an analysis of speaking anxiety in english classroom...
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AN ANALYSIS OF SPEAKING ANXIETY IN ENGLISH
CLASSROOM
(A Descriptive Quantitative Study of the Eleven Grade Students
of SMA Islam Sudirman Bringin in the Academic Year of
2018/2019)
A GRADUATING PAPER
Submitted to the Board of Examiners as Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd)
By:
DEWI MARIAM
NIM. 113-14-025
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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AN ANALYSIS OF SPEAKING ANXIETY IN ENGLISH
CLASSROOM
(A Descriptive Quantitative Study of the Eleven Grade Students
of SMA Islam Sudirman Bringin in the Academic Year of
2018/2019)
A GRADUATING PAPER
Submitted to the Board of Examiners as Partial Fulfillment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd)
By:
DEWI MARIAM
NIM. 113-14-025
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
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MOTTO
“Indeed, Allah will not change the condition of a people until
they change what is in themselves”
~ AR-RA’D : 11 ~
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DEDICATION
This graduating paper is dedicated to:
1. My God the Almighty who always besides me, listens to me and gives me
the best thing ever.
2. My Dearest mother (Laila) and father (Suryani), who teach me to love
Allah SWT and knowledge, thank you for sacrifices.
3. My Dearest mother-in-law (Khasanah) and father-in-law (Zubaroh), thank
you for your motivation and support.
4. My Lovely Husband (Dian Kusuma), thank you for your motivation,
kindness, and love.
5. My dearest sister (Mar’ah) and brother (Ahyar), thanks for your support.
6. My big sisters of Unbreakable (Mar-Dian, Mar-Yeni, and Mar-Tami),
thanks for your help, motivation, and support.
7. All of my beloved friends of TBI 2014, good luck for you guys.
8. All of people who support and help me who cannot be mentioned one by
one.
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ACKNOWLEDGEMENT
In the name of Allah, the most gracious and merciful, the kings of
universe. Thanks to Allah SWT, God the almighty for the blessing given to me in
completing this graduating paper as one of requirement to finish study in English
Department faculty of State Institute for Islamic Studies of Salatiga.
However, this graduating paper would not be achieved without support,
guidance, advice, help and encouragement from individualist. Therefore, I would
like to express special thanks to:
1. Mr. Dr. Rahmat Haryadi, M.Pd, as the Rector of State Institute of Islamic
Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty.
3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department.
4. Mr. Drs. Bahroni, M.Pd, as my academic counselor.
5. Mrs. Rr. Dewi Wahyu Mustikasari, S.S., M.Pd., as the counselor who has
educated, supported, directed, and given the researcher advices,
suggestions, and recommendations for this graduating paper from
beginning until the end.
6. All of lecturers in English Education Department.
7. All of staffs who helped the researcher in processing of graduating paper
administration.
8. My beloved family who always support and advise me.
9. All of my close friends who cannot be mentioned one by one.
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TABLE OF CONTENTS
TITLE .......................................................................................................... i
DECLARATION ......................................................................................... ii
ATTENTIVE COUNSELOR’S NOTE ........................................................ iii
PAGE OF CERTIFICATION ...................................................................... iv
MOTTO ....................................................................................................... v
DEDICATION ............................................................................................ vi
ACKNOWLEDGEMENT ........................................................................... vii
TABLE OF CONTENTS ............................................................................. ix
LIST OF FIGURES ..................................................................................... xii
LIST OF TABLES ....................................................................................... xiii
LIST OF APPENDIXES .............................................................................. xiv
ABSTRACT ................................................................................................ xv
CHAPTER I INTRODUCTION
A. Background of the Research ............................................................. 1
B. Problems of the Research ................................................................. 3
C. Objectives of the Research ................................................................ 3
D. Significances of the Research ........................................................... 4
E. Scope of the Research ....................................................................... 5
F. Definition of Key Terms ................................................................... 5
G. Research Paper Organization ........................................................... 6
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CHAPTER II THEORITICAL REVIEW
A. Speaking ........................................................................................... 8
1. Definition of Speaking ............................................................... 8
B. Concept of Anxiety ........................................................................... 9
1. Definition of Anxiety ................................................................. 9
2. Foreign Language Learning Anxiety .......................................... 9
a. Communication Apprehension ..................................... 11
b. Test Anxiety ................................................................ 11
c. Fear of Negative Evaluation ......................................... 12
C. Previous Study ................................................................................. 13
CHAPTER III RESEARCH METHODOLOGY
A. Type of Research ............................................................................. 16
B. Setting of Research ........................................................................... 16
C. Participants ....................................................................................... 17
D. Research Instrument ......................................................................... 17
E. The Data Collection Procedure ......................................................... 18
F. Technique of Data Analysis .............................................................. 18
CHAPTER IV FINDING AND DISCUSSION
A. Findings ........................................................................................... 23
1. Levels of Speaking Anxiety in English Classroom ..................... 23
2. Dominant Type of Anxiety that Occurred in English Classroom 40
B. Discussion ........................................................................................ 48
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CHAPTER V CLOSURE
A. Conclusion ....................................................................................... 50
B. Suggestions ...................................................................................... 51
REFERENCES
CURRICULUM VITAE
APPENDIXES
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LIST OF FIGURES
Figure 3.1 Types of Causes of Foreign Language Classroom Anxiety ...... 22
Figure 4.2.1 The Summary of Students’ Response in Positive and Negative
Statements ............................................................................... 26
Figure 4.3.1 The Percentage of Students' Preference ................................... 30
Figure 4.5.1 The level of students’ anxiety .................................................. 39
Figure 4.7.1 The Percentage of Students' Communication Apprehension ..... 42
Figure 4.8.1 The Percentage of Students' Test Anxiety ................................ 45
Figure 4.9.1 The Percentage of Students' Fear of Negative Evaluation ........ 47
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LIST OF TABLES
Table 3.1 Name of Participants ............................................................... 17
Table 3.2 Positive and Negative Statements of FLCAS ........................... 18
Table 3.3 Likert’s Scoring Table Adopted from Horwitz et al. (1986) ..... 20
Table 3.4 FLCAS Anxiety Scale Adopted from Oetting’s Scale .............. 21
Table 3.5 FLCAS Anxiety Scale ............................................................. 21
Table 4.1 The Result of Students Questionnaire’s Answers ..................... 24
Table 4.2 Summarizing of Student's Response ........................................ 25
Table 4.3 The Percentage of Students' Preference ................................... 27
Table 4.4 Scoring and Categorizing of Foreign Language Classroom
Anxiety Scale .......................................................................... 33
Table 4.5 Result of Foreign Language Classroom Anxiety Scale ............. 38
Table 4.6 The Highest and the Lowest Score in Each Level of Anxiety ... 40
Table 4.7 The Percentage of Students' Communication Apprehension ..... 41
Table 4.8 The Percentage of Students' Test Anxiety ................................ 43
Table 4.9 The Percentage of Students' Fear of Negative Evaluation ........ 46
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LIST OF APPENDIXES
Appendix 1 Foreign Language Classroom Anxiety Scale ............................ 56
Appendix 2 The Result of Questionnaire .................................................... 60
Appendix 3 Documentations ....................................................................... 66
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ABSTRACT
Dewi Mariam. 2018. An Analysis of Speaking Anxiety in English Classroom (A
Descriptive Quantitative Study of the Eleven Grade Students of SMA Islam Sudirman Bringin in the Academic Year of 2018/2019). A Graduating Paper. English Education Department. Teacher Training and Education Faculty. State Institute for Islamic Studies Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari SS., M. Pd
Anxiety is a feeling of fear, tension and apprehension about what’s to come. The purpose of this study was to determine the level of students' speaking anxiety and to find out the dominant type of anxiety that occurred in English classroom.
The research methodology is descriptive quantitative study. Data collection techniques are questionnaire of foreign language class anxiety scale (FLCAS) adapted from Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986) to determine the level of students' speaking anxiety and to find out the dominant type of anxiety that occurs.
The writer found that there were 2 (12%) students who experienced the level of "Very Anxious", 6 (35%) students were at the level of "Anxious", 7 (41%) students were at the level of "Mildly anxious" and only 2 (12)% ) students have a "Relaxing" level. The Findings from grouping based on FLCAS type found that "Fear of Negative Evaluation" was the main factor that caused students to feel anxious about 11 (65%) students, followed by test anxiety factor with 10 (59%) students. Communication apprehension is the lowest factor with 9 (53%) students. It concludes the highest anxiety scale that occurs in "Mildly anxiety" caused by fear of negative evaluation. Keywords: Speaking Anxiety
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CHAPTER I
INTRODUCTION
A. Background of the Study
Language is a communication tool that helps people expresses their
feelings and ideas. It helps us deliver our aims in a communication, without
the language we will find difficulties to communicate with others. Every
country has their own language because of the difference cultures between
them. To connect the countries around the world, English has been chosen as
the international language. Allan (2008:12) stated the current status of
English as an international or global language is underpinned by its wide use
in a range of fields such as politics, diplomacy, international trade and
industry, commerce, science and technology, education, the media,
information technology, and popular culture.
English is one of a compulsory subject in Indonesia. There are four
skills in it that are listening, speaking, reading and writing. Speaking is an
activity which is used by someone to communicate with others. Speaking is
essentially needed in language learning, however it still difficult for the
students to be fluent in using English and even to masters it. In learning
English Especially speaking, the students are expected to be able to
communicate well in English. Many students in Indonesia express their
inability and sometimes even acknowledge their failure to learn to speak
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English. Some factors experienced by some students are shame, fear of
making mistakes, nervousness and feelings of anxiety in speaking skills.
Each student has a different psychological condition, some students can
speak confidently in front of the class, and there are also students who cannot
speak English because they are shy and nervous. But when the writer met the
teacher from the school chosen as the place of study, the teacher explained
that students in the eleven grade experienced very high anxiety that made the
teacher had difficulty dealing with the student. When learning in class the
teacher explained that students were afraid if they were told to present the
learning outcomes in front of the class, even they had to be drawn first by
their peers or other students to want to advance in front of the class. The
teacher also told the author that high anxiety made learning not work as
planned.
Horwitz, & Cope (1986:126) have eloquently stated:
“The subjective feelings, psycho-physiological symptoms, and behavioral responses of the anxious foreign language learners are essentially the same as for any specific anxiety. They experience apprehension, worry, and dread event. They have difficulty concentrating, becoming forgetful, sweat, and have palpitations. They exhibit avoidance behavior such as missing class and postponing homework”.
Anxiety experience in communication English can be debilitating and it
is influence students’ adaption to the target environment and ultimately the
achievement of their educational goals. It is arising naturally when they have
speaking in front of many students or audience. It cause worry, unconfident,
shy and nervous to speak in front of others. Actually anxiety does not need to
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be eliminated and does not even have to be eliminated. So it's best to control
that fear and instead make that fear as the driving force (positive energy)
needed in preparation for speaking and when appearing speak later.
From the explanation above the writer would like to make research
entitled “AN ANALYSIS OF SPEAKING ANXIETY IN ENGLISH
CLASSROOM”. This uses descriptive quantitative study for the eleven grade
students at SMA Islam Sudirman Bringin. The purpose is to know the levels
of speaking anxiety and dominant type of anxiety that occurred in English
classroom.
B. Statements of the Problem Study
To clarify the problem that is going to be analyzed, the statement of the
problem is formulated as follows:
1. What are the levels of speaking anxiety in English classroom?
2. What is the dominant type of anxiety that occurred in English
classroom?
C. Objectives of the Study
Based on the statement of the problem above, the objectives of this
study are as follows:
1. To know the levels of speaking anxiety in English classroom.
2. To find out the dominant type of anxiety that occurred in English
classroom.
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D. Benefits of The Study
The results of this research are expected to be useful for:
1. Theoretical Benefit
The result of the research is expected can be useful for other
researcher who wants to conduct a research that is related with an
analysis of speaking anxiety in English classroom.
2. Practical Benefit
Related to this research, the result of this research is expected to
give benefits to as follow:
a. Teacher
The result of this study can be used to know the level of
students’ anxiety.
b. Students
The result of this research to make the students know more
deeply about themselves and to know the levels’ anxiety during
talking in the classroom.
c. Researcher
The writer can have experience and knowledge related to
levels of speaking anxiety. Moreover, the writer can broaden to
understand related to research world itself.
d. Other student teacher
The result of this study can be used as the reference for future
research.
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E. Scope of The Study
In order to avoid misunderstanding in interpreting the problem, in this
research, the writer limit the scope of the study only focus in levels of
students’ anxiety of eleven grades at SMA Islam Sudirman Bringin.
F. Definition of Key Terms
1. Speaking
Harmer (2007:269) states speaking is the ability to speak
fluently and presupposes not only knowledge of language features, but
also the ability to process information and language “on the spot”.
Speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information (Brown, 1994;
Burns & Joyce, 1997). Its form and meaning are dependent on the
context in which it occurs, including the participants themselves, their
collective experiences, the physical environment, and the purposes for
speaking.
2. Anxiety
Horwitz, Horwitz, and Cope (1986:125) stated that anxiety is the
subjective feeling of tension, apprehension, nervousness, and worry
associated with an arousal of the autonomic nervous system. Anxiety is
a kind of mental problem that may not be found or noticed easily.
According to MacIntyre (1995:28) anxiety as the transient emotional
state of feeling nervous that can fluctuate over time and vary in
intensity. It is a subjective feeling of tension, apprehension,
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nervousness that is associated with an arousal of the autonomic nervous
system and would interrupt the normal operation of the mental and
physical constitution, including the process of foreign language
learning. In reviews of earlier literature about foreign language anxiety,
both psychologists and linguists reaffirm the correlation between
anxiety scales and measures of achievement. Horwitz (1988:125)
defined foreign language anxiety as a distinct complex of self-
perceptions, beliefs, feelings, and behaviors related to classroom
language learning arising from the uniqueness of the language learning
process (Lee : 170).
G. Research Paper Organization
The writer orders the research paper organization into five chapters
such as: Chapter I tell about introduction. The writer explain about
background of study, statement of the problem study, objective of the study,
benefits of the study, scope of the study, definition of key terms, and research
paper organization. Chapter II provides the review of the related literature. It
deals with the review on related references that consist of previous research
review, describes review of related information about speaking and anxiety.
Chapter III discusses about the research method. It covers type of research,
setting of research, participants, research instrument, data collecting
procedure and technique of data analysis. Chapter IV presents research
findings and discussion. It includes an analysis of speaking anxiety in English
classroom for the eleven grade students at SMA Islam Sudirman Bringin.
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Chapter V is conclusion and recommendation. It contents all of data analysis
an gives some suggestion of the problems discussed. The last part is
bibliography and appendixes.
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CHAPTER II
THEORETICAL REVIEW
A. Speaking
1. Definition of Speaking
Many definitions of speaking that have been proposed by some
experts in language learning.
According to Nunan (2012:79) Speaking is a productive aural/oral
skill which consists of producing systematic verbal utterances to convey
meaning. (Mustaghfirin, 2017:11)
Brown (2014: 115) mentions speaking are an oral interaction
where participants need to negotiate the meaning of ideas, feelings and
information. In this case, the listener must understand the relationship
between the ideas presented.
Torky (2006: 33) also mentions the definition of speaking. It is an
interactive process of constructing meaning that involves producing,
receiving and processing information. Its form and meaning are
dependent on the context in which it occurs, including the
participants themselves, the physical environment, and the purposes
for speaking. It is often spontaneous, opened, and evolving.
(Herdinatara, 2017:7)
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B. Concept of Anxiety
1. Definition of Anxiety
According to Horwitz, Horwitz, and Cope (1986:125), anxiety is
“the subjective feeling of tension, apprehension, nervousness, and worry
associated with an arousal of the autonomic nervous system”.
Anxiety is one of the important normally and regularly occurring
emotions, which can be observed throughout all human cultures and in
several animal species. Some of the actual most prominent medical and
public health problems like anxiety disorders or depression are based on
the pathology of feelings (Damasio and Carvalho, 2013 in Wiedemann,
2015:804).
According to the psychologist Daco, anxiety is considered as a sort
of an interior uneasiness and discomfort, vague and dull. The person feels
a profound feeling of insecurity with a no inciting objective. The person
fears an imminent misfortune, an accident or else (Daco, 1973: 455 cited
in Indri, 2014:49).
2. Foreign Language Learning Anxiety
Rebecca Oxford suggested that foreign language anxiety (FLA), or
the experience of anxiety, when an individual is working towards attaining
a foreign language to be calculated because foreign language anxiety can
be a predictor of success in learning, the foreign language.
Foreign language anxiety is a distinct complex of self-perceptions,
beliefs, feelings, and behaviors related to classroom learning arising from
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the unique language of the learning process (Horwitz, Horwitz, and Cope,
1986:128). Foreign language anxiety is not an anxiety that can disappear
quickly when the situation has improved. Foreign language anxiety is also
different from each individual. This foreign language anxiety becomes an
anxiety in special situations that are driven by certain conditions, for
example when speaking in public (Taghreed : 1).
Horwitz, Horwitz, and Cope (1986:559) developed the most
commonly used tool for assessing FLA that is became the Foreign
Language Classroom Anxiety Scale (FLCAS). The FLCAS to assess the
specific anxiety experience by students in the foreign language classroom.
It is a self-report measure that assesses the degree of anxiety.
The FLCAS consists of 33 items. It has two forms of statements
which are positive and negative. Positive statements in the questionnaire
are in number 2, 5, 8, 11, 14, 18, 22, 28, 32. While, negative statements are
in number 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 20, 21, 23, 24, 25, 26,
27, 29, 30, 31, and 33. The answers to each item can be one of these:
strongly agree; agree; neither agree nor disagree; disagree; and strongly
disagree. For each item a score was given ranging from 5 for strongly
agree; 4 for agree; 3 for neither agree nor disagree; 2 for disagree; 1 for
strongly disagree. However, items 2, 5, 8, 11, 14, 18, 22, 28 and 32 were to
be score reversed, so that a higher score would be an indicator of higher
anxiety (Souad, 2010;83).
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To get better understanding of language learning anxiety, Horwitz,
Horwitz and Cope (1986:127) have identified three anxiety-related
performances: communication apprehension, test anxiety and fear of
negative evaluation.
a. Communication apprehension
Communication apprehensions are also known as communication
anxiety or performance anxiety. According to Horwitz, Horwitz and
Cope (1986:127) communication apprehension is a type of shyness
characterized by fear of or anxiety about communicating with people.
Someone who has communication apprehension find it difficult to
speak in groups or in public, or even listen to the message being
spoken. Communication apprehension can also be caused by the need
to produce a language structure in a language that has not been fully
mastered. The inability to express themselves in the desired way or to
understand others can lead to frustration and can make people speak
quietly in foreign language classes.
b. Test Anxiety
According to Horwitz, Horwitz and Cope (1986:127-128) Test-
anxiety refers to a type of performance anxiety stemming from a fear
of failure. Tests are a common measurement of progress, and
performance evaluation is an ongoing feature of most foreign
language classes. The importance of testing is emphasized since the
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beginning of one's education. Therefore, it is not unusual that most
students experience some level of anxiety when it comes to testing.
Students are placed in situations where their knowledge and
abilities are assessed within a certain period of time. If students have
doubts about their knowledge or consider themselves to be
unprepared, the test situation results in feelings of insecurity stress and
discomfort. Students who experience test anxiety experience
difficulties in learning and in taking material during the test, which
leads to poor performance in tests. Students who are test-anxious in
foreign language class probably experience considerable difficulty
since tests and quizzes are frequent and even the brightest and most
prepared students often make errors. Oral tests have the potential of
provoking both test- and oral communication anxiety simultaneously
in susceptible students.
c. Fear of negative evaluation
Horwitz, Horwitz and Cope (1986:128) define fear of negative
evaluation as apprehension about others' evaluations, avoidance of
evaluative situations, and the expectation that others would evaluate
one negatively.
They found that there was a moderate correlation between fear of
negative evaluation and language anxiety. Students are afraid of
making mistakes, especially in oral pronunciation and communication,
because they are afraid of negative evaluations from their colleagues
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or teachers. If students are anxious, they will try to avoid all forms of
communication, or reduce them to a minimum, to avoid negative
evaluations. Students regard each communicative situation or learn
language as the cause of stress and tension. This often results in poor
performance, because students focus more on perceived hazards than
on language production. In addition, students are surrounded by
learners of other languages, and when compared to them, they may
consider language performance unsatisfactory. Because language
anxiety produces physical reactions, such as increased perspiration,
reddening of the cheeks, increasing heart rate, students also become
aware of these anxiety signals, which causes discomfort.
C. Previous Studies
There have been some researchers doing same research which have
been summarized into some short and brief explanations about an analysis of
speaking anxiety in language classroom.
Fistly, Al-Sawalha (2016). The theme of this research is listening
anxiety of Jordanian students majoring in English language at Jerash
University. This study aims to investigate how listening anxiety affects the
listening process of English foreign language students at Jerash University in
Jordan. This Research used qualitative and quantitative method. The findings
of the study revealed that 43 of them experienced a high level of listening
anxiety. The Qualitative findings from the interviews with students
corroborate the findings generated from the quantitative part of the study.
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Secondly, Choi. The theme of this research is language anxiety in
second language writing. This study investigates how foreign language
anxiety is related to second language writing anxiety among second language
English learners in Korea and how English writing anxiety affects second
language writing performance. This Research used qualitative and
quantitative method. The data came from two survey instruments, the Foreign
Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz & Cope,
1986) and the English Writing Anxiety Scale (EWAS; Lee, 2005), as well as
a background questionnaire. The study’s results indicate that there is a
significant positive correlation between the FLCAS and the EWAS. There
was not a significant correlation between EWAS and writing performance as
observed in the student portfolios, but students with high EWAS scores did
tend to show poor performance on the writing portfolio.
The last, Yahya (2013). The theme of this research is calculate anxiety
in course students at the American Arabia University of Jenin (AAUJ) among
speech communication. The primary purpose of this paper is to investigate
the factors which lead to speaking anxiety among speech communication. The
data is analyzed using the descriptive statistics (means and standard
deviation). The results of the study revealed that the fear of negative feedback
received the highest mean (2.93), followed by communication anxiety (2.80)
and test anxiety received the lowest mean (2.68). This study in addition to the
items appeared in the Foreign Language Classroom Anxiety Scale (FLCAS)
developed by Horwitz et al. (1986), researcher added other items to the scale
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to conduct the research project. The scale was given to 2 referees at the
English Department, and the English Language Center (ELC) at the AAUJ.
By considering those previous researches, the writer saw something
difference. The difference was showed at the aspect of the skill. The writer
analyzes the level of speaking anxiety in English classroom. In the last
previous study, questionnaire was different from the one I used because in the
questionnaire some items were modified or deleted, and others were added, so
the questionnaire used was not purely from the Foreign Language Classroom
Anxiety Scale (FLCAS) developed by Horwitz et al. (1986).This research
used descriptive quantitative method and the writer also calculated the data
manually, not using SPSS program.
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CHAPTER III
METHODOLOGY OF RESEARCH
A. Type of Research
This research used a descriptive quantitative approach in order to
answer the proposed question. According to Stephen and Michael (1982: 46),
descriptive study is used in the literal sense of describing situations events.
Descriptive studies can yield rich data that lead to important
recommendations. Creswell (2003:18) states, quantitative research “employ
strategies of inquiry such as experimental and surveys, and collect data on
predetermined instruments that yield statistical data”.
B. Setting of Research
This research is located at SMA Islam Sudirman Bringin. It applied to
the XI grade and will be held in the first semester of the 2018/2019 school
year. The writer planned the time of research at Tuesday, July 31st, 2018.
The writer chooses eleven grade because their English teacher said
that there are the student has ability in English but most of them have
difficulties in speaking. Most of the students in this school have less of
confidence, difficult to express the idea orally, have limited knowledge on
pronunciation, and lack of courage to speak out for fear of being wrong.
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C. Participants
In this research, the Participants were the all of eleven grade in SMA
Islam Sudirman Bringin. There are 17 Students.
Table 3.1
Name of Participants
No Code 1 AWDS 2 AAP 3 BNC 4 DR 5 DNS 6 HS 7 JSA 8 JU 9 NZ
10 NA 11 SA 12 SL 13 SP 14 SYA 15 TA 16 UNI 17 VF
D. Research Instrument
1. Questionnaire (Foreign language Classroom Anxiety Scale)
The FLCAS has been the most widely used instrument to measure
foreign language learners’ general anxiety in foreign language
classrooms. This scale provided five responses ranging from “Strongly
Agree (SA)”, “Agree (A)”, “Neither Agree nor Disagree (NA)”,
“Disagree (D)”, and “Strongly Disagree (SD)”.
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E. The Data Collection Procedure
The data collection was held in one section of speaking class, on July
31st, 2018. The FLCAS questionnaire was administrated to all participants
during class hours, who were briefed about the research’s purpose. Half an
hour was given to the participants to answer the questions.
The writer also took some photos as a part of documentation. This
method used to completing and strengthening the data. After all the data were
collected, the researcher analyzed and processed the data based on the theory.
The result of the data was presented by the writer in chapter IV.
F. Technique of Data Analysis
FLCAS has two forms of statements which are positive and negative.
Positive statements in the questionnaire are in number 2, 5, 8, 11, 14, 18, 22,
28, 32. While, negative statements are in number 1, 3, 4, 6, 7, 9, 10, 12, 13,
15, 16, 17, 19, 20, 21, 23, 24, 25, 26, 27, 29, 30, 31, and 33. The positive
statements scale will be ranging from 1-5, on the contrary negative statements
scale ranged from 5-1 as in table below.
Table 3.2
Positive and Negative Statements of FLCAS
Positive Statements
2. I don't worry about making mistakes in English class. 5. It wouldn't bother me at all to take more English
classes. 8. I am usually at ease during tests in my English class. 11. I don't understand why some people get so upset over
English classes. 14. I would not be nervous speaking the English with
native speakers. 18. I feel confident when I speak in English class. 22. I don't feel pressure to prepare very well for English
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class. 28. When I'm on my way to English class, I feel very sure
and relaxed. 32. I would probably feel comfortable around native
speakers of the English.
Negative Statements
1. I never feel quite sure of myself when I am speaking in my English class.
3. I tremble when I know that I'm going to be called on in English class.
4. It frightens me when I don't understand what the teacher is saying in English.
6. During English class, I find myself thinking about things that have nothing to do with the course.
7. I keep thinking that the other students are better at English than I am.
9. I start to panic when I have to speak without preparation in English class.
10. I worry about the consequences of failing my English class.
12. In English class, I can get so nervous I forget things I know.
13. It embarrasses me to volunteer answers in my English class.
15. I get upset when I don't understand what the teacher is correcting.
16. Even if I am well prepared for English class, I feel anxious about it.
17. I often feel like not going to my English class. 19. I am afraid that my English teacher is ready to correct
every mistake I make. 20. I can feel my heart pounding when I'm going to be
called on in English class. 21. The more I study for a English test, the more confused
I get. 23. I always feel that the other students speak the English
better than I do. 24. I feel very self‐conscious about speaking the English
in front of other students. 25. English class moves so quickly I worry about getting
left behind. 26. I feel more tense and nervous in my English class than
in my other classes. 27. I get nervous and confused when I am speaking in my
English class.
20
29. I get nervous when I don't understand every word the English teacher says.
30. I feel overwhelmed by the number of rules you have to learn to speak English.
31. I am afraid that the other students will laugh at me when I speak the English.
33. I get nervous when the English teacher asks questions which I haven't prepared in advance.
The likert’s scoring scale table to measure students’ anxiety level
using FLCAS is shown below :
Table 3.3
Likert’s Scoring Table Adopted from Horwitz et al. (1986)
Statement Scoring Strongly
Agree Agree Neither Agree
nor Disagree Disagree Strongly
Disagree Positive 1 2 3 4 5 Negative 5 4 3 2 1
Further, the data were calculated manually with range of score started
from 33 up to 165. After the researcher found the result of each students’
anxiety level, it will categorized into some levels started from “Very
Relaxed”, “Relaxed”, “Mildly Anxious”, “Anxious”, and “Very Anxious”.
The scoring table adopted from Oetting’s Scale which consists of 40
items with answers ranged from 1-5 and total score of 200. The following
table is the score for each anxiety level.
21
Table 3.4
FLCAS Anxiety Scale Adopted from Oetting’s Scale
RANGE LEVEL 40 – 79 Very Relaxed 80 – 104 Relaxed
105 – 129 Mildly Anxious 130 – 149 Anxious 150 – 200 Very Anxious
Furthermore the classification to calculate the anxiety scale adopted in
Mayangta, 2013:28.
Table 3.5
FLCAS Anxiety Scale
RANGE LEVEL 124 – 165 Very Anxious 108 – 123 Anxious 87 – 107 Mildly Anxious 66 – 86 Relaxed 33 – 65 Very Relaxed
In FLCAS, there are three main types of causes of foreign language
classroom anxiety: communication apprehension, test anxiety, and fear of
negative evaluation. (Horwitz, Horwitz and Cope, 1986:127 cited in Cao,
2011:76).
22
Figure 3.1
Types of Causes of Foreign Language Classroom Anxiety
From the figure above show that Foreign Language Class there are
Communication Apprehension : 1, 4, 9, 14, 15, 18, 24, 27, 29, 30, 32. Test
Anxiety : 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28. And Fear of
Negative Evaluation : 2, 7, 13, 19, 23, 31, 33.
23
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter describes the result of data collections and data analysis to
answer the research questions in chapter I. The writer got the data from FLCAS
questionnaires that have been distributed to all respondents. Afterwards, the writer
gets the description of the final result.
A. Findings
1. Levels of Speaking Anxiety in English Classroom
Horwitz et al. (1986) have developed “Foreign Language
Classroom Anxiety Scale” (FLCAS) to measure the amount of anxiety
by students. The scale has 33 items scored on a 5-point Likert scale
ranging from strongly agree; agree; neither agree nor disagree; disagree;
and strongly disagree.
The participants of this research, those are all the eleven grades in
SMA Islam Sudirman Bringin in academic year 2018/2019 were
answered the questionnaire completely. There are 17 students that
answer the questionnaire. The table below shows the result of students’
response toward FLCAS questionnaire.
24
Table 4.1
The Result of Students Questionnaire’s Answers
*Orange Columns : Positive Statements *White Columns : Negative Statement
24
25
To make it easy to understand the answers of students, the writer
summarizes the results of 33 items questionnaire and are divided into
positive and negative statements.
Summarizing of student’s response the table below:
Table 4.2
Summarizing of Student's Response
No Participants Positive Statements Negative Statements
SA A NA D SD SA A NA D SD
1 AWDS - 6 2 1 - - 9 3 11 1
2 AAP 2 6 - 1 - 1 6 - 12 5
3 BNC - 5 3 1 - 3 6 10 3 2
4 DR - 6 1 2 - - 5 3 15 1
5 DNS - 6 2 1 - 2 20 2 - -
6 HS 2 2 3 2 - 2 6 6 9 1
7 JSA - 3 4 2 - 4 13 6 1 -
8 JU - 1 3 5 - 1 12 2 8 1
9 NZ - - 2 7 - 4 9 3 7 1
10 NA 1 4 3 1 - 2 3 10 4 5
11 SA 3 1 - 5 - 17 5 - 2 -
12 SL - 3 2 4 - 3 10 5 6 -
13 SP - 2 6 1 - 3 2 6 12 1
14 SYA 3 2 2 2 - 1 10 4 6 3
15 TA - - 2 7 - 17 - 2 5 -
16 UNI - 2 - 7 - 3 10 - 10 1
17 VF 1 3 - 5 - 7 13 - 4 -
TOTAL 12 52 35 54 0 70 139 62 115 22
153 408
26
The following is an overview of the summary of the students’
response in positive and negative statements is based on the description
of the table above.
Figure 4.2.1
The Summary of Students’ Response in Positive and Negative Statements
By which:
SA
A
NA
:
:
:
Strongly Agree
Agree
Neither Agree nor Agree
D
SD
:
:
Disagree
Strongly Disagree
From the summary above, the writer find that: Positive statements have
score: strongly agree (12); agree (52); neither agree nor disagree (35);
disagree (54); and strongly disagree (0). So from the positive statement it can
be concluded that the highest score is in "Disagree" (54 responses) and the
lowest score is in "strongly disagree" (0 responses). While the negative
27
statement has score: strongly agree (70); agree (139); neither agree nor
disagree (62); disagree (115); and strongly disagree (22). So the negative
statement has the highest "agree" score (139 responses) and the lowest score
in "strongly disagree" (22 responses).
Furthermore, the writer show other data that presents the percentage of
students' preference towards 33 (Foreign Language Classroom Anxiety Scale)
FLCAS items. This is to gain the most students' responses to each statement
in the FLCAS questionnaire.
Table 4.3
The Percentage of Students' Preference
No Questionnaire The Percentage of Students' Preference
SA % A % NA % D % SD %
1 I never feel quite sure of myself when I am speaking in my English class.
8 47% 3 18% 2 12% 4 24% - -
2 I don't worry about making mistakes in English class.
- - 6 35% - - 11 65% - -
3 I tremble when I know that I'm going to be called on in English class.
1 6% 10 59% 3 18% 2 12% 1 6%
4 It frightens me when I don't understand what the teacher is saying in English.
4 24% 5 29% 3 18% 5 29% - -
5 It wouldn't bother me at all to take more English classes.
- - 2 12% 5 29% 10 59% - -
6 During English class, I find myself thinking about things that have nothing to do with the course.
1 6% 4 24% 2 12% 10 59% - -
28
No Questionnaire The Percentage of Students' Preference
SA % A % NA % D % SD %
7 I keep thinking that the other students are better at English than I am.
2 12% 8 47% 3 18% 4 24% - -
8 I am usually at ease during tests in my English class.
1 6% 5 29% 6 35% 5 29% - -
9 I start to panic when I have to speak without preparation in English class.
5 29% 6 35% 3 18% 2 12% 1 6%
10 I worry about the consequences of failing my English class.
1 6% 10 59% - - 6 35% - -
11 I don't understand why some people get so upset over English classes.
3 18% 4 24% 6 35% 4 24% - -
12 In English class, I can get so nervous I forget things I know.
3 18% 7 41% 4 24% 2 12% 1 6%
13 It embarrasses me to volunteer answers in my English class.
3 18% 8 47% 2 12% 3 18% 1 6%
14 I would not be nervous speaking the English with native speakers.
- - 6 35% 2 12% 8 47% 1 6%
15 I get upset when I don't understand what the teacher is correcting.
- - 3 18% 4 24% 9 53% 1 6%
16 Even if I am well prepared for English class, I feel anxious about it.
4 24% 10 59% 1 6% 2 12% - -
17 I often feel like not going to my English class.
3 18% - - 4 24% 6 35% 4 24%
18 I feel confident when I speak in English class. 1 6% 6 35% 4 24% 6 35% - -
29
No Questionnaire The Percentage of Students' Preference
SA % A % NA % D % SD %
19 I am afraid that my English teacher is ready to correct every mistake I make.
4 24% 5 29% 3 18% 5 29% - -
20 I can feel my heart pounding when I'm going to be called on in English class.
3 18% 6 35% 2 12% 6 35% - -
21 The more I study for a English test, the more confused I get.
3 18% 4 24% 3 18% 6 35% 1 6%
22 I don't feel pressure to prepare very well for English class.
2 12% 9 53% 4 24% 2 12% - -
23 I always feel that the other students speak the English better than I do.
3 18% 6 35% 2 12% 6 35% - -
24 I feel very self‐conscious about speaking the English in front of other students.
4 24% 7 41% 4 24% 2 12% - -
25 English class moves so quickly I worry about getting left behind.
2 12% 5 29% 3 18% 7 41% - -
26 I feel more tense and nervous in my English class than in my other classes.
1 6% 7 41% 3 18% 4 24% 2 12%
27 I get nervous and confused when I am speaking in my English class.
3 18% 6 35% 1 6% 5 29% 2 12%
28 When I'm on my way to English class, I feel very sure and relaxed.
1 6% 7 41% 3 18% 6 35% - -
29 I get nervous when I don't understand every word the English teacher says.
3 18% 2 12% 5 29% 6 35% 1 6%
30
No Questionnaire The Percentage of Students' Preference
SA % A % NA % D % SD %
30 I feel overwhelmed by the number of rules you have to learn to speak English.
2 12% 6 35% 2 12% 5 29% 2 12%
31 I am afraid that the other students will laugh at me when I speak the English.
4 24% 4 24% 2 12% 5 29% 2 12%
32 I would probably feel comfortable around native speakers of the English.
2 12% 8 47% 4 24% 3 18% - -
33 I get nervous when the English teacher asks questions which I haven't prepared in advance.
5 29% 6 35% 2 12% 3 18% 1 6%
The following is an overview of the percentage of students’
preference is based on the description of the table above.
Figure 4.3.1
The Percentage of Students' Preference
A. X
31
Based on the figure and table, the results show a high and low total
score percentages of all FLCAS statements. There is 17 Participants who
has a different answer from each statement. The writer finds that the
highest total is in statement number 2 (I don't worry about making
mistakes in language class) with 65% of respondents.
The writer also finds homogeneity appearing in the same statement
number 3 “I tremble when I know that I'm going to be called on in English
class.”; statement number 6 “During English class, I find myself thinking
about things that have nothing to do with the course”; statement number 8
“I am usually at ease during tests in my English class”; statement number
9 “I start to panic when I have to speak without preparation in English
class”; statement number 10 “I worry about the consequences of failing
my English class”; statement number 12 “In English class, I can get so
nervous I forget things I know”; statement number 13 “It embarrasses me
to volunteer answers in my English class”; statement number 14 “I would
not be nervous speaking the English with native speakers”; statement
number 15 “I get upset when I don't understand what the teacher is
correcting”; statement number 16 “Even if I am well prepared for English
class, I feel anxious about it”; statement number 18 “I feel confident when
I speak in English class”; statement number 21 “The more I study for a
English test, the more confused I get”; statement number 26 “I feel more
tense and nervous in my English class than in my other classes”; Statement
number 27 “I get nervous and confused when I am speaking in my English
32
class”; Statement number 28 “When I'm on my way to English class, I feel
very sure and relaxed”; Statement number 29 “I get nervous when I don't
understand every word the English teacher says”; Statement number 33 “I
get nervous when the English teacher asks questions which I haven't
prepared in advance”. With 6% of respondents ( 1 students ).
To find out the level of anxiety of students when speaking, the writer
assess and categorize each student based on them responses in the FLCAS
questionnaire, as followed by table 4.5 below :
33
Table 4.4
Scoring and Categorizing of Foreign Language Classroom Anxiety Scale
No Participants Questionnaire Number Total Score
Level Anxiety
1 AWDS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
90 Mildly
Anxious
2 2 3 3 3 2 2 3 2 4 4 4 4 2 4 4 2
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 2 4 2 2 3 4 4 2 2 2 2 2 1 2 4
2 AAP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
76 Relaxed 4 4 2 2 2 2 4 1 2 2 2 1 2 2 2 4 1
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 4 2 2 2 4 5 4 1 2 2 1 2 2 1 1
3 BNC 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
100 Mildly
Anxious 3 2 3 2 2 4 3 3 3 2 3 5 5 2 4 4 1
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
3 3 3 4 2 4 3 3 2 1 4 3 4 5 2 3
4 DR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
83 Relaxed 2 2 4 2 4 2 4 2 4 2 4 4 2 2 2 2 2
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 3 2 2 2 2 4 2 1 3 2 2 2 3 3 2
33
34
No Participants Questionnaire Number Total Score
Level Anxiety
5 DNS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
118 Anxious 3 4 4 4 3 4 4 3 4 4 2 4 4 2 4 4 3
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 4 4 5 2 4 4 4 4 4 2 5 4 4 2 4
6 HS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
94 Mildly
Anxious
4 4 4 2 4 4 2 3 3 4 1 3 4 2 3 2 5
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
3 4 2 3 1 2 5 2 3 2 2 2 3 1 3 2
7 JSA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
118 Anxious 5 2 4 5 3 2 4 4 5 4 3 3 4 4 3 4 3
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 4 4 3 3 5 4 4 4 4 3 3 3 4 2 4
8 JU 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
107 Mildly
Anxious
2 4 1 4 4 2 2 3 3 2 2 4 3 4 2 4 2
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 5 4 4 3 2 4 2 4 4 4 4 4 4 3 4
34
35
No Participants Questionnaire Number Total Score
Level Anxiety
9 NZ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
114 Anxious 4 4 4 5 4 2 4 4 1 4 4 2 4 4 2 4 3
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 2 2 2 3 4 5 3 4 5 3 3 4 2 4 5
10 NA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
87 Mildly
Anxious
5 4 4 3 3 5 3 2 4 2 3 3 3 3 1 3 1
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
1 2 4 1 2 3 3 3 2 1 2 2 1 3 2 3
11 SA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
134 Very
Anxious
5 2 4 4 4 4 5 4 4 4 1 5 5 4 2 5 5
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 5 5 5 1 2 5 5 5 5 4 5 5 5 1 5
12 SL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
111 Anxious 5 4 4 5 4 2 4 4 5 4 3 3 4 4 3 4 2
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
3 3 3 4 2 4 4 2 4 2 2 3 2 2 3 4
35
36
No Participants Questionnaire Number Total Score
Level Anxiety
13 SP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
92 Mildly
Anxious
5 4 2 3 3 3 3 3 5 4 2 4 2 3 2 5 1
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
3 2 2 2 3 2 3 2 3 2 3 3 2 2 2 2
14 SYA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
105 Mildly
Anxious
5 4 3 4 4 3 2 2 4 4 3 2 1 5 3 4 3
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 5 2 3 2 4 4 1 2 4 1 2 4 4 4 5
15 TA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
135 Very
Anxious
2 4 5 5 4 2 5 4 5 5 3 5 5 4 2 5 2
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 5 5 2 4 5 3 5 3 5 4 5 5 5 3 5
16 UNI 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
108 Anxious 5 4 4 2 4 2 4 2 5 2 4 4 4 4 2 4 2
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 2 4 4 2 5 2 2 4 4 4 2 1 2 4 4
36
37
No Participants Questionnaire Number Total Score
Level Anxiety
17 VF 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
122 Anxious 5 2 4 4 4 2 4 2 4 4 1 4 4 4 2 5 5
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 4 5 5 4 2 2 4 4 4 4 4 4 5 2 5
37
38
Based on the Scoring and Categorizing table of Foreign Language
Classroom Anxiety Scale above, the results of the assessment and
categorization in students' anxiety levels can be seen in table 4.5 below:
Table 4.5
Result of Foreign Language Classroom Anxiety Scale
Range Level Result
124-165 Very Anxious Very Anxious : 2 Respodents (12%)
108-123 Anxious Anxious : 6 Respodents (35%)
87-107 Mildly Anxious Mildly Anxious : 7 Respodents (41%)
66-86 Relaxed Relaxed : 2 Respodents (12%)
33-65 Very Relaxed Very Relaxed : 0 Respodent (0%)
Based on the table above, the writer found 2 students (12%) who
experience "Very Anxious" level with a range score of 124-165, 6 students
(35%) who experience “Anxious” level, with a range score of 108-123, 7
students ( 41%) who experienced "Mildly Anxious" level with a range score
of 87-107, 2 students (12%) who experience "relaxed" level with a range
score of 66-86, and nothing student (0%) who experience "very relaxed" level
with range score of 33-65.
The following is an overview of the result of foreign language
classroom anxiety scale based on the description of the table above.
39
Figure 4.5.1
The level of students’ anxiety
From the figure above, it can be seen that dominant anxiety scale that
occurred in "Mildly Anxious", it means that many students experience mildly
anxiety and only 2 students are "relaxed".
The table below will show the highest and the lowest score in each level
of anxiety.
40
Table 4.6
The Highest and the Lowest Score in Each Level of Anxiety
No Level Anxiety The
Highest Score
Participants The
Lowest Score
Participants
1 Very Anxious 135 TA 134 SA
2 Anxious 122 VF 108 UNI
3 Mildly Anxious 107 JU 87 NA
4 Relaxed 83 DR 76 AAP
5 Very Relaxed - - - -
From 17 participants, only 2 students (12%) experienced a "very
anxious" level, then from 7 students (41%) were at a “mildly anxious”
level. This can be a normal condition when many people also feel tense
or nervous when having to do something in front of others, and only 2
students (12%) who are at the "relaxed" level means that they have no
problem with their level of anxiety.
2. Dominant Type of Anxiety that Occurred in English Classroom
From Table 4.3, the writer made a conclusion by dividing 3 types
of classroom anxiety: communication apprehension, test anxiety, and
fear of negative evaluation.
41
Table 4.7
The Percentage of Students' Communication Apprehension
No Questionnaire
The Percentage of Students' Communication Apprehension
SA % A % NA % D % SD %
1 I never feel quite sure of myself when I am speaking in my English class.
8 47% 3 18% 2 12% 4 24% - -
4 It frightens me when I don't understand what the teacher is saying in English.
4 24% 5 29% 3 18% 5 29% - -
9 I start to be panic when I have to speak without preparation in English class.
5 29% 6 35% 3 18% 2 12% 1 6%
14 I would not be nervous speaking the English with native speakers.
- - 6 35% 2 12% 8 47% 1 6%
15 I get upset when I don't understand what the teacher is correcting.
- - 3 18% 4 24% 9 53% 1 6%
18 I feel confident when I speak in English class.
1 6% 6 35% 4 24% 6 35% - -
24 I feel very self‐conscious about speaking the English in front of other students.
4 24% 7 41% 4 24% 2 12% - -
27 I get nervous and confused when I am speaking in my English class.
3 18% 6 35% 1 6% 5 29% 2 12%
29 I get nervous when I don't understand every word the English teacher says.
3 18% 2 12% 5 29% 6 35% 1 6%
42
No Questionnaire
The Percentage of Students' Communication Apprehension
SA % A % NA % D % SD %
30 I feel overwhelmed by the number of rules you have to learn to speak English.
2 12% 6 35% 2 12% 5 29% 2 12%
32 I would probably feel comfortable around native speakers of the English.
2 12% 8 47% 4 24% 3 18% - -
The following is an overview of the summary of the students’
communication apprehension is based on the description of the table
above.
Figure 4.7.1
The Percentage of Students' Communication Apprehension
43
Based on the figure and table above, the results show the highest
total is in statement number 15 (I get upset when I don't understand
what the teacher is correcting) with 53% of respondents ( 9 Students ).
Meanwhile number 1, 14, and 32 “I never feel quite sure of myself
when I am speaking in my English class”; “I would not be nervous
speaking the English with native speakers”; “I would probably feel
comfortable around native speakers of the English” with 47% of
respondents ( 8 Students ). The writer can conclude that students feel
nervous when speaking English with native speakers but students may
feel more comfortable with native English speakers. These students feel
not angry when they don't know what the teacher corrects.
Table 4.8
The Percentage of Students' Test Anxiety
No Questionnaire The Percentage of Students' Test Anxiety
SA % A % NA % D % SD %
3 I tremble when I know that I'm going to be called on in English class.
1 6% 10 59% 3 18% 2 12% 1 6%
5 It wouldn't bother me at all to take more English classes.
- - 2 12% 5 29% 10 59% - -
6 During English class, I find myself thinking about things that have nothing to do with the course.
1 6% 4 24% 2 12% 10 59% - -
8 I am usually at ease during tests in my English class.
1 6% 5 29% 6 35% 5 29% - -
44
No Questionnaire The Percentage of Students' Test Anxiety
SA % A % NA % D % SD %
10 I worry about the consequences of failing my English class.
1 6% 10 59% - - 6 35% - -
11 I don't understand why some people get so upset over English classes.
3 18% 4 24% 6 35% 4 24% - -
12 In English class, I can get so nervous I forget things I know.
3 18% 7 41% 4 24% 2 12% 1 6%
16 Even if I am well prepared for English class, I feel anxious about it.
4 24% 10 59% 1 6% 2 12% - -
17 I often feel like not going to my English class.
3 18% - - 4 24% 6 35% 4 24%
20 I can feel my heart pounding when I'm going to be called on in English class.
3 18% 6 35% 2 12% 6 35% - -
21 The more I study for a English test, the more confused I get.
3 18% 4 24% 3 18% 6 35% 1 6%
22 I don't feel pressure to prepare very well for English class.
2 12% 9 53% 4 24% 2 12% - -
25 English class moves so quickly I worry about getting left behind.
2 12% 5 29% 3 18% 7 41% - -
26 I feel more tense and nervous in my English class than in my other classes.
1 6% 7 41% 3 18% 4 24% 2 12%
28 When I'm on my way to English class, I feel very sure and relaxed.
1 6% 7 41% 3 18% 6 35% - -
45
The following is an overview of the summary of the students’ test
anxiety is based on the description of the table above.
Figure 4.8.1
The Percentage of Students' Test Anxiety
Based on the figure above, the writer found that homogeneity
appears there are similarities in the statements number 3, 5, 6, 10, and
16. “I tremble when I know that I'm going to be called on in English
class”; “It wouldn't bother me at all to take more English classes”;
“During English class, I find myself thinking about things that have
nothing to do with the course”; “I worry about the consequences of
failing my English class”; “Even if I am well prepared for English class,
I feel anxious about it” with 59% of respondents ( 10 Students ).
The writer can conclude that students feel very anxious when test
anxiety, shown by statement number 3 "I tremble when I know that I'm
46
going to be called on in English class" by which "agree" with 10
students choosing it so that more than half of the amount students
experience anxiety during test anxiety and added with statement
number 5 "It would not bother at all to take more classes of English" by
which "disagree" which means that students do not want to take more
English classes either through extracurricular or additional classes in
school. Students still feel anxious even though they are well prepared in
English class, they worry about the consequences of failing in English
class.
Table 4.9
The Percentage of Students' Fear of Negative Evaluation
No Questionnaire
The Percentage of Students' Fear of Negative Evaluation
SA % A % NA % D % SD %
2 I don't worry about making mistakes in English class.
- - 6 35% - - 11 65% - -
7 I keep thinking that the other students are better at English than I am.
2 12% 8 47% 3 18% 4 24% - -
13 It embarrasses me to volunteer answers in my English class.
3 18% 8 47% 2 12% 3 18% 1 6%
19 I am afraid that my English teacher is ready to correct every mistake I make.
4 24% 5 29% 3 18% 5 29% - -
23 I always feel that the other students speak the English better than I do.
3 18% 6 35% 2 12% 6 35% - -
47
31 I am afraid that the other students will laugh at me when I speak the English.
4 24% 4 24% 2 12% 5 29% 2 12%
33 I get nervous when the English teacher asks questions which I haven't prepared in advance.
5 29% 6 35% 2 12% 3 18% 1 6%
The following is an overview of the summary of the students’ fear
of negative evaluation is based on the description of the table above.
Figure 4.9.1
The Percentage of Students' Fear of Negative Evaluation
Based on the figure above, the results show the highest total is in
statement number 2 (I don't worry about making mistakes in English
class) by which “disagree”, it conclude that students are afraid of
making mistakes, especially in oral pronunciation and communication,
48
because they are afraid of negative evaluations from their colleagues or
teachers. They chose this statement by which "disagree" with a total of
11 students so it can be concluded that more than half the students or
65% of the participants felt fear of negative evaluation.
B. Discussion
The discussion section is aimed to answer questions in the proposed in
this discussion aims to discuss the results of the data in order to conclude the
answers from the research questions which will be discussed in the following
section.
To answer the first research question about speaking anxiety in class,
the result showed: 2 students (12%) who experience "Very Anxious" level
with a range score of 124-165, 6 students (35%) who experienced "Anxious"
level, with a range score of 108-123, 7 students (41%) who experienced the
"Mildly Anxious" level with a range score of 87-107, 2 students (12%) who
experience "relaxed" level with a range score of 66-86, and nothing student
(0%) who experiences "very relaxed" level with range score of 33-65.
It concluded that the dominant level of students' anxiety that occurred in
"mildly anxious" with 7 respondents, so less than 50% of students who felt
themselves not too anxious but not relaxed when speaking in English, but the
data was followed by "anxious" with 6 respondents which means students
also have anxious feeling, nervousness and worry to make mistakes when
speaking English.
49
The highest score in level of speaking anxiety that calculated 135,
participant of 'TA' and then the lowest score in level of speaking anxiety 76,
participant of 'AAP'.
In the second research question, the writer asked about the dominant
type of anxiety that occurred in English classroom.
From table 4.7, 4.8, 4.9, which describes communication apprehension,
test anxiety, and fear of negative evaluation, it can be concluded that the
dominant type of anxiety in classroom is fear of negative evaluation in
statement number 2 (I do not worry about making mistakes in English class)
by which "disagree". Student’s performance in the language classroom is not
only graded by the teacher, but is commented on by students in the same
classroom as well. Students may be sensitive to the evaluations, either real or
imagined, of their peers. Students feel afraid if they make mistakes in
English, it could be because of fear of punishment and laughed by the teacher
and other students so that before being called by the teacher students feel
anxious and students feel other students are better so their subconscious
feelings always emphasize that students others are better.
Same as said by Horwitz, Horwitz and Cope (1986: 128), they define
fear of negative evaluation as apprehension about others' evaluations,
avoidance of evaluative situations, and the expectation that others would
evaluate one negatively.
50
CHAPTER V
CLOSURE
This chapter is divided into two parts, conclusions and suggestions. In
conclusion, the author will clarify the results of investigated speaking anxiety in
English classroom of the first Semester Eleven grade Students in Islam High
School Sudirman Bringin. The advice section contains the views and suggestions
of researchers for students, future researchers, and teachers / lecturers.
A. Conclusion
Based on the data analysis and the results of the study, the writer can
conclude as followed:
1. The results of this research are at "Mildly Anxious" level with no "Very
Relaxed" student. There are 2 (12%) students who experience "Very
Anxious" level, 6 (35%) students are in "Anxious" level, 7 (41%)
students are in "Mildly Anxious" level and only 2 (12%) students have
"Relaxed" level.
2. According to the data result of type based FLCAS grouping it found
that "Fear of Negative Evaluation" is the main factor that causes
students to feel anxious about 11 (65%) students, the number of
statement is 2 (I don't worry about making mistakes in English class) by
which "disagree". After that the Test anxiety factor became the second
factor with 10 (59%) students, then the last factor was communication
apprehension with 9 (53%) students.
51
B. Suggestions
1. For teachers
From the beginning teacher must recognize every anxiety
experienced by his students in order to overcome their language anxiety
in speaking skills. After that teacher can make the class atmosphere
cheerful so that a positive mood will emerge which will make anxiety
lessened. With students who feel happy and not anxious will make
learning comfortable. In the learning can insert humor or motivational
words so as to make the class atmosphere relaxed and can reduce
students' anxiety when in English classes.
2. For students
Based on the finding, each students are definitely has anxiety
feeling in different levels. For students whose high anxiety scale results
need to reduce a little more relaxed when in class. students also do not
mock or laugh at each other when their friends make mistakes, but try
to keep supporting and motivating them not to give up and never give
up learning. Students must realize that making mistakes when in an
English language class is a normal thing that makes the future as a
learning to be better.
3. For further researcher
The writer hopes that the future writers conduct a better research
about speaking anxiety in English Classroom, and develop the research
with other skills such as reading, writing and listening.
52
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Jerash University. International Journal of Humanities and Social Science Vol. 6. No. 1.
Brown, H.D. 2004. Language Assessment Principles and Classroom Practice.
United States of America. Cao, Yuan. 2011. Comparison of Two Models of Foreign Language Classroom
Anxiety Scale. De La Salle University, Manila, Philippines. Philippine ESL Journal, Vol. 7. 76.
Choi, Sujeong. Language Anxiety In Second Language Writing: Is It Really A
Stumbling Block?. University of Hawai'i at Manoa. Creswell, John W. 2003. Research Design Qualitative, Quantitative. And Mixed
Methods Approaches Second Edition. London: Sage Publications. Damasio, A., Carvalho, G.B., 2013. The nature of feelings: evolutionary and
neurobiological origins. Neuroscience 14, 143-152. Febria, Herdinatara. 2017. A Comparative Study on Students' Speaking Skill Using
Audio-Video and Picture. Final Project. Semarang: English Education Department, Faculty of Foreign Language and Culture, University of Muhammadiyah Semarang.
Florez & Cunningham MaryAnn. 1999. Improving Adult English Language
Learners' Speaking Skills. ERIC Digest. Harmer, Jeremy. 2000. The Practice of English Language Teaching. England:
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anxiety. The Modern Language Journal, 70, 125-132. Horwitz, E.K., Horwitz, M.B. & Cope, J. 1986. Foreign language classroom
anxiety. The Modern Language Journal, 70, (2), 125-192.
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Horwitz, E.K. 1988. The Beliefs about Language Learning of Beginning University Foreign Language Students. The Modern Language Journal, 70, (3), 125.
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Torky, Shiamaa A. 2006. The Effectiveness of a Task-Based Instruction Program
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William, Michael and Stephen. 1982. Handbook in Research and Evaluation.
California: San Diego.
54
CURRICULUM VITAE
Name : Dewi Mariam
Student Number : 113-12-025
Gender : Female
Place & Date of Birth : Salatiga, June 10th, 1997
Religion : Moslem
Address : Canden RT 8, RW 3 Salatiga
Phone : 085 727 223 612
E-mail : [email protected]
Education Background : 2002 – 2008 : MI Ma’arif Canden Salatiga
2008 – 2011 : MTS NU Salatiga
2011 – 2014 : SMK Diponegoro Salatiga
2014 – 2018 : IAIN Salatiga
55
APPENDICES
56
Appendix 1
Foreign Language Classroom Anxiety Scale (FLCAS) Adapted from Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign
language classroom anxiety. The Modern Language Journal, 70 (2), 125-132
No Questionnaire Strongly
Agree Agree
Neither Agree Nor
Disagree
Disagree Strongly Disagree
1 I never feel quite sure of myself when I am speaking in my foreign language class.
5 4 3 2 1
2 I don't worry about making mistakes in language class.
1 2 3 4 5
3 I tremble when I know that I'm going to be called on in language class.
5 4 3 2 1
4 It frightens me when I don't understand what the teacher is saying in the foreign language.
5 4 3 2 1
5 It wouldn't bother me at all to take more foreign language classes.
1 2 3 4 5
6 During language class, I find myself thinking about things that have nothing to do with the course.
5 4 3 2 1
7 I keep thinking that the other students are better at languages than I am.
5 4 3 2 1
8 I am usually at ease during tests in my language class.
1 2 3 4 5
9 I start to panic when I have to speak without preparation in language class.
5 4 3 2 1
57
No Questionnaire Strongly
Agree Agree
Neither Agree Nor
Disagree
Disagree Strongly Disagree
10 I worry about the consequences of failing my foreign language class.
5 4 3 2 1
11 I don't understand why some people get so upset over foreign language classes.
1 2 3 4 5
12 In language class, I can get so nervous I forget things I know.
5 4 3 2 1
13 It embarrasses me to volunteer answers in my language class.
5 4 3 2 1
14 I would not be nervous speaking the foreign language with native speakers.
1 2 3 4 5
15 I get upset when I don't understand what the teacher is correcting.
5 4 3 2 1
16 Even if I am well prepared for language class, I feel anxious about it.
5 4 3 2 1
17 I often feel like not going to my language class. 5 4 3 2 1
18 I feel confident when I speak in foreign language class.
1 2 3 4 5
19 I am afraid that my language teacher is ready to correct every mistake I make.
5 4 3 2 1
20 I can feel my heart pounding when I'm going to be called on in language class.
5 4 3 2 1
58
No Questionnaire Strongly
Agree Agree
Neither Agree Nor
Disagree
Disagree Strongly Disagree
21 The more I study for a language test, the more con‐ fused I get.
5 4 3 2 1
22 I don't feel pressure to prepare very well for language class.
1 2 3 4 5
23 I always feel that the other students speak the foreign language better than I do.
5 4 3 2 1
24 I feel very self‐conscious about speaking the foreign language in front of other students.
5 4 3 2 1
25 Language class moves so quickly I worry about getting left behind.
5 4 3 2 1
26 I feel more tense and nervous in my language class than in my other classes.
5 4 3 2 1
27 I get nervous and confused when I am speaking in my language class.
5 4 3 2 1
28 When I'm on my way to language class, I feel very sure and relaxed.
1 2 3 4 5
29 I get nervous when I don't understand every word the language teacher says.
5 4 3 2 1
30 I feel overwhelmed by the number of rules you have to learn to speak a foreign language.
5 4 3 2 1
31 I am afraid that the other students will laugh at me when I speak the foreign language.
5 4 3 2 1
59
No Questionnaire Strongly
Agree Agree
Neither Agree Nor
Disagree
Disagree Strongly Disagree
32 I would probably feel comfortable around native speakers of the foreign language.
1 2 3 4 5
33 I get nervous when the language teacher asks questions which I haven't prepared in advance.
5 4 3 2 1
60
Appendix 2
The Result of Questionnaire
61
62
63
64
65
66
Appendix 3
Documentations
67
68
69
70
71
72
73
74
75