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ANXIETY IN SPEAKING CLASSES
(A Descriptive Study on the Sixth Semester Students of English Department University of Muhammadiyah Purwokerto in Academic Year 2013/2104)
A THESIS
Submitted to English Department
as a Partial Fulfillment of the Requirement S.Pd. Degree
By:
DIANA KARTIKA SARI 0901050029
ENGLISH DEPARTEMENT
TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO
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MOTTO
Knowing yourself is the beginning of all wisdom.
(Aristotle)
DEDICATION
Bismillahirohmanirrohim. All praises to Alloh SWT, the only God of who
always be there for me. sholawat and salam to our beloved prophet Muhammad SAW.
During the time of pursuing my S. Pd Degree, I have gained a lot of help from
numbers of people. This thesis proudly dedicated for them.
1. My father, Gatot Sudarso, S. Pd and my mother, Erni Kusmiyati who always
give me support physically and financially. Thanks also for always
accompanying me through the hard times and provide with lasting love, pray and
encouragement.
2. My Brother, Basuki Wibowo, M. Pd thanks for your support, your advice and
suggestion in finishing this thesis. Thanks for everything. You are my
inspiration; you are the best brother in the world.
3. My Sister in-law, mba N.C Atma P. Thanks for cheering me up.
4. My big family, thanks for your support.
5. Ari Wahyudi who always accompanying me in doing my thesis. Thanks for
being my foot, my hand, my eyes and my brain when I got tired. Thanks for
everything.
6. Mrs. Siti Marimah’s family who always give me advice and support. You have showed me how to be a good teacher and good leader. Thanks for being my new
family.
7. My third consultant, my best friend, Umi S. Pd, who always gives her time to
help me. Thanks for everything.
8. My beloved friend Afy and Ocha. You are the wonder women I know. I proud of
you all.
9. My friend who fight the thesis with me mba Betty and mba Milla. Thanks for
helping me in finishing this thesis. I’ll never forget you.
10. All of my friends in PMII ( Pergerakan Mahasiswa Islam Indonesia ), thanks for
the togetherness and knowledge you have given to me.
11. All of my friends in Lembaga Pers Mahasiswa Bhaskara, thanks for millions
knowledge, experience and togetherness you have given to me.
12. All of my seniors in Bhaskara and PMII, mas Sukman, Mas Sakur, Kang Harris,
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Nandang, Mas Anas, Mba Pipit, mba Tyas, mba Lina, and all my seniors that
can’t be mentioned one by one. Thanks for teaching me how to be a good person. 13. My friends in WNI kos, Mia, Neni, Openg, Susan, Meroh, Atika, Puput, specially
for Eka and Niko thanks for the millions help you have given to me.
14. All of my friends in UMP.
ACKNOWLEDGEMENT
AlhamdulillahiRabbil ‘alamin. Thanks to Alloh SWT who has given blessing
and mercy for me in making and finishing this thesis as the requirement of S. Pd
Degree of English Department, Teacher Training and Education Faculty,
Muhammadiyah University of Purwokerto.
In this occasion, the writer would like to say thanks to :
1. Drs. Ahmad, M. Pd, as the Dean of the Teacher Training and Education Faculty
of University of Muhammadiyah Purwokerto for encouragement to do this thesis.
2. Drs. Pudiyono, M.Hum., as the Chief of the English Department of Teacher
Training and Education Faculty of University of Muhammadiyah Purwokerto for
assisting the writer in accomplishing the research.
3. Dr. FurqanulAziez, M.Pd., as the first supervisor who gave guidance,
encouragement, advice, support, suggestion, and helpful correction.
4. Listiani, M. Pd, as the second supervisor who gave guidance, encouragement,
advice, support, suggestion, and helpful correction.
5. Family and all friends who support to finish this thesis.
Although this thesis is still far from being perfect and could be the mistakes color
this thesis still, the hoped this thesis will give positive contribution and be useful to
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ACKNOWLEDGEMENT ... vii
TABLE OF CONTENT ... ix
2. The Characteristics of Anxiety ... 13
3. The levels of Anxiety ... 14
C. Anxiety in Speaking Classes 1 Foreign Language Anxiety (FLA) ... 15
2 Foreign Language Anxiety in Speaking Classes ... 16
3 The Causes of Foreign Language Anxiety ... 17
4 The Effects of Foreign Language Anxiety ... 18
5 Strategies to Cope Students’ Speaking Anxiety ... 19
6 The Previous research ... 22
CHAPTER IV RESULT AND DISCUSSION A. Result 1. Questionnaires Result a. Students Speaking Anxiety Level ... 33
b. Dominant Aspect Causing Students Speaking Anxiety ... 34
c. Dominants Strategy to Cope Students Speaking Anxiety... 35
2. Interview Result a. Students Speaking Anxiety Level ... 38
b. Dominant Aspect Causing Students Speaking Anxiety ... 38
c. Dominants Strategy to Cope Students Speaking Anxiety... 39
B. Discussion 1. Students Speaking Anxiety Level ... 40
2. Dominant Aspect Causing Students Speaking Anxiety ... 42
3. Dominants Strategy to Cope Students Speaking Anxiety... 45
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 52
B. Suggestion ... 53
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LIST OF TABLE
Table 3.1 Research Schedule ... 26
Table 3.2 Aspect of the Questionnaire ... 27
Table 3.3 Strategies to Reduce the Anxiety ... 28
Table 3.4 Categories of Anxiety Level ... 30
Table 4.1 The Computation of Students’ Strategies in Coping Speaking Anxiety ... 37
LIST OF CHART
Chart 4. 1. Students’ Speaking Anxiety Level ... 34
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ABSTRACT
ANXIETY IN SPEAKING CLASSES
(A Descriptive Study on the Sixth Semester Students of English Department University of Muhammadiyah Purwokerto in Academic Year 2013/2014)
By
Diana Kartika Sari
This research was designed to reveal: students’ speaking anxiety level,
dominant aspect causing speaking anxiety, and dominant strategy in coping students’
speaking anxiety. The method of this research was descriptive survey which was done on the sixth semesters of English Department, Muhamadiyah University of Purwokerto in academic year 2013/2014. The samples were 25 students or 20% from the population. Data was collected through questionnaires and interview. The first questionnaire was adapted from Horwitz, Horwitz and Cope (1986) namely Foreign
Language Classroom Anxiety Scale (FLCAS). It was for knowing students’ speaking anxiety level and dominant aspect causing students’ speaking anxiety. The second
questionnaire was adopted from Rasmodjo (2011). It was for knowing strategy that was used by students in coping their anxiety. The finding of the questionnaires revealed that students experienced speaking anxiety in severe level (56%), moderate level (36%) and mild level (8%). Fear of negative evaluation became dominant aspect (65.28%) causing speaking anxiety. It followed by test anxiety (58.96%) and communication apprehension (56.72%). In coping students’ speaking anxiety, it was found that making good preparation (belonged to memory strategy) was used by 80% students. Interview result also revealed same point with the questionnaires result. Students were in speaking anxiety, exactly in severe level. Fear of negative evaluation became the dominant aspect causing anxiety and most of them asserted that made good preparation became strategy in coping anxiety.
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ABSTRACT
ANXIETY IN SPEAKING CLASSES
(A Descriptive Study on the Sixth Semester Students of English Department, University of Muhammadiyah Purwokerto in Academic
Year 2013 /2014)
By
Diana Kartika Sari
This research was designed to reveal: students’ speaking anxiety level, dominant aspect causing speaking anxiety, and dominant strategy in coping
students’ speaking anxiety. The method of this research was descriptive survey
