THE STUDENTS’ STRATEGIES IN DEALING

THE STUDENTS’ STRATEGIES IN DEALING

WITH ANXIETY IN THE INTERPRETING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Skolastika Listya Monika

Student Number: 131214019

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i


WITH ANXIETY IN THE INTERPRETING CLASS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By


Student Number: 131214019

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2017


iv

This thesis is dedicated to my beloved parents,

Johanes Fransiscus Purwanto and Maria Y. Rismanti

With god all

things are

possible

(matthew 19:26)


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

references, as a scientific paper should.

Yogyakarta, 11 December 2017

The Writer


131214019


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitan Sanata Dharma

Nama : Skolastika Listya Monika

Nomer Mahasiswa : 131214019

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:


WITH ANXIETY IN INTERPRETING CLASS

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,

mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan

data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau

media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya

maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya

sebagai penulis.

Demikian pernyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta

Pada tanggal: 11 Desember 2017

Yang menyatakan



vii

ABSTRACT

Monika, Skolastika Listya. (2017). The Students’ Strategies in Dealing with

Anxiety in Interpreting Class. Yogyakarta: English Language Education Study

Program. Department of Language and Arts Education, Faculty of Teachers

Training and Education, Sanata Dharma University.

Feeling nervous and anxious are two of human being’s emotional aspects.

Therefore, it is normal for students in experiencing the anxiety while dealing with

listening and speaking performance. One of those activities is done in the

interpreting’ class.This activity is intended to help the students in improving their

listening and speaking skills. The students who have high anxiety will not do the

interpreting activity well. Therefore, they should apply some strategies to

overcome the anxiety. Otherwise, they will not be successful in the interpreting

course. This research was conducted to investigate the seventh semester students’

causes of anxiety in the interpreting class at the ELESP of Sanata Dharma

University. Then, the aim was to find the strategies to overcome the anxiety that

was experienced by the students in the interpreting activity.

This research was intended to answer two research questions, namely (1)

What are the causes of students’ anxiety in interpreting class? and (2) What are

the strategies used by the students’ to overcome their anxiety in interpreting class?

The participants of this research were 55 students of the interpreting class at the

English Language Education Study Program of Sanata Dharma University.

To answer those research questions, the researcher used mixed methods.

The instruments were questionnaire and interview. The questionnaire was

distributed to twenty-four students from A class and thirty-one students from C

class in academic year 2017/2018 to obtain the quantitative data. Then, the

interview was used to obtain the qualitative data. The researcher interviewed nine

students at English Language Education Study Program of Sanata Dharma

University in academic year 2017/2018.

The result showed that there were three causes of high anxiety (anxiety in

listening skill, speaking skill, and unfamiliar topics) and two causes of low

anxiety (tend to be relaxed and calm) that the students felt in the interpreting

activity. The causes of high anxiety made the students felt uncomfortable to join

the interpreting class. They could not follow the interpreting activity well while

they have high anxiety. Meanwhile, for the students who have low anxiety, they

could follow the interpreting activity very well. Furthermore, there were six

strategies that the students used in dealing with their anxiety in the interpreting

activity. They were preparing the material, thinking positively, trying not to look

at the lecturer’s face, making summary or taking notes, increasing the vocabulary,

and practicing more in the interpreting activity.

Keywords: ELESP students, anxiety, students’ strategies, interpreting


viii

ABSTRAK

Monika, Skolastika Listya. (2017). The Students’ Strategies in Dealing with

Anxiety in Interpreting Class. Yogyakarta: Program Studi Pendidikan Bahasa

Inggris, Jurusan Pendidikan Bahasa dan Seni Universitas Sanata Dharma.

Perasaan gelisah dan cemas adalah sebagian aspek dari emosi yang

dimiliki manusia. Oleh karena itu, perasaan tersebut wajar dialami mahasiswa saat

menghadapi tes mendengarkan dan tes berbicara. Salah satu contoh kegiatannya

dilaksanakan di kelas interpreting. Kegiatan di kelas ini membantu para

mahasiswa untuk meningkatkan kemampuan mendengarkan dan berbicara

mereka. Para mahasiswa yang memiliki tingkat kegelisahan yang tinggi, tidak

akan melakukan kegiatan interpreting dengan baik. Sebaliknya, mereka akan

gagal untuk melewati mata kuliah interpreting. Penelitian ini dilakukan untuk

mengetahui penyebab kegelisahan yang dialami oleh mahasiswa semester tujuh di

kelas interpreting PBI Universitas Sanata Dharma. Lalu, tujuannya adalah

mencari strategi dalam mengatasi kegelisahan yang dirasakan para mahasiswa di

dalam kelas interpreting.

Penelitian ini ditujukan untuk menjawab dua pertanyaan, yaitu (1) Apa

saja penyebab kegelisahan para mahasiswa di kelas interpreting? dan (2) Apa saja

strategi yang digunakan para mahasiswa untuk mengatasi kegelisahan mereka di

kelas interpreting?. Partisipan dalam penelitian ini adalah 55 mahasiswa di kelas

interpreting Pendidikan Bahasa Inggris Universitas Sanata Dharma.

Untuk menjawab dua pertanyaan yang ada, peneliti menggunakan metode

campuran yaitu kuesioner dan wawancara. Untuk memperoleh data kuantitatif,

kuesioner dibagikan kepada dua puluh empat mahasiswa di kelas interpreting A

dan tiga puluh satu mahasiswa di kelas interpreting C tahun ajaran 2017/2018.

Wawancara digunakan untuk memperoleh data kualitatif. Peneliti mewawancarai

sembilan mahasiswa dikelas interpreting.

Hasil penelitian menunjukan bahwa terdapat tiga penyebab tingkat

kegelisahan yang tinggi (kegelisahan pada kemampuan mendengarkan, berbicara,

dan topic yang asing) dan dua penyebab tingkat kegelisahan yang rendah

(memposisikan diri untuk rileks dan tenang) yang dirasakan mahasiswa di

kegiatan interpreting. Penyebab yang ada menyebabkan mahasiswa yang

memiliki tingkat kegelisahan tinggi merasa tidak nyaman untuk mengikuti kelas

interpreting. Mereka tidak dapat mengikuti kegiatan interpreting disaat mereka

memiliki tingkat kegelisahan yang tinggi. Sementara itu, untuk mahasiswa yang

memiliki tingkat kegelisahan rendah, mereka mampu mengikuti kegiatan

interpreting dengan sangat baik. Terlebih lagi, terdapat enam strategi yang

mahasiswa gunakan dalam menghadapi kegelisahan di kegiatan interpreting, yaitu

persiapan materi, berpikir positif, mencoba untuk tidak melihat wajah dosen,

membuat ringkasan, peningkatan kosakata, dan berlatih terus-menerus di kegiatan

interpreting.

Kata Kunci: ELESP students, anxiety, students’ strategies, interpreting


ix

ACKNOWLEDGEMENTS

It had been a long journey to finish my thesis. I found many obstacles that

made me so desperate. The hardship filled my journey in the process of finishing

this thesis. Fortunately, I had never walked alone since there were many people

who always held my hands, gave me strength, and stood by my side through thick

and thin. I would like to sincerely express my gratitude to those people.

First of all, my gratitude goes to the Almightly God for His amazing grace

for me while everything can go wrong, He always makes everything beautiful and

meaningful in His time. It is only by His help and love I could finish my thesis.

Then, the highest gratitude is addressed to my advisor, Drs. Concilianus

Laos Mbato, M.A., Ed.D. for his excellent guidance and patience during the

process of writing my thesis. I truly thank him for spending his valuable time

critically to read my thesis, guide, and give me some motivations to refine my

writing.

Moreover, I thank all lecturers of the English Language Education Study

Program for their dedication in teaching, which always inspired me during my

study. I dedicate my appreciation to my academic advisor from the first semester

until the eight semester, Drs. Y.B. Gunawan, M.A. for his kindness and care.

Furthermore, I thank my academic advisor in the ninth semester, Pius Nurwidasa

Prihatin, Ed.D. who gives me support and advice. I would especially thank

Laurentia Sumarni, S.Pd., M.Trans.St. for her help in collecting the data for

my thesis. My gratitude goes for all member from A and C class batch 2014 for


x

being my respondents and all staff of English Language Education Study Program

who helped me a lot during my study .

The special thankfulness is dedicated to my beloved parents, Maria Yanik

Rismanti and JF. Purwanto for the endless love and care in their entire life for

me. They are the best presents in my life. In addition, I also thank the one and the

only sister of me, Paula Sofyanita for giving me support and unconditional love.

Furthermore, I thank all of my big family for their prayers and support.

Then, I am very grateful to my bestfriends Anisah Darumeutia,

Anggraeni Puspita Dewi, and Silvia Tiara Budi Hastuti for the friendship and

support in these five years. We spent our teenagers together and created a lot

meaningful memories. Although we had to go on our way to reach our dreams,

but we always supported and cheered one another. I thank my thesis’ partner

Yohana Belinda Rosaria for struggling and surviving together through ups and

downs. Furthermore, I thank my mbroti, Roswita Putri Briantika for her

support and help.

I will never forget to express my thankfulness to Dyah Nevi Anggraeni,

Lathifa Nur Sulthan, Paula Tiara Yunitasari, Monica Adista Ferdinand,

Carolina Aci, Ebi Maharani, Imelda Tiara, Martha K Adhitama, Stefani

Dwiana Putri, Alberik Ryan, Gracia Vica, Dara Ferliza, Subekti Arum,

Frederica Cynthia Aviolita, Yunda Anissa, Lintang Wardhani, Brigita Linda

Daniswari, Maria Octaviani, Greorius Wendi, Teddy Justice, Aven Kristian,

Hedwigis Rosario, Yohannes Diasmoro, Gratia Mery, Melisa Puspita Sari

and Yulia Arifatun. Then, I also thank A class students and all of students in

batch 2013. The unforgettable moments we spent together for about four years

were so precious.


xi

Finally, I give my gratitude to all of the people I could not mention one by

one. I thank them for their support, prayer, and help. It means a lot for me. I am

really grateful for everything they have done for me.



xii

TABLE OF CONTENTS

Page

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

APPROVAL PAGES ....................................................................................... ii

DEDICATION PAGE ...................................................................................... iv

STATEMENT OF WORK’S ORIGINALITY ................................................ v

PERNYATAAN PERSETUJUAN PUBLIKASI ................................................. vi

ABSTRACT ..................................................................................................... vii

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

ACKNOWLEDGEMENTS ............................................................................. ix

TABLE OF CONTENTS ................................................................................. xii

LIST OF TABLES ........................................................................................... xv

LIST OF APPENDICES .................................................................................. xvi

CHAPTER I. INTRODUCTION ..................................................................... 1

1.1 Research Background ..................................................... 1

1.2 Research Questions ......................................................... 4

1.3 Research Significance ..................................................... 4

1.3.1 Students in the Interpreting Class of the English

Language Education Study Program ....................... 4

1.3.2 Future Researchers ................................................. 4

1.4 Definition of Terms ......................................................... 5

1.4.1 ELESP Students ..................................................... 5

1.4.2 Anxiety ................................................................... 5

1.4.3 Students’ Strategies ................................................ 6

1.4.4 Interpreting ............................................................. 7

CHAPTER II. REVIEW OF RELATED LITERATURE ............................... 8

2.1 Theoretical Description ................................................... 8


xiii

Page

2.1.1 Nature of Anxiety ................................................... 8

2.1.1.1 Types of Anxiety .......................................... 9

2.1.2 Strategies ................................................................ 11

2.1.2.1 Learning Strategies....................................... 11

2.1.2.2 Students’ Strategies to Overcome the

Anxiety .............................................................. 11

2.1.3 Interpreting ............................................................. 14

2.1.3.1 Interpreting versus Translation .................... 14

2.1.3.2 Modes of Interpreting ................................... 15

2.1.3.3 Interpreting Process ...................................... 16

2.1.4 Listening Skill ........................................................ 17

2.1.5 Speaking Skill ........................................................ 18

2.1.6 Previous Studies about Anxiety ............................. 20

2.2 Theoretical Framework ................................................... 20

CHAPTER III. RESEARCH METHODOLOGY ........................................... 22

3.1 Research Method............................................................. 22

3.2 Research Setting .............................................................. 23

3.3 Research Participants ...................................................... 23

3.4 Instruments and Data Gathering Techniques .................. 24

3.4.1 Questionnaire ......................................................... 24

3.4.2 Interview ................................................................ 26

3.5 Data Analysis Technique ................................................ 27

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ....................... 30

4.1 Research Results ............................................................. 30

4.2 Discussion ....................................................................... 44

4.2.1 The Causes of Students’ Anxiety in Interpreting

Class ......................................................................... 44


xiv

Page

4.2.2 The Strategies Used by The Students to Overcome

Their Anxiety in Interpreting Class ......................... 46

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .................. 49

5.1 Conclusions ..................................................................... 49

5.2 Recommendations ........................................................... 51

5.2.1 Interpreting Activity ............................................... 51

5.2.2 English Language Education Study Program

Students .................................................................... 52

5.2.3 Future Researchers ................................................. 52

REFERENCES ................................................................................................. 53

APPENDICES ................................................................................................. 57


xv

LIST OF TABLES

Tables Page

3.1 The Total Score for Each Statement in

FLCAS ..................................................................................... 26

4.1 Questionnaire Results of Students’ Attitude

Toward Interpreting ................................................................. 31

4.2 Questionnaire Results of Students’ Interpreting

Skills ......................................................................................... 33

4.3 Questionnaire Results of Students’ Feeling Before

Interpreting ............................................................................... 36

4.4 Questionnaire Results of Students’ Feeling During

Interpreting ............................................................................... 37

4.5 Questionnaire Results of Students’ Feeling After

Interpreting ............................................................................... 41


xvi

LIST OF APPENDICES

Appendix Page

1. The Questionnaire Blueprint ..................................................................... 58

2. Form of Questionnaire .............................................................................. 60

3. The Close-ended Questionnaire Results ................................................... 62

4. The Student’s Questionnaire Scores ......................................................... 65

5. The Open-ended Questionnaire Results .................................................... 66

6. Interview Questions .................................................................................. 74

7. The Transcript of The Interviews.............................................................. 75


1

CHAPTER I

INTRODUCTION

This chapter presents background information related to the reasons why

the researcher conducts this research. There are four aspects, namely, research

background, research questions, research significance and definition of terms.

1.1 Research Background

Language is a way of converting information about cause, effect, and

action into perceptible signals. It means transferring the message from one person

to another or making a communication among people. Berlo (1960) defines that to

understand communication, we must describe firstly this process through a

commonly used and simple communication model with its basic elements: the

communication source, the encoder, the message, the channel, the decoder, the

communication receiver. For many purposes, people learn more than one

language to communicate well. Furthermore, communication takes place not only

orally, but also in writing.

It is important for the translators and interpreters in mastering many

languages to deliver the message and make a communication in appropriate way.

Through translation and interpreting course in English Language Education Study

Program of Sanata Dharma University, the students can learn and practice how to

make a good communication. Translation is changing one language into another

language, such as English to Indonesian and Indonesian to English. In English


2

Language Education Study Program, the translation course is held on sixth

semester. The sixth semester students of the English Language Education Study

Program of Sanata Dharma University should translate some documents in a

written way. In translation, the translator can translate carefully because the

translator has a long time to check and recheck the document. Pöchhacker (1993a)

defines that the translator has time to look up vocabulary as the ways of

translating documnt are reading and writing (p. 133). The course of translation is

the requirement course to take the interpreting course.

Furthermore, interpreting is designed to introduce the students to types,

modes and principles of interpreting. During the course, students are given

practice to interpret English utterances to Indonesian and vice versa. On

completing this course, students will be able to spontaneously interpret a spoken

or recorded communication in English into Indonesian successfully, and vice

versa, both through consecutive and simultaneous modes. Furthermore, the target

language is produced under time-pressure with a little chance for correction and

revision. It causes high degree of students’ anxiety.

Basic (2011) says that anxiety is explained as a sort of fear that is

manifested by visual signs. Basic interprets the word speaking anxiety as a fear of

expressing oneself orally which can be recognized by the physiological signs

mentioned above. It is most likely that these signs can obstruct and inhibit one´s

ability to speak since a person who experiences that kind of anxiety will not be

able to focus on the speaking process (p. 4). However, the students will not

perform well if they feel very anxious. The students who feel very anxious when


3

interpreting some audios, videos, and other medium will feel uncomfortable with

themselves and they will lose their confidence. Lanerfeldt (1992), defines

speaking anxiety as something that has a great impact on one’s self-confidence

since it often makes one experiences failure when not being able to speak out and

show what one knows. Speaking anxiety creates a low self-confidence, which

makes the students remain quiet in all situations, even if they have the capacity to

express themselves and knowledge that is worth hearing (pp. 53-53).

The topic of this research is about the students’ strategies in dealing with

anxiety in interpreting class. The researcher analyses the students’ strategies in

dealing with anxiety because the researcher feels that using the accurate strategies

can reduce the anxious feeling while joining the interpreting class. Based on the

researcher’s experience when taking the interpreting class, the researcher felt that

anxiety could inhibit the learning process such as not being able focus on the

interpreting activity, interpret fluently, catch the meaning from the speaker’s

utterances, etc.

Related to the researcher’s anxiety, the researcher tries to find a way how

to fix that anxious feeling while doing the interpreting class. The activity of

interpreting is fun because the utterances from the speaker can improve student’s

vocabulary. On the other hand, the researcher is curious to know the strategies

used by the students to overcome their anxiety while joining the interpreting class.

Thus, the writer wants to know the causes of students’ anxiety while joining

interpreting class and what the appropriate strategies to reduce the trouble of

students’ anxiety are.


4

1.2 Research Questions

This study addresses the following research problems:

1. What are the causes of students’ anxiety in the interpreting class?

2. What are the strategies used by the students to overcome their anxiety

in the interpreting class?

1.3 Research Significance

This research provides some contributions for the students in the

interpreting class of the English Language Education Study Program and future

researchers who are interested in conducting the similar research.

1.3.1 Students in the Interpreting Class of the English Language Education

Study Program

This research helps the students to know the appropriate or best strategies

to overcome their anxiety in the interpreting class. Thus, the students are supposed

to have a better performance in the interpreting activity. Interpreting is a fun

activity. There are many benefits for the students if they enjoy that activity. They

get new vocabulary from the speaker’s utterances, improve their listening and

speaking skills, etc. As a result, they can get good grades in the interpreting test.

1.3.2 Future Researchers

The future researchers can also be motivated to do the research if they

conduct the same research about the appropriate/best strategies to overcome

anxiety in interpreting because the strategies give many solutions. They can


5

develop this research and know more about the strategies to overcome the

students’ anxiety. Future researchers who are interested in the similar topic can

find which more practical strategies to overcome the students’ anxiety.

1.4 Definition of Terms

It is essential to clarify some terms used in this research in order to avoid

confusion, misinterpretion, and misunderstanding. Therefore, the researcher

provides the definition of terms as follows:

1.4.1 ELESP Students

In this research, the respondents were from class A and C of Interpreting

class in academic year 2017/2018 in English Language Education Study Program

of Sanata Dharma University. In the class A there are twenty-four students and

class C there are thirty-one students who are joining the interpreting class.

1.4.2 Anxiety

In this research, anxiety is an unpleasant feeling experienced by the

students who take interpreting class and they worry about any possibilities that

can occur in their performance. Lazarus (1976) states that anxiety is a vague

experience followed by unpleasant and self-doubt feeling. In addition, this

condition can disturb their concentration while doing the interpreting activity and

make the students uncomfortable to join the interpreting class. MacIntyre and

Gardner (1991a) characterize an anxious student as “an individual who perceives

the second language as an uncomfortable experience , who withdraws from

voluntary participation, who feels pressures not to make mistakes, and who is less

willing to try uncertain form” (p. 520). On the other hand, the students who are


6

not anxious are usually the people who feel relaxed and comfortable to join the

interpreting class.

In general, anxiety is the subjective feeling of tension, fear, nervousness,

and worry. It is usually about a situation with uncertain outcomes (Spielberger,

1983). According to Janassen and Grabowski (1993), anxiety has two elements

such as worry and emotionality. Worry is associated with the cognitive

component and emotionality with unpleasant sensations that is usually

experienced in a short duration. Lefrancois (1980) also states that anxiety is an

unpleasant emotional reaction, which is characterized by fear. Moreover, fear

appears because people do not have enough confidence in their life. They do not

have good motivation to overcome the feeling of fear from their life. Furthermore,

anxiety can appear from this feeling or stituation. Izard (1977) argues that “the

emotions play an important role in organizing, motivating and sustaining

behavior” and “each of the fundamental emotions has an inherently adaptive

function” (p. 83).

1.4.3 Students’ Strategies

According to Steiner (1979), strategy refers to basic directional decisions

that is to conduct some purposes and missions (p.348). An appropriate strategy is

needed for students who want to reach their plan or dream successfully.

Furthermore, strategy can help the students to prepare to what will happen in the

future. They can overcome their problem with strategies and the best strategies

will give good effect to the students. Moreover, life without strategy is nothing.


7

1.4.4 Interpreting

In this research, interpreting is defined as one of the courses offered in

English Language Education Study Program of Sanata Dharma University.

Referring to a book entitled Panduan Akademik (2011, p. 41), interpreting is one

of the obligatory courses offered by English Language Education Study Program

of Sanata Dharma University. This course if offered in the 7th semester. The goal

of this course is to introduce the students about the modes of interpreting. The

students are expected to interpret in a spoken way and recorded English utterance

to Bahasa Indonesia and vice versa.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents several theories related to the issue of this thesis. The

researcher divides this chapter into two parts. The first part discusses the theories

related to the limited scope of the research. The second part presents several

theories as the framework to answer the research questions.

2.1 Theoretical Description

This theoretical description concerns with theories that are related to the

keywords used in this research. There are three major areas discussed in the sub-

chapter. Those are the theories of students’ anxiety, strategies, students’ listening

and speaking skill. The theories of nature of anxiety consist of types of anxiety.

Moreover, the theories of strategies consist of learning strategies and students’

strategies to overcome anxiety.

2.1.1 Nature of Anxiety

Anxiety is a natural human reaction toward something happened in life

and it is important as the psychology function that is felt by people. It is a matter

of fact that anxiety occurs from the beginning of our life. However, as we grow

and get more experience in life, the emotions will develop into other kinds of

emotional aspects which are more varied and complicated. It is related with the

theory from Huffman, et al. (1997), anxiety is an emotional aspect that is

developed from fear (p. 388). Olatunjia, et al. (2005) also explains that people


9

with high levels of AS (Anxiety Sensitivity) fear their emotions or associated

bodily states of arousal will get out of control, leading to harmful or dire

consequences, such as heart attacks.

Yet, people often get confused in understanding the meaning of fear and

anxiety. As Kalish (1972) says, anxiety is an emotional state closely related to

fear. Fear is usually for people who is scared of a concrete object that can be

indentified, such as being afraid of animals, things, plcaes, etc. However, if

someone feels anxious, it will be difficult to identify the object of anxiety. In

other words, the object is not concrete and cannot be identified, such as, anxious

feeling of loving, being sick, etc. (p. 133). Furthermore, people experience anxiety

with different condition and sources of stimulus. Anxiety comes from the outside

or inside of an individual. Thus, in the following part, the researcher provides

types of anxiety based on condition or sources of stimulus.

2.1.1.1 Types of Anxiety

According to Young (1991), the symptoms of language anxiety in the

foreign language classroom could appear in the forms of distortion of sounds,

inability to produce the intonation and rhythm of the language, freezing up when

called on to perform, and forgetting words or phrases just learned or simply

refusing to speak and remaining silent. However, the students will not perform

well in interpreting if they experience very high or even high anxiety (p. 427).

According to MacIntyre and Gardner (1994), high levels of anxiety might hinder

students’ ability to speak or write. Furthermore, Spielberger, et al. (1966) state


10

that in relation to learning achievement, a high percentage of anxiety may increase

possibility of failure by four times compared to the lower percentage of anxiety.

Horwitz and Cope (1986) state that “anxiety is the subjective feeling of

tension, apprehension, nervousness, and worry associated with an arousal of the

autonomic nervous system” (p. 125). They also find that foreign language anxiety

can be related to these three components as follows:

1) Trait Anxiety, it refers to a stable predisposition to become nervous in a

wide range of situations (Spielberger, 1983). People with high level of trait

anxiety are generally nervous people; they lack emotional stability

(Goldberg, 1993). On the contrary, people with low trait anxiety are

emotionally stable and tend to be calm and relaxed. Spielberger further

defines trait anxiety as a probability of becoming anxious in any situation.

2) Situation-specific Anxiety, it refers to the persistent and multifaceted

nature of some anxieties (MacIntyre and Gardner, 1991a). It is aroused by

a specific type of situation or event such as public speaking, test-taking, or

class participation (Ellis, 1994). Each situation is different, so every

person may be nervous in one situation but not with others.

3) State Anxiety, it refers to the moment-to-moment experience of anxiety.

This anxiety is a temporary emotional state of feeling nervous that can

change from time to time. It has an effect on learner’s emotion, cognition,

and behavior. In terms of cognition, when people experience state anxiety,

they are more sensitive to what other people are thinking of them (Carver

and Scheier, 1986). In view of its effect on behavior, people having state


11

anxiety tend to evaluate the way they behave, assess the real and

imaginary failures, and constantly attempt to contrive ways to escape from

the embarrassing situations.

2.1.2 Strategies

In this section, the researcher discusses the theory of strategies. This

section is divided into two parts. There are learning strategies and students’

strategies in anxiety.

2.1.2.1 Learning Strategies

Bailey, et al. (1999) state that learning strategies are “actions chosen by

students that are intended to facilitate learning” (p. 65). Then, Warr and Downing

(2000) add that learners with good learning strategies may be more motivated and

less anxious in learning foreign language. Mueller (1981) examines the interaction

between learning strategies and anxiety, and summarizes in his findings that high-

anxiety learners may lack of strategies in language learning; they encode

information less well, attend to less environmental cues, process material less

effectively, experience more cognitive interference, and lose working memory

more easily. In contrast, low-anxiety learners may use more learning strategies,

especially cognitive strategies (e.g., rehearsal, organization, elaboration). Mueller

suggests that the specific role of anxiety in relation to the use of learning

strategies should be further examined.

2.1.2.2 Students’ Strategies to Overcome the Anxiety

Spolsky (1989) states that despite anxious learners try harder to be

successful, anxiety will debilitate their performance and achievement.


12

Furthemore, the concern at this point is helping the students recognize their

anxiety and find the appropriate strategies to reduce the anxiety level. The teacher

also has important role to the anxious students for reducing their anxiety. Horwitz,

et al. (1986) explain that educators have two options in dealing with anxious

students, the first one is educators can help them to learn how to overcome the

existing anxiety and the second is educators can make the learning situation less

stressful (p. 128).

Students must be able to recognize and acknowledge their feelings of

anxiety in the classroom and need to remind themselves that it is normal to

experience anxiety. This is an opportunity for teachers to create the discussion

with students and educate students about what anxiety is, also how anxiety can

affect the students both academically and socially. Fross and Reitzel (1988)

suggest that discussing fears about learning a new language may indicates

students that they are not alone in their anxiety, but the teacher understands their

discomfort and encourages learners to relax (p. 439).

According to Hembree (1988), research has been done on how to help

students overcome their anxiety in academic settings, such as cognitive, affective,

and behavioural approaches. The cognitive approach assumes that thinking

disorders, when occur in the classroom setting, are the main sources of anxiety.

The affective approach efforts to disrupt the negative association between the

classroom and anxiety. Then, the behavioural approach believes that anxiety

occurs because of poor academic skills. According to Kondo and Young (2004),

helping students increase their academic skills will reduce the anxiety. Kondo and


13

Young identified five strategy types to reduce students’ anxiety: preparation,

relaxation, positive thinking, peer seeking, and resignation (p. 260). The first

category, preparation, is an effort to control anxiety by improving learning and

learning strategies such as studying hard, asking questions, asking for help,

reading more carefully, and making summaries or taking notes. This strategies

will increase the students’ confidence.

Relaxation involves strategies to reduce the physical symptoms of anxiety

which would be taking a deep breath, focusing on mental relaxing, and pretending

to be calm. The third category is positive thinking, it is the way in decreasing the

problematic mental that cause the students’ anxiety, such as trying to be confident,

thinking positively, and imagining giving a great performance. Peer seeking is

characterized by the students’ willingness to find classmates who have same

problems and then controlling the anxiety together. This strategy help the student

to reduce the anxiety problem by comparing with other’s problem. The final

category is resignation, in which students reduce their anxiety by “giving up”.

Some students may stop paying attention, sleep in class, and demonstrate other

typical avoidance behaviours.

Clouston (1997) points out that aiming at training students in using

learning strategies, teachers should be familiar with students’ interests,

motivation, learning styles, and what strategies they use in language learning (p.

5). Teachers can get this information through observing students’ behavior in

class. Furthermore, teachers should study their own teaching method, overall

calssroom style, and analyze their lesson plans. Teachers also provide learners


14

more training in learning strategies implicitly, explicitly, or both when teaching

the course.

2.1.3 Interpreting

Living in a multicultural society deals with different cultures and speech

utterances. It brings confusions in delivering someone’s speech to others. This

reason becomes the background of the interpreters’ existence. The interpreters are

needed to help in eliminating the language barrier, so that there wil be a mutual

understanding between both groups of people. In this research, the researcher

provides the materials about interpreting that the students have got in the

interpreting class.

2.1.3.1 Interpreting versus Translation

Translation deals with written text but interpreting deals with spoken

language and oral translation (Northeast Ohio Association [NOTA], 2007). Both

of the translators have the special skills as the requirements to be mastered.

According to Rabin (1958), translation is a process by which a spoken or written

utterance takes place in one language which is intended or presumed to convey the

same meaning as a previously existing utterance in another language (p. 123).

Therefore, it is not a simple thing, because the people who are trying to translate

the language have to understand the meaning of the content. They cannot translate

every sentence directly. They need to understand the content and translate the

content into appropriate sentences. In translation, the translator can translate

carefully because the translator has a long time to check and recheck the


15

document. Pöchhacker (1993a) defines that the translator has time to look up

vocabulary as the ways of translating document are reading and writing (p. 133).

On the other hand, interpreting is the process of understanding and

analyzing a spoken or signed message and re-expressing that message faithfully,

accurately and objectively in another language, taking the cultural and social

context into account (American Standard Testing and Material [ASTM], 2007).

The purpose of interpreting is to enable communication between two or more

individuals who do not speak each other’s languages.

2.1.3.2 Modes of Interpreting

According to Ginori and Scimone (2001) there are two main areas of

specialization in the interpreting, namely consecutive and simultaneous. They

define the consecutive interpreting is the most common mode which is used by

the interpreters. In the consecutive interpreting, the interpreters are expected to

listen to the speaker first then try to translate it into the target language orally (p.

17). For practical purposes, consecutive interpreting is divided into two types.

Those types are sentence by sentence interpretation and summarizing the whole

speech. Sentence by sentence requires a good memory training, while

summarizing the whole speech requires excellent memories and note taking skills.

It will help the interpreters to remember and get the important point from the

speech.

On the other hand, the simultaneous interpreting is the rendering of one

spoken language into another when running renditions are needed at the same

time as the English language communication. The interpreter speaks virtually at


16

the same time as the LEP (Limited English Proficiency) person. When done

properly, it is a true and accurate interpretation of one language to another, done

without omissions or embellishments (National Association of Judiciary

Interpreters & Translators [NAJIT], 1999). The interpreters should know the

messages that the speaker wants to deliver. The simultaneous interpreting is

usually used in large meetings such as; conference or conventions.

2.1.3.3 Interpreting Process

According to Ginori & Scimone (2001), interpreting process has three

phases. Firstly, the interpreters should understand about the speaker speech and

listen to the speaker carefully. Besides, the interpreters should know the cultures

or some principles of the source language spoken by the speaker (p. 36).

Knowledge about source language is important for the interpreters, because they

will find different dialects and or local accents that can make a problem for them.

Secondly, the interpreters should know how to do the right conversion.

The interpreters should manage the best composition of diction in order to

minimize the misunderstanding that might happen. That is why the interpreters

should master both source languages and target languages well. Accuracy and

speed of the interpreters must be good (Ginori & Scimone, 2001, p. 37).

Becoming the interpreters is very difficult, they should deliver the message to the

client clearly and in a appropriate way. They can use their own symbols or

abbreviations as long as the client understand it.

The last phase in the interpreting process is delivering the interpretation. In

delivering the interpretation, the interpreters should realize that he or she will be a


17

public speaker (Ginori & Scimone, 2011). Using a proper pausing in delivering

the interpretation also important, so the interpreters should pay attention to the

speech speed. The appropriate pausing will help the listener gain the information

deeper. Furthermore, the interpreters should taking a note while doing the

interpretation, so that they can deliver the main point from the source language to

the target language directly and to the point. As stated by Ginori & Scimone

(2001), the golden rule is that the interpretation should slightly shorter than the

source language (p. 46).

2.1.4 Listening Skill

Listening is the skill of understanding spoken language. Listening is an

essential skill, present in most of the activities we carry out throughout our lives.

According to Nunan (2001), listening is a six-staged process, consisting of

Hearing, Attending, Understanding, Remembering, Evaluating and Responding

(p. 23). These stages occur in sequence and rapid succession. Furthermore, having

good listening skill in the interpreting course is very important, because students

should listen to what the speaker is saying about. It is not an easy task to do,

because the speakers will have different dialect or accent. Horwitz, et al. (1986)

report that many students were anxious when listening to the second language,

and had “difficulties in discriminating the sounds and structures of a target

language message” (p. 126).

Kim (2000) also finds that learners were “sensitive to both the type of

listening passages and kind of tasks” (p. 257). Sometimes the students can listen

to what the speaker is saying about, but they cannot catch the message from the


18

speaker’s utterances. According to Horwitz, et al. (1986), some students expressed

their fear of not being able to “understand what the teacher is saying in the foreign

language”, and others said they were nervous when they did not “understand

every word” uttered by the teacher (pp. 129-130).

According to Scarcella and Oxford (1992), listening anxiety occurs when

students feel they are faced with a task that is too difficullt or unfamiliar to them.

Furthermore, Vogely (1998) states that the speed of delivery was the most

frequently reported cause of listening comprehension anxiety, followed by bad

diction, variety of accents, and teachers who spoke too quietly. Moreover,

exercises that were too complex, unknown vocabulary, difficult syntax and

unfamiliar topics made the students feel anxious (pp. 75-78). As a result, Joiner

(1986) states that anxiety arises during the listening process is called as negative

“listening self-concept” that is a low level of self-confidence in the area of

listening.

2.1.5 Speaking Skill

Harmer (2007) defines that speaking is constructing words and phrases

with own sentences, and also use pitch change, intonation, and stress to deliver

different meanings (p. 29). Furthermore, Nunan (1989) says that speaking has

been classified to monologue and dialogue. The former focuses on giving an

interrupted oral presentation and the latter on interacting with other speakers (p.

27). In the interpreting course, monologue is the type that students will find. The

students will interpret some audios or videos and they do not communicate with

other people, but translate what the speaker is saying orally. Furthermore, having


19

a good speaking skill is a must for the students who join the interpreting activity,

and the skill of listening and speaking should be balanced because when the

student do not really understand what the speaker is saying about, the student will

not interpret the content well.

Sometimes, the students who feel anxious cannot focus, listen, and

understand what the speaker is saying about. Horwitz, et al. (1986) point out that

the student had most problems in the listening and speaking skills, with “difficulty

in speaking in class being probably the most frequently cited concern of anxious

foreign language students” (p. 126). There are so many aspects while doing some

speaking activities, such as grammar, fluency, pronunciation, and so on.

Pronunciation is very important in speaking activities, because while some people

do not pronounce some words even sentences in a good way, the meaning will be

different. Pronunciation, in contrast to articulation, is simply a matter of knowing

how the letters of a word sound and where the stress falls when the word is

spoken (Grice and Skinner, 1995, p. 257)

Harmer (2007) argues that succeeding with speaking in class mostly

depends on a good atmosphere where students get along with each other. Harmer

states that the teacher’s role is very important in those situations. It is essential

that the teacher is gentle when giving feedback or correcting students while they

are speaking. Sometimes students may get stuck in a speaking activity and it is

important that the teacher helps out in a discrete way without exposing the student

(pp. 345-348).


20

2.1.6 Previous Studies about Anxiety

There are several studies done in conducting a research about anxiety. The

first study was entitled “The Public Speaking Anxiety Level and the Strategies to

Overcome the Anxiety of the Fifth Semester Students of Sanata Dharma

University” by Dewi Pujiantini from Sanata Dharma University. It was conducted

in 2004. The main focuses of this study were to find out the anxiety level and the

strategies in fifth semester of Sanata Dharma University. In analysing the anxiety

level, she used the theory of Azwar (1995) and Arikunto (1987). In analysing the

strategies to overcome the anxiety, she used the theory of Zarefsky (1996).

The second study is “The Effects of Anxiety on Students’ Speaking

Learning Achievement” by Dhanar Thamika Jati from Sanata Dharma University.

It was conducted in 2016. In this study, she analyzed the effects of anxiety in

students’ speaking learning achievement. She used the theory of Richards and

Rodgers (2001) to analyse the way in reducing the students’ speaking anxiety.

Furthermore, in this research, the researcher added an additional variable which

was the causes that make the students felt anxious.

2.2 Theoretical Framework

This chapter provides how the researcher answers two research questions

in this research. The researcher conducts the research with the theory of anxiety,

theory of strategies, theory of listening skill, and theory of public speaking. The

theory for interpreting will be divided into two apects which are listening skill and

public speaking.


21

The researcher uses theory of Kalish (1972), Spielberger (1983), Janassen

and Grabowski (1993), Lefrancois (1980), Izard (1977), MacIntyre and Gardner

(1991a) in order to define anxiety. In analysing the types of anxiety, the resarcher

uses theory of Young (1991), Spielberger, et al. (1966), and Horwitz and Cope

(1986). The researcher also relates the theory of strategies and the theory of

interpreting which are more specific. The researcher tries to find the way to

overcome the anxiety in interpreting class. The researcher analyses the strategies

in dealing with anxiety by the theory of Mueller (1981), Hembree (1988), and

Kondo and Young (2004). This research is conducted to find out about anxiety in

interpreting class. Furthermore, the researcher adds about the theory of listening

and speaking skill, Vogely (1998) and Horwitz, et al. (1986). As we know that

doing the interpreting activity, the students should have listening and speaking

skill.


22

CHAPTER III

RESEARCH METHODOLOGY

This chapter provides the research methodology. It presents the description

of research method, research setting, research participants, instruments and data

gathering technique, and data analysis technique.

3.1 Research Method

The researcher used mixed methods approach. As stated by Creswell

(2003, p. 21), mixed methods approach is a pragmatic knowledge claims,

collection of both quantitative and qualitative data sequentially. It employs

strategies of inquiry that involve collecting quantitative and qualitative data either

simultaneously or sequentially to best understand the research problems. The data

collection also involves gathering both numeric information as well as text

information so that the final database represents both quantitative and qualitative

information.

There was a reason why the researcher used mixed method in this

research. The reason is the researcher could combine the method to triangulate the

data. Moreover, there are quantitative and qualitative methods. Those two

methods are different. Quantitative research emphasizes on collecting or gathering

the data in the form of numbers while qualitative research is served descriptively.

Furthermore, based on Johnson and Christensen (2012) “qualitative research is the

research used to understand people’s experiences and to express their


23

perspectives” (p. 33). In addition, Creswell (2012) noted that the characteristics of

a quantitative research is “collecting numeric data from a large number of people

using instruments with preset questions and responses” (p. 13). Since mixed

method was the combination between quantitative and qualitative, the researcher

developed the research, so that the researcher got detailed and deeper information.

This was done to assure the validity of the data. According to Le Comple and

Goetz (1982), validity in research is concerned with the accuracy and truthfulness

of scientific findings (p. 32).

3.2 Research Setting

The researcher did the research with students batch 2014 in Interpreting

Class A and C of Sanata Dharma University’s English Language Education Study

Program as the participants. The researcher observed the activities and the number

of sudents in the classroom then distributed the questionnaire to the students.

After that, the researcher interviewed nine students related to their feeling about

interpreting class and their strategies to overcome the anxiety problem.

3.3 Research Participants

The researcher chose the participants from the students of Interpreting

class in academic year 2017/2018 at English Language Education Study Program

of Sanata Dharma University. There were 24 students in A class and 31 students

in C class of interpreting. Therefore, this research used the purposive sampling.

Barreiro and Albandoz (2001) state that purposive sampling is selecting the


24

sample who tries to make the sample representative, depending on his opinion or

purpose, thus being the representation subjective (p. 4). The researcher also chose

about nine students to be interviewed because those students have different level

of anxiety and own strategies in dealing the anxiety.

3.4 Instruments and Data Gathering Techniques

In gathering the data, the researcher used two instruments in order to get

the data. According to Bogdan and Biklen (2003) ‘’Many sources were better in a

study than a single source because multiple sources lead to a fuller understanding

of the phenomena which the researcher was studying” (p. 78). The instruments

used in this research were questionnaire and interview.

3.4.1 Questionnaire

In order to know the students’ point of view, the researcher distributed a

questionnaire sheet for the students. Questionnaire is one of the instruments in

survey research. According to Cohen, Manion, and Morrison (2011, p. 90),

‘’Questionnaire is a useful instrument for gathering factual information, data on

attitudes and preferences, beliefs and predictions, opinions, behavior and

experiences-both in past and present time’’. In the questionnaire, the researcher

wanted to know students’ attitude, perception, knowledge, experience, and

opinion in dealing with students’ anxiety in Interpreting Class.

The questionnaire was in the form of close-ended questions and open-

ended questions. In the close-ended questions, the researcher adapted Likert scale

which describes SD (Strongly Disagree), D (Disagree), N (Undecided), A


25

(Agree), SA (Strongly Agree). According to William A. Scott (1968), it is one of

the scale types to measure the intensity of feelings. Each answer has a different

“weight” attached to it. The weight is a measure of psychological distance

(intensity) between each response. The research indicates that the qualifying

phrase “very strongly” has a greater positive weight than “strongly”, and provides

the basis for interpreting scaled responses. Horwitz, et al. (1986) say that the

Foreign Language Classroom Anxiety Scale (FLCAS) was created “to assess the

specific anxiety experienced by students in the foreign language classroom. It is a

self-report measure that assess the degree of anxiety as evidenced by negative

performance expectancies and social comparisons, psychological symptoms, and

avoidance behaviors” (p. 559).

Furthermore, the students who have low anxiety tended to choose strongly

disagree or disagree column on negative statements and choose strongly agree and

agree on positive statements. On the other hand, the students who have high

anxiety tended to choose strongly agree or agree column on negative statements or

choose strongly disagree or disagree on positive statements. Furthermore, the

positive statements scale ranged 1-5 with answer “Strongly Agree” to “Strongly

disagree”, while the negative statements scale ranged 5-1 with answer “Strongly

Agree” to “Strongly Disagree”. There were twelve positive statements in the

questionnaire, which are number 1-12. While, the negative statements were 13-22.


26

Table 3.1

The Total Score For Each Statement in FLCAS

Statement

Scoring

Strongly

Agree

Agree Undecided Disagree Strongly

Disagree

Positive 1 2 3 4 5

Negative 5 4 3 2 1

The instruction of the questionnaire was putting a tick (√) to the degree of

agreement based on the students’ opinion. Then, the data were interpreted by the

researcher. The questionnaire was made based on the blueprint. Furthermore, the

researcher made a blueprint to underlie the statement in the questionnaire. There

were some aspects on it, such as students’ anxiety of interpreting skill, students’

strategy of listening, and learning process in interpreting class. In the process of

making the blueprint, the researcher arranged the theoretical framework and then

interpreted the blueprint into statements. The researcher consulted with the expert

three times for constructing the statements. The first one was making the draft of

the blueprint, the second one was trying to make the questions, and the last one

was finishing the fixed questionnaire. For the open-ended question, the researcher

only provided one question. It was used as the supporting statement.

3.4.2 Interview

The researcher used interview to gather further information from

interviewees. According to Sutoyo (2012), “interview is the way of collecting a

data in gathering techniques with oral questions and answers that is done in


27

systematically way to achieve research goal” (p. 23). An interview is an

instrument to collect descriptive data that is flexible to do. Tasker (2000) says “a

great advantage with the interview method is its flexibility” (p. 119). The main

purpose of an interview is to obtain students’ strategies. This research conducted a

structured interview for some students of Interpreting Class.

The researcher arranged three questions for the interview guideline. This

interview was aimed to get deeper information about the strategies to overcome

their nervous while doing interpreting session. In creating the questions in the

interview, the researcher consulted with the expert once. There were three

questions for the interview guideline. The questions of the interview guideline

were about opinion and suggestion about students’ anxiety. In addition, the

researcher interviewed nine students from A and C class. Three students who have

high anxiety, three students who have low anxiety, and others who felt neutral or

could not decide whether they felt anxious or not. Furthermore, to find out the

students’ scale, the researcher calculate the total score from the respondents then

sort the largest score to the smallest score.

3.5 Data Analysis Technique

After collecting all of the required data, the researcher started to analyze

them. For the close-ended questions of the questionnaire, the responses of the

participants presented in a form of percentage. In getting the percentage of the

responses, the researcher summed up the total of participants who choose the

same degree of agreement. Then, the researcher divided it with the total of all


28

respondents and times with 100 %. This is the formula that was used by the

researcher:

∑ x / ∑ n . 100 %

∑ x: total of the respondents who chose at the same degree of

agreement on each statement

∑ n: total of the respondents

The numeric data was interpreted in a form of descriptive data. This

technique was used to analyze the data from close-ended questionnaire. In

reporting the results, the researcher used tables that summarize the data. Then, for

measuring the student’ feeling, the researcher asked the participants to answer the

open-ended question. Furthermore, the researcher analyzed the open-ended

question quantitatively, because there were 55 answers. The most efficient way to

analyze them was analyzing quantitatively. The researcher decided the answers

that usually showed up in open-ended question. Then, each respondent who has

same answers was summed. They were divided with all respondents and time with

100%. This is the formula that the researcher used:

∑ x / ∑ n . 100 %

∑ x: total of the respondents who answer with the same answers

∑ n: total of the respondents

Basically, to analyze the open-ended question questionnaire, the researcher

used the same formula with close-ended questionnaire. The numeric data was

interpreted in a form of descriptive data. This formula was used to analyze the

data from the open-ended questionnaire. In reporting the result of the open-ended


29

questionnaire, the researcher used tables that summarize the data. It was easier to

be understood when the researcher was grouping each statement into one group

who has same answers. Then, the researcher examined the recordings of interview

and the results in the form of paragraphs. The last step in analyzing data was

summarizing the results of the interview and the results of the questionnaire.

Finally, the researcher concluded all of the data.


30

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter presents the detailed information about the data which have

been gathered and analyzed. The data are the results of the questionnaire and

interview. There are two sections presented to answer the research questions. The

first section discusses the research results on the students’ anxiety and the

strategies to overcome their anxiety. The second section deals with the discussion

on the students’ anxiety and the strategies to overcome their anxiety.

4.1 Research Results

The questionnaire was distributed to 55 seventh semester students of the

English Language Education Study Program (batch 2014). The questionnaire was

divided into six parts. The first part was about the attitude toward interpreting.

The second part was about the students’ interpreting skill. The third part was

about the students’ feeling before interpreting. The fourth part was about the

students’ feeling during interpreting. The fifth part was about the students’ feeling

after interpreting. The last part was the students’ feeling about interpreting class.

The tables were the results of the questionnaire. The researcher used general

statements to state the questions for the first part up to fifth part. The last part

consists of open-ended question.

The tables 4.1 were the results of the questionnaire. The researcher used

general statement to state the questions. SOA was the respondent from A class.


31

SOc was the respondent from C class. SO1A was respondent 1A, SO1C was

respondent 1C, SO2A was respondent 2A, SO2C was respondent 2C, SO3A was

respondent 3A, SO3C was respondent 3C, SO4A was respondent 4A, SO4C was

respondent 4C, SO5A was respondent 5A, SO5C was respondent 5C and so on

while I was the interviewee. I1 was interviewee 1, I2 was interviewee 2, I3 was

interviewee 3, I4 was interviewee 4, I5 was interviewee 5, I6 was interviewee 6, I7

was interviewee 7, I8 was interviewee 8 and I9 was interviewee 9. The result was

presented on the appendix 3.

Table 4.1 Questionnaire Results of Students’ Attitude Toward Interpreting

No Statements Strongly

Agree


Disagree

1 Interpreting

is fun.

10

18%

34

62%

9

16%

2

4%

0

0%

2 I like

participating

in the

interpreting

activity.

5

9%

34

62%

13

24%

3

5%

0

0%

3 Interpreting

activity

makes me

happy.

5

9%

24

44%

21

38%

5

9%

0

0%

Table 4.1 showed the results of three statements in order to find out the

students’ attitude toward interpreting. The first statement showed that ten students

(18%) chose “strongly agree” and thirty-four students (62%) chose “agree”. It

meant that the students enjoyed while joining the interpreting class. This finding

was supported by the answers of the open-ended question from the questionnaire.

There were thirteen respondents (24%) from fifty-five students who answered that

interpreting was fun activity and they were confident while joining the


32

interpreting class. The finding was supported by the result of the respondents’

answer. The respondents SO13c and SO31c said:

(1) Interpreting is a fun activity. I think it is wonderful when I saw people

who interpret for example when somebody works in UN (United

Nation). When I watched a movie in interpreting class, I become

motivated to do my best in this class. (respondent 13C)

(2) Interpreting class is fun. In this class I can sharpen my skill in

interpret. However, while doing the interpreting activity I feel

confused in making some sentences. So far, this class was really fun.

(respondent 31C)

The excerpts number one and two showed that joining interpreting class

was a fun activity. They could sharpen their skill through the interpreting activity

and get motivation. Moreover, they could learn from the video that they watched

in the interpreting class and enrich their knowledge about interpreting.

In statement number two, there were thirty-four students (62%) who chose

“agree” and thirteen students (24%) who chose “undecided”. It showed that some

students like participating in the interpreting activity. The finding was supported

by the results of the respondents’ answers. The respondents SO15c and SO17c

said:

(3) I love this class. I can increase my ability to concentrate and my

vocabularies are getting wider. So grateful. (respondent 15C)

(4) I like this class because by having the skill to interpret. I have “plan

B” in my future because being an interpreter is a prosperous job. So, I

learn it seriously. (respondent 17C)

The excerpt number three and four showed that interpreting class was

interesting. They loved to join in the interpreting class because they learnt more

vocabularies while doing an interpreting activity. The activity would increase


33

students’ skill to concentrate and interpret some audios or videos. They could

learn how to interpret in a good way for their future.

In statement number three, there were twenty-four students (44%) who

chose “agree” and twenty-one students (38%) who chose “undecided”. In

statements number 4 up to 12 below were about students’ interpreting skills.

Table 4.2 showed the result.

Table 4.2 Questionnaire Results of Students’ Interpreting Skills


Agree


Disagree

4 I have a good

concentration

in

conducting

interpreting

activity.

1

2%

16

29%

21

38%

16

29%

1

2%

5 I remember

what the

speaker says.

0

0%

7

13%

28

51%

18

33%

2

4%

6 During the

interpreting

session, I

understand

the meaning

from the

speaker’s

utterances.

3

5%

28

51%

19

35%

4

7%

1

2%

7 I can catch

the message

well.

2

4%

22

40%

22

40%

8

15%

1

2%

8 I can deliver

the message

well.

0

0%

10

18%

36

65%

8

15%

1

2%

9 My English

speaking

skill is better

than my

classmates’.

0

0%

7

13%

22

40%

21

38%

5

9%

10 I can

pronounce

well.

3

5%

25

45%

19

35%

7

13%

1

2%


34

11 I can

interpret

better than

my

classmates.

0

0%

3

5%

33

60%

18

33%

1

2%

12 I can

interpret

fluently.

0

0%

9

16%

24

44%

20

36%

2

4%

Table 4.2 showed the results of the nine statements in order to find out

students’ interpreting skills. In statement number four, there were twenty-one

students (38%) who chose “undecided”. Moreover, in statement number five,

there were twenty-eight students (51%) who chose “undecided”. It meant that

some students could not decide their skill whether they were capable or not. It

happened because it was the first experience for them in joining the interpreting

class.

In statement number six, there were twenty-eight students (51%) who

chose “agree” and nineteen students (35%) who chose “undecided”. In statement

number seven, there were twenty-two students (40%) who chose “agree” and

“undecided”. It meant that most of the students caught the message well from the

interpreting activity and others could not decided whether they caught the

message well or not. The finding was supported by the result of the interview. The

interviewee I2 said:

(5) Actually, I felt calm and mostly excited so I less worry. It will affect

my performance much, because when I do not feel nervous I can

interpret fluently and catch the meaning very well. (interviewee 2)

The excerpt number five showed that the students were calm and excited.

Furthermore, anxiety could affect students’ performance in the interpreting


35

activity. For the students who were not anxious and worried, they could perform

very well. Moreover, they could interpret and catch the meaning well.

In statement number eight, there were thirty-six students (65%) who chose

“undecided” and ten students (18%) who chose “agree”. It meant that most of the

students could not decide whether they could deliver the message in interpreting

activity or not. In addition, other students felt that they could deliver the message

well.

In statement number nine, there were twenty-two students (40%) who

chose “undecided” and twenty-one students(38%) who chose “disagree”. They

felt that their friends have better English speaking skill. The finding was

supported by the result of the respondent’s answer. The respondent SO25c said:

(6) I am afraid to start, because my English not as good as my friends. I

usually forget what the speaker says after speak. (respondent 25C)

The excerpt number six showed that the student did not have confidence

while speaking English. Furthermore, they realized that their friends could speak

English better than them. The student felt that memorizing what the speaker says

was difficult to do.

In statement number ten, there were twenty-five students (45%) who

chose “agree” and nineteen students (35%) who chose “undecided”. It showed

that they could pronounce well in the interpreting activity. In statement number

eleven, there were thirty-three students (60%) who chose “undecided”, eighteen

students (33%) who chose “disagree” and also in statement number twelve, there

were twenty-four students (44%) who chose “undecided” and twenty students


36

(36%) who chose “disagree”. It showed that they were not confident with

themselves in the interpreting activity.

In this part, the researcher would like to know about the students’ feeling

before interpreting. Table 4.3 showed the result.

Table 4.3 Questionnaire Results of Students’ Feeling Before Interpreting


Agree


Disagree

13 I feel

nervous

before the

interpreting

activity.

6

11%

26

47%

16

29%

6

11%

1

2%

Table 4.3 showed the students’ feeling before joining the interpreting

activity. There were twenty-six students (47%) who chose “agree” and sixteen

students (29%) who chose “undecided”. It showed that they felt nervous before

the interpreting activity has started. The finding was supported by the result of the

respondent’s answer. The respondent SO20c said:

(7) I feel nervous before/during interpreting class even though I like this

subject but I think that interpreting is a hard thing to do. It needed an

extra focus on listening what the speaker says. (respondent 20C)

The excerpt number seven showed that the student felt nervous before the

interpreting class has started. The student thought that doing an interpreting

activity was difficult. There was an important thing that the students should have

while doing an interpreting activity, such as listening skill. Moreover, the student

should have good concentration to listen to what the speaker says.

In this part, the researcher provided six close-ended statement to find out

the questionnaire result about students’ feeling during interpreting. Table 4.4

showed the results of the questionnaire.


37

Table 4.4 Questionnaire Results of Students’ Feeling During Interpreting


Agree


Disagree

14 I feel nervous

while doing

an

interpreting

activity.

3

5%

24

44%

21

38%

5

9%

2

4%

15 I feel nervous

when I have

to interpret in

the

interpreting

activity

without

preparation.

17

31%

26

47%

8

15%

3

5%

1

2%

16 I feel nervous

about making

mistakes in

the

interpreting

activity.

6

11%

20

36%

13

24%

14

25%

2

4%

17 I am not sure

with myself

when I am

doing an

interpreting

activity.

2

4%

15

27%

24

44%

13

24%

1

2%

18 I feel nervous

that some

audios/videos

that I

interpret will

be wrong.

5

9%

22

40%

21

38%

7

13%

0

0%

19 I feel

pressured by

time

limitation

during the

interpreting

activity.

6

11%

25

45%

19

35%

4

7%

1

2%

Table 4.4 showed the results of the students’ feeling during interpreting

activity. In statement number fourteen, there were twenty-four students (44%)


38

who chose “agree” and twenty-one students (38%) who chose “undecided”. It

meant that interpreting activity made some students felt nervous. This finding was

supported by the answers of the open-ended questions from the questionnaire.

There were twelve respondents (22%) from fifty-five students who answered that

they were nervous and afraid while joining the interpreting activity. The finding

was supported by the results of the respondents’ answers and interviews. The

respondents SO8A and interviewee I9 said:

(8) In general, my feelings are nervous and afraid when I interpret.

Because, this is my weakness. I cannot memorize well, and many

vocabularies that I do not know. So, it makes me so nervous.

(respondent 8A)

(9) I always feel nervous when I am doing the interpreting activity,

because I am afraid that I cannot do a good job. I am afraid that I

cannot deliver a good interpretation. The indication that I feel when I

am nervous when doing the interpreting is I become nervous and

sometimes I got blank and it really affect my interpreting performance

because when I am nervous and I got blank, it makes me cannot focus

and concentrate of what the speakers are saying. So, I cannot catch the

whole speakers are saying, so I cannot catch the whole content and got

miss some important messages of the content. (interviewee 9)

The excerpt number eight and nine meant that both of the students felt

nervous when they did the interpreting activity. Furthermore, they felt afraid and

could not do a good job, such as memorized the speaker’s utterances, caught the

content, got focus and concentrate well. The student would loose their

concentration or even got blank in the interpreting activity easily when they felt so

nervous and did not have confidence.

In statement number fifteen, there were twenty-six students (47%) who

chose “agree” and seventeen students (31%) who chose “strongly agree”. It

showed that preparation was the important key to join and follow the interpreting


39

class. Some students felt nervous when they did not prepare well before doing the

interpreting activity. The finding was supported by the results of the respondents’

answers. The respondents SO4C and SO9C said:

(10) Actually interpreting class is fun, but we need to study hard in this

class. There are some preparation that we have to be done before the

class so we can do the task well. (respondent 4C)

(11) I really enjoy having interpreting class in this semester. But ofcourse I

have problems, it is about preparation. I have SPD class and

sometimes I did not really prepare to watch or find new vocabulary.

So, my problem is I can not prepare well in this class. It makes me

sad. (respondent 9C)

The excerpt number ten and eleven showed that both of the students

enjoyed the interpreting class. Meanwhile, they had problems while joining the

class. They could not manage their time well and have enough preparation.

Meanwhile, preparation was a very the important thing to do. If the students have

good preparation, they could do the interpreting task well.

In statement number sixten, there were twenty students (36%) who chose

“agree”. It showed that made some mistakes in the interpreting activity would

give effect to the students’ anxiety. Furthermore, in statement number seventeen,

there were twenty-four students (44%) who choose “undecided” and fifteen

students (27%) who chose “agree”. It meant that the students lacks of confidence

could affect their performance in the interpreting activity. The finding was

supported by the result of the respondent’s answer. The respondent SO2C said:

(12) I am so nervous when I attend interpreting class, but actually I love

the activity. I just not really sure (not confidence) with my listening

ability so I am afraid that I will make many mistakes. (respondent

2C)


40

The excerpt number twelve showed that the student like to join the

interpreting activity. On the other hand, the student did not have confidence to do

the activity. They felt so nervous and afraid for making mistakes while doing the

task. The students got problem in their listening skill. It made the students could

not enjoy and follow the interpreting activity.

In statement number seventeen, there were twenty-four students (44%)

who chose “undecided” and fifteen students (27%) who chose “agree”. It meant

that some students felt confused with themselves whether they were sure or not in

doing the interpreting activity. In statement number eighteen, there were twenty-

two students (40%) who chose “agree” and twenty-one students (38%) who chose

“undecided". It meant that doing the interpreting activity was not easy, they felt

that their interpretation about the videos or audios that they watched or listened

would be incorrect. The finding was supported by the result of the respondent’s

answer. The respondent SO13A said:

(13) I always nervous when I have to interpret texts/audios/videos. I feel

worried to make mistakes because I am weak in memorizing

something. (respondent 13A)

The excerpt number thirteen showed that the student felt nervous while

interpreting some texts, audios, or videos. Furthermore, they felt worried for

making some mistakes in the interpreting activity. They did not have good

memorizing skill. In the contrary, having good memorizing skill was very

important for students who took the interpreting class.

In statement number nineteen, there were twenty-five students (45%) who

chose “agree” and nineteen students (35%) who chose “undecided”. It meant that


41

some students were pressured by the time limitation when doing the interpreting

activity. Other students could not decide whether they were pressured or not. In

statements number 20 up to 22 below were about students’ feeling after

interpreting. Table 4.5 showed the result.

Table 4.5 Questionnaire Results of Students’ Feeling After Interpreting


Agree


Disagree

20 I feel nervous

after the

interpreting

activity.

2

4%

6

11%

24

44%

18

33%

5

9%

21 I feel nervous

about the

consequences

of failing in

the

interpreting

class.

15

27%

21

38%

14

25%

4

7%

1

2%

22 I feel nervous

from the

negative

feedback that

I get from

my lecturer

in the

interpreting

activity.

3

5%

5

9%

14

25%

23

42%

10

18%

Table 4.5 showed the results of the students’ feeling after interpreting

activity. In statement number twenty, there were twenty-four students (44%) who

chose “undecided” and eighteen students (33%) who chose “disagree”. It meant

that most of the students could not decide whether they felt nervous or not after

doing the interpreting activity. Other students were not nervous after doing the

interpreting activity. In statement number twenty-one, there were twenty-one

students (38%) who chose “agree” and fifteen students (27%) who chose


42

“strongly agree”. It showed that the student who felt afraid could not suceed in

passing the interpreting class. The finding was supported by the result of the

respondents’ answer. The respondent SO16A said:

(14) I think this class is fun and challenging. I can practice my speaking

skill, vocabulary and understanding uncommon terms, because this

class is so difficult. I still feel afraid that I might fail in this class.

(respondent 16A)

The excerpt number fourteen showed that the student enjoy the

interpreting activity, while it was challenging. Through interpreting activity, the

student could practice and improve their speaking skill, vocabulary, etc. On the

other hand, the student felt that the interpreting activity was very difficult and they

were afraid if they could not pass the interpreting class.

In the last statement, there were twenty-three students (42%) who chose

“disagree” and fourteen students (25%) who chose “undecided”. It meant that the

student felt pleased when the lecturer gave constructive feedback after doing the

interpreting activity. Furthermore, some students could not decide what they felt

when the lecturer gave them constructive feedback.

Based on the results, the researcher concluded that most of students felt

nervous while joining the interpreting class. It happened because they thought that

joining the interpreting class was difficult and challenging. The students needed

high concentration to follow the speaker’s utterances. Otherwise, some students

might feel that concentrating was a difficult thing to do. Furthermore, they felt

that they had short term memory. It would affect their performance because they

could not memorize what the speaker had said very well. Moreover, the students


43

felt that vocabulary has important role in the interpreting activity. They needed to

practice more in interpreting activity, so that they could improve their vocabulary.

The other factors that made the students felt nervous in the interpreting

activity were preparation and limitation skills. Some students were nervous and

not confident with themselves when they did not have enough preparation before

joining the interpreting class. Therefore, preparation was the important thing that

should have by the students. Moreover, the students felt that they got problem in

listening skill. They could not understand what the speakers were saying about.

Sometimes, they could listen but they could not catch the message well from the

speaker’s utterances. On the other hand, speaking skill is one of the problems that

the students got while joining the intepreting activity. Sometimes, they could

understand what the speakers said, but they could not deliver the message well.

They were stuck in a long pauses that made the student felt more nervous.

Although the high anxiety experienced by most of students, the students

still had their own way to overcome their own nervousness.

Take a deep breath. It is the most thing I have done and I think everything

will be okay if we are well prepare .... something like that.... (Interviewee 5).

I will overcome it by preparing and reading vocabulary as much as I can

that related to the topic. It will make me feel more confident. I also drink some

mineral water to keep focusing (Interviewee 6).

Usually I start everything with a prayer. So, whenever I get nervous,

whenever I get nervous and my heads starting to spin and also I am trembling I

start with the prayer and I start to make my self relax by think that everything will

be okay and eeverything will be over soon if I do it right now. So, I start it to

interpret and just go on and everything will be okay (Interviewee 8)

In my opinion “the nervous feeling” when I do the interpreting activity, I

can not overcome easily, but usually I overcome with do a lot of practice before I

have to do the interpreting. In the interpreting class, we have already given the


44

topic in every week during the semester. So, before the class start I try to practice

using the same topic that we gonna learn in this week (Interviewee 9).

Furthermore, the students would overcome their anxiety to increase their

performance in the interpreting activity. They believed that high anxiety could

affect their performance. Therefore, every student in English Language Education

Study Program who joined the interpreting activity had strategies to overcome

their anxiety. They had different strategies that could help them to overcome their

anxiety, such as took a deep breath, prepared and read vocabulary as much as they

can, started with a prayer, and made them self felt relaxed. Moreover, the

appropriate strategies were very crucial in the students’ success to pass the

interpreting activity.

4.2 Discussion

This section focused on answering the research questions. There are two

research questions in this research: (1) What are the causes of students’ anxiety in

interpreting class? and (2) What are the strategies used by the students to

overcome their anxiety in the interpreting class?

4.2.1 The Causes of Students’ Anxiety in Interpreting Class

The research results showed that there were three causes that made the

students have high anxiety and two causes that made the students have low

anxiety while joining the interpreting activity. According to Huffman, et al.

(1997), anxiety is an emotional aspect that is developed from fear. The first causes

that made the students have high anxiety was listening to the speaker’s utterances

that was not easy. Horwitz. et al. (1986) define that many students were anxious


45

while listening to the second language, and had “difficulties in discriminating the

sounds and structures of a target language message” (p. 126). In the interpreting

activity, the students should concentrate in order to catch the message from the

speaker’s utterances. It was not easy for the students to find new vocabulary from

the speaker’s utterances because they did not have enough time to find the

meaning in the dictionary. Furthermore, unfamiliar topic that was prepared by the

lecturer could influence their high anxiety. According to Vogely (1998), the speed

of delivery is the most frequently reported cause of listening comprehension

anxiety, followed by bad diction, variety of accents, and teachers who spoke

quietly. Moreover, exercises that are too complex, unknown vocabulary, difficult

syntax and unfamiliar topics make students feel anxious (pp. 75-78).

Anxiety in speaking skill also hits the students while joining the

interpreting activity. Horwitz, et al. (1986) point out that the student had most

problems in the listening and speaking skills, with “difficulty in speaking class

being probably the most frequently cited concern of anxious foreign language

students” (p. 126). Sometimes, the students could catch and understand what the

speaker was saying about, but it was difficult for them to deliver the message.

They could not express their opinion from their mind so that they were speechless.

According to Young (1991), the symptoms of language anxiety in the foreign

language classroom could appear in the forms of distortion of sounds, inability to

produce the intonation and rhythm of the language, freezing up when called on to

perform, and forgetting words or phrases just learned or simply refusing to speak

and remaining silent (p. 427).


46

Olatunjia, et al. (2005) also define that people with high levels of AS

(Anxiety Sensitivity) in their fear emotions will get out of control, leading to

harmful or dire consequences, such as heart attacks. Furthermore, some students

could not enjoy the interpreting activity because they felt that interpreting was

challenging and difficult activity. This finding was supported by the respondents’

results. There were 13 respondents (24%) from 55 respondents who answered that

interpreting is challenging and difficult.

On the other hand, there were some students who had low anxiety in the

interpreting class. They tended to be relaxed and calm while joining the

interpreting activity. They enjoyed following the class and they had confidence in

interpreting class. There were 13 respondents (24%) from 55 respondents who

answered that interpreting is fun and they have confidence in the interpreting

class. Spielberger, et al. (1966) state that in relation to learning achievement, a

high percentage of anxiety may increase possibility of failure by four times

compared to the lower percentage of anxiety. Based on the results, students’

anxiety in the interpreting class refers to a situation-specific anxiety aroused by a

specific type of situation or event such as public speaking, test-taking, or class

participation (Ellis, 1994). Each situation is different and every student may be

nervous in different situation.

4.2.2 The Strategies Used by The Students to Overcome Their Anxiety in

Interpreting Class

Based on the results, there are six strategies that students could use to

reduce their anxiety in the interpreting activity. The strategies are divided into


47

three classifications; before interpreting activity, during interpreting activity, and

after interpreting activity. The first classification is before interpreting activity.

Some students usually prepared the material before they were joining the

interpreting activity. So, they felt confident with themselves because of the good

preparation. The students thought that they not only needed preparation but also

needed to think positively. Moreover, the students realized that everything would

be alright and they felt relaxed so that it could help the students to reduce their

anxiety. According to Kondo and Young (2004), there are five strategy types to

reduce students’ anxiety, such as preparation, relaxation, positive thinking, peer

seeking, and resignation (p. 260).

Furthermore, there were some strategies usually used by the students

during the interpreting activity. The first one is about the teacher or lecturer in

conducting the class atmosphere. Some students said that they would not look at

their lecturer’s face when their lecturer asked them to interpret some audios or

videos. As we know that the teacher’s role in reducing the students’ anxiety is

very important. Horwitz, et al. (1986) define that educators have two options in

dealing with anxious students, (1) educators can help them to learn how to reduce

or overcome the anxiety, and (2) educators can make the learning situation less

stressful (p. 128). In this condition, the student might feel that the teacher or

lecturer understood and took care with their feelings.

As Fross and Reitzel (1988) suggest that discussing fears about learning a

new language may give indication to students that they are not alone in their

anxiety, but their teacher understands their discomfort and encourages learners to


48

relax (p. 439). The second is taking notes or making summaries when the student

interpreted some audios or videos. So, they remembered what the speakers are

saying about. According to Kondo and Young (2004), making summary or taking

notes is an effort to control anxiety by improving learning and learning strategies.

Increasing the vocabulary and practicing more are the strategies that the

student used after joining the interpreting class. Vocabulary is very important for

the students who took the interpreting activity. They believed that increasing their

vocabulary would be beneficial for them, especially in the interpreting activity.

Furthermore, the student would not deliver the message well, if they found

unfamiliar words or new vocabulary from the speaker’s utterances. Therefore,

practicing more in the interpreting activity would help the students to reduce their

anxiety. Some students believed that practice makes perfect and it is okay to make

mistakes while doing an interpreting activity. Therefore, they would learn

something new from their mistakes.

Based on the results, those are some strategies that were used by the

students to overcome their anxiety. Every strategy would help the student in

reducing their anxiety. According to Warr and Downing (2000), learners with

good learning strategies may be more motivated and less anxious in learning

foreign language. Furthermore, the students should have some strategies to

overcome their anxiety because it would affect the students’ performance in the

interpreting activity and students have to recognize their anxiety feeling in the

classroom.


49

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter deals with two sections. The first section presents the

conclusions of the research. Then, the second section presents the researcher

recommendation and suggestions for the interpreting activity, the English

Language Education Study Program students of Sanata Dharma University, and

for the future researchers.

5.1 Conclusions

In chapter one, the researcher has mentioned that the research has two

research questions to be answered. After analyzing the research results and

discussing the findings in chapter four, the researcher provides the conclusion

about the causes of students’ anxiety in interpreting class and the strategies in

dealing the students’ anxiety in interpreting class. To answer the first research

question, the researcher analyzed the open-ended questions in the questionnaire to

gather the data. The questionnaire was distributed to the fifty-five students of

English Language Education Study Program (ELESP). Furthermore, the

participants consist of ELESP students in seventh semester. All of them have

experienced anxiety while joining the interpreting activity.

The students who have high anxiety in the interpreting activity said that

interpreting makes them feel nervous and afraid. There are twelve students from

fifty-five students who agreed with that statement. Moreover, there are some


50

students who felt that interpreting activity is difficult and challenging. For about

thirteen students from fifty-five students agreed with that statement. Furthermore,

one of the reasons for becoming emotional is getting anxious. In addition, anxiety

becomes one of the factors determining the success in the interpreting course.

However, the difference is the level of anxiety toward interpreting. The students

who have high anxiety would create a negative thought and feeling about

themselves, think that they are not capable of becoming a good interpreter, get

distraction while listening the speaker’s utterances, and have lacks of self-

confidence that affect to their performances in the interpreting activity.

On the other hand, the students who have low anxiety would overcome the

problem that they got in the interpreting activity. They tended to be calm and

relax. They also believed that joining the interpreting activity was fun. There were

thirteen students from fifty-five students who enjoyed and have confidence while

joining the interpreting activity. Furthermore, some students who have low

anxiety agreed that through interpreting activity, they would get benefits such as

improving their vocabulary, increasing their listening and speaking skill.

For the second research question, the reseacher interviewed nine students

who have different anxiety level to find out the strategies in the interpreting

activity. Every student has their own strategies to overcome their anxious feeling

before, during, or after doing the interpreting activity. In addition, the teacher’s

role is very important for the students’ success in the interpreting activity. The

teacher should make a condusive atmosphere while teaching the students. The

strategies will not affect to the students, even they already have a good strategies


51

to overcome their anxiety and the teacher have a bad performance in conducting

the class. The students and the teacher should help and understand each other, so

that the students can reduce their anxiety while joining the interpreting activity. It

can be concluded, even some students felt nervous and afraid about their

performance, students believed that they will get benefit and improve their skill

through interpreting activity. It showed from the students’ answer about how they

could overcome their own nervous.

5.2 Recommendations

This section presents some recommendations concerning the ELESP

students’ strategies in dealing with anxiety in interpreting class in seventh

semester of Sanata Dharma University. The recommendations are intended for the

interpreting activity, the ELESP students of Sanata Dharma University, and for

the future researchers who are interested in conducting a further study in this area.

5.2.1 Interpreting Activity

Interpreting activity is one of good activities in order to help students to

improve their speaking skill. It also has positive response from students who are

joining that class. Since there is a quote saying “pratice makes perfect”, it would

be better that students can experience interpreting activity not only once, which is

in 7th semester. That way, it can make the students feel confident to interpret some

audios or videos. In addition, it is better if the lecturer has an icebreaking exercise

before the interpreting activity.


52

5.2.2 English Language Education Study Program Students

The students should be able to accept themselves including their strengths

and weaknesses. Their strengths can make them feel confident in any situation,

while their weaknesses help the students to find the solution and strategies to

reduce their weaknesses. As for the students who are worried and not confident in

conducting the interpreting activity, they can practice more by watching some

videos and listening to some audios to increase their ability in the interpreting

skill. Through that activities, the students can improve their vocabulary.

5.2.3 Future Researchers

Every student has their anxiety level and own strategies to overcome their

anxiety. This research is expected to motivate and inspire the future researchers to

conduct the research about the strategies in dealing with the anxiety. They could

find the best or appropriate strategy in every anxiety level that could be applied to

overcome the students’ anxiety. They could apply it in other courses, such as

reading class and writting class. They also can find which mode of the interpreting

that generates more anxiety.


53

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57

APPENDICES


58

APPENDIX 1 : The Questionnaire Blueprint

Aspects Theories No Statements Students’ attitude

toward interpreting

skill

“actions chosen by

students that are

intended to facilitate

learning”

(Bailey et al., 1999,

p. 65)

1 Interpreting is fun.

2 I like participating in the interpreting

activity. 3 Interpreting activity makes me

happy.

Students’ anxiety of

interpreting skill

“the symptoms of

language anxiety in

the foreign language

classroom could

appear in the forms

of distortion of

sounds, inability to

produce the

intonation and

rhythm of the

language, freezing

up when called on to

perform, and

forgetting words or

phrases just learned

or simply refusing to

speak and remaining

silent.”

Young (1991, p.427)

4 I have a good concentration in

conducting interpreting activity.

5 I remember what the speaker says.

6 During the interpreting session, I

understand the meaning from the

speaker’s utterances.

7 I can catch the message well

8 I can deliver the message well.

“Learners with good

learning strategies

may be more

motivated and less

anxious in learning

foreign language”

(Warr & Downing,

2000)

9 My English speaking skill is better

than my classmates’.

10 I can pronounce well.

11 I can interpret better than my

classmates.

12 I can interpret fluently.

“the interaction

between learning

strategies and

anxiety, and -

summarizes in his

findings that high-

anxious learners

13 I feel nervous before the interpreting

activity.

14 I feel nervous while doing an


15 I feel nervous when I have to

interpret in the interpreting session

without preparation. 16 I feel nervous about making mistakes


59

may lack of

strategies in

language learning;

they encode

information less

well, attend to less

environmental cues,

process material less

effectively,

experience more

cognitive

interference, and

lose working

memory more

easily.”

(Mueller, 1981)

in the interpreting activity.

17 I am not sure with myself when I am

doing an interpreting activity.

18 I feel nervous that some audios/video

that I interpret will be wrong. 19 I feel pressured by time limitation

during the interpreting activity. 20 I feel nervous after the interpreting

activity.

21 I feel nervous about the

consequences of failing in the

interpreting class.

22 I feel nervous from the negative

feedback that I get from my lecturer

in the interpreting activity.


60

APPENDIX 2 : Form of Questionnaire

QUESTIONNAIRE

Name :

Class :

Gender/Age :

Whatsapp Number :

E-mail :

Dear friends,

This questionnaire was prepared to examine your perception towards interpreting

activity which is to investigate foreign language speaking anxiety and its

relationship with speaking performance in interpreting activity. The answers to

the survey will be used only in this research and will be kept confidential. Sincere

answers to the questions are of great significance for the success and reliability of

the study. Thank you very much for taking your time to help me.

The statements below are concerned about your feelings

when doing the interpreting activity. For each of the

remaining statements, please put (√) on one answer for

each item that is most closely to your experience.

SD: Strongly Disagree, D: Disagree, N: Undecided, A:

Agree, SA: Strongly Agree

Answer

SA A N D SD

ATTITUDE TOWARD INTERPRETING

1. Interpreting is fun.

2. I like participating in the interpreting activity.

3. Interpreting activity makes me happy.

MY INTERPRETING SKILLS

4. I have a good concentration in conducting


5. I remember what the speaker says.

6. During the interpreting session, I understand the

meaning from the speaker’s utterances.

7. I can catch the message well.

8. I can deliver the message well.

9. My English speaking skill is better than my

classmates’.

10. I can pronounce well.


61

11. I can interpret better than my classmates.

12. I can interpret fluently.

FEELING BEFORE INTERPRETING

13. I feel nervous before the interpreting activity.

FEELING DURING INTERPRETING

14. I feel nervous while doing an interpreting activity.

15. I feel nervous when I have to interpret in the

interpreting activity without preparation.

16. I feel nervous about making mistakes in the


17. I am not sure with myself when I am doing an


18. I feel nervous that some audios/videos that I

interpret will be wrong.

19. I feel pressured by time limitation during the


FEELING AFTER INTERPRETING

20. I feel nervous after the interpreting activity.

21. I feel nervous about the consequences of failing in

the interpreting class.

22. I feel nervous from the negative feedback that I

get from my lecturer in the interpreting activity.

1. In general, describe your feelings about interpreting class!

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________


62

APPENDIX 3 : The Close-ended Questionnaire Results


Agree


Disagree

1 Interpreting

is fun.

10

18%

34

62%

9

16%

2

4%

0

0%

2 I like

participating

in the

interpreting

activity.

5

9%

34

62%

13

24%

3

5%

0

0%

3 Interpreting

activity

makes me

happy.

5

9%

24

44%

21

38%

5

9%

0

0%

4 I have a good

concentration

in conducting

interpreting

activity.

1

2%

16

29%

21

38%

16

29%

1

2%

5 I remember

what the

speaker says.

0

0%

7

13%

28

51%

18

33%

2

4%

6 During the

interpreting

session, I

understand

the meaning

from the

speaker’s

utterances.

3

5%

28

51%

19

35%

4

7%

1

2%

7 I can catch

the message

well.

2

4%

22

40%

22

40%

8

15%

1

2%

8 I can deliver

the message

well.

0

0%

10

18%

36

65%

8

15%

1

2%

9 My English

speaking

skill is better

than my

classmates’.

0

0%

7

13%

22

40%

21

38%

5

9%

10 I can

pronounce

well.

3

5%

25

45%

19

35%

7

13%

1

2%


63

11 I can

interpret

better than

my

classmates.

0

0%

3

5%

33

60%

18

33%

1

2%

12 I can

interpret

fluently.

0

0%

9

16%

24

44%

20

36%

2

4%

13 I feel nervous

before the

interpreting

activity.

6

11%

26

47%

16

29%

6

11%

1

2%

14 I feel nervous

while doing

an

interpreting

activity.

3

5%

24

44%

21

38%

5

9%

2

4%

15 I feel nervous

when I have

to interpret in

the

interpreting

activity

without

preparation.

17

31%

26

47%

8

15%

3

5%

1

2%

16 I feel nervous

about making

mistakes in

the

interpreting

activity.

6

11%

20

36%

13

24%

14

25%

2

4%

17 I am not sure

with myself

when I am

doing an

interpreting

activity.

2

4%

15

27%

24

44%

13

24%

1

2%

18 I feel nervous

that some

audios/videos

that I

interpret will

be wrong.

5

9%

22

40%

21

38%

7

13%

0

0%

19 I feel

pressured by

6

25

19

4

1


64

time

limitation

during the

interpreting

activity.

11%

45%

35%

7%

2%

20 I feel nervous

after the

interpreting

activity.

2

4%

6

11%

24

44%

18

33%

5

9%

21 I feel nervous

about the

consequences

of failing in

the

interpreting

class.

15

27%

21

38%

14

25%

4

7%

1

2%

22 I feel nervous

from the

negative

feedback that

I get from

my lecturer

in the

interpreting

activity.

3

5%

5

9%

14

25%

23

42%

10

18%


65

APPENDIX 4 : The Student’s Questionnaire Scores

A Class

Students Statements Total

SO Positive Negative

14A 36 48 84

13A 39 44 83

5A 46 36 82

19A 45 35 80

20A 39 37 76

21A 34 41 75

8A 41 34 75

22A 35 37 72

10A 37 35 72

6A 35 36 71

18A 31 40 71

11A 36 35 71

3A 37 33 70

16A 31 37 68

17A 41 27 68

7A 32 35 67

12A 37 30 67

15A 31 36 67

9A 34 32 66

23A 31 34 65

1A 32 30 62

2A 31 31 62

4A 27 33 60

24A 34 22 56

C Class

Students Statement Total

SO Positive Negative

25C 49 40 89

16C 50 30 80

21C 34 42 76

4C 37 39 76

12C 40 33 73

20C 36 37 73

6C 32 39 71

31C 35 35 70

15C 30 39 69

2C 33 36 69

28C 35 34 69

26C 37 31 68

27C 33 35 68

9C 31 36 67

19C 31 33 64

13C 32 30 62

23C 35 27 62

7C 30 32 62

5C 32 30 62

1C 36 25 61

18C 29 32 61

29C 27 33 60

10C 32 26 58

11C 28 28 56

30C 32 24 56

24C 26 30 56

8C 27 27 54

17C 22 32 54

14C 29 23 52

22C 30 22 52

3C 24 26 50

Statements Score

Strongly Agree Agree Undecided Disagree Strongly Disagree

Positive 1 2 3 4 5

Negative 5 4 3 2 1


66

APPENDIX 5 : The Open-ended Questionnaire Results

1. In general, describe your feelings about interpreting class!

a. The respondents felt that interpreting was fun activity and they have

confidence in interpreting class.

b. The respondents felt that they get benefit from the interpreting class.

c. The respondents felt that interpreting were challenging and difficult

d. The respondents felt nervous and afraid.

e. The respondents felt nervous but they thought it was fun.

f. Other reasons.

ANSWER A B C D E F

1(A). Interpreting is fun and challenging

because this course requires me to

have good focus while listening the

speakers in order to be able to catch

clear messages. Good concentration

also plays an important role in

interpreting since I will be able to

take notes the information delivered

by the speakers more effectively. As

a result, I can successfully interpret

the intended messages to my target

audience successfully.

√

2(A). I feel that this course is a bit

difficult as I have never experienced

it before.

√

3(A). Fun, I love it, but it is quite difficult

for me because I cannot concentrate

sometimes and miss some parts of it.

I also easily getting nervous so that I

understood the message.

√

4(A). It is fun and I think I love to

interpret the topic is easy. So, my

feelings is depends on the topic.

√

5(A). Anxious √

6(A). It is quite challenging. A lot of

obstacles that have to pass.

√

7(A). Interpreting quiet challenging but

mostly I can challenge my self to do

better. Actually, I need more

examples in interpreting. So, I can

√


67

imitate it and do it better.

8(A). In general, my feelings are nervous

and affraid when I interpret. Because,

this is my weakness. I cannot

memorize well, and many

vocabullaries that I do not know. So,

it makes me so nervous.

√

9(A). Interpreting class is fun yet

challenging. I am excited for the

process in this class. However, I

prefer translation a lot than

interpreting. I am not really good at

my speaking skill. So, that is why I

am more into translation. However, I

can grow by challenge.

√

10(A). In my opinion interpreting clas can

improve my english ability. It is can

help me to speak and interpret

better.

√

11(A). I think interpreting class is one of

the interesting class because in this

class I learnt about how to deliver a

message from one language to

another language in a simple way

but with the right content.

√

12(A). I think, interpreting class is

difficult because honestly I do not

have a good memories. Sometimes

it is difficult to catch the message of

the speaker because of the accent or

maybe it is too fast.

√

13(A). I always nervous when I have to

interpret texts/audios/videos. I feel

worried to make mistakes because I

am weak in memorizing something.

√

14(A). Interpreting is difficult, but it can

also be fun depending on the

methods. This class is fun though.

What’s good about this class is that

there is no tension/pressure from

classmates and the teacher, because

interpreting would be stressful if we

had them. It also good that miss

Marni always makes us practice and

practice.

√

15(A). This class is challenging, in √


68

translation we practce moe in

written form but in this class is

more in spoken. What is said cannot

be undone. So, I try as I can to

understand the meaning to avoid

misunderstanding.

16(A). I think this class is fun and

challenging. I can practice my

speaking skill, vocabulary and

understanding uncommon terms,

because this class is so difficult. I

still feel afraid that I might fail in

this class.

√

17(A). Interpreting is funbut sometimes I

cannot get the message from the

video well because I haven’t

prepared it well.

√

18(A). This is my first interpreting class. I

am very afraid in this class, because

I think that I am not smart student.

But, I need this class for graduated.

I must take this class. Hopefully, I

will get excellent mark for this

class. It is very hard for me, on the

other side, I must practice and make

a list of difficult words. I do not

know it hard for me.

√

19(A). Well, for me the activities in

interpreting class is kind of

difficult. Because, we must prepare

something for example knowledge

and understanding about

vocabulary. It is difficult class.

√

20(A). It is quiet challenging and fun but I

have a very bad short term memory.

So, it is hard for me to memorize

things in a short time.

√

21(A). I always feel nervous and afraid in

interpreting class. But, however my

feel, I always try yo enjoy and be a

good active student.

√

22(A). Interpreting class is fun. It needs

wide knowledge to interpret well. It

also needs high concentration and it

is always challenging.

√

23(A). Interpreting is fun. It is cool and to √


69

be able to interpret well is amazing.

But the realization that is requires

great skills and abilities make me

somewhat stressed. I worry a lot

about this class and whether or not I

can follow and fulfill thet lecturer’s

expectations.

24(A). It is good to make mistake,

because we can know our mistake.

√

1(C). Interpreting class is a difficult class

because we need concentration and I

cannot concntrate at all during the

class and my short term memory is

bad.

√

2(C). I am so nervous when I attend

interpreting class, but actualy I love

the activity. I just not really sure (not

confidence) with my listening ability

so I am afraid that I will make many

mistakes.

√

3(C). My interpreting class is fun. Not

only interpreting but also discussing

the video classmate’s performance

and the term for certain topic. While

discussing I can complete my note

from the information that is given by

my other classmate.

√

4(C). Actually interpreting class is fun,

but we need to study hard in this

class. There are some preparation

that we have to be done before the

class so we can do the task well.

√

5(C). In my opinion, I think could do

interpreting better outside of the class

and inside the class more feel a bit

judgement in it because it scored in

the end of the semester. But when I

do it for some people, I can do it

better than in class.

√

6(C). Interpreting is so fun. We can get

the meaning better through practicing

the interpreting.

√

7(C). My feelings in general are I am

happy in joining the interpreting

class. Sometimes I feel nervous when

I have to interpret something if I do

√


70

not know the contest of the

interpretation.

8(C). It is fun. Something I have never

experienced before. It is challenging

and it is making me to be more

actively learn terminology in english

from different fields of study/theme.

√

9(C). I really enjoy having interpreting

class in this semester. But ofcourse I

have problems, it is about

preparation. I have SPD class and

sometimes I did not really prepare to

watch or find new vocabulary. So,

my problem is I can not prepare well

in this class. It makes me sad.

√

10(C). I feel that interpreting is

challenging. It is not easy but as

time goes by I learn bit by bit to be

a better interpreter. I am still in the

middle of training my interpreting

skill.

√

11(C). Challenging activity that makes

me heartbeat become tense.

√

12(C). Sometimes I feel nervous because

I cannot catch up the meaning.

Sometimes it is fun, but we must

have strong concentration for it.

√

13(C). Interpreting is fun activity. I think

it s wonderful when I saw people

who interpret for example when

somebody works in UN (United

Nation). When I watched a movie

in interpreting class, I become

motivated to do my best in this

class.

√

14(C). Interpreting class is a fun class

which has many activities. We do

not feel bored of the class. But

somehow doing interpreting is hard

enough. We should be careful and

listen to it carefully. Since the

lecturer is not boring. It is okay to

make mistakes.

√

15(C). I love this class. I can increase my

ability to concentrate and my

vocabularies are getting wider. So

√


71

grateful.

16(C). I cannot interpret well. I cannot

memorize so I always feel normally

but with a little nervous.

√

17(C). I like this class because by having

the skill to interpret. I have “plan

B” in my future because being an

interpreter is a prosperous job. So, I

learn it seriously.

√

18(C). Even it is hard, but interpreting is

beneficial and enjoyable. Because

life is problems but you must not

give up!

√

19(C). It is good, but it takes

concentration. Interpreting class is

good for future.

√

20(C). I feel nervous before/during

interpreting class even though I like

this subject but I think that

interpreting is a hard thing to do. It

needed an extra focus on listening

what the speaker says.

√

21(C). I am feel so nervous because I do

not used to speak in public and it is

not just about speaking but also

listening and interpret. So, I think I

am not confident enough about it.

√

22(C). So far, interpreting class with miss

Marni as the lecturer was so fun!

The students (my friends and I) feel

not underpressure and happy during

the class. Miss Marni gives us good

and fun atmosphere. So that

interpreting class runs well! First, I

worry about interpret something.

But here, I could enjoy the class!

√

23(C). I like interpreting class but actually

I am quiet nervous about my

interpretation because I cannot

remember what the speaker says.

My listening skill is not too well.

That is why I am not confident with

my self.

√

24(C). Interpreting is fun and challenging.

I do not afraid to fail because I

believe that I have done my best

√


72

when I work on something. No

regret at all.

25(C). I afraid to start, because my

english not as good as my friends. I

usually forget what the speaker’s

says after speak.

√

26(C). Good concentration and guessing

the meaning quickly is all that I

need. Mostly, I feel so nervous or

even blank.

√

27(C). I think interpreting class is very

useful for me. It forces me to

concentrate well and focus on the

messages that is delivered by the

speaker. I also nedd my speaking

skill to deliver it as understandable

as I should.

√

28(C). It is hard. √

29(C). Interpreting is fun. It is really

interesting and beneficial to be a

part of this class because my dream

job is becoming an interpreter.

√

30(C). Interpreting class is enjoyable, lot

of activity that make us be better

especially in interpret some

audios/videos.

√

31(C). Interpreting class is fun. In this

class I can sharpen my skill in

interpret. However, while doing

interpreting activity I feel confuse

in the way looking for words. Over

all, this class really fun.

√

Total 13 6 13 12 8 3

A. There were 13 respondents (24%) from 55 respondents who answered

that interpreting was fun activity and have confidence in interpreting

class.

B. There were 6 respondents (11%) from 55 respondents who answered

that they get benefit from the interpreting class.

C. There were 13 respondents (24%) from 55 respondents who answered

that interpreting were challenging and difficult.


73

D. There were 12 respondents (22%) from 55 respondents who answered

that feel nervous and afraid.

E. There were 8 respondents (15%) from 55 respondents who answered

that feel nervous but they think it was fun.

F. There were 3 respondents (5%) from 55 respondents who answered

differently.


74

APPENDIX 6 : Interview Questions

INTERVIEW

1. Have you ever felt nervous when were doing the interpreting activity?

Please explain what kind of indication that you feel and how did it affect

your interpreting performance!

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

2. Based on your experience, how would you overcome your nervous feeling

when you do the interpreting activity?

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

3. What is your suggestion for the interpreting activity?

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APPENDIX 7 : The Transcript of the Interviews

Interviewee 1


Please explain what kind of indication that you feel and how did it

affect your interpreting performance!

“yes, I feel nervous and my heart beat fast when I am doing interpreting

and I feel very nervous, and then the result is my.....the affect is my

interpret become not fluent enough something like that”.

2. Based on your experience, how would you overcome your nervous

feeling when you do the interpreting activity?

“based on my experience, I can’t overcome my nervous feeling because

I’m too afraid to do that”.


“I think I should learn more on interpreting, for example I should learn

listen more and on some videos or anything else and practice to translate

it”.

Interviewee 2




“ofcourse I have but not always. Actually, I felt calm and mostly excited

so I less worry. It will affect my performance much, because when I do not

feel nervous I can interpret fluently and catch the meaning very well”.



“Instead of the condusive class and supportive classmate that I have I

always prepare the vocabulary for the certain topic, because I think

vocabulary is the key for my performance, so I feel less nervous”.


“my suggestion for me ? is have to listen and practice more interpreting

and in order to gain more vocabulary”.


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Interviewee 3




“actually, I am not nervous when interpret something but at the first time

in the class I am nervous that my friends cannot get the idea what about

my interpreting, and then but as long as I am still learning about english I

am sure that my friends can understand my words, so overall there is no

nervous.

Actually my heart beat fast”.



“I will not looking at the lecturer’s face”.


“practice to take the notes and then increase the vocabulary”.

Interviewee 4




“yes. Sometimes when I do the interpreting activity I feel nervous because

I might not deliver the message that the speaker says well and also

sometimes it is hard for me to speak what is in my head. I mean,

sometimes I feel like I understand what the speaker says and it is so in my

head, but it is hard for me to deliver the message sometimes. Ofcourse it

will decrease my performance in interpreting because when I am nervous

of course... there will be like.... based on my experience I feel that I use so

many fillers like that and sometimes I take a long pauses and it makes me

more nervous”.



“I truly to be as some as possible and if it is not simultaneous interpreting

for example I have time to think about what will I speak then I will try to

arrange my words and then try to make every sentence make sense but if I

do the simultaneous interpreting like when the speaker says I interpret it

right away then I do not know what I do about it”.


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“I think that practice makes perfect so I try to practice often and also I

have to read more articles and also I have to listen more videos like on

youtube, like conference or TED Talks, political issues, economical issues

like that also I have to learn about terminology or glossary about certain

topics like what I mention before about environment, education, or

health”.

Interviewee 5




“yes, ofcourse. It is kind of nervous something like that and the main

indication is that my voice is going lower lower and lower and then my

hands shaking little bit just like parkinson something like that and it

affects to my words because my words are gone. I do not know what to

say”.



“take a deep breath. It is the most thing I have done and I think everything

will be okay if we are well prepare something like that”.


“for the interpreter I think based on my experience prepare it well before

we do interpreting and also more practice, because practice makes

perfect”.

Interviewee 6




“Yes ofcourse, I have experienced it. I felt nervous when I did not know

the vocabulary about the topic that I should interpret. I felt nervous when

I lost my focus and missed some information. It affects my performances

because I will feel uncertain. The indication is when I did not know the

vocabulary I will feel nervous and I will not confident. Because I will feel

uncertain it will affect my performances because it will make me little bit

nervous and feel not confident”.


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“I will overcome it by preparing and reading vocabulary as much as I can

that related to the topic. It will make me feel more confident. I also drink

some mineral water to keep focusing”.


“I think practice with friends in group consists of 3 people is very useful. I

have done it in my first meeting of interpreting class. I think it is very

useful because every students tries to practice and I believe practice make

perfect”.

Interviewee 7




“yes, I feel nervous whenever the video is played and sometimes just

feeling nervous when I do not know the vocab, the terms that they used

that the speaker used and I can not really focus in a long minute, yeah

something like that, that is way I feel nervous. It makes me when I speak,

I can not speak so fluently because when it comes to the terms that I do

not know the meaning I have to think first. I think that will affect my

interpreting performance”.



“I will do it by my self. I will do as best as I can when I do not know the

terms, the meaning then I will try to..... I will say it in a original name of it

because that is my way to overcome that kind of nervous feeling”.


“before I know the... before I did the interpreting activity I must know the

terms that I must be used in the topic. So, if it is about health I will try to

look for many speeches about health and then list the terms”.

Interviewee 8





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“actually I always feel nervous when I do the interpreting activity because

of my listening skill. I think that my listening skill is very bad and

listening is very important in interpreting. In my opinion, if we can not

listen carefully we can not get the points to be delivered. So, if we can not

listen all of the points, we can not deliver the message and also what we

have listened will dissapear easily and our interpreting will be not

accurate and we will be regarded as a bad interpreter. Usually i feel

trembling and my sweat runs through my head and the mostly indication

that I feel is I am trembling and also sweat a lot.”.



“usually I start everything with a prayer. So, whenever I get nervous,

whenever i get nervous and my heads starting to spin and also i am

trembling I start with the prayer and I start to make my self relax by think

that everything will be okay and eeverything will be over soon if I do it

right now. So, I start it to interpret and just go on and everything will be

okay”.


“my suggestion in the interpreting activity is more practices because miss

Marni says that I agree with miss Marni that practice makes perfect. So, if

we do not usually practice or try to interpret something, we will be not

just to interpret something. So, if we learn to interpret, interpret, listen,

listen and also to interpret soon. I mean direct interpret. So, we can do

interpreting well”.

Interviewee 9




“yes, I think I always feel nervous when I am doing the interpreting

activity, because i am afraid that I can not do a good job. I am afraid that I

cannot deliver a good interpretation. The indication that I feel when I am

nervous when doing the interpreting is I become nervous and sometimes I

got blank and it really affect my interpreting performance because when I

am nervous and I got blank, it makes me cannot focus and concentrate of

what the speakers are saying. So, I can not catch the whole speakers are

saying, so I cannot catch the whole content and got miss some important

messages of the content”.


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“In my opinion “the nervous feeling” when I do the interpreting activity, I

can not overcome easily, but usually I overcome with do a lot of practice

before I have to do the interpreting. In the interpreting class, we have

already given the topic in every week during the semester. So, before the

class start I try to practice using the same topic that we gonna learn in this

week”.


“My sugesstion for the interpreting activity is just keep on practicing,

because we know that practice makes progress and I think that is the only

way to get better. I do not forget to always focus on what the speakers are

saying and get all of the important things and all of the messages. So, you

can deliver your best interpretation”.


THE STUDENTS’ STRATEGIES IN DEALING

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