STUDENTS’ ANXIETY IN SPEAKING ENGLISH.

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Septy Indrianty, 2012

Students’ Anxiety In Speaking English

Universitas Pendidikan Indonesia | repository.upi.edu

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CHAPTER ONE: BACKGROUND OF THE STUDY

1.1 Background of the Study 1

1.2 Purpose of the Study 5

1.3 Scope of the Study 5

1.4 Research Method 6

1.5 Significant of the Study 6

1.6 Clarification of Terms 7

1.7 Organization of the Thesis 8

CHAPTER TWO: LITERATURE REVIEW

2.1 Speaking in Foreign Language 9

2.2 What Makes Speaking Difficult 11

2.3 Language Anxiety 14

2.4 Types of Anxiety 16

2.5 Factors of Anxiety 18

2.5.1 Lack of Vocabulary 21

2.5.2 Lack of Confidence 22

2.5.3 Fear of Making Mistakes 23

2.5.4 Lack of Preparation 24

2.5.4 Shyness 25

2.6 Communication Strategies 26

2.7 Related Previous Study 29

2.8 Conclusion of the Literature Review 30

CHAPTER THREE: METHODOLOGY

3.1 Research Question 32

3.2 Research Design 32

3.3 Pilot Study 33

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viii

3.5 Data Collection Technique 36

3.5.1 Classroom Observation 36

3.5.2 The Use of Interviews 37

3.6 Data Analysis 38

3.6.1 Classroom Observation 38

3.6.2 Interviews 39

3.7 Conclusion of the Methodology 39

CHAPTER FOUR: FINDINGS AND DISCUSSIONS

4.1 General Description 40

4.2 Types of Foreign Language Anxiety 41

4.2.1 Trait Anxiety 42

4.2.2 State-Situational Anxiety 44

4.3 Source of Anxiety 48

4.3.1 Communication Apprehension 48

4.3.2 Test Anxiety 51

4.3.3 Fear of Negative Evaluation 53

4.4 Strategies Students Employed to Reduce Anxiety 56

CHAPTER FIVE: CONCLUSION AND ROCOMMENDATION

5.1 Conclusion 67

5.2 Implication and Recommendation 68

5.2.1 Implication 69

5.2.2 Recommendation 69

BIBLIOGRAPHY 71

APPENDICES

Appendix 1 : Guidance of Observation Sheet 76 Appendix 2 : Video Transcription from the Observation 81

Appendix 3 : Interview Questions 91

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ix

LIST OF FIGURES

Figure 4.1 Types of Foreign Language Anxiety 47

Figure 4.2 Students’ Communication Apprehension 50

Figure 4.3 Students’ Test Anxiety 52

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x

LIST OF TABLE

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1

CHAPTER 1 INTRODUCTION

This thesis aims to investigate students’ anxiety in speaking English in

one Hotel and Tourism College in Bandung. This chapter discusses the

background of the study, the purpose of the study, scope of the study, research

method, significance of the study, clarification of the terms and thesis

organization.

1.1 Background of the study

Being able to speak English means able to communicate with more than

1.5 billion people all across the globe. Since the late 19th century, English has

been referred to as a global lingua franca. Moreover, English is the most widely

used foreign language on the internet (80%) and for book publication with over 60

countries publish their titles in English. Books, magazines, and newspapers

written in English are available in many countries around the world (Graddol,

2000: 4 - 9).

In addition, as stated by Crystal (2003: 86) the importance of English is

without a doubt very prominent to professional industry as the language continues

to grow. It is, by international treaty, the official language for aerial and maritime

communications. English is an official language of the United Nations and many

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2 In fact, English is by far the most widely spoken language in the hospitality

industry. That is why English is currently the language most often taught as a

foreign language.

In terms of language learning, there are four key skills; Listening,

Reading, Writing, and Speaking. No matter what languages a student learn or no

matter how the students learn, a language learner should take interest in all of the

four skills. However, speaking can be a challenging task for many students

because it needs interactions. The other three skills can be practiced alone, but for

speaking, the students cannot really speak by themselves, that is why students

should make every effort possible to find somebody to speak with. In line with

this point, Nunan (2000: 39) states that speaking is one of a key aspect of learning

a second or foreign language. Moreover, he further notes that the success of

learning a language is measured in terms of the ability to carry out a conversation

in the target language. It can be said that being able to speak fluently is essential

in students’ language learning to communicate both in inside or outside the

classroom.

As previously mentioned, speaking English is also widely used in various

professions and one of them is hospitality professionals. Communication skills are

an important element of hospitality industry. Understanding performance

expectations are keys to the achievement of tourist satisfaction. Good oral and

written communication skills are among some of the most important skills for

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3 during the study will add value to students' education. In the tourism industry

supply and demand side must communicate perfectly in order to ensure quality

and meet performance standards. In the business tourism, oral practice

communication is a bit higher than written communication, but both categories are

rated high (Kay and Russette: 2000). Therefore, it is crucial that students be

surely the goal of many learners of English. Yet, speaking in a foreign language is

very difficult and competence in speaking takes a long time to develop (Luoma,

2006 as cited in Samanhudi, 2011). However, the biggest problem English

learners face is to be able to speak in English. Consequently, many reasons to take

into consideration might be the lack of confidence in terms of anxiety about

making errors as stated by Boonkit (2010). It can be stressful when they are

expected to speak in the second or foreign language before fluency is achieved.

In line with the issue of anxiety, Thornburry (2005: 28) states that the

lack of vocabularies, improper grammar, and fears of mistakes are some of the

factors that can contribute to speaking failure and cause an acute sense of anxiety

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4 happens to beginner but also to the university students who usually deal with

English. In addition, Cebreros (1998) adds that they have to cope with the

demands of being able to sustain communication by means of an instrument they

are not completely familiar with.

Research on language anxiety has been a concern of many educators

from both second and foreign language education. Different people have

investigated the issue of learning anxiety from different perspectives. Focusing on

factors causing students’ anxiety, Worde (2003) found that speaking activity

causes inability to comprehend, negative classroom experience, fear of negative

evaluation, pedagogical practice and the teachers themselves were the main

factors that trigger in learning anxiety. In addition, Kondo (2009) asserted that

language anxiety in the speaking test was only a poor predictor of English

proficiency.

Although many researchers have investigated many previous studies

about language anxiety, only a few studies have explored the students’ anxiety in

English speaking class (see Worde, 2003; Abdullah and Lina, 2008). In the

research of types of anxiety, there is a research that investigated the types of

anxiety that they experienced (Ellis, 1994). Thus, research on students’ types of

anxiety in speaking English is necessary to be further conducted. This study

would like to both aim at investigating the students’ types of anxiety in speaking

English and to find out the factors that cause the students’ anxiety in a Hospitality

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5 investigating the students’ anxiety might contribute to enticing and motivating the

students to have more chances to use the target language in daily life and for

academic purposes

Obtaining the data of students’ anxiety would give valuable input for

teachers so that they are able to give the appropriate solution to overcome the

anxiety and they could improve their teaching and encourage the students to be

able to speak without having feeling anxious in speaking English inside or outside

the classroom.

1.2 The Purpose of the Study

Departing from the problem mentioned in the statement of the problem,

this study aims at:

1. Investigating the types of anxiety that the students experienced in speaking

English.

2. Investigating the sources of students’ anxiety in speaking English.

3. Finding out the strategies to reduce anxiety.

1.3 Scope of the Study

The study is a case study of students in a hotel and tourism college in

West Java province, Indonesia. The students were in the first semester in Hotel

Operation Department. They were selected to be the respondents for this study

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6 communicate in English. It aims to enhance students’ confidence in

communicating in English as well as to enrich their vocabulary in English through

a variety of interactive activities. Moreover, the observation and interview

analysis attempts to find out the types of students’ anxiety, the source of students’

anxiety and the solution or strategies to overcome the anxiety.

1.4 Research Method

The study is a descriptive –qualitative design (Silverman, 2005) the

specific design of this study employed a case study design. This study is

conducted in a group of students in an English conversation class in one Hotel and

Tourism College in Bandung (Creswell, 1994; Freebody, 2003, in Emilia, 2005).

Related to this study, the pilot study has been conducted for this research project.

It employed three types of data collection, namely classroom observation,

questionnaire and interview. Further explanation of the pilot study will be

described in chapter 3.

This study employed two data collection techniques, which are the

observations and interviews. Data analysis in this study was conducted over the

course. All the data gained from two data collections were analyzed gradually.

The data from interview were transcribed and subsequently categorized and

interpreted to answer the research questions.

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7 With regard to the significance of the study, this study has the potential

to the theory, education and professional practices. Theoretically, this study will

be of considerable interest to language educators and students because of the

potentially negative impact of foreign language anxiety, this study is expected to

enrich the literature on students’ anxiety in the context of speaking skill which is

likely received a little attention in English Foreign Language and teaching

context.

Practically, this study also provides information related to students’

anxiety in order to overcome the problems, particularly in the context where the

students have to get more exposure to practice oral communication.

Professionally, the investigation of anxiety sources that arise while learning to

communicate in the target language will hopefully broaden the insight into the

issue of language anxiety and will help language teachers in making the classroom

environment less stressful and he/she should try to create a friendly classroom

environment in order to make students feel free to speak the language.

1.6 Clarification of Terms

There are some operational terms used in this study: anxiety, and

communication strategy. Each term is defined as follows:

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8 “A subjective feeling of tension, apprehension, nervousness, and worry

associated with an arousal of the automatic nervous system” (McIntyre&

Gardner, 1994: as cited Tanver in 2007: 4)

b. Communication Strategy

“Communication strategy is a way to express a meaning in a second or foreign

language, by a learner who has limited command of the language” (Richard

scope of the study, the significance of the study, and the organization of the thesis.

Chapter 2 describes the theories which support the study. This covers the theories

relevant to the purpose of the study. It includes the discussion of the nature of

speaking in foreign language, anxiety, type of anxiety, factors of anxiety, what

makes speaking difficult and communication strategies. Chapter 3 discusses the

methodology of the study that includes research question, research design,

research setting and participant, data collection and data analysis. A sample of the

instrument will also be presented in this chapter. Chapter 4 elaborates findings

and discussion which shows the data from the observation and interview. Chapter

5 illustrates conclusion of the research, implication and reomendations for further

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32

CHAPTER 3 RESEARCH METHODOLOGY

This chapter elaborates the methodology of the study. The description

includes: the research questions, then followed by the research design. It also

describes the pilot study, research setting and participant of the research, data

collection technique, data analysis, and conclusion of methodology. Each of them

will be explained bellow.

3.1 Research Questions

The study is aimed at investigating students’ anxiety in English speaking

class in one of the hotel and tourism college. This study is formulated in the

following questions:

1. What kinds of anxiety do the students experience in speaking English?

2. What are the sources of students’ anxiety in speaking English?

3. What strategies do the students employ to reduce anxiety?

3.2 Research Design

The study is a descriptive –qualitative design (Silverman, 2005) the

specific design of this study is a case study. In this study, certain phenomena will

be described. The study is conducted to gain in depth understanding of the

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33 in Widianingsih, 2010: 36). Moreover, this study is conducted in a small case

which is a group of students in an English conversation class in one of Tourism

College in Bandung (Creswell, 1994; Freebody, 2003 in Emilia, 2005).

In this case, the researcher only coped with investigating types of

students’ anxiety in speaking English, the sources of anxiety and the possible

strategies to reduce anxiety that they students encounter in English speaking class.

Therefore, the study was done in a small scale and would not try to make any

generalization as general condition of the whole students in Indonesia.

3.3 Pilot Study

During 25th October to 21st November 2011 a pilot study was conducted

for this research project. This study employed three types of data collection,

namely classroom observation, questionnaire and interview. This pilot study

aimed to investigate how the students’ experienced anxiety in speaking English. It

explored sources of students’ anxiety in speaking English in which the students

participated in class activities. One class in the faculty of technique of informatics,

Indonesia University of Computer (UNIKOM) was chosen as respondent. They

were observed for about four weeks, with the observation filed notes and an there

was an informal talk. Semi-formal and structured face to face interview was

performed about 5 to 15 minutes with some of the students in the middle and at

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34 The pilot study found that the students in the site have some obstacles to

express their idea through speaking. Most students have no intention to

communicate in English. The observation reflected that the students in technique

of informatics major feel anxious when they have to speak in the classroom,

especially when they have to speak in front of the class. They seemed reluctant to

speak due to the anxiety they encountered in the class. They tended to be nervous,

students’ voice was getting slower because of shyness and lack of confidence, and

they switched the language into first language because of fear of making mistakes.

It is supported by Brown (2001: 269), he states that some psychological factors

such as shyness and anxiety are considered as the main causes of students’

reluctance to speak. Moreover, even though English is a key course for students,

teachers can seldom find them speaking in English at campus or even in

classrooms. As the result from the interviews were gained that the students feel

afraid of making mistakes and lack of confidence to speak English.

The pilot study gave the benefit in conducting this present research in

many ways besides contributing to becoming more familiar with the topic. Then,

the pilot study assisted to improve the quality of all the forms and documents that

were used to gather data from the participants, such as taking data of observation,

and interview guideline. The direction of the observation and interview guideline

were revised to enhance understanding and to make them easier to follow.

Therefore, this pilot study may contribute to a better thesis research in terms of

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35 3.4 Research Setting and Participant

This present study was undertaken at the undergraduate Hospitality

program in one college in Bandung, Indonesia. This research site has been chosen

for the reason of the accessibility of the researcher to carry out the research. The

researcher is one of the teaching staff members in the department of hospitality in

teaching English. Thus, it helps the researcher to get an easy access to the research

site. This is to follow Alwasilah (2009) who suggests that convenience factor

should be taken into consideration to support the researcher in conducting the

research.

The participants of the study were the first-year students who took

conversation class that the students met twice a week for the lesson, which lasted

90 minutes per week. There were 33 students involved in this study. Twenty were

male students while other were eleven female. The students were selected for two

reasons. First the students involved in this study were accessible for the researcher

to get the data since they were still active as the first year semester students in the

research site. Second, the program of conversation class was held only in the first

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36 respondents for the interview in term of level of achievement, i.e. high-middle and

low achievement.

3.5 Data Collection Technique

The study employed two kinds of data collection, which were

observations and interviews. This research did not use questionnaire, as has been

done in pilot study, because the similar questions appeared both in questionnaire

and interview, and the students did not respond to the questions seriously. Both of

observation and interview are explained below.

3.5.1 Classroom Observation

The observation was done to get direct and actual information about

students’ anxiety in speaking. Moreover, it was carried out to find out students’

participations and responses in speaking activity. In this case, when they did not

actively react or give responses in the activity, it might indicate that they

encountered some anxiety to speak. In terms of time, the speaking activity was

done for 60 minutes and carried out by the lecturer in the beginning of the English

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37 As what Silverman (1993) said, the observation is aimed to get to know

firsthand information about social processes in a naturally occurring context. The

observation was conducted on 25th November 2011 to 21st January 2012. It was

done eight times. In the observation, it was used two types of recording, which

was video recording and voice recording. The video recording was used in order

to capture the students’ performance and all the activities happened in the

classroom. Meanwhile, voice recording was used in order to get clearer voice

recording. Moreover, during the observation field note also was conducted to

investigate what was going on in the class. Observation notes focused on what

was said and done by both the lecturer and the students in the speaking activity in

order to note down some things which were missed either by the voice or video

recording and also to get data in a more detailed way (Sugiyono, 2008 in Juhana,

2011). An example of observer’s note can be seen in Appendix 1.

3.5.2 Interview

The interview was addressed to the students involved in this study. The

main purpose of an interview was to obtain a special kind of information

(Merriam, 1988, cited in Silvia, 2010: 39). In this study, individual interview was

conducted as a means to understand the experience of the subject about students’

anxiety in speaking and also to gain further information about factors or sources

causing students’ anxiety in English speaking class as well as the strategies to

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38 appointments and facilitated a quite environment where interruption could not

occur during the interview.

Moreover, the interviews were conducted in Bahasa Indonesia in order to

avoid misunderstanding and were tape-recorded with the subjects’ permission. In

addition, while interviewing the students, the researcher has the options to ask

students to clarify what they have said to get their responses to the anxiety in

speaking in English in class as well as to search out their opinion about the factors

that cause anxiety and the strategies to overcome or reduce the anxiety.

From 33 students, only six students were chosen as respondents for the interview

in term of level of achievement. An example of interview transcription can be

seen in appendix 4.

3.6 Data Analysis

To answer the question of the research, data analysis in this study was

conducted over the course of the study. On going data analysis and interpretation

will be done based on the data from classroom observations and interviews. Each

steps of analysis of the two sources of data is given in the following section.

3.6.1 Classroom Interaction

Data from the observation were analyzed descriptively. The analysis

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39 transcriptions were read repeatedly. During the reading process, the researcher

employed coding activity by matching the data with the research questions. This

coding process is aimed at fracturing the data and rearranging them into categories

that facilitate the comparison of data within and between these categories

(Maxwell, 1996:78). Data from observation were analyzed to validate the data

from the interviews with the students. The analysis based on anxiety encountered

by the students in speaking English which are the focus of this study.

3.6.2 Interview

Data from the interview were transcribed, categorized and interpreted to

answer the research questions. In the following step, to follow Cohen and Manion,

(1994), as cited in Widyaningsih, (2010), the transcripts were given back to the

participants to make sure that it was exactly what the students said and meant.

To follow Dawson (2009: 149 as cited in Samanhudi, 2011) regarding

the ethics in conducting research, before the interview, the researcher informed

the interviewees some important things like (a) point to be discussed; (b) the use

of pseudonym in the research report and (c) the fact that the conversation would

be tape-recorded and transcribed. All these were done so that the interviewees

were willing to disclose a lot of potential information during the conduct the

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40 Finally, the data were coded and categorized. In this sense, the researcher

categorized students’ comments into themes that had become the focus of the

study that is students’ anxiety to speak English in the classroom.

3.7 Conclusion of the Methodology

This chapter has described the methodology of the study. It has discussed

how this study was conducted in order to answer the questions of the research.

This includes the research question, the selection of the site and participant,

method of data collection and data analysis. The data presentation and discussion

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CHAPTER 5 CONCLUSION AND RECOMMENDATION

This chapter presents conclusions of the study, implications and some

recommendations. These conclusions of the study are built up based on the data

analysis, which was discussed in Chapter 4 of this research report. Implications

offer some suggestions for the teachers and students. Some recommendations are

provided in order to give information as well as guidance to conduct further

research concerning the same field or issue. Finally, these recommendations are

addressed to those who are interested in exploring students’ anxiety in speaking

English in the context of EFL.

5.1 Conclusions

This study examines students’ anxiety in speaking English. In particular,

the study seeks to find types of anxiety, sources of anxiety and strategies

employed to reduce the anxiety. As discussed in Chapter 4, it is found that there

occurred two types of anxiety, namely trait anxiety and state/situational anxiety.

Trait anxiety is regarded as a fixed stage of anxiety. This kind of anxiety is part of

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68 State anxiety, on the other hand, is a normal physiological response; the feeling of

anxiety eventually subsides, and the person will then feel "normal" again.

It is also found that students’ anxiety in speaking English was derived

from three main sources of anxiety, i.e. communication apprehension, test anxiety

and fear of negative evaluation. Moreover, it is revealed from the interview that

lack of vocabularies and lack of preparation have also contributed to students’

anxiety in speaking. Finally, the students subconsciously employed seven

strategies in facing their anxiety, i.e. avoidance, paraphrase, conscious transfer,

appeal for assistance, mime, preparation and resignation. This is in line with the

communication strategies typology as proposed by Tarone (1997).

Based on the findings, it can be concluded that the students experienced

anxiety which directly interfered the students' language learning progress. In this

case, anxiety triggers them to avoid using English, fearing that they might make

mistakes. As a result, the students put some efforts to overcome the obstacles by

employing certain strategies in order to cope with their anxiety. Hence, it is quite

clear to see that the students’ prior knowledge and use of strategies can reduce the

level of students’ speaking anxiety.

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69 Following are some implications that are considered worthy of trying

especially by the teacher teaching in particular school. The recommendations set

forth in the present chapter provide some useful ideas for further research.

5.2.1 Implications

Firstly, teachers should be aware of the existence of foreign language

anxiety. In this context, the teachers should see it as a factor causing students’

reluctance to speak and find a solution to solve such a problem. Secondly, the

teacher should be more aware of the students’ anxiety in order to motivate them to

speak confidently and fluently in English speaking class. In other words, teachers

should be able to create a supporting atmosphere in the classroom so that their

students are not afraid to talk. In addition, the teachers should also find out good

and enjoyable teaching techniques that encourage and motivate students to speak

in English class.

Finally, in order to help students gain more knowledge of some linguistics

aspects such as vocabulary and grammar, it is also important that teachers teach

the elements explicitly. This way is expectedly contribute to the development of

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70 5.2.2 Recommendations

In line with the topic under discussion, there are two recommendations

for further researchers to enhance the richness of aspects related to the students’

anxiety to speak English in the classroom. First, since the number of subjects in

this study only limited to one classroom, the future research would be better to be

conducted on a larger scale, so that the study gain more perspectives in a broader

and various subjects.

Second, it remains an issue whether these strategies (using mime or

gesture, appealing for help and code switching) are effective for reducing foreign

language anxiety and promoting foreign language learning. Further research is

highly recommended to develop certain criterion to assess coping strategies for

foreign language anxiety and to investigate strategy effectiveness. Future work in

this area may also lead to a more effective foreign language learning through a

better management of learners’ foreign language anxiety. Thus, in order to

examine all the details of the findings in this study, it is advisable to incorporate

observations, interviews, with other qualitative, quantitative and or ethnographic

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