This Thesis which is entitled “Students‟ Anxiety in Speaking English at

the Eleventh Grade of Senior High School 1 Muaro Jambi by Roli Asparanita,

The student‟s number TE. 130564 has been corrected and approved to go through

the faculty for an immediate process of final examination.

Wassalamu’alaikum Wr. Wb

First Advisor Second Advisor

Kholid Musyyadad, M.Ag Netty Zurnelly, S.Pd., M.Pd.

NIP.19680111 199503 1 001 NIP:19710722 200701 2 002

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ORIGINALITY THESIS STSTEMENT

I who signed bellow stated that the thesis which is entitle “Students‟

Anxiety in Speaking English at the Eleventh Grade of Senior High School 1

Muaro Jambi’ is originally and truly my own work as the requirements to obtain

the undergraduate Degree (S1) in English Education Program of Faculty of

Education and Teacher Training of State Islamic University Sultan Thaha

Saifuddin Jambi.

Any parts of writing of which I quoted from the work of other people have

been completed with the source in clearly in accordance with the norms, rules,

and ethics of academic writing.

If the letter found that some parts of the thesis are not my own work or

identicated any element of plagiarism, I am willing to accept the cosenquences in

accordance with rules and regulation previl. Therefore, in writing this statement, I

am going in good health and mind.

Jambi, November 2020

Researcher,

Roli Asparanita

TE. 130564

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MOTTO

MOTTO

“O Messenger! Convey to the people what has been revealed to thee from the

Lord; and if you do it, you has not conveyed His Massage at all. And Allah will

protect thee from men. Surely, Allah guides not the disbelieving people.” Al-

Maidah (2): 67. (Departemen Agama, 2011, 285).

Hai rasul, sampaikanlah apa yang diturunkan kepadamu dari Tuhanmu. dan jika

tidak kamu kerjakan (apa yang diperintahkan itu, berarti) kamu tidak

menyampaikan amanat-Nya. Allah memelihara kamu dari (gangguan) manusia.

Sesungguhnya Allah tidak memberi petunjuk kepada orang-orang yang kafir.

(Departemen Agama, 2011, 285).

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DEDICATION

In the name of Allah SWT for the blessing and the merciful, with deep thanks

and proud, Shalawat to the Prophet Muhammad SAW his coming really change

the word. My parents, my beloved father (Alm M.zen Bastian,S.Pd) and my

beloved mother (Asmurni) who always gives me love, guidance, motivation and

always pray for me. My sister and brother who always pray and give me support

and motivation, especially my beloved sister (Oktavia anggreini ,S.Hut) always

help me and spirit as well as wish for my success. my beloved friends

munawaroh,S.Pd Shadiqatunnisa,S.Pd danang budi pramono,S.Pd Khildan

Syuhendra,S.Pd Arief budiman,S.Pd Meira Ana Putri,S.Pd thanks for your

support and your participant. My beloved almamater English department and

education and Kampus Biru UIN STS JAMBI thanks your support and your

participant. May Allah Subhanallahu Wata’ala bless us. Aamiin

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ABSTRACT

Name : Roli Asparanita

Study Program : English Department

Title :. Students‟ Anxiety in Speaking English at the Eleventh

Grade of Senior High School 1 Muaro Jambi

The aim of this study was to investigate kinds of Students‟ Anxiety in

Speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi

and factors that caused the Students‟ Anxiety in Speaking English at the Eleventh

Grade of Senior High School 1 Muaro Jambi. The object on the second year in the

academic year of 2019/2020. This a qualitative research, the research employing

observations, interviews to collect data and data analysis in this research was

descriptive analysis, data reduction, data display, conclusion or verification and

triangulation. The result of the study showed that There were three kinds of

students‟ anxiety in learning English at the Eleventh Grade of Senior High School

1 Muaro Jambi based on Elis (1994) theory, they are State Anxiety, where the

students feel panic and they could stress when they want to speak in English Trait

Anxiety, where the students feel nervous when the students could not understand

the teacher explanation and Specific-situation anxiety, where the students should

do examination about speaking. There were three factors caused the students‟

anxiety in learning English at the Eleventh Grade of Senior High School 1 Muaro

Jambi based on Horwitz (2011) theory, they are communication apprehension,

where the students could not speak English because they have weak experience

about English and they are not always practice English, test anxiety, where the

students feel anxiety because they have to do the test that the teacher give to them

of the students do examination and fear of negative evaluation, where the students

afraid if the teacher and their friends will laugh if the students make mistake.

Key words: Students‟ Anxiety, Speaking, English

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ABSTRAK

Nama : Roli Asparanita

Jurusan : Bahasa Inggris

Judul :. Students‟ Anxiety in Speaking English at the Eleventh

Grade of Senior High School 1 Muaro Jambi

Tujuan dari penelitian ini adalah untuk mengetahui jenis-jenis kecemasan

Siswa dalam Berbicara Bahasa Inggris di Kelas XI SMA Negeri 1 Muaro Jambi

dan faktor apa saja yang menyebabkan kecemasan Siswa dalam Berbicara Bahasa

Inggris di Kelas XI SMA Negeri 1 Muaro Jambi. Objeknya pada tahun kedua

tahun ajaran 2019/2020. Penelitian ini merupakan penelitian kualitatif,

penelitiannya menggunakan observasi, wawancara untuk mengumpulkan data dan

analisis data dalam penelitian ini adalah analisis deskriptif, reduksi data, penyajian

data, penarikan kesimpulan atau verifikasi dan triangulasi. Hasil penelitian

menunjukkan bahwa ada tiga jenis kecemasan siswa dalam belajar bahasa Inggris

di kelas XI SMA Negeri 1 Muaro Jambi menurut teori Elis (1994), yaitu

Kecemasan diri, dimana siswa merasa panik dan stres ketika ingin berbicara.

Kecemasan sifat, dimana siswa merasa gugup ketika siswa tidak dapat memahami

penjelasan guru dan kecemasan situasi spesifik, dimana siswa harus melakukan

ujian berbicara bahasa Inggris. Terdapat tiga faktor yang menyebabkan

kecemasan siswa dalam belajar bahasa Inggris di kelas XI SMA Negeri 1 Muaro

Jambi berdasarkan teori Horwitz (2011) yaitu kecemasan komunikasi, dimana

siswa tidak dapat berbicara bahasa Inggris karena mereka memiliki pengalaman

yang lemah tentang bahasa Inggris. dan mereka tidak selalu berlatih bahasa

Inggris, kecemasan ujian, dimana siswa merasa cemas karena harus mengerjakan

tes yang diberikan guru kepada mereka siswa melakukan ujian dan takut akan

hasil yang tidak baik, dimana siswa takut jika guru dan teman-temannya akan

tertawa jika siswa melakukan kesalahan.

Kata kunci: Kecemasan Siswa, Berbicara, Bahasa Inggris

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ACKNOWLEDGEMENTS

By saying Alhamdulillahirabbil‟alamin all veneration to Allah SWT. The

beneficence and merciful, who has given us the mercy, and blessing and guidance

to complete writing this thesis. Mat peace and solution always be given to our

prophet Muhammad SAW who has given his life moral improvement and to be

mercy to universe.

The goal of this thesis is a partial requirements for the undergraduate

degree ( S1) in English Education Study Program at The State Islamic University

of Sultan Thaha Sifuddin Jambi which is entitled “Students’ Anxiety in

Speaking English at the Eleventh Grade of Senior High School 1 Muaro

Jambi”.

The researcher would like to express my sincere gratitide to Kholid

Musyaddad, M. Ag the first advisor and Netty Zurnelli, M. Pd as the second

advisor who give me support, guidance for accomplishing this thesis. Then

researcher also would like to express many thanks to the following people who

provideed me helps in finishing this thesis, namely :

1. Prof. Dr. Su‟aidi, M. A., Ph. D as the rector of The State Islamic

University of Sultan Thaha Saifuddin Jambi.

2. Dr. Hj. Fadillah, M. Pd, as the dean of Education and Teacher Training

Faculty of The State Islamic University of Sultan Thaha Saifuddin Jambi.

3. Dr. Rusnita, M.Pd as the vice dean of Academic fair Education and

Teacher Training Faculty of The State Islamic University of Sultan Thaha

Saifuddin Jambi. Dr. Najmul Hayat, M. Pd, as the vice dean of Finance

and administration Education and Teacher Training Faculty of The State

Islamic University of Sultan Thaha Saifuddin Jambi. Dr. Yusria, M. Pd as

the vice dean of students‟ Affairs and Cooperative Education and Teacher

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Training Faculty of The State Islamic University of Sultan Thaha

Saifuddin Jambi.

4. Wahyuni Fitria, M.Pd as chief of English Education Study Program of

Education and Teacher Training Faculty of The State Islamic University of

Sultan Thaha Saifuddin Jambi.

5. All lecturers at Education and Teacher Training Faculty in The State

Islamic University of Sultan Thaha Saifuddin Jambi who gives knowledge

to researcher.

6. The administration staff at The State Islamic University of Sultan Thaha

Saifuddin Jambi.

7. All classmates who give me support and suggestion to finish this thesis.

The researcher hopes that this thesis will give contribution to the world of

teaching English.

Jambi, November 2020

Researcher,

Roli Asparanita

TE. 130564

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TABLE OF CONTENTS

PAGE OF TITLE ......................................................................................... i

THESIS APPROVAL .................................................................................. iii

OFFICIAL NOTE ............................................................................................ iv

ORIGINAL THESIS STATEMENT ............................................................. v

THESIS APPROVAL/ FINAL TASK ............................................................ iv

MOTTO ........................................................................................................... vi

DEDICATION ................................................................................................. vii

ABSTRAK ...................................................................................................... viii

ABSTRACT ..................................................................................................... ix

ACKNOWLEDGMENT ................................................................................. x

TABLE OF CONTENT .................................................................................. xii

CHAPTER I INTRODUCTION

A. Background of the Study ................................................................. 1

B. Research Questions ......................................................................... 4

C. Purpose of the Study ........................................................................ 4

D. Limitation of the Study .................................................................... 5

E. Significance of the Study ................................................................. 5

CHAPTER II REVIEW OF LITERATURE

A. Theoretical Review .......................................................................... 7

1. The Nature of Anxiety................................................................. 7

2. Types of Anxiety ......................................................................... 8

3. The Causes of Anxiety ................................................................ 9

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4. Impact of Foreign Language Anxiety ......................................... 10

5. Speaking Skills ............................................................................ 13

6. Elements of Speaking .................................................................. 13

B. Previous Studies ............................................................................... 20

CHAPTER III RESEARCH METHOD

A. Research Design............................................................................... 24

B. Setting Description........................................................................... 25

C. Subject of the Research .................................................................... 25

D. Data and Sources of Data ................................................................. 26

E. Technique of Data Collection .......................................................... 26

F. Technique of Data Analysis ............................................................. 27

G. Technique of Data Verification ....................................................... 29

CHAPTER VI FINDING OF THE RESEARCH

A. Research Finding………………………………………………….. 31

1. Kinds of Anxiety Were Experienced by the Students in

Learning English……………………………………..……….. 31

2. The Factors Caused the Students‟ Anxiety in Learning

English……………………………………………….……….. 37

B. Discussion………………………………………………….……… 41

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion……………………………..…………………………. 43

B. Suggestion……………………………..…………………………. 44

REFERENCES

APPENDIX

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CHAPTER I

INTRODUCTION

A. Background of the Study

Teaching of English in Senior High School covers four language skills

such as listening, speaking reading and also writing language skills and elements

of language. Speaking is very important in progress learning English. For English

language learners speaking is one of the most important skills that they need to be

developed (Paramasivam, 2013, 7). It mean that speaking is important to be learnt

by students in language learning process as speaking is one of tools in

communication. Harmer (2001) said, “Speaking involves many factors. It means

that the ability to process information and language, that makes speaking become

a complex matter in a foreign language.

In Senior high school, the students should brave to express their idea or

they can ask something if they do not understand yet with English because to have

good speaking English the students must have good grammar and vocabulary, it

will be useless because they do not interest to speak by using English (Rayani,

2012, 5). It means that the students may have a high anxiety to speak in English in

front of many people or even just with their friend. One of the factors that the

students are too afraid to speak English because if they are not preapare well

during speaking English, afraid in making mistake, the other students will laugh

and mock to that student and their anxiety will be higher than before

(Paramasivam, 2013, 7).

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Anxiety could make impact to students‟ learning. It means that if the

students have low anxiety, they will be more success on acquiring English. Rayani

(2012, 24) states that the factors which can increase to speak incorrectly and cause

an acute sense of anxiety are the lack of vocabularies, improper grammar, and

fears of mistakes. Moreover, Rayani (2012, 42) adds that the very limited chance

to practice can be the causes of being not confidence, shyness, and silence that

impede a natural communication. If they expect that they are going to be failed on

acquiring English, they will not be able to speak English well. Nunan (2000:39)

states that speaking is one of a key aspect of learning a second or foreign

language. Moreover, he further notes that the success of learning the language is

measured in terms of the ability to carry out a conversation in the target language.

It can be said that being able to speak fluently is essential in students‟ language

learning to communicate both in inside or outside the classroom.

Based on the researcher‟s observation on 13 January 2020 found that

Senior High School 1 Muaro Jambi always keeps their surround cleaned, it also

caused the students confortable to study in this school. Meanwhile, during

teacher‟s preservation in Senior High School 1 Muaro Jambi, the researcher found

the teacher did concern about what students needed in the learning English. She

presented the materials to the students then asked them to answer the question

with clear explanation. While teaching and learning process teacher also only

made good interaction with the students during the learning process. It made the

students enjoy the lesson. Moreover, the teacher gave a much time for the students

to work together.

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The researcher chooses the students of Eleventh Grade in class B because

the students got difficulty when they study speaking. Most of the students still got

difficulties in expressing their opinion, feelings or experiences orally. They really

had a problem with their speaking skill. Many students have impact about how

they learn and how their learning patterns differed from those of their classmates.

Therefore, this showed that it is crucial that students be made aware of their

learning styles and in order to make the learning process more meaningful and

effective.

They were afraid and shy to practice with the target language, in this case

the target language is English, because they were worried about making mistake.

One of them thought if he made mistake, the teacher would get angry and his

peers would ridicule him. So he preferred to be quiet and sit passively. While

some of them also believed that English was a difficult subject. Such beliefs can

affect their self-esteem and lead them to feel worry in classroom. When they were

asked to practice, they started to stutter. Moreover, some of them were unable to

produce the sound or intonation even after a number of repetitions because they

were not sure if they can practice their English. It was quite hard for the researcher

to do proper learning activities with them.

Most of the students also had problem with vocabulary mastery and it

made them get difficulty in understanding the materials. Furthermore, Then the

students did not have motivation in speaking English. It can be seen from their

behavior during the lesson. Most of the students did not pay attention to the

teacher they talked to their classmate or played with their book.

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Based on the reasons above, the researcher analyzed this thesis entitled

“Students’ Anxiety in Speaking English at the Eleventh Grade of Senior High

School 1 Muaro Jambi.”

B. Research Questions

The researcher decided to focus on one relevant question to address for the

purpose of this study was formulated as follow:

1. What kinds of anxiety were experienced by the students in speaking

English at the Eleventh Grade of Senior High School 1 Muaro Jambi?

2. What factors that caused the Students‟ Anxiety in Speaking English at the

Eleventh Grade of Senior High School 1 Muaro Jambi?

C. Purpose of the Study

The purpose of this study is to find Students‟ Anxiety in Speaking English

at the Eleventh Grade of Senior High School 1 Muaro Jambi. Therefore, the

purpose of this study is

1. To find out kinds of anxiety were experienced by the students in speaking

English at the Eleventh Grade of Senior High School 1 Muaro Jambi.

2. To find out the factors caused the Students‟ Anxiety in Speaking English

at the Eleventh Grade of Senior High School 1 Muaro Jambi.

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D. Limitation of the Study

In this study, the researcher focused on Students‟ Anxiety in Speaking

English at the Eleventh Grade in class B with 27 students of Senior High School 1

Muaro Jambi and the object on the Eleventh Grade in the academic year of

2020/2021.

E. Significance of the Study

In this study, there are two significances of the study, namely;

1. Theoretically Contribution

The ultimate outcome of this study is expected to be input in practicing

and learning process especially for knowing the Students‟ Anxiety in Speaking

English at the Eleventh Grade of Senior High School 1 Muaro Jambi and give

additional information and knowledge to the readers especially to the students and

lectures in English Department.

2. Practically Contribution

Practically, this study is expected to have contribution for;

a) For the lectures or teachers

The researcher hopes this study can give some suggestion for classroom

interaction in English class of the Eleventh Grade in Senior High School 1 Muaro

Jambi.

b) For the researcher

The researcher hopes this study will give new knowledge to the

researcher itself about Students‟ Anxiety in Speaking English at the Eleventh

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Grade of Senior High School 1 Muaro Jambi. The researcher hopes this can be

developed the writing ability and this study will be done by the researcher as one

of requirement on getting S1 Degree in English Education, Education Faculty and

Teacher Training, The State Islamic University.

c) For Others

The researcher hopes this study will be useful as guidance of reference to

the next researcher in Students‟ Anxiety in Speaking English at the Eleventh

Grade of Senior High School 1 Muaro Jambi and it can give contribution to the

society.

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CHAPTER II

REVIEW OF LITERATURE

A. Theoretical Review

1. The Nature of Anxiety

Anxiety is one of the most well documented psychological phenomena.

In general anxiety appears from human body as a response to a particular

situation. Commonly anxiety can be identified as a feeling of being threatened,

apprehension, tension, or worry. There are several definitions of anxiety which are

found by the researcher. According to Horwitz (2011, 23). anxiety is a sense of

apprehension or doom that is accompanied by certain physiological reactions,

such as accelerated heart rate, sweaty palms, and tightness in the stomach.

Furthermore, basically when someone has got anxiety sign they do not something

normally as usual, they will get over action, easier forget the material, loss of

courage and etc.

According to Cheng (2009, 12) anxiety responses consist of emotional

component, feeling of tension; cognitive component, worry; physiological

responses, increased heart rate and blood pressure; and behavioral responses,

avoidance of certain situations. From the several theory above In can be

concluded that the researcher tell about the definition of anxiety, so the anxiety is

the expression that someone can do anything with normal condition, they easier

loss their mind, over action, be panic, and still many more.

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2. Types of Anxiety

Anxiety can be divided into three types, Elis (1994: 479-480) namely:

trait anxiety, state anxiety and situation-specific anxiety.

a. State Anxiety

Most people experienced state anxiety which also known as a normal

anxiety. Anxiety is temporary feeling of anxiety elicited by a threatening situation

(Hotwitz, 2011, 31). It is nervousness or tension at a particular moment in

response to some outside stimulus. This type of anxiety arises in a particular

situation or in a stressful event and hence is not permanent. In other words, it is a

situational anxious feeling that disappears when threatening situation goes away.

b. Trait Anxiety

However, in certain cases, anxiety comes more intense and lasted for

long. This kind of anxiety is called trait anxiety. According to Hotwitz, (2011, 41)

trait anxiety is pattern of responding with anxiety even in nonthreatening

situations. Such anxiety is a part of a person‟s character. People with trait anxiety

tend to worry more than most people and feel inappropriately threatened by

several things in the environment. In other words, trait anxiety is the tendency of a

person to be nervous or feel anxious irrespective of the situation he/she is

exposed.

c. Specific-situation anxiety

Specific-situation anxiety, refers to the persistent and multi-faceted

nature of some anxieties It is aroused by a specific type of situation or event such

as public speaking, examinations, or class participation (Ellis, 1994: 480). This

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situation specific anxiety is defined as an individual tendency to be anxious in a

particular time and situation. Situation specific anxiety can be seen as a

subcategory of trait anxiety experienced at a given context. Thus, language

anxiety can be included in situation specific anxiety.

The researcher will use this theory to kinds of anxiety were experienced

by the students in speaking English at the Eleventh Grade of Senior High School 1

Muaro Jambi.

3. The Causes of Anxiety

According to Horwitz et al. (2011, 127), three causes of anxiety related

to performance anxieties are (1) communication apprehension (CA), (2) test

anxiety, (3) fear of negative evaluation. This description will be used to

investigate the causes of student‟s anxiety in speaking English (foreign language)

in this study.

a. Communication Apprehension (CA)

Students‟ personality traits such as shyness, quietness, and reticence

are considered frequently precipitate CA. The feeling of shyness is different from

one individual to another individual, and from situation to situation. According to

McCroskey and Bond (1980 as cited in Tan Veer, 2007), there are seven factors

that could result in students‟ quiet: (1) Low intellectual skills, (2) low speech

skill, (3) voluntary social introversion, (4) social alienation, (5) communication

anxiety, (6) low social self-esteem, and (7) ethnic/cultural divergence in

communication norms.

b. Test Anxiety

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Another source of anxiety is related to a test. Test is also relevant to the

discussion of foreign language anxiety. Test anxiety, as explained by Hotwitz et

al. (2011), refers to a type of performance anxiety stemming from a fear of failure.

In learning a foreign language, a learner may experience test anxiety that prevent

his or her performance.

c. Fear of Negative Evaluation

Fear of negative evaluation is an extension of the second component

(test anxiety) of second/foreign language anxiety because it is not limited to test

taking situations, but, it may occur in any social, evaluative situation, such as

interviewing for a job or speaking in second/foreign language class (Horwitz et al.

2011, 12). It is also broader in the sense that it pertains not only to the teacher‟s

evaluation of the students but also to the perceived reaction of other students as

well.

Based on the explanations above, it can be concluded that there are three

kinds of the causes of anxiety. The researcher will use this theory to find out the

factors caused the Students‟ Anxiety in Speaking English at the Eleventh Grade of

Senior High School 1 Muaro Jambi.

4. Impact of Foreign Language Anxiety

Basically, uneasiness feeling such anxiety will disturb students in no

doubt. It absolutely affects students‟ learning effort and performance. Anxious

students will think less clearly and probably make more mistakes. Moreover, to

perform a task they have to work harder because anxiety makes them worry and

distracts their learning process. Anxiety has long been recognized by educators as

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a potential problem in foreign language classroom. Anxious student will have

difficulty in their language learning since anxiety affects cognition processing.

According to Horwitz et al. (2011, 19) anxiety can interfere with several aspects

of cognition in learning process. Anxious student may be disturbed in paying

attention to what needs to be learned, processing information effectively,

retrieving information, and demonstrating skill that have previously been learned.

In other words, foreign language anxiety belongs to debilitating anxiety because it

can hinder language learning (Richards and Renandya. (2002, 12)

Similar with Ormrod, MacIntyre as cited in Young, also believed that

anxiety can affect students‟ cognitive processing. He proposed a variation of the

Tobias model of the effects of anxiety on learning from instruction which consist

of three stages: input, processing, and output. Further, anxiety can affect students‟

cognitive performance at any or all of the three stages. It means if anxiety disrupts

the cognitive work at one stage, then information is not passed along to the next

stage. At the input stage, foreign language anxiety acts like a filter that preventing

some information from getting into the cognitive processing. This is similar to

Krashen‟s well-known concept of the “affective filter”. Wahyuni (2013, 28) state

that anxiety can raise affective filter and form of a „mental block that prevents a

comprehensible input from being used for language acquisition. For example,

anxious student may not be able to gather information of the language rules and

vocabulary because anxiety interfere their ability to process information.

During the processing stage, anxiety acts as a distraction. It distracts

student in processing information effectively. When they are worried, anxious

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student may learn less and may not be able to digest new words, phrases,

grammar, and so on or may also take more time to process the lesson. While at the

output stage, anxiety can influence the quality of students‟ foreign language

performance. Students with anxiety in this stage may not be able to demonstrate

what they have learned Moreover, Oxford described that “anxiety harms learner‟s

through worry and self-doubt and also by reducing participation and creating

overt-avoidance of the language. He also mentioned certain aspects that have

negative correlation of anxiety such as: grades in language courses, proficiency

test performance, performance in speaking and writing tasks, self-confidence and

self-esteem in language learning.

Based on the description above, it could be said that the existence of

foreign language anxiety can affect the fluency of learner‟s speech and learning in

general.

5. Skills of Speaking

Speaking is one of language skills which is very important to be

mastered. Edward (2013) maintains that speaking is a verbal use of language to

communicate with others. It means that speaking is a delivery of language through

the mouth, to great the massage that is going to be delivered. Speaking is

significant to an individual‟s living processes and experiences as are the ability of

seeing and walking. Speaking is also the most natural way to communicate

(Rayhan, 2014, p. 516).

Without speaking, people must remain in almost total isolation from any

kind of society. For most people, the ability to speak a language is the same with

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knowing a language since the speech is the most basic means of human

communication. Speaking is an ability that is taken for granted, learned as it is

through process of socialization through communicating. A recent study (Bashir,

Asim, & Dogar, 2011) concluded that speaking skills is one of the elements of

communication which is communication is output modality and learning is the

input of language acquisition and the use of language in ordinary voice; uttering

words; knowing and being able to use a language; expressing oneself in words.

As human in the world we need to communicate each other to express

an idea to do everything, what is more as students or learners they have to speak

with the teachers and friends as long as in learning to express the idea (Fromkin,

Rodman, Collins, & Blair, 1988, p. 237). In speaking skills teacher should teach

students how to listen to others, how to talk with others, and how to negotiate

meaning in a shared context. It means that in formal environment between

teachers and students have to always interact to make communication, because in

facts, most of our daily communication remains interactional.

Noviasari (2011) states that speaking skills is an oral communication

that gives information involves two elements, they are; the speaker who gives the

message and the listener who receives the message in the world, the

communication involves the productive skill of listening. Fromkin (1988) also

states that an act of communication through speaking is commonly perform in

face to face interaction and occur as a part of dialogue or rather than form or

verbal exchange.

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From definition above, it can be concluded that speaking skills is a form

to say or talk something with expressing of ideas, opinions, views and description

to other for getting response or way of conveying message in order to make

understanding of wishes to other and to contribute to the other. To do speaking

activities, it must involve the speaker and the listener or only speaker involved.

6. Elements of Speaking

They are many elements of speaking that must be mastered by students

in order to be a good. There are five elements of speaking ability which is based

on Bahdi (2014) he divided the elements of speaking ability into five parts. It can

be been in explanations below:

a. Accuracy and Pronunciation

Recognizably, accuracy is one of the most important criteria to measure

one‟s linguistic ability and to shelter language users from communication

breakdowns. According to Richards (1992) accuracy concerns “the ability to

produce grammatically correct sentence” (p. 8). In other words, accuracy in

language means grammatical accuracy only. The terms accuracy seems to cover

more than that. Specifically, speaking English accurately means doing without or

with few errors on not only grammar but vocabulary and pronunciation, as well.

Anjaniputra (2013) also sets the clear scale for assessment of accuracy, they are;

Grammar, students use correct words order, tenses, tense agreement, etc. Students

do not leave out articles, prepositions or difficult tenses; vocabulary, students

have a range of vocabulary that corresponds to the syllabus year list and uses

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words you have taught; pronunciation, students speak and most people

understand.

It means that accuracy is the ability to produce correct sentences using

correct grammar and vocabulary. So, a good accuracy in speaking is show when

people speak with good pronunciation, a correct grammar, and appropriate

vocabulary. Pronunciation is the way for students‟ produce clearer language when

students speak. Lin (2014) maintains that “pronunciation is the most important

skill of spoken English” (p. 16), the spelling of words in accordance with their

usual pronunciation. It means that in having a good pronunciation, there are four

aspects that have to be mastered by the students, they are; sound, stress,

intonation, and rhythm. If one of them missed from the speaker, it will cause

misunderstanding between the speaker and listener.

b. Grammar

It needs for students to arrange correct sentence in conversation.

Students can use their ability to manipulate structure and to distinguish

appropriate grammatical form in appropriate ones. Grammar is one of the major

language components. Bahdi (2014) states that grammar is a form of internal,

linguistic knowledge which operates in the production and recognition of

appropriately structured expression in that language. It means that grammar is the

way words are put together to make correct sentences. It pertains to sentence and

word. It figures the categories such as noun, subject, imperative clause, and so on.

There is not language without grammar, and none can be mastered without

assimilation grammar (Subasini and Kokilavani, 2013, 57). It means that a good

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understanding in grammar makes students able to produce grammatical and

lexical sentences correctly. If the speakers make mistakes in using grammar in

communication, the listeners will also make mistakes to translate the meaning of

utterance.

c. Vocabulary

Achieving accuracy in terms of vocabulary refers to the appropriate

selection of words during speaking. Students often find difficulties when they try

to express what they want to say, they lack the appropriate vocabulary, and they

sometimes use words incorrectly like in the case of synonyms which do not carry

the same meaning in all contexts. Students then, have to be able to use words and

expressions accurately. One cannot communicative effectively or express their

ideas both oral speaking and written form if they do not have sufficient

vocabulary. A recent study (Larson, Dixon, & Townsend, 2013, p. 16) concluded

that vocabulary is total number of words which (with rules for combining them)

make up a language.

It consists of content words; noun, verb, adjectives, and adverb, and

function words such as preposition, conjunction, article, and pronoun. Some

vocabulary exercises need to be carefully prepared in advance or adult (Nation,

2009, p. 2). It must be planned to systematically cover a certain area of

vocabulary useful vocabulary needs to be met again and again to ensure it is

learned. Without grammar, there is a little information that can be conveyed.

Without vocabulary, nothing can be conveyed. So, vocabulary means the

appropriate diction which is used in communication.

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d. Comprehension

Comprehension is having a sufficient vocabulary, or knowing the meanings

of enough words. Students who have strong comprehension are able to draw

conclusions about what they speak, what is important, what is a fact, what caused

an event to happen, and which characters are funny. Thus comprehension involves

combining reading with thinking and reasoning. For oral communication certainly

requires a subject speech as well as to initiate it. Addition, Bahdi (2014) says that

comprehensibility is the process of understanding of the utterances sent by the

speaker done by listener. Comprehensibility has two common senses (Torky,

2006, p. 49).

In its narrow sense, it denotes the building of meaning from sounds.

Comprehensibility in broader sense denotes the interpretation the meaning and

utilizes the speech act conveyed. In other words, if there are two people want to

make communication to each other, they have to be speaking because they have

different information. The activity of speaking or communication should be

understood by the speaker and listener. For example, a question, listener extracts

the importation then tries to search the answer for it. It means that comprehension

is one of the components that involve in speaking skill. In this part, the speaker

must have a good way to make the listener understand with their speech. As we

know that the function of speaking is transformation and idea from the speaker to

the listener.

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e. Fluency

The main goal teachers wish to achieve in teaching the productive skill of

speaking is oral fluency being the main characteristic of the speaker performance.

Fromkin (1988) defines that fluency as the ability to express oneself in an

intelligible, reasonable and accurate way without too much hesitation; otherwise

the communication will break down because listeners will lose their interest.

Christiansen (2012) states that fluency as the ability to express oneself in an

intelligible, reasonable and accurate way without too much hesitation, otherwise

the communication will break down because listeners will lose their interest. To

achieve this goal, the teachers then should train learners to use their personal

language freely to express their own ideas and then avoid imitations of a model of

some kind. One can say, it is the ability to respond in a coherent way through

linking the words and phrases effectively, pronounce the sounds clearly, using

stress and intonation (Nation and Newton, 2009, p. 151).

Fluency can be defined as the ability to speak fluently and accurately.

Fluency in speaking is the aim of many language learners. Signs of fluency

include a reasonably fast speed of speaking and only a small number of pauses

“ums” and “ers”. These sign indicate that the spoken does not have speed a lot of

time searching the language items needs to express the massage. More

specifically, points out the criteria for assessing fluency. They are as follows: a)

lack of hesitation: students speak smoothly, at a natural speech. They do not

hesitate long and it is easy to follow what they are saying, b) length: students can

put ideas together to form a message or an argument. They can make not only the

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simplest of sentence pattern but also complex ones to complete the task, c)

independence: students are able to express their ideas in a number of ways, keep

talking and ask questions, and many more to keep the conversation going

(Khadidja, 2010, p. 2).

B. Previous Studies

In this study, the researcher did the research about the Students‟ Anxiety

in Speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi.

There are some previous researchers that have discussed about students‟ anxiety,

they are;

Firstly, the student from School of Teacher Training and Education

Muhammadiyah University of Surakarta named Septy Indrianty (2007, 5) by

thesis entitled “Students‟ Anxiety In Speaking English (A Case Study In One

Hotel And Tourism College In Bandung)” This study investigated students‟

anxiety in speaking English in one Hotel and Tourism College in Bandung. This

study examined types of anxiety, and source anxiety. This study was

implementing characteristic of a case study. The data were obtained through

observation of class interaction and interview. The data were analyzed

descriptively and interpreted to answer the research question. The study revealed

two findings related to research questions. First, two types of anxiety were

evidenced, i.e. trait anxiety and state/situational anxiety. Second, the students‟

anxiety in English speaking class was derived from three main sources of anxiety,

i.e. communication apprehension, test anxiety and fear of negative evaluation.

Moreover, as the interview data revealed, lack of vocabularies and lack of

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preparation have also contributed to students‟ anxiety in speaking. These findings

suggest that the teacher should be more aware of students‟ anxiety in order to

arouse students‟ motivation to speak up confidently and fluently in an English

speaking class. As such, teachers are urged to be fairly creative in devising better

technique that could encourage the students to speak more.

Second, the student from Foreign Language Speaking Anxiety: A Case

Study At English Fitriah & Hayatul Muna Department Students Of Iain

Lhokseumawe And Al Muslim University named Fitriah (2019, 5) by thesis

entitled “Foreign Language Speaking Anxiety: A Case Study At English

Department Students Of Iain Lhokseumawe And Al Muslim University”,

Language anxiety becomes an important area on language teaching and learning.

It has been a common issue in the EFL context and had a profound consequence

in language teaching. Furthermore, a feeling of anxiety has been experienced by a

number of foreign language learners in their English language classroom.

Therefore, the objective of this research was to investigate some factors

influenced the students‟ anxiety and also to find out kinds of anxiety experienced

by them. The data were collected through FLCAS (Foreign language Classroom

Anxiety Scale) from 30 English Department students of IAIN Lhokseumawe and

25 students of Al Muslim University and semi-structured interviews with 6

students as research‟s participant. The data were analyzed descriptively to answer

research questions. The findings indicated that students of IAIN Lhokseumawe

had a higher level of anxiety compared with students of Al Muslim University. In

addition, some factors causing students‟ anxiety were lack of mental readiness,

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knowledge of vocabulary, pronunciation, grammar and prior knowledge of the

classroom activities, including the anxiety to take Anxiety Test.

Third, the student from STIEPAR YAPARI-AKTRIPA named Ravica

Rayani (2016, 5) by thesis entitled “Students‟ Anxiety In Speaking English (A

Case Study In One Hotel And Tourism College In Bandung)”. This study

investigated students‟ anxiety in speaking English in one Hotel and Tourism

College in Bandung. This study examined types of anxiety, and source anxiety.

This study was implementing characteristic of a case study. The data were

obtained through observation of class interaction and interview. The data were

analyzed descriptively and interpreted to answer the research question. The study

revealed two findings related to research questions. First, two types of anxiety

were evidenced, i.e. trait anxiety and state/situational anxiety. Second, the

students‟ anxiety in English speaking class was derived from three main sources

of anxiety, i.e. communication apprehension, test anxiety and fear of negative

evaluation. Moreover, as the interview data revealed, lack of vocabularies and

lack of preparation have also contributed to students‟ anxiety in speaking. These

findings suggest that the teacher should be more aware of students‟ anxiety in

order to arouse students‟ motivation to speak up confidently and fluently in an

English speaking class. As such, teachers are urged to be fairly creative in

devising better technique that could encourage the students to speak more.

From the preview related research above, most of them analyzed about the

Classroom Interaction and the same points between this research with them are in

using research method The researcher used qualitative method through

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observation, interview and also documentation which were same with the

researchers above, but in this thesis, the researcher analyzed in Students‟ Anxiety

in Speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi.

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31

CHAPTER III

RESEARCH METHOD

A. Research Design

In this study, the researcher used a qualitative design with a case study. In

qualitative research the researchers study things in their natural settings,

attempting to make sense or interpret phenomena (Creswell, 1997, in Sugiyono,

2017, 42). A qualitative design with a case study aimed to describe a phenomenon

accurately based on the characteristic of research. The case such as event,

problems, process, activity, program, a single person, or several people (Merriam,

1998, 4). Qualitative researchers are concerned with the perspective to explore the

ideas and perceptions of the participants. The researcher tried to examine the

experience from the participant‟s point of view in order to interpret his/her words.

The researcher therefore became involved and immersed in the phenomenon to

become familiar with it. The immersion of the researcher helped to provide dense

descriptions from the narrative data gathered from the participants, to interpret

and portray their experiences, and to generate empathetic and experiential

understanding. However, immersion cannot be obtained without a researcher-

participant trusting relationship. The relationship is built through basic

interviewing and interpersonal skills.

Based on explanations above, it can be concluded that qualitative research

is analyzing about descriptive data that is collected is in the form of the situation

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of the natural object. Where descriptive data such as researcher or spoken, by

using qualitative research the researcher got the answer about the question in

analyzing Students‟ Anxiety in Speaking English at the Eleventh Grade of Senior

High School 1 Muaro Jambi.

B. Setting Description

This research was carried out Senior High School 1 Muaro Jambi. The

reason for conducting this study in Students‟ Anxiety in Speaking English at the

Eleventh Grade of Senior High School 1 Muaro Jambi because most of the

students were afraid and shy to practice with the target language, in this case the

target language is English, because they were worried about making mistake.

C. Subject of the Research

The subjects of this study were students Senior High School 1 Muaro

Jambi in the academic year of 2020/2021.

D. Data and Sources of Data

1. Types of Data

a) Primary Data

Primary data were the main data directly related to the discussion of the

study. In this research the researcher took the primary data from the students to

support the data. The primary data were from the original source, student‟s‟ words

in form of sentences and their expression while learning English and their anxiety

could be seen from the picture.

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b) Secondary Data

The secondary data were taken from the teacher and the surroundings where

the researcher may get additional information (Hox and Boeiji, 2005, p. 597). The

researcher used as resources in support or data indirectly but closely related to the

discussion, the data which support this research such as also student‟s note when

they practice speaking English, photos and also the students‟ score in speaking

English.

2. Sources of Data

The sources of data in this study is students as a person who feel afraid in

speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi and

also student‟s note, photos, modules.

E. Technique of Data Collection

This research uses three kinds of technique to collect the data. They are

observations, interviews and documentation. It can be seen in the explanations

below:

1. Observation

The researcher uses this technique to observe Students‟ Anxiety in Speaking

English at the Eleventh Grade of Senior High School 1 Muaro Jambi. The

researcher comes and sits in the class to see the students‟ activities while learning

English with the teacher. In doing it, the researcher also used the videos to see

Students‟ Anxiety in Speaking English and observation field used to find out

students‟ anxiety with wring the important points on students‟ anxiety in speaking

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English. From these data the researcher could see the students‟ expression while

learning English and their anxiety could be seen from the picture.

2. Interview

The interview is also used to answer the formulation of the study, related to

the objectives of the Students‟ Anxiety in Speaking English at the Eleventh Grade

of Senior High School 1 Muaro Jambi. An unstructured interview is used to

collect data and the researcher asks the students of eight grade class A. The

researcher starts with a general guiding question based on formulation and allow

the teacher and the students to talk freely and to avoid misunderstanding the

teacher and students will be interviewer in Indonesia language Later the interview

take shape as themes emerged from the information given by the teacher and

students.

3. Documentation

The last technique is documentation. Documentation is used to collect

expression in speaking English at the Eleventh Grade of Senior High School 1

Muaro Jambi, materials and photos. The researcher will collect the notes, pictures

of the conditions while teaching and learning process. The documentation of their

notes will help the researcher gets additional data.

F. Technique of Data Analysis

The technique of data analysis in this research is descriptive analysis. Using

this technique, the researcher collects, arranges and presents the data. The

qualitative method is a kind of research without using any calculation or statistic

procedures. The scheme above is the techniques in analyzing data by;

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1. Data Reduction

During the field notes processes, the data gains grow much and complex. The

data need to be reduced. Data reduction means to summarize, to choose the points,

to focus on Students‟ Anxiety in Speaking English at the Eleventh Grade of

Senior High School 1 Muaro Jambi, in order to find the answer. The researcher

reduces from the whole data collected and gets the more suitable data that would

be analyzed.

2. Presentation

The data are organized and managed for they are able to be understood. Data

presentation enables the researcher to understand the teacher‟s strategies and the

whole situation. Presentation of data gives possibility of taking of conclusion and

taking action. In this study presentation of data is descriptive. Descriptive means

giving description of Students‟ Anxiety in Speaking English at the Eleventh

Grade of Senior High School 1 Muaro Jambi in the narrative way. The researcher

was collecting the information from the teacher and students based on Brown

(2000) theory about Students‟ Anxiety in Speaking English at the Eleventh Grade

of Senior High School 1 Muaro Jambi.

3. Conclusion

The conclusion needed to be verified for its credibility. Verification is some

programs to check the researcher‟s carefulness and to the accurate data. Taking

conclusion is only the part of activity in though configuration. The researcher

begins to seek supporting information, then the reduction data, presentation data,

and the last was making conclusion. After reduced and presented the data, the last

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step the researcher made the conclusion about Students‟ Anxiety in Speaking

English at the Eleventh Grade of Senior High School 1 Muaro Jambi.

G. Technique of Data Verification

In this research the researcher used the source of triangulation, it causes used

many sources or participant to get the accurate of data. The researcher collects the

data by using of observation list which is supported by interview guide and the

researcher also uses documentation. Triangulation is a technique that use to

examine and check the data validity or in other word knows like “trustworthiness”

with use something other out of data for check and compare the data are collected

(Yamin, 2009, 156). It means that triangulation of data is a technique that is used

to compare and check back of time and different equipment in qualitative research

that can get the answer through the observations, interviews or documents.

Triangulation can be done by:

1. Comparing between the results of observations data with the result of

interviews.

2. Comparing about students saying in public with what he or she says in

private.

3. Comparing between students‟ opinions in front of public with researcher

observation.

4. Comparing the interviews result to the data document that related to the

object of the study.

5. Comparing between observation data and documentation at the Eleventh

Grade of Senior High School 1 Muaro Jambi.

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CHAPTER IV

FINDINGS AND DISCUSSION

A. Research Finding

Based on the result of observation and interview to the subjects of the

study, the researcher found that the students‟ anxiety in learning english at the

Eleventh Grade of Senior High School 1 Muaro Jambi. The data were also taken

from documentation. The researcher presented the finding of the study below:

1. Kinds of Anxiety Were Experienced by the Students in Learning

English

The researcher found that there are three kinds of Anxiety Were Experienced

by the Students in Learning English, it can be seen below:

a. State Anxiety

The researcher found that the students feel panic when they want to speak in

English. This type is including they started to panic when have to speak English.

It came from the interview that says my feeling that cannot speak English is panic.

As the Agus Wijaya said that:

Saya terkadang merasa gugup ketika harus berdiri di depan kelas atau ketika

guru saya memberi kesempatan kepada saya untuk melakukan sesuatu seperti

membaca atau mengerjakan tata bahasa. Saya tahu itu masalah saya dan saya

biasanya merasa gugup dan berkeringat di tubuh saya. Sungguh itu membuatku

malu dan panik. Karena saya tidak bisa menerjemahkan ke dalam bahasa Inggris

dan kekurangan kosakata saya kehilangan semua yang ada di pikiran saya, saya

tidak bisa tetap fokus pada jalur. [Agus Wijaya]

Nadia Ramadiani added that:

Saya kalau cemas itu saat disuruh kedepan dan menyampaikan materi yang

sedang dipelajari. Kadang saya juga cemas kalau ada latihan berbicara bahasa

Inggris ke depan kelas, jadi saya kurang percaya diri.

Gusti Randi also added that

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Ketika saya diminta untuk berbicara bahasa Inggris di depan kelas, saya

merasa gugup dan takut melakukan kesalahan. Jenis kesalahan yang takut saya

buat, itu adalah cara berbicara. Sulit untuk diucapkan karena hurufnya campur

aduk dan cara saya berbicara tidak seperti orang Inggris asli. Jadi tidak bagus.

Saya terus berpikir saya harus berbicara seperti penutur asli, meskipun bahasa

Inggris saya sangat buruk, saya terus berusaha tetapi saya tidak berhasil [Gusti

Randi]

From the data above the reason students got anxiety when the teacher asked

them to come in front of the class and doing exercise likes, reading on the text

book and doing grammars roles. The anxiety comes because of the students are

seldom to practice speaking English, because they their English is difficult

language. Form this situation the students felt uncomfortable with the teacher

when teaching in the class. As the students said that:

Saya takut kalau disuruh ke depan kelas, jadi saya harus menghapal dalam

waktu singkat, karena saya tidak mengerti betul tetnag speaking, takut nanti salah

dan ditertawakan teman bisa malau nanti saya. Jadi saya lebih memilih diam saja

di kelas, kalau ditanya siapa yang mau maju saya diam saja, jadi takut. [Imelia

Khairunisa]

Di kelas saya, guru ketap kali meminta kami untuk berbicara bahasa Inggris

pada saya dan teman-teman saya, tetapi karena saya jarang praktik berbicara

bahasa Inggris. Terkadang saya bingung untuk memahami guru bahasa Inggris

saya. Saya merasa bingung dan takut ketika guru saya meminta saya atau teman

saya untuk membaca atau menjawab pertanyaan. [Siti Nuracahyanti]

From the data above it can be known that the students felt afraid when the

teacher asked them the questions. Based on the researcher‟s observation by using

field note on September 23th

2020 the situation in the class while learning English

was passive. The students always silent and looked confuse about the material that

the teacher explained to them. The students have may problems with their English

such as vocabularies, pronunciation the words and also the grammars rules. All of

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these make the students felt nervous in learning English. As the students Adeleni

also said that:

Saya memang kesulitan untuk dikosakata, jadi kosakata bahasa Inggris saya

masih minim, sehingga tidak bisa dihafal dengan baik. Kadang saya harus

megnhafalnya itu butuh ketenangan dan waktu pengulangan saya lupa

kosakatanya lagi . [Reza Noprianti]

Saya memahami materi bahasa Inggris yang diberikan guru jika mudah dan

jelas onejelasannya kepada saya. Saya tahu, saya masih menghafal kosakata untuk

memudahkan saya dalam berbahasa Inggris. Unutk mengurangi rasa cemas saya

sering berlatih berbicara bahasa Inggris dan guru saya peduli pada saya. [Adeleni]

Keterbatasan kosakata menjadi salah satu faktor penghambat dalam berbicara

saat tampil di depan teman-teman saya, melupakan arti sebuah kata dapat

membuat saya melupakan semua hal yang ingin saya katakan. Itu sangat

memalukan dan membuat saya gugup berada di depan kelas. Kosakata yang

kurang membuat saya tidak percaya diri dalam belajar bahasa Inggris. Saya juga

masih malas mengingat banyak kosakata [Siti Nuracahyanti]

From the data above it tells the students could not understand English easier,

because of they have problem with their vocabularies. During the researcher‟s

observation with videos recording on September 22th

2020 it also found that many

students have problems in vocabularies, it can be seen from their speaking where

they could not speak English and they have to see the note what the vocabularies.

b. Trait Anxiety

Trait anxiety is the tendency of a person to be nervous or feel anxious

irrespective of the situation he/she is exposed. According to the students, unclear

explanation may also contribute to their anxiety in speaking English. The

interview indicated that most of the students get so bothered when they do not

understand a lesson. They told that they started to feel uneasy when they do not

understand what teacher said. Some of them added that they fear they would not

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understand all the language input which simply increased the probability of their

failure.

Kadang paham kadang tidak apa yang disampaikan oleh guru di kelas, jadi

harus Tanya lagi ke temen untuk memastikan apa yang dijelaskan oleh guru.

[Agus Wijaya]

Saya sebetulnya suka sekali belajar bahasa Inggris, tapi saat mengajar di kelas

terkadang guru menjelaskan terlalu cepat. Jadi, saya harap dia tidak mengajar

secepat itu. Dan juga teman-teman saya tidak terlalu banyak tertawa ketika saya

berbicara bahasa Inggris, jadi ketika guru bertanya kepada saya tentang materi

yang diberikan dari dia, biasanya saya tidak bisa menjawab dengan benar. Saya

terjebak saat ini dan menjadi bingung kalau diminta unutk mengerjakan tugas

bahasa Inggris apabila saya tidak mengeti. [Nadia Ramadiani].

Many complained that the students could not understand the materials

because they could get clear explanation from the teacher. Based on the

researcher‟s observation by using field note on September 22th

2020 the students

still asked to their friends about the teacher‟s explanation, it cause they could

understand the teacher‟s explanation clearly. A few even showed carelessness by

chatting with their friends next to them or drawing something maybe to reduce

their anxiousness. As the students Reza Noprianti also said that:

Saya merasa cemas kalau diminta untuk maju kedepan kelas, di sana saya

harus membacakan cerita kepada teman-teman saya, setelah itu terkadang saya

diminta untuk menjelaskan dalam bahasa Inggris tentang materi yang kami

pelajari pada hari itu, jadi kalau saya maju di depan kelas saya merasa cemas

sehingga terkadang hasilnya kurang maksimal karena cemas tadi. [Reza

Noprianti]

From the data above it tells the students felt nervous because they are asked

to come in front of the class and explain the material that they learnt today, it

make the students feel nervous because they could not understand the material

very well. As the students Imelia Khairunisa also said that:

Terkadang saya merasa gelisah karena saya memang masih dala proses

belajar bahasa Inggris, guru terus memebrikan saya semangat untuk bisa berbicara

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bahasa Inggris dengan baik. Saya sangat menyukainya dan saya hanya merasa

cemas ketika saya harus berada di depan kelas, saya masih malu untuk berbicara

didepan teman-teman saya. [Imelia Khairunisa]

From the data above it tells the student felt anxious because they seldom to

practice speaking English. They are afraid to come in front of the class and they

felt anxious because the teacher ask them to explain the material in front of the

class.

c. Specific-situation anxiety

This type when the students should have the assignment of examination from

the teacher to speak about their experiences or describe about things. As the

student said:

Saya cemas itu saat waktu-waktu tertentu. Saat ujian dan saat harus

mengerjakan secara mandiri tentang menjelaskan suatu hal ataupun orang lain.

Sehingga saya tidak begitu percaya diri untuk menjawab semua arahan dari guru.

Ada pernah waktu guru kasih kita tugas untuk menceritakan suatu hal, yang jelas

berdasarkan pengalaman kami, jadi di sana kami sangat terbatas untuk

menjelaskan karena kami tidak memiliki kosakata yang banyak, soalnya masih

menghapal sediki-sedikit sekarang. [Nadia Ramadiani].

From the data above the students feel anxiety because they have to do

examination or they have practice to do by their own experience. They have to

explain the topic that the teacher gave it to them. They also fell anxiety because

they have homework about describing the things. As the student said:

Kalau sudah ujian itu kami tidak karuan rasanya, takut iya, cemas juga iya,

jadi kadang itu kami malah tidak jelas cerita yang disampaikan, saking gugupnya

itu jadi nilai kami pun gagal, jadi kami harus ulang lagi untuk ulangannya minggu

depan. [Imelia Khairunisa]

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From the data above the students should have good speaking performance

when they have mid semester, they have to explain about the experiences and it

should interesting explanations.

Based on the explanations above it can be known that there are three kinds of

State Anxiety, where the students feel panic and they could stress when they want

to speak in English Trait Anxiety, where the students feel nervous when the

students could not understand the teacher explanation and Specific-situation

anxiety, where the students should do examination about speaking.

2. The Factors Caused the Students’ Anxiety in Learning English

This part presented the research findings which the researcher found in the

field

a. Communication Apprehension

Communication apprehension in foreign language learning derives from the

personal knowledge that one will almost certainly have difficulty understanding

others and making oneself understood; that is why many talkative people are

silent in the class. As the students said:

Saya sulit untuk mengeri apa yang disampaikan guru karena memang saya

agak lambat kalau untuk belajar, apalagi untuk belajar bahasa Inggris, jadi saya

terkadang itu lebih memilih diam, soalnya saya tidak paham apa yang

disampaikan oleh guru, ditambahlagi terkadang tugas yang diberikan itu memang

tidak samasekali saya pahami apa yang disuruh kerjakan. [Imelia Khairunisa]

Saya masih terbatas kemampuan untuk mengerti bahasa Inggris, karena

latarbelakang saya buka bahasa Inggris, saya dari pondok dimana pondok salafiah

jadi kajiannya kitab tidak belajar bahasa Inggris, samapi sini saya masuk SMA

dan sekarang harus ketemu bahasa Inggris jadi sekarang kesulitan untuk

memehami materi yang disampikan guru[Nadia Ramadiani].

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From the data above it can be known that the students did not understand well

the subject about speaking English. They have problem in their speaking such as

vocabularies, grammar and also they seldom to practice speaking English.

Saya itu susah memahami materi yang dijelaskan oleh guru, kadang juga

teman saya yang mejelaskan itu cukup sulit untuk memahaminya, memang saya

kurang suka untuk belajar bahasa Inggris, tapi saya terus mencoba untuk bisa

bahasa Inggris dengan sedikit-sedikit menyukai dan praktek bahasa Inggris. Kelas

berbicara adalah kelas menakut-nakuti bagi saya, karena saya terlalu buruk dalam

berbicara, saya lebih cepat panik. Saat itu, ketika saya tampil untuk tes berbicara.

Saya sering merasa panik dan lupa di depan orang lain, hal itu menyebabkan saya

jarang berbicara bahasa Inggris. Di kelas saya, ketika saya berprestasi berbicara,

saya takut salah bahasa. Membuat saya gugup untuk menghasilkan kata-kata

dalam bahasa Inggris. Saya merasa takut membuat kesalahan. [Nadia Ramadiani]

Siti Nuracahyanti also added that:

Saya selalu membuat beberapa kesalahan dalam latihan bahasa Inggris.

Terkadang saya melakukan kesalahan. Memang tidak sering diminta untuk datang

ke depan kelas pada pelajaran lain tetapi jika nanti guru meminta saya untuk

datang dan berbicara, saya yakin jantung saya akan berdebar lebih kencang dan

kemudian tangan saya menjadi dingin. Berbeda ketika saya hanya berlatih

berbicara dengan teman saya di kursi kami, saya merasa lebih rileks dan saya pikir

saya bisa berbicara lebih baik. Itu adalah faktor ketika saya mencoba untuk

berlatih, saya tahu saya sangat takut ketika berlatih bahasa saya di guru saya [Siti

Nuracahyanti]

The data above show that students feel difficult to understand because they

are weak in English. They are seldom to practice English in their activities. They

feel shy when they practice speaking English in front of the class and friends,

b. Test anxiety

Test anxiety refers to a type of performance anxiety resulted from a fear of

failure. Test anxiety is believed to be one of the most important aspects of

negative motivation. It can be defined as “unpleasant feeling or emotional state

that has physiological and behavioral concomitants and that is experienced in

formal testing or other evaluative situations As the student said:

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Kalau ada tes untuk mengevaluasi nilai kami, kami jadi cemas, jadi gak

karuan rasanya takut kena marah sama guru, kalau kami tidak bisa menjelaskan

dengan baik. Selain itu juga kami takur kalau tidak bibsa mengeuasai materi yang

telah diajarkan oleh guru [Nadia Ramadiani].

Imelia Khairunisa added that

Tes berbicara bahasa inggris itu hal yang menakutkan, jadi saya terkadang

lihat teman pada cemas, jadi saya juga ikut cemas soalnya yang pintar saja cemas

apalagi saya jadi saya takut kalau ada ujian gitu. [Imelia Khairunisa]

Problem terbesar di kelas adalah melakukan banyak kesalahan yang membuat

saya takut untuk menunjukkan kemampuan saya semaksimal mungkin. Saya

khawatir teman-teman saya menertawakan saya dan mereka akan mengatakan

sesuatu seperti saya tidak pintar. Saya takut jika mereka akan mengolok-olok

saya. ketika saya merasa gugup, saya biasanya melakukan gerakan yang tidak

disengaja atau menurunkan suara saya. Itu membuat kesalahan saya tidak terlihat,

saya merasa lebih baik untuk melanjutkan pembicaraan saya [Siti Nuracahyanti]

From the data above the students fell anxiety because almost the students

feels anxiety, it make the students could not be confidence to speak in front of the

class. So the students must memorize the word and also the sentences that they are

going to present in front of the class.

Pengucapannya merupakan salah satu faktor yang membuat saya tidak

percaya diri berbicara bahasa Inggris. Kesulitan ketika saya diminta untuk datang

ke depan kelas, sebenarnya saya takut jika teman-teman menertawakan saya.

Kemudian saya takut membuat kesalahan juga. Kesalahan yang saya takutkan

terjadi adalah kesalahan dalam berbicara, cara mengucapkan. Begitu pula dengan

saya. Sayang sekali ditertawakan oleh teman-teman jika saya membuat kesalahan

dalam mengucapkan kata-kata [Anita Sherly]

From the data above the student feel afraid because they could not say the

right word in English, so they afraid if they have to do the test. Actually it is good

for the students because the teacher could know the students skills in speaking,

but for the students they are not ready yes to follow the test.

c. Fear of Negative Evaluation

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In case of foreign language learner, the fear occurs in a situation where

students have to speak in front of familiar audience or examiner. Students concern

about opinion from important people such as teachers, friends, or parents. This

can be clearly seen in a statement below

Kesulitan yang saya hadapi ketika diminta untuk tampil ke depan, terkadang

saya ingin menyelesaikannya dengan cepat, sebaliknya, saya lupa kata-kata

bahasa Inggris untuk apa yang ingin saya ucapkan. Ketika saya mencoba untuk

mengingat saya menjadi gugup dan merasa lebih sulit. Itu membuatku malu dan

gugup karena berdiri di depan kelas. Saya tidak bisa mengatasi rasa takut saya

untuk percaya diri, ketika saya mencoba lebih dan lebih, itu akan membuat mental

saya turun lebih cepat [Gusti Randi]

Kadang-kadang saya merasa malu atau takut melakukan kesalahan, saya takut

jika saya melakukan kesalahan, saya akan mendapat nilai buruk, saya juga takut

teman-teman saya akan menertawakan saya. Ketika saya mencoba berbicara di

depan kelas saya merasa gugup, terkadang saya lupa kalimat apa yang ingin saya

ucapkan. Aku jadi malu kalau lupa materi di pikiranku sementara teman-teman

yang lain melihatku. Itu karena saya tertawa bersama teman saya dan mereka juga

akan berkata kepada saya tentang, “kamu sangat sombong ketika berbicara bahasa

Inggris, meskipun kamu berbicara sangat buruk dan masih banyak kesalahan. [Siti

Nuracahyanti]

Based on the data above the students feel anxiety because they have to speak

in front of the class and they did not prepare well enough to speak about he topic.

Based on the explanations above it can be concluded that there are three

factors caused the students‟ anxiety in learning English, such as communication

apprehension, where the students could not speak English because they have weak

experience about English and they are not always practice English, test anxiety,

where the students feel anxiety because they have to do the test that the teacher

give to them of the students do examination and fear of negative evaluation,

where the students afraid if the teacher and their friends will laugh if the students

make mistake.

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B. Discussion

This part presents the discussion of the research findings. There were two

research questions proposed in this study. This research focused on the students‟

anxiety in learning English at the Eleventh Grade of Senior High School 1 Muaro

Jambi. In this case, the students‟ anxiety in learning English at the Eleventh Grade

of Senior High School 1 Muaro Jambi considered that factors. From the research

finding, the students‟ feels an anxiety in learning English at the Eleventh Grade of

Senior High School 1 Muaro Jambi were so various;

There were three kinds of students‟ anxiety in learning English at the

Eleventh Grade of Senior High School 1 Muaro Jambi based on Elis (1994)

theory, they are State Anxiety, Elis (1994) stated that most of the students have

problems with their speaking skill which can be seen when they speak such as

nervous, stress and also confidence, this result where the students feel panic and

they could stress when they want to speak in English Trait Anxiety, where the

students feel nervous when the students could not understand the teacher

explanation and Specific-situation anxiety, where the students should do

examination about speaking. It is similar lines with the finding of (Hasanah 2007,

Satriawati Eka Wahyuni 2013, Ravica Rayani 2012).

There were three factors caused the students‟ anxiety in learning English at

the Eleventh Grade of Senior High School 1 Muaro Jambi based on Horwitz

(2011) theory, they are communication apprehension, where the students could

not speak English because they have weak experience about English and they are

not always practice English, test anxiety, where the students feel anxiety because

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they have to do the test that the teacher give to them of the students do

examination and fear of negative evaluation, where the students afraid if the

teacher and their friends will laugh if the students make mistake. It is similar lines

with the finding of (Hasanah 2007, Satriawati Eka Wahyuni 2013, Ravica Rayani

2012).

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43

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The finding indicated that the students‟ anxiety in learning English at the

Eleventh Grade of Senior High School 1 Muaro Jambi it can be seen below:

1. There were three kinds of students‟ anxiety in learning English at the

Eleventh Grade of Senior High School 1 Muaro Jambi based on Elis (1994)

theory, they are State Anxiety, where the students feel panic and they could stress

when they want to speak in English Trait Anxiety, where the students feel nervous

when the students could not understand the teacher explanation and Specific-

situation anxiety, where the students should do examination about speaking.

2. There were three factors caused the students‟ anxiety in learning English

at the Eleventh Grade of Senior High School 1 Muaro Jambi based on Horwitz

(2011) theory, they are communication apprehension, where the students could

not speak English because they have weak experience about English and they are

not always practice English, test anxiety, where the students feel anxiety because

they have to do the test that the teacher give to them of the students do

examination and fear of negative evaluation, where the students afraid if the

teacher and their friends will laugh if the students make mistake.

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B. Suggestion

The researcher suggested that

1. Students as the ones who suffer anxiety here should be able to analyze

their own lack in speaking performance. By realizing the problem they have,

students can find the way to deal with it. They can ask for feedback from their

teachers and friends about their speaking performance. The feedback is important

to help students to analyze their own performance.

2. Teachers should be able to understand students‟ characteristics to analyze

their problem related to anxiety before finding the way to reduce it. Different

characteristic of students needs different treatment to deal with. Teachers should

give the opportunities to the students to tell the difficulties they have as well. In

addition, teachers have a responsibility to build convenient classroom

environment for students to speak comfortably with less pressure to reduce the

anxiety.

3. The description in the study is expected to be used as a consideration for

other researchers to conduct further research about anxiety on students‟ speaking

performance in the English classroom. In the next research, there should be some

methods to cope with it. Various strategies need to be discovered to improve

students‟ speaking performance. It is important to figure out how to conduct

appropriate interaction between classroom participants. To support the effort of

reducing anxiety, building suitable classroom environment is also essential. The

next researchers should be able to identify the ideal classroom atmosphere to

optimize the teaching learning activities.

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Ravica Rayani (2016). Students‟ Anxiety In Speaking English (A Case Study In

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PERTANYAAN

1. Apakah Anda menyukai bahasa Inggris? Kenapa?

2. Apakah bahasa Inggris itu penting? Kenapa?

3. Kapan dan di mana belajar bahasa Inggris?

4. Faktor apa saja yang membuat anda suka bahasa Inggris?

5. Apakah Anda menyukai dia (guru) bahasa Inggris Anda? Kenapa?

6. Bagaimana dia (guru) mengajar bahasa Inggris di dalam kelas?

7. Kenapa anda tidak menyukai bahasa Inggris?

8. Kenapa anda cemas dalam belajar bahasa Inggris?

9. Apa yang menyebabkan anda cemas dalam bahasa Inggris?

10. Bagaimana solusi anda untuk mengurangi kecemasan anda?

11. Apa saya saran dari teman untuk mengurangi kecemasan anda?

12. Apa saja saran dari guru untuk mengurangi kecemasan anda?

13. Apa saja harapan anda untuk tidak cemas dalam berbicara bahasa inggris?

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CONSULTATION CARD

Name : Roli Asparanita

Student ID : TE. 130564

Title : Students‟ Anxiety In Speaking English At The Eleventh

Grade Of Senior High School 1 Muaro Jambi

Advisor II :Netty Zurnelly, M.Pd.

N

o. Date Consultation Signature

1 Sebtember 23, 2019 Proposal

2 sebtember 24, 2019 Improvement of Proposal

3 October 16, 2019 Improvement of Proposal

4 january 29, 2020 Acc to Proposal Seminar

5 June 15, 2020 Permission for Research

6 September 4, 2020 Research

7 October 1, 2017 Improvement of Data

Analyses

8 November 11, 2017 Improvement of Chapter IV

9 August 25, 2020 Improvement of Chapter IV

10 November 12, 2020 Acc to Munaqasah (Thesis

Defense)

Jambi, November 12th

, 2020

Advisor I

Netty Zurnelly,M.Pd

NIP:19710722 200701 2 002

Page 60: STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE ELEVENTH ...

CONSULTATION CARD

Name : Roli Asparanita

Student ID : TE. 130564

Title : Students‟ Anxiety In Speaking English At The Eleventh

Grade Of Senior High School 1 Muaro Jambi

Advisor I : Kholid Musyaddad, M.Ag

N

o. Date Consultation Signature

1 Sebtember 23, 2019 Proposal

2 sebtember 24, 2019 Improvement of Proposal

3 October 16, 2019 Improvement of Proposal

4 january 29, 2020 Acc to Proposal Seminar

5 June 15, 2020 Permission for Research

6 September 4, 2020 Research

7 October 1, 2017 Improvement of Data

Analyses

8 November 11, 2017 Improvement of Chapter IV

9 August 25, 2020 Improvement of Chapter IV

10 November 12, 2020 Acc to Munaqasah (Thesis

Defense)

Jambi, November 12th

, 2020

Advisor I

Kholid Musyaddad,M.Ag

NIP.19680111 199503 1 001

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CURRICULUM VITAE

Name : Roli Asparanita

Place, Date of Birth :Muara Tembesi, Mei 20, 1995

Address : sungai duren, Jambi

Sex : Female

Blood Type : O

Educational Experiences :

No Education Place Year

1. SDN 01 Muara Tembesi Batanghari 2007

2. SMPN 01 Batanghari Batanghari 2010

3. SMAN 02 Batanghari Batanghari 2013

Organisational Experiences :

No Organisation Year

1. T-SUEDE of English Education Department UIN

STS Jambi

2014-2015