CLASS
THESIS
Submitted in Partial fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Elvira Maryolen Here 112006182
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.
Copyright@ 2012. Elvira Maryolen Here and Hendro Setiawan Husada, M. A
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
Elvira Maryolen Here:
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Elvira Maryolen Here
Abstract
This study investigated the anxiety problems faced by English Depa rtment students in Interpersonal Speaking class in Satya Wacana Christian University. The study would be focused on anxiety problems in case of nervousness, speech anxiety and fear of negative evaluation, self-awareness, fear of failing the class, negative attitude toward speaking class, and comfortableness in Speaking class with native speakers. The data were all collected from 40 students of Interpersonal Speaking class who were participated in this study. This study answered the research question: What factors that cause anxiety problem in Interpersonal Speaking Class of English Department‟s students? In regard to the data collection and analysis, I used the steps suggested by Horwitz, Horwitz, and Cope (1984, in Yukie Aida 1994). The result of this study suggests that Interpersonal speaking class students experienced anxiety in terms of those factors above. The result was in line with some of previous findings language. That is one of the reasons why the students of the English Department are taught speaking and the students are able to improve their communicative skills. The English Department of Satya Wacana Christian University has three required speaking classes; Interpersonal Speaking, Transactional Speaking, and Public Speaking. The students should pass Interpersonal Speaking class to take Public Speaking class and so on as this course is a prerequisite co urse for other speaking courses.
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objective is to enable students to start building their confidence to speak in English with a partner in pairs, with more than one partner in groups, or with their classmates and the teacher in the class. The next is to enable students to converse about everyday topics such as self introduction, weather, directions, etc. The other one is to enable students to use „language functions‟ in proper context (Interpersonal Speaking
syllabus, semester I / 2011-2012). Based on the result of the observation in Interpersonal Speaking E class, the activities are about having a small talk or conversation with their partners, having a small discussion in a group (group discussion) or in pair; and having assigments to do an individual or group presentation. In this class, the students are required to speak actively in English. In order to speak well in this class, the students should consider some aspects such as the correct grammar of the sentences, the correct pronunciation of a word, the fluency and also the knowledge of the topic being discussed in class. Those considered aspects that are required in Interpersonal Speaking class as the first level of speaking learning skill make the students might feel anxious to speak in class.
From the description above, it is clear that anxiety is a signif icant problem in Interpersonal Speaking class. As this study is focused on this problem, it is necessary to further information about the term “anxiety.”
“Anxiety is a subjective feeling of tension, apprehension, nervousness, and
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“Anxiety is present in many types of abnormal behavior. Cognitive anxiety
includes symptoms, such as worry, feelings of pressure, frustrat ions, and concern about failure,” (MacIntyre & Gardner, 1994). Horwitz (1988) interestingly emphasizes that “cognitive anxiety has a bad effect on test performance because the worry and concerns about failing an exam interfere with effective problem solving. Public speaking anxiety is very common among both college students and the general population.”
MacIntyre and Gardner (1991) defines trait anxiety as individual like hood of becoming anxious at any situation. It is considered as a general personality trait that is relevant across several situations. Spielberg (1983) also defined state anxiety as an apprehension experienced at a particular moment in time. It is a combination of trait and situational anxiety concept. Situational specific anxiety can be seen as trait anxiety measures limited to a given time (MacIntyre &Gardner, 1991).
Besides that, anxiety can be broken down in terms of the types symptoms that individuals experience. Cognitive anxiety involves symptoms such as worry, feeling of feeling pressure, frustration, and concerns about failure, whereas somatic anxiety involves symptoms such as feeling physically “tight” and restless and having a rapid
heart (MacIntyre &Gardner, 1991).
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and Gardner, 1994). Trait anxiety is described as individual‟s predispositions for feelings of tension and uneasiness.
As suggested by Berliner and Gage (1984) there are two types of conditions that generate anxiety and have an effect on learning process. They are state anxiety and trait anxiety. Trait anxiety was described as a person „responsibility of becoming
anxious in any situation. It impedes cognitive functioning, to lead avoidance behaviors, and other effects. State anxiety is a combination of a trait and situational approaches. State anxiety is a type of anxiety experienced in a particular time (MacIntyre & Gardner, 1995).
Besides trait, state, and specific situation anxiety, there are two other kinds of anxiety, facilitating anxiety and debilitating anxiety (Fausiah, 2005). As it stated in the book, anxiety can have either good or bad effect. Facilitating anxiety is a feeling of worry that can force someone to increase their performance in class/easing anxiety on learning where debilitating, on the other hand can increase the feeling of anxiety itself.
Related to our main study, specifically some language theorists may define language- learning anxiety. Eysenck (1979) quoted in MacIntyre & Gardner (1994) maintains the issue in detail that is anxiety self- related cognition such as excessive self evaluation, worry over potential failure and concern over the opinions of others. Besides that, (Horwitz & Shadow, 2001) indicate that high language anxiety is related to students‟ negative concepts of themselves as language learners and negative
expectations for language learning.
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Speaking in class is most frequently difficult for anxious students even though they are good at responding to a drill or giving prepared speeches.
Speaking performance refers to an actual use of language knowledge in the form of utterance. Speaking a language is similar to the way using the target language. The function of spoken language basically is interaction and transactional. The main purpose of the former is to maintain social relationship, while the later is e xpress idea or convey messages.
Most of students have problems in speaking the second language especially, in the English class. It can be more stressful when they are expected to speak in second language before the fluency is achieved. Speaking can cause high anxiety level and the reason for this is that teachers often expect beginners to perform beyond their acquire competence. As a result, learners will show poor speaking performance because they are not competent in using the target language (Young, 1991).
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Horwitz, Horwitz, and Cope (1991) call a situation-specific anxiety as Foreign Language Anxiety which seems to be the reason why students give negative emotional reactions to language learning. This anxiety occurs in foreign language learning because the students are required to be communicative in the classroom. Still according to Horwitz, Horwitz, and Cope (1991), “any performance in the foreign language challenges the students‟ self-concepts as competent communicator and lead
to reticence, self-consciousness, fear, or even panic.”
In a language classroom, it is a common for students to experience anxiety. They may suffer negative feelings and it makes them feel less optimistic in achieving a target that the teacher may set in a particular course. Therefore, it gives a bad effect in learning process, such as students are afraid of being failed in the exam. Language anxiety prevails in the early stage of learning. It is also related to individual‟s negative
perceptions of themselves as language learners and negative expectations for language learning. This kind of situation may lead to anxiety in their learning process and will give a bad effect to their learning achievement.
Interpersonal Speaking class is the first step of speaking level in learning how to be able to speak with or in front of friends done by English Department of Satya Wacana Christian University. In this classroom, students do not master the ability of speaking foreign language yet. Interpersonal Speaking class has speaking activities consist of group discussions, oral presentations, and many activities that require students to speak target language in front of class. Those kinds of activities may lead students‟ anxiety that can give influence to their achievements in speaking
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potential problems “because it can interfere with the acquitting, retention, and
production of the new language” (Wörde, 2003).
In Interpersonal Speaking class, there are some important aspects includ ing grammar mistakes, pronunciation mistakes, and the knowledge of the topic given to be discussed. Students cannot communicate well if they are lack of grammatical and pronunciation ability. Students who are anxious speaking in front of others students often avoid the opportunity to speak with or in front of friends. These situations are endured with feeling of intense anxiety and distress. In addition, anticipatory anxiety frequently occurs as an individual imagines the situation in advance of the actual experience (e.g., worrying each day about a presentation to be given in a class several weeks in the future). As what was reported by (Hinton, 2008) that sometimes learners can pressure themselves by having unreasonably high expectations of what should be achieved, particularly if that is the first time they have done a presentation.
In the classroom situation, there are several aspects that affect students‟
achievement in learning a foreign language, such as anxiety, attit udes, curiosity, learned helplessness and self-efficacy. The teacher is also one factor that will directly affect students‟ achievement in learning a foreign language. As what (Price, 1991) stated there are 3 parts of teacher‟s role in Speaking class, they are the teacher as an
informant, where the teacher select the new materials to be presented in such an
interesting way; the teacher as a conductor, where the teacher will give a chance to the students to actively participate in practicing the language; the teacher as a guide, where the teacher takes a role as an advisor to look after students‟ ideas so the
students will be encouraged to go on speaking.
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the teacher, and some other with the instructional practice. These factors can determine the anxiety level of the learner in learning. The first is personal and interpersonal factor. The personal factor means from the person itself, and interpersonal factor means from outside, it can be from friends, the teacher, the classroom situation, the material, etc. The second factor is the learner belief about language learning. For example, if the learner believes that pronunciation is the most important aspect of a language. They will get frustrated or stressed if in fact, they are not mastering the pronunciation. In the other word, if the belief crash with the reality, anxiety may occur. The third is the instructor belief about language teaching. It can also be a source of language anxiety. For example if the teacher believes that a little “force” will be good for the students. Moreover, the other factors are instructor and
learner instruction, the class producers and the last, the language testing. Whereas (Ellis, 1994) relates to anxiety as result of the learner‟s competitive nature, the teacher‟s questions which are threatening, and lack of relaxed second language
environment.
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In this research, I attempt to answer the following question: “What factors cause anxiety problems in Interpersonal Speaking Class of English Department‟s students?”
This study tries to find out what factors that cause anxiety problem in Interpersonal Speaking class of the English Department‟s students. Therefore, to get the data the writer conducts a survey. This study used primary data, which was taken right from English Department students by asking them to answer some questionnaires that are related to the research materials.
The Study
The type of this research was a descriptive qualitative research. The data was qualitative because it investigated a phenomenon, which was found in the English Department students‟ life in Interpersonal speaking class.
In their Interpersonal Speaking class, teacher usually asked the students to speak with or in front of their friends. This activity tends to lead the students to feel anxious about their performance. Most of them are likely to get speaking anxiety because it is the first year for them to be university students and face that kind of learning activities that require them to speak in front of class when they do not master the target language yet. These students were chosen because their experiences in speaking anxiety in Interpersonal Speaking class as their first class to speak in front of class before taking another Speaking classes that have more challenging tasks to speak.
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students was because they have just been studying in the English Department of Satya Wacana Christian University for one semester.
There was a set of questionnaires distribute to the students. This questionnaire was used as an instrument to measure students‟ responses toward speaking anxiety.
The questionnaire was based on Horwitz, Horwitz, and Cope‟s (1984, in Yukie Aida 1994) that was translated into Indonesian. The questionnaire had 32 questions and they were distributed to the students in Interpersonal speaking class. The items for the questionnaires were about some factors that caused anxiety to the students in Interpersonal speaking class, and their behavior toward speaking class. The questions were divided into several questions that were asked about some factors that caused anxiety in Interpersonal speaking class and the others were asked about the symptoms of anxiety.
In the questionnaires, there were 32 questions about anxiety in Interpersonal speaking class. The questions were divided into five opinions, “strongly agree, agree, neutral (neither agree nor not agree), disagree and strongly disagree”. All the questions in the questionnaires related to anxiety and translated into Indonesian. The questionnaires were divided into six factors based on four factors that rela ted to anxiety. Those factors included factor one (nervousness), factor two (speech anxiety and fear of negative evaluation), factor three (self-awareness), factor four (fear of
failing the class), factor five (negative attitude toward speaking class),and factor six
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analyzed and changed into percentage. After it was analyzed, the factors that caused anxiety to the students were identified.
The data were gathered through agree, disagree, neutral, strongly agree, and strongly disagree that provided direct answers from the subjects. The data were analyzed and then the result of the data about the factors that caused anxiety and the way the students coped with their anxiety problems were described as the report of the study.
Discussion
The research question asked, “What factors that caused anxiety problems in
Interpersonal Speaking class?” Based on categories of problems that caused anxiety in
Interpersonal Speaking class, I found six factors that caused anxiety in Interpersonal Speaking class. The six factors were nervous (97.56%), speech anxiety and fear of negative evaluation (81.35%), self-awareness (81.03%), fear of failing the class (65.06%), negative attitude toward speaking class (48.78%), and comfortableness in speaking class with native speaker (47.56%).
To reach these numbers of results for every factor (y), first I used SPSS to input the data for every answer of every student and analyzed those using descriptive statistics. After that, I divided every statement based on the sixth factors. The results of every factor (y) were calculated as follows:
y = y1+y2+y3+y4+y5 n
y = results of every factor
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Below were the six categories of problems that caused anxiety problems in Interpersonal Speaking class:
a. Nervousness
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answered neutral with the statement. On the other hand, 29.03% were disagreed and strongly disagreed to the statement.
Whereas, in statement 11 (I got nervous when the speaking teacher asked questions which I hadn‟t prepared in advance), 14.06% of the respondents reported to
strongly agreed that they would get nervous when the teacher asked questions that they had not prepared well, while 34.02% of the respondents agreed with the statement. There were 34.01% of the respondents who answered neutral to the statement. On the other hand, 17.01% of the respondents reported to disagree with the statement. In statement 12 (Even if I was well prepared for speaking class, I still felt anxious about it), there were 41.09% of the respondents who agreed and 24.04% of the respondents who disagreed that they still felt anxious even if the y were well prepared in speaking class, while 31.07 of them answered neutral to the statement and none of them reported to strongly disagree with the statement. In regard to statement 16 (I got nervous when I didn‟t understand every word the speaking teacher said),
12.2% of the participants reported to strongly agreed that they got nervous when they did not understand what the teacher said, while 31.07% of the participants agreed with the statement. 26.08% of the participants abstain to agree or disagree with the statement. On the other hand, there were 29.03% of the participants who disagreed and strongly disagreed with the statement.
Based on the participants‟ responses to the six statements above, it is obvious
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factor that took an effect on participants‟ anxiety problems was that they still felt
nervous even they had prepared the materials well and 41.05% of the respondents tended to feel that way, while 41.23% of the respondents showed their anxious when they could not understand what was being talked about by the teacher. Based on the data above, it was clear that by being called to speak in Speaking class (82.09%) was the most problematic factor cause students to get nervous. The findings support Spielberg‟s (1983) study that anxiety was a subjective feeling of tension,
apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.
b. Speech anxiety and fear of negative evaluation
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statement. Finally, in regard to statement 18 (I started to panic when I spoke without preparation in speaking class), 43.09% of the participants agreed and strongly agreed that they needed preparation in speaking class, while 19.05% of them were neutral with the statement. On the other hand, 36.06% of the respondents reported that they did not feel panic if they didn‟t have well preparation in speaking class.
Another contributing factor that took an effect on students‟ anxiety problems
was speech anxiety and fear of negative evaluation. For example, 82.09% of the participants admitted that they felt embarrassed to volunteer answer in speaking class because if they made any mistake, their friends would laughed at them. 77.01% of the respondents also pointed out that they got afraid when they did not understand what was being talked by the teacher in speaking class and when they had to speak without any preparation in class. As a result, the students had no encouragement to volunteer speak or answer in speaking class. They preferred keeping silent or being waited to be pointed by the teacher volunteering a speech and making themselves looked fool in front of their friends. It was obvious that there were two difficult factors caused the students experienced speech anxiety. First was to volunteer answers in Speaking class with 82.09% and 77.01% for getting afraid when they did not understand what was talked by the teacher and to speak without any preparation. The result of the study was in line with Kurtus‟ (2001) findings that the reason most people get anxious when requiring to speak to a group is that they are afraid of looking foolish or stupid in front of many of their peers and important people.
c. Self-awareness
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speak in speaking class because they knew what their friends thought about them and 12.20% of them agreed with the statement. 31.70% of them gave a neutral respond to the statement. There were only 7.3% of the respondents who disagreed and strongly disagreed about feeling self-conscious in speaking class. In regard to statement 6 (I kept thinking that the other students were better at English than I was), 46.04% of the participants reported to agree that they felt their friends were better than them in English, while 39.00% of them answered neutral to the statement. However, 14.06% of the participants disagreed that they thought their friends were better at English than they were.
In statement 8 (I always felt that the other students spoke English better than I did), there were 48.08% of the respondents tended to agree that in speaking English, they always felt their friends‟ speaking ability was better than theirs, while none of
them reported to strongly agree with the statement. 36.06% of the respondents gave neutral answers about the statement, while 12.02% of them rejected to feel that their friends spoke English better than them. 26.08% of the participants reported to agree with statement 13 which showed that they had no confidence when they were speaking in speaking class, while none of them strongly agreed with the statement. There were 39.01% of the respondents denied of being unsure when they spoke in speaking class, while 31.07% of the respondents were uncommitted to the statement.
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number of rules I have to learn to speak English), 31.70% of the respondents agreed and strongly agreed that they felt confused even devastated by the number of rules to learn English, while 34.20% of them did not feel the same way. The other 34.10% of the respondents tended to be neutral concerning having many rules in learning English.
The above data might suggest that self-conscious, feeling that other students could perform and speak English better than they did, never felt quite sure about themselves, and lack of concentrate were interconnected. These factors contributed to the category of self-awareness. 61.00% of the respondents experienced self-conscious in Interpersonal Speaking class because they already got afraid of what their friends would think of them. The other 75.60% tended to feel that their friends could perform and speak better in speaking class than they did. Lack of concentration also caused 51.10% of the respondents‟ anxiety in this class. They could not participate actively
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d. Fear of failing the class
The following category is fear of failing the class. Statements which were in line with this category were 19, 20, and 21. In statement 19 (I worried about the consequences of failing the class), 46.30% of the participants strongly agreed and 22.00% of them agreed with the statement. 22.00% of the participants rejected to say agree or disagree with this statement. Although in a small number, 9.4% of them strongly disagreed and disagreed with the statement. In addition, statement 20 (Interpersonal speaking class moved so quickly, I worried about getting left behind), there were 25.60% of the respondents who strongly agreed and 40.20% agreed with the statement, while 29.90% of them reported not to agree eve n strongly disagree. Furthermore, there were only 7.3% of the respondents gave a neutral respond to this statement.
In regard to statement 21 (I felt more tense and nervous in my speaking class than in my other classes), 29.30% of the participants strongly agreed and agreed with the statement, while 34.10% of them answered neutral about feeling more tense and nervous in speaking class than in other classes. However, 34.10% of the participants strongly disagreed and disagreed with the statement.
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left behind in getting materials because it would cause a failure in speaking class. Consequences of failing the class (68.30%) became the most problematic factor in leading the students to feel anxious in Speaking class. The finding was in line with Holmes‟ study (1999) which stated a feeling of worry of feeling pressure; frustration
and concern about failure.
e. Negative attitudes toward Speaking class
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The above data might suggest that feeling like not going to speaking class, getting upset when being corrected and did not bother to take more speaking class were connected to the category of negative attitudes toward speaking class. For example, 41.50% of the participants experienced anxie ty that made them felt like not going to speaking class. Although in small number of participants, 4.8% often felt upset when they were being corrected by teacher. Furthermore, more than 60% of the respondents got bother to take more speaking class next se mester. As a result, these three unfavorable conditions might increase students‟ negative attitudes toward
speaking class. In case of negative attitudes toward Speaking class, being bothered to take more speaking class next semester reached the highest numbers more than 60%. It was obvious that the students felt anxious to take another Speaking class next semester. This study was in line with (Horwitz &. C., 1986) that they might skip class, over study, or seek refuge in the last row in an effort to avoid t he humiliation or embarrassment of being called on to speak.
f. Comfortableness in Speaking class with native speakers
The following category was comfortableness in speaking class with native speakers. Statements which supported this category were 22, 23, and 24. In statement 22 (I would probably feel comfortable around native speakers in speaking class), 14.60% of the participants agreed; while only 7.3% of them reported to strongly agree with the statement. 48.80% of the respondents rejected to say agree or disagree to feel comfortable around native speakers in speaking class. Nevertheless, 17.10% of the participants strongly disagreed with the statement, while 12.20% of them showed their strongly disagreement about it.
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agreed with the statement, while 17.10% of them showed their disagreement and only 7.3% gave a strongly disagreement. Surprisingly, 51.20% of the respondents answered neutral either they felt nervous or not when speaking with native speakers. Finally, in statement 24 (I did not understand why some people got so upset over speaking class), 33.60% of the participants reported to agree with this, while only 5.9% reported to strongly agree. 21.90% of the respondents disagreed even strongly disagreed about this statement.
The last contributing factor that supported anxiety problems in speaking class was comfortableness in Speaking class with native speakers. For example, there were 21.90% of the participants who experienced the comfortableness to speak with native speakers and they would have no anxious to speak with them. It was endorsed by 24.40% participants who felt relaxed to speak with native speakers. Furthermore, 39.50% of the respondents got confused by some students felt upset over speaking class. It happened to be the most challenging factor that caused anxiety. Some of the students did not feel comfortable in Speaking class.
Conclusion
To answer the research question, “What factors that cause anxiety problems in Interpersonal Speaking Class of English Department‟s students?” There were six
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anxiety and fear of negative evaluation, while self-awareness settled the third supporting factor. Fear of failing the class ranked the third distributing factor pursued by negative attitudes toward speaking class, while comfortableness in speaking class with native speaker was found as the least problem for the participants. The finding of this study confirmed MacIntyre and Gardner (1994) that anxiety is anxiety self-related cognition such as excessive self evaluation, worry over potential failure and concern over the opinions of others.
Pedagogical Implications
Looking at the conclusion above, I would like to offer two suggestions to the educators. First, the educators can help the students dealing with anxious situation, because most of the students experienced anxiety based on nervous ness, speech anxiety and fear of negative evaluation, fear of failing the class, and self-awareness. It would be better for the educators to creat fun class activities to make the atmosphere of the class more relax so the students would not get nervous and feel anxious in class. Besides that, the educators can encourage them to participate actively in classroom activities and not to be afraid of making mistakes in contributing their ideas or volunteering answers. In order to do that, the students need to be well-prepared before class.
The educators should also explain that they do not have to burden themselves with a feeling fear of failing the class. The educators may support them to be optimist in undergoing this class by showing their enthusiasms in receiving materials and participating actively in classroom activities. In addition, the educators need to clarify about students‟ speech anxiety and fear of negative evaluation. They have to give
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the students will not feel embarrassed in front of their friends. Finally, the educators have to make clear about self-awareness. They can tell the students that they can learn from their other friends if they feel that their friends are better than them in speaking class. It will help the students to understand about their weaknesses and try to cover with learning from their friends‟ ability.
Second suggestion is suitable with negative attitudes toward speaking class and comfortableness in speaking class with native speaker. The educators need to explain to the students about Interpersonal speaking class and its usage to their future. The educators may give good reasons in taking this class, beside to fulfill the regulation (the students will have confidence to speak in front of public). It will inspire the students not to show negative attitudes toward this class. Besides that, the educators should help the students to adapt their comfortableness in speaking class with native speakers. For example, the educators need to explain little bit about native speakers who will teach in the class. It will help the students to reduce their anxiety about speaking with native speakers because they already know the teachers.
I realize that this study is still far from being perfect. This study went through several limitation and obstacles related to the instruments for data collection that was questionnaire. Therefore, for future research, I would like to suggest the use of a standardized questionnaire so that the findings could be more trustworthy. In addition, related to the limitation of the study, I would like to recommend suggestions to the further study especially in anxiety in Interpersonal speaking class. In case of feeling anxious in speaking class, the educators need to know about their learners‟ ability in
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References
Berliner, & Gage. (1984). Anxiety second learning . Retrieved December 5, 2011, from http://voices.yahoo.com/anxiety-second- language- learning-656054.html Ellis, R. (1994). The study of second language acquisition. New York: Oxford
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Fausiah, F. (2005). Psikologi abnormal klinis dewasa. Jakarta: Universitas Indonesia. Hinton, A. (2008). Overcoming Presentation Anxiety. Retrieved January 20, 2012,
from http://www.brookes.ac.uk/students/services/health/presentation.html Horwitz, &. C. (1986). Anxiety Level of Students at Entry Level: A Case Study from
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Horwitz, E. K. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal , 72, 283-294. Horwitz, E. K., & Shadow. (2001). Language Anxiety and Achievement. Annual
Review of Applied Linguistics , 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. A. (1991). Foreign Language Classroom Anxiety. E. K. Horwitz and D. J. Young, Language Anxiety , 27-39.
Koba, N., Ogawa, N., & Wilkinson, D. (2000). Using the Community Language Learning Approach to Cope with Language Anxiety. Retrieved January 10,
2012, from World Wide Web: http://iteslj.org/Articles?Koba-CLL.html. Kurtus, R. (2001). Overcome the fear of Speaking to Groups. Retrieved January 24,
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MacIntyre, P. D., & Gardner, R. C. (1995). How does anxiety affect second language learning? A reply to spearks and ganschow. The Modern Language Journal , 90-98.
MacIntyre, P. D., & Gardner, R. C. (1991). Investigating language class anxiety using the focused essay technique. 75 (iii). Washington, DC.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on cognitive processing in the second language. American Psychiatric
Association , 283-305.
Price, M. L. (1991). The subjective experience of foreign language anxiety: Interviews with anxious students. In E. K. Horwitz (Language Anxiety: From theory and
research to classroom implications ed.). Prentice Hall.
Scovel, T. (1991). The Effect of Affect on Foreign Language Learning: A Review of the Anxiety Research . Language Anxiety , 101-108.
Spielberger, C. D. (1983). State Trait Anxiety Inventory. International Journal of Geriatric Psychiatry , 20, 629–634.
Wiramihardja, S. A. (2004). Pengantar psikologi klinis. Bandung: PT. Refika Aditama.
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Acknowledgme nt
Thank Jesus Christ, my greatest teacher, for His grace and love in guiding me everyday and especially through the process of thesis writing.
My deepest gratitude also goes to my beloved parents, Bapak G. Y. L. Here, Ibu Shirley M. O. Gah and my beloved brother, Reinaldy R. Here for their never ending love and support in every single of life.
I would like to dedicate my special thanks to Mr. Hendro Setiawan Husada, M. A. as the supervisor for his precious time in guiding me through the completion of my thesis writing and Mrs. Anne I. Timotius, M. Ed as the examiner who has dedicated his/her time to give important suggestions for my writing.
For all ED teachers and friends, I would like to say a zillion thanks for sharing knowledge and experiences along my study time in English Department.
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Appendix Kuisione r
Kuesioner ini dibuat dengan tujuan penelitian untuk skripsi saya tentang kecemasan dalam kelas Speaking terutama pada kelas Interpersonal Speaking yang dialami oleh mahasiswa Fakultas Bahasa dan Sastra, Universitas Kristen Satya Wacana. Kecemasan adalah perasaan tegang dan khawatir khususnya berkaitan dengan konteks bahasa asing/bahasa kedua yang dipelajari, termasuk berbicara, mendengar dan belajar (MacIntyre & Gardner, 1994). Data dari kuesioner ini hanya akan digunakan untuk skripsi dan bukan untuk kepentingan lain. Anda tidak perlu mencantumkan nama dan identitas lainnya. Kuesioner ini tidak akan mempengaruhai nilai anda. Oleh sebab itu, saya sangat mengharapkan kejujuran anda dalam menjawab pertanyaan-pertanyaan yang ada. Terima kasih atas bantuannya.
Elvira M. Here (112006182) Lingkarilah salah satu angka (1-5) yang ada disebelah kolom pertanyaan. Jika anda:
5 = Sangat Setuju (SST) 2 = Tidak Setuju (STS)
4 = Setuju (S) 1 = Sangat Tidak Setuju (TS)
3 = Netral (N)
No. Questions SST S N TS STS
1. Saya merasa gugup (gemetaran) ketika saya akan dipanggil dalam kelas Speaking.
5 4 3 2 1
2. Saya merasa malu untuk menjawab pertanyaan secara suka rela dalam kelas Speaking.
5 4 3 2 1
3. Saya benar-benar menyadari kemampuan saya ketika berada di depan teman-teman.
6. Saya terus berpikir bahwa teman-teman saya lebih baik dalam berbahasa Inggris dari pada saya.
5 4 3 2 1
7. Dalam kelas Speaking, saya merasa sangat gugup sehingga saya melupakan apa yang sebetulnya sudah saya ketahui.
5 4 3 2 1
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11. Saya merasa gugup ketika guru Speaking saya menanyakan pertanyaan yang belum saya pelajari sebelumnya.
5 4 3 2 1
12. Walaupun saya telah mempersiapkan materi dengan baik sebelumnya, tapi saya masih tetap merasa gugup.
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13. Saya merasa kurang percaya diri ketika saya berbicara dalam Bahasa Inggris.
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14. Saya dapat merasakan jantung saya berdetak kencang ketika saya akan dipanggil dalam kelas Speaking.
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15. Semakin banyak saya belajar untuk tes Bahasa Inggris, semakin saya merasa bingung.
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16. Saya merasa sangat gugup ketika saya tidak memahami kata-kata yang disampaikan dosen Speaking.
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17. Saya merasa tenang selama tes dalam kelas Speaking. 5 4 3 2 1 18. Saya mulai merasa panik ketika harus berbicara tanpa
persiapan dalam kelas Speaking.
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19. Saya merasa khawatir jika gagal dalam kelas Speaking.
26. Saya sering merasa tidak ingin masuk ke kelas Speaking.
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27. Saya merasa tidak khawatir jika melakukan kesalahan dalam kelas Speaking. harus dipelajari agar dapat berbicara dalam Bahasa Inggris.
