i
AN ANALYSIS OF SEVENTH-
GRADE STUDENTS’ ANXIETY
IN ENGLISH SPEAKING CLASS AT SMP NEGERI 18
MALANG
THESIS
By:
MOHAMMAD RIDLO YUNANDA
(201210100311248)
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
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AN ANALYSIS OF SEVENTH-
GRADE STUDENTS’
ANXIETY
IN ENGLISH SPEAKING CLASS AT SMP NEGERI 18
MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
By:
MOHAMMAD RIDLO YUNANDA
(201210100311248)
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
v
MOTTO AND DEDICATION
And Say: My lord, Increase me in knowledge –“Quran 20:114”
“Life throws challenges and every challenge comes with rainbows and lights to
conquer it.”
Ridlo
-This thesis is dedicated to: My beloved parents, Ayah and Ibu
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LETTER OF AUTHENTICITY
The undersigned below:
Name : Mohammad Ridlo Yunanda SIN : 201210100311248
Department : English Language Education Department Faculty : Faculty of Teacher Training and Education
Thesis Title : An Analysis of Seventh-Grade Students’ Anxiety in English Speaking Class at SMP Negeri 18 Malang
I hereby declare that in this thesis there is no any thesis or paper that have been proposed to receive a bachelor degree, and there is no ideas or notions written or published by another person, unless what has been written in this thesis and mentioned in the references.
Malang, 25th Oktober 2016
vii
ACKNOWLEDGEMENTS
Alhamdulillahirabbilalamin, in the name of Allah, The Most Gracious and
The Most Merciful, The Lord of Universe. Because of Him, the writer could finish this graduating paper. Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness to the lightness.
Firstly, I present the best gratitude to Drs. Jarum, M.Ed as my first advisor for all his guidance, advice and support during conducting this thesis. He teaches me how to write a good thesis for completing my university study and reaching my bachelor degree. Then, I sincerely thank to Adityo, SS., MA as my second advisor who has helped me in finishing this thesis well. He guides me to correct it within his all sincere advice and suggestions that are very helpful to make this thesis better. For both of them, thank you for your best patience in guiding me very well.
Thanks also for Estu Mahanani S.Pd as the homeroom of 7 TB class of SMPN 18 Malang for her very valuable opportunity and time to collect the data in the class. A lot of thanks to my beloved friends Gilang, Linda, Malika, Nike, Indri, Uswatun, Ledy, Laila, Pandu, and Kharisma who always support me in finishing this thesis.
Finally, all the love and pray from my parents, brother and my grandmother are very important for me, so thank you so much. Hopefully, kindness always goes to us. Finally, thank you for everyone who has helped me. May Allah SWT reward all of us with His best.
Malang, October 25th, 2016
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ix 4.1.2 Teachers’ Strategies to Reduce Students’ Anxiety in English
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LIST OF TABLES
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LIST OF APPENDIXES
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CHAPTER I
INTRODUCTION
This chapter explains background of study, statement of problems, purpose of study, significance of study, scope and limitation, and definition of the key terms.
1.1 Background of Study
In learning a foreign language, students should know how to express their feeling through speaking. Thus, students can increase their ability to speak in front of their teachers and classmates to communicate with each other. However, some students in a class may experience a feeling of being nervous or worried when they are speaking in foreign language in front of the class. This situation can make them to get upset because they can’t solve this issue or cure their nervous feeling by themselves as they do not have the right knowledge about it. According to Horwitz (2001:113), “ Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous
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According to Chowdury (2014), language anxiety is a common phenomenon that most of the language learners have though the level of anxiety varies from person to person. Learners usually become anxious when they are not the native speaker of a particular language but are required to learn or use the language. Language anxiety may refer to an obstacle between teacher and student. Thus, teacher difficult to understand why their students are not active to speak in the classroom. It may end up with the teacher give the students a lower grade in speaking than the other students. Besides, learning a second language is a bigger challenge for students that mostly they already speak in their mother tounge. Moreover, Horwitz, Horwitz and Cope (in Vranketta, 2013) stated that a number of students believe nothing should be said in the foreign language until it can be said correctly and that is not okay to guess an uknown foreign language word. Nonetheless, they claim that they feel less anxious when the teacher does a drilling activity or when they learn a speech by heart to deliver it, in contrast to when it comes to an unexpected role-play exercise where they are asked to create sentences at the time of speaking.
Chen and Lee (in Camoglu, 2013) stated that anxiety a disturbing combination of emotion including fear, worry and difficulty and is usually
followed by physical reactions “such as high blood pressure, increased heart rate
3 language skill in foreign language in learning situation.
Besides understanding the meaning of anxiety, a description between anxious language learners and non anxious learners is needed. MacIntyre and Gardner (in Souad, 2010) characterized an anxious student as “an individual who percieves the second language as an uncomfortable experience, who withdraws from voluntary participation, who feels social pressures not to make mistakes, and
who is less willing to try uncertain or novel linguistic forms”. On the other hand, a
non anxious student is usually a person who feels relaxed amd comfortable on the language learning class.
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the material well which is used in presentation. And there is one student who feel anxious when meet the teacher that give criticism.
Another study from Pribadi (2014), from University of Muhammadiyah Malang, studied the language anxiety in learning speaking skill: a descriptive study on the English department students. The finding showed that students experience different kind of anxiety such as trait anxiety, test anxiety and situation-specific anxiety. Moreover, the students that face trait anxiety were caused by fear of negative response and lack of communication skill, another type such as state anxiety was caused by test anxiety and situation-specific anxiety was caused by fear of negative response. From the study, she found that students under investigation experience language anxiety.
Furthermore, the researcher realizes that language anxiety is one of the important factors which make students difficult in learning speaking especially in English. Thus, in a classroom, there are a lot of different individuals. A teacher surely hopes that the majority of them are outgoing and talkative since those are the characteristics of a good language learner. Thus, teachers should find ways to support students with this problem in their teaching and learning process such as giving a positive comments to the students and create a warm environment that students can enjoy the learning activity in the classroom to make them brave enough to speak in front of the class.
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School which trigger them to speak in English more often. In this case, students should be brave enough to speak up in front of the classroom using English.
Furthermore, the writer will collect the data from the seventh-grade students at SMP Negeri 18 Malang to investigate the causes of anxiety especially in English speaking class and strategies used by the English teacher to overcome students’ anxiety in English speaking class.
1.2 Statement of The Probem English speaking class at SMP Negeri 18 Malang?
1.3 Purpose of The Study
The purposes of this study are to find out the causes of anxiety of seventh-grade students at SMP Negeri 18 Malang and to figure out what strategies are used by english teacher to reduce the seventh-grades students’ anxiety at SMP Negeri 18 Malang in English speaking class.
1.4 Significance of The Study
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especially in English class. Teachers must be aware and try to decrease students anxiety by knowing the cause of it so that their students will learn English without fears and stress anymore. Furthermore, the students are also expected to know this study because they can learn about their own anxiety. Thus, they can increase their excitement of learning foreign language to develop their speaking skills. Moreover, this study is really useful for researchers because they can develop their knowledge about anxiety and they will get more information about the causes of anxiety in English speaking class and what strategies used by English teacher to overcome students’ anxiety.
1.5 Scope and Limitation
Based on the statement of the problems above, this study is related to the
students’ anxiety in learning English speaking. This study is limited on the causes
which influence language anxiety and how the teacher overcome students’ anxiety experienced by the seventh-grade students at SMP Negeri 18 Malang.
1.6. Definition of The Key Terms
There are some terms that will be used in this study. To clarify the meaning of those terms, this research includes the clarification of those terms as following:
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foreign language means a feeling that felt by students that make him/her nervous or worry when speak in front of the class.
b) Learning is a reflective activity which enables the learner to draw upon previous experience to understand and evaluate the present, so as to shape future action and formulate new knowledge (Watkins et al, 2002). In this study, learning is improving students knowledge and ability in speaking English.
c) Speaking is a productive skill, whose objective is to facilitate
communication, Kavaliauskienė (2006). Similarly, Fulcher, (in Itkonen,
2010) states that speaking is: “…the verbal use of the language to
communicate with others”. Speaking not only means interacting with
