Student’s Speaking Anxiety in English Foreign Language (EFL) Classroom (A Case Study in a Junior High School in Bandung).

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Student’s

Speaking Anxiety in English Foreign Language

(EFL) Classroom

(

A Case Study in a Junior High School in Bandung)

A Research Paper

Submitted to English Education Department of Faculty of Language and Literature Education of Indonesia University of Education as a Partial Fulfillment

of the Requirements for Sarjana Pendidikan Degree

By

Dinar Simatupang

1000155

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND LITERATURE EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Student’s Speaking Anxiety in English Foreign Language (EFL)

Classroom

(A case study in A Junior High School in Bandung)

Oleh

Dinar Simatupang

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar

Sarjana Pendidikan pada Fakultas Pendidikan Bahasa dan Sastra

Universitas Pendidikan Indonesia

Agustus 2015

Hak Cipta dilindungi undang-undang.

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian,

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PAGE OF APPROVAL

STUDENT’S SPEAKING ANXIETY IN ENGLISH FOREIGN LANGUAGE (EFL) CLASROOM

(A case study of in a Junior High School in Bandung)

A Research Paper

By:

Dinar Simatupang (1000155)

Approved by:

Supervisor

Prof. Dr. Emi Emilia, M.Ed.P.hd NIP. 196609161990012001

Head of English Education Department

Faculty of Language and Literature Education

Indonesia University of Education

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Dinar Simatupang, 2015

STUDENT’S SPEAKING ANXIETY IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Abstract

This study was conducted to investigate the level of students’ speaking anxiety, the sources of students’ speaking anxiety, as well as the student’s strategies in overcoming language anxiety in speaking English classroom. This study employed descriptive qualitative case study. The participants of this study were 32 students in one of Junior High School in Bandung. The data were obtained from FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire and interview. From 32 students which were identified, it showed that the sources of students’ speaking anxiety were afraid of making mistakes (21.9%), self-perception (15.6%) , fear of negative evaluation (21.9%) and low of proficiency in English (40,6%). In overcoming their anxiety the strategies which they applied were preparation (43.75%), resignation (25%), relaxation (15.625%), positive thinking (12.5%) and peer seeking (9.375%). The findings indicate that how important the role of the teaching strategies in preventing the students from

being anxious in the process of learning especially in speaking.

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Abstrak

Penelitian ini dilakukan untuk mengidentifikasi level dari kegelisahan siswa dalam berbicara bahasa Inggris, sumber-sumber yang menjadi penyebab dari kecemasan siswa dalam berbicara bahasa Inggris, serta strategi yang dilakukan oleh siswa untuk mengatasi kecemasan merak dalam berbicara bahasa Inggris di dalam ruangan kelas. Penelitian ini menggunakan metode kualitatif. Pengumpulan data diperoleh dari 32 siswa di salah satu SMP Swasta di Bandung. Data dikumpulkan dengan menggunan dua instrumen yaitu dengan menggunakan FLCAS (Foreign Language Classroom Anxiety Scale) kuesioner dan wawancara. Dari 32 siswa yang diidentifikasi, menunjukkan bahwa sumber-sumber dari kecemasan siswa dalam berbahasa inggris adalah 21.9 % takut membuat kesalahan, 15.6 % tanggapan terhadap diri sendiri, 21.9% takut dievaluasi, dan 40.6 % kemampuan dalam bahasa Inggris. Untuk mengatasi kecemasa siswa dalam berbicara bahasa Inggris, sebagian besar siswa melalukan beberapa strategi yaitu dari data yang diperoleh ada 43.75% melakukan persiapan, 25% pengunduran diri, 15.625% istirahat, 12.5% berfikir positif, 9.375% mencari teman yang mempunyai permasalah yang sama. Hasil yang diperoleh dari penelitian ini menunjukkan bahwa betapa pentingnya peran dari strategi pembelajaran untuk mencegah siswa merasa cemas di dalam proses belajar terkhusus di dalam pembelajaran berbicara dalam bahasa Inggris.

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TABLE OF CONTENTS

DECLARATION ... Error! Bookmark not defined.

PREFACE ... Error! Bookmark not defined.

ABSTRACT ... Error! Bookmark not defined.

TABLE OF CONTENTS ... 1

CHAPTER IINTRODUCTION ... Error! Bookmark not defined.

1.1 Background of the Study ... Error! Bookmark not defined.

1.2 Research Questions ... Error! Bookmark not defined.

1.3 Purpose of the Research ... Error! Bookmark not defined.

1.4 Scope of the Study... Error! Bookmark not defined.

1.5 Significance of the Study ... Error! Bookmark not defined.

1.6 Clarification of Terms ... Error! Bookmark not defined.

1.7 Organization of Paper... Error! Bookmark not defined.

1.8 Concluding Remark... Error! Bookmark not defined.

CHAPTER IITHEORETICAL FOUNDATION ... Error! Bookmark not defined.

2.1 The Nature of Speaking... Error! Bookmark not defined.

2.2 The Nature of Anxiety... Error! Bookmark not defined.

2.2.1 Definition of Anxiety ... Error! Bookmark not defined.

2.3 Foreign Language Anxiety ... Error! Bookmark not defined.

2.3.1 The Components of Foreign Language AnxietyError! Bookmark not defined.

2.4 Foreign Language Speaking Anxiety ... Error! Bookmark not defined.

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2.6 Sources of Foreign Language Anxiety ... Error! Bookmark not defined.

2.6.1 Personal and Interpersonal Anxieties .... Error! Bookmark not defined.

2.6.2 Student’s Beliefs about Language Learning EnglishError! Bookmark not

defined.

2.6.3 Teacher -Students Interactions ... Error! Bookmark not defined.

2.6.4 Classroom Procedures ... Error! Bookmark not defined.

2.6.5 Language Testing ... Error! Bookmark not defined.

2.6.6 Perceived Levels of English ProficiencyError! Bookmark not defined.

2.7 The Effects of Anxiety in Learning... Error! Bookmark not defined.

2.7.1 Facilitating Effects ... Error! Bookmark not defined.

2.7.2 Debilitating Effects ... Error! Bookmark not defined.

2.8 Students’ Speaking Anxiety Coping StrategiesError! Bookmark not defined.

2.9 Previous Data Research from Indonesian ContextError! Bookmark not defined.

2.10 Concluding Remark... Error! Bookmark not defined.

CHAPTER III RESEARCH METHODOLOGY ... Error! Bookmark not defined.

3.1 Research Design ... Error! Bookmark not defined.

3.2 Site and Respondents ... Error! Bookmark not defined.

3.3 Data Collection Procedure ... Error! Bookmark not defined.

3.3.1 Questionnaires... Error! Bookmark not defined.

3.3.2 Interview ... Error! Bookmark not defined.

3.4 Data Analysis ... Error! Bookmark not defined.

3.4.1. The Level of Students’ Anxiety ... Error! Bookmark not defined.

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CHAPTER IV FINDINGS AND DISCUSSION ... Error! Bookmark not defined.

4.1 Findings ... Error! Bookmark not defined.

4.1.1 Students’ speaking Anxiety Level ... Error! Bookmark not defined.

4.2 Sources of Students’ Speaking Anxiety ... Error! Bookmark not defined.

4.2.1 Personal and Interpersonal Anxiety ... Error! Bookmark not defined.

4.2.2 Students’ Beliefs about Language LearningError! Bookmark not defined.

4.2.3 Instructor- learner Interactions ... Error! Bookmark not defined.

4.2.4 Classroom Procedures ... Error! Bookmark not defined.

4.2.5 Perceived Levels of English ProficiencyError! Bookmark not defined.

4.2.6 Language Testing ... Error! Bookmark not defined.

4.3 Students’ Speaking Anxiety Coping StrategiesError! Bookmark not defined.

4.4 Discussion ... Error! Bookmark not defined.

4.5 Students Strategies in Overcoming Language Anxiety according Data from Interview

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4.5.1 Preparation ... Error! Bookmark not defined.

4.5.2 Resignation ... Error! Bookmark not defined.

4.5.3 Relaxation ... Error! Bookmark not defined.

4.5.4 Positive Thinking ... Error! Bookmark not defined.

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CHAPTER I

INTRODUCTION

This section provides the background of the proposed study. It focuses on the brief description about the topic which was chosen for the research and why the researcher conducted the research on this field. It also specifies the aims of the research, describes the scope of the research, gives a brief overview about the research methodology, the clarification of the terms, and the organization of the paper.

1.1 Background of the Study

Speaking is one of the four important skills in language learning. It helps students to be able to communicate with people around the world. Students should have a good command communication skill in English so as to prepare their future careers and lives. In reality, even though English has been taught for at least six years in school levels in

Indonesia, which in Junior High School and Senior High School level and also in many Elementary Schools as local content subject, the students still have some difficulties in learning English whether it is productive or receptive skill, especially speaking. The fact

that many of school graduates cannot communicate in English has become national problem in Indonesia (Alwasilah, 2000:62).

This could happen because of lack of speaking exposure (Ramesh, 2012). English in Indonesia is considered to be a foreign language. Most of time, students could only

develop their speaking ability in EFL classroom, but they usually don’t use this chance

to enhance their speaking ability. It happens because of many factors, one of the reason is the students are not comfortable so speak in front of others. According to previous

research, Sugiharti (2007) found out that students don’t feel comfortable in front of the

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The reluctance of many students to speak in class has become a major factor that could influence their ability in language learning. In an EFL classroom, students tend to be silent if they are asked by their teacher. May times they keep questions from their

teacher (Snell’s 1999). In his research, Togatorop (2009) states that students tend to be

silent in EFL classroom because they are unable to manage their emotion including nervousness, lack of self-confidence, shyness, lack of motivation and boredom.

According to Quying (2007:5) even many Chinese university students who are able to pass English examinations with high grades are actually weak at communicating

with the language in real life situations orally. He also added that “some even lack the

courage to open their mouth at all to try and speak, or stumble and stammer when they

speak and considered as “mute” “listener”. These learners have different perceptions of

speaking using foreign language. One of the most common beliefs is that learners believe that nothing should be said until it can be said correctly (Horwitz et al., 1986; Krashen, 1982).

The phenomenon happens because of many factors and anxiety is one of the most influencing factors (Oxford, 1992 cited in Al-Saraj, 2011). As suggested by Horwitz et al (1986) teachers and students feel strongly that anxiety is the main factor of obstacle to speak another language.

Speaking is an anxious triggering activity that makes students anxious when they are in classroom, many learners are highly anxious because of participating in speaking activities (Keramida, 2009). In fact, it is often suggested that speaking in the most anxiety-proviking language skill in foreign language learning situation (Subasi, 2010; Oxford, 1992). They even become more anxious when given questions or asked to perform in front of the class (Liu, 2007). This finding has some familiarities with Horwitz, et al (1986) finding that showed EFL students are afraid to speak in foreign language because they are afraid to make mistakes and thought as fewer competencies

by the others. They are don’t have bravery to speak in front of others because their high self-consciousness (Krashen, 1982).

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Krashen (1982) categorized anxiety as an affective filter that could impede students to gain their full ability in learning language. They also might develop other kinds of negative behaviors such as becoming passive learners in the class, sitting in the back of row and even skipping EFL classes.

There some previous researches on anxiety and its effects to speaking ability. The

result shows that anxiety plays an important role in students’ speaking ability. It shows

that the higher students’ anxiety in EFL, the more they tend to gain low speaking proficiency (Aida, 1994; Cheng, 2012). Many of previous researches on speaking

anxiety focused on high school level, therefore, this research will investigate foreign language learner anxiety of Junior High School students in Indonesia and their strategies to overcome it.

2) What are the sources of students’ speaking anxiety?

3) What are strategies do the students apply to reduce their anxiety?

1.3 Purpose of the Research

Based on the background that has been stated formerly, the purposes of the research will be discussed in this section. This research was aimed to investigate:

1. To identify the level of speaking anxiety experienced by the students’ in English Foreign Language (EFL) classroom in Junior High School

2. To identify the source of students’ speaking anxiety English Foreign Language (EFL) classroom

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1.4 Scope of the Study

This research focuses on three parts of discussion concerning students’’ speaking

anxiety in Junior High School. It investigates the level of students’ speaking anxiety, the sources of students’ speaking anxiety and students’ anxiety coping strategies.

1.5 Significance of the Study

This study is expected to provide theoretical and practical benefits, as follows: a. Theoretical benefits

This research finding will be able to make at least one benefit or contribution to

enrich the literature of foreign language classroom anxiety in Indonesia, especially

in the area of students’ speaking performance in Junior High School level.

b. Practical benefits

Firstly, this study is expected to give more contribution in students’ ability in

speaking. The information could help educators or teachers understand the different levels of anxiety experienced by students when they speak. They also get more information about factors that trigger students’ anxiety and try to find strategy to

help them in reducing students’ speaking anxiety and creating more relax

atmosphere in class.

Secondly, this study hopefully will give insights to professional teachers and practitioners of the existence of anxiety and its possibilities in English teaching and learning process. Therefore, it can help students and teacher to be more successful in teaching and learning process in the classroom.

1.6 Clarification of Terms

There are some terms that will be used in this study. To clarify the meaning of those terms, this research included the clarification of those terms as following: a. Language anxiety

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b. FLCAS (Foreign Language Classroom Anxiety Scale) is the 33 questionnaires

item created by Horwitz, et al (1986) to measure foreign language learners’

anxiety in classroom setting. c. English Speaking skill

English speaking skill refers to express arguments, ideas, and daily conversations through English as an oral communication (Brown, 2001).

1.7 Organization of Paper

This research paper will be organized as follows: 1. Chapter I : Introduction

This chapter comprises the background of the study, research questions, and aims of the study, scope of the study, significance of the study, research methodology, and clarification of the terms.

2. Chapter II : Theoretical Foundation

This chapter provides the theoretical related to the basis of investigating the research problem. Those are conceptualization of anxiety, foreign language

anxiety and its components, students’ speaking anxiety in foreign language, the

effects of anxiety in learning, sources of foreign language anxiety and anxiety coping strategies.

3. Chapter III: Research Methodology

This chapter discusses the methodology used in conducting the research. It involves the research design, respondents, data collections techniques, as well as data analysis.

4. Chapter IV : Finding and Discussion

This chapter presents data analysis and discussion of the findings gained from

questionnaire and interview. It covers students’ speaking anxiety level, the sources of students’ speaking anxiety, and students’ anxiety coping strategies.

5. Chapter V : Conclusion and Suggestion

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1.8 Concluding Remark

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CHAPTER III

RESEARCH METHODOLOGY

This chapter is the description of how the study was conducted in order to find out the answer of the research question, what are the levels of anxiety experienced by the

students in English speaking class, what are the sources that contribute to students’ speaking anxiety and what strategies do the students apply to reduce their anxiety. It covers the research design, the site and respondents, the data collection procedure and the data analysis.

3.1 Research Design

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3.2 Site and Respondents

The study was conducted in a Junior High School in Bandung. This school was chosen for reasons such as the researcher had ever conducted a teaching practicum in that school. Besides, for many reasons it was found that many of students were very anxious to speak English. This condition pushed the researcher to conduct a research about how and why students’ anxiety really matters to speaking proficiency. Thirty two second grade students were chosen as the respondents of this research. Afterward, eight students with various level of anxiety were chosen and then interviewed. The selections were proposed to capture the heterogeneity among the students population and also to have comparisons to explain difference between setting, events, and individuals (Maxwell: 71-72, 2008:148).

3.3 Data Collection Procedure

In collecting the data the researcher used two instruments which were FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire proposed by Horwitz et al. (1986) and questionnaire of students’ experience in learning English that was made to meet the needs of this research to find out the sources of their anxiety in English classroom and also their strategies to cope with it. The selection of the participants was based on the several criteria: students’ classroom participation, attitude toward English class, English speaking proficiency, English test score, and their length of study. Due to the accuracy of the assessment and selection was fully given to their English teacher.

Firstly, the FLCAS questionnaire and the second questionnaire were administrated to thirty two second grade Junior High School students. Secondly, the questionnaires were collected and the data from FLCAS questionnaire were analyzed manually using Oetting’s scale to categorize students’ anxiety. The analyzed questionnaires were put into percentage diagram differentiating the anxiety level experienced by respondent.

The next step was an interview. It was administered to seek the possible source if

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selected participants. The answer was analyzed based on some experts’ theory and compared with several study results.

The data obtained from the second questionnaires aimed at answering the research questions about the sources of students’ speaking anxiety and the strategies that students apply to reduce their anxiety. The clear explanation about this would be clearly explained on next chapter.

3.3.1 Questionnaires

In order to measure the degree of students’ speaking anxiety level, this study used the adaptation and translation of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). This open-ended questionnaire has been used and validated by many researchers. FLCAS, in its function to measure the level of anxiety perceived by foreign language learners has been used by some researchers such as Aida (1994), Liu (2007), Sugiharti (2009), and Ariani (2010). It shows its high reliability and validity.

FLCAS consists of 33 questions with answers response options ranged from 1-5 of each item. The 5-point Likert’s scale is range from “Strongly Agree” (SA),”Agree” (A), “Neither Agree nor Disagree” (NA), “Disagree” (D), and “Strongly Disagree” (SD). This kind of questionnaire suited the participants’ language learning situation context related to the word “foreign language” used in the original FLCAS. It was consistently replaced the word “English”. Therefore, if the points are summed up by adding the each answer point of each statement, the score of students’ anxiety scale would range from 33 to 165. The higher the total score is, the more anxious the respondent and the more anxious the respondent is.

FLCAS consists of three main types of language anxiety in its questions, those

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a. communication apprehension : 1,9.14, 18,24,27,29,32 b. test anxiety : 2,8,10,19,21 and

c. fear of negative evaluation : 3,7,13, 15,20,23,25,31,33

For the second kind of questionnaire was an open-ended questionnaire used to seek the students’ speaking anxiety sources and their strategies to cope with anxiety.

3.3.2 Interview

Based on the questionnaire analysis, semi-structured interviews were administrated to eight selected students in different level speaking of anxiety. The interview considered to fit this study because it tried to find freer response from participants of some basic ideas that need to cover. The interview recorded and transcribed was used to avoid “inaccuracy and incompleteness” data (Ibid: 171). Interview session lasted for 10 minutes for each participant. The interview was conducted by using Indonesian in order to avoid misunderstanding (Cresswell, 2012, p. 225). The students were given demographic information sheet to be filled out. It was used to obtain background information about the students which consisted of age, genre, English learning periods, and other languages used by the students.

3.4 Data Analysis

In order to answer the research questions above, data analysis was needed. The data analysis will be presented by each research question.

3.4.1. The Level of Students’ Anxiety

The levels of students’ anxiety were categorized using the Horwitz (1986). FLCA consisted of two kinds of statement which were positive and negative. The positive ranged from 1-5 with answer “Strongly Agree” to “Strongly Disagree”. There are 9 positive statements in the FLCA questionnaires 2,5,8,11,14,18,22,28, and 32.

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“Strongly Disagree”. The 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 data were calculated “very anxious”, “anxious”, “mildly anxious”, “Relaxed” and “Very relaxed

based on Oetting’s scale. The Likert’s scoring scale table to measure students’ anxiety level using FLCASD is shown below:

Table 3.2

Likert’s Scoring Table adopted from Horwitz et al. (1986)

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Table 3.3

Questionnaires Item of Speaking Anxiety

Statements SA A NA DS SD

I never feel quite sure of myself when I am speaking in my English class

I tremble when I know I’m going to be called on in language class

I always feel that other students speak foreign language better that I do

I start to panic when I have to speak without preparation in language class

It embarrasses me to volunteer answers in my language class

I would not be nervous speaking foreign language with

native speaker

I feel confident when I speak in foreign language class

I can feel my heart pounding when I am going to be called on in language class

I always feel that the other students speak English better than I do

I feel very self-conscious about speaking foreign language in front of other students

I get nervous and confused when I am speaking in my language class

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STUDENT’S SPEAKING ANXIETY IN ENGLISH FOREIGN LANGUAGE (EFL) CLASSROOM Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu I am afraid that the other students will laugh at me

when I speak the foreign language

I get nervous when the teacher ask question which I have not prepared in advance.

As for the categorization of the anxiety level, the research used an adapted Oetting’s scale which consisted of 40 items with answer ranged from 1-5 and total score of 200. The following table is the score for each anxiety level perceived by students.

Table 3.4

Foreign Language Classroom Anxiety Scale Following Oetting’s Scale

Range Level

3.4.2 The Sources of Students’ Speaking Anxiety

The research questions also aimed at looking for the sources of students’ anxiety. Therefore, open-ended questionnaire was administered to seek their anxiety sources in speaking English. The question was as follow: (Do you feel anxious when you have to speak in English? Why?). Furthermore, the interview was also administered to actually find the source which made students feel anxious. In addition, their answers were analyzed based on the sources of anxiety

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3.4.3Students’ Anxiety Coping Strategies

The next research question was answered by asking the students a question in the second questionnaire the following question: (When you feel anxious, what you do to reduce it?). Besides, the students’ anxiety coping strategies would be gained from the interview which given to the students The students’ answers were analyzed and categorized using strategies for coping with language anxiety

proposed by Kondo and Ying Ling (2004).

3.5 Concluding Remark

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CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter is designed to draw the conclusion and suggestions based on the data presentation from the previous chapters. This chapter is divided into two parts. The first

part is conclusions and the second part is suggestions.

5.1 Conclusion

This study investigated students’ speaking anxiety in EFL classroom. The result of this research highlighted several main points.

Firstly, According to the result of the questionnaire FLCAS most of the students are categorized as mildly anxious level, followed by five students who belong to the anxious level and sixteen students into relaxed. Meanwhile, there were two students categorized as very anxious and very relaxed level. This result has confirmed a question, what are the levels of anxiety experienced by the students in English speaking class? which is the first research question. This result was taken from the first questionnaire. They experienced language anxiety particularly in speaking English.

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affects them negatively. Therefore, it is important for the English teacher to be aware of anxiety among their students.

Furthermore, based on the data obtained from questionnaire and interview, it was found that there were four strategies used by the students in overcoming their anxiety in speaking English: preparation, resignation, relaxation, positive thinking, and peer seeking. From the interview and second questionnaire data, it was found that preparation was

frequently used by the students of language program class followed by resignation, relaxation, positive thinking, and peer seeking. Moreover, the strategies could affect students’ performance in speaking task. Therefore, supportive and relaxing classroom atmosphere are needed by the English teacher.

5.2 Suggestions

After completing this present study and drawing the conclusion from the findings and discussion, there are at least three suggestions recommended in the present research.

Firstly, for English Foreign Language (EFL) teachers, this research was expected give a market benefit to English teacher in enhancing the knowledge on the speaking anxiety that students face in their speaking performance. Teacher should recognize that anxiety is one of the reasons of why the students having difficulties in learning process especially in speaking. By discovering what obstacles the students are facing when speaking English, it is also expected that teacher should create some different methods in teaching and learning activity that would reduce students’ speaking anxiety. The teacher could build a more supportive and friendly environment without being too tense in teaching their students.

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Thirdly, for future researchers of the similar subject are expected to conduct a better study with a better research methodology and more data collection instruments. Furthermore, the investigations of language anxiety in other skills such as reading, listening, and writing are expected to be conducted in the future research in order to give more pictures about foreign language anxiety. The comparative study in which investigates language anxiety on various levels of students could give comparison between language

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