STUDENTS’ SPEAKING ANXIETY IN AN EFL CLASSROOM.

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Tesalonika Mayangta, 2013

Students’ Speaking Anxiety In An EFL Classroom

Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu

Students

’ S

peaking Anxiety in an EFL Classroom

A Research Paper

Submitted to English Education Department as a Partial Fulfillment of the

Requirements for Sarjana Pendidikan Degree

By

Tesalonika Mayangta

(0908155)

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND FINE ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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Students’ Speaking An iet in an EFL

Classroom

Oleh

Tesalonika Mayangta

Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni

Oktober 2013

Hak Cipta dilindungi undang-undang.

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu PAGE OF APPROVAL

STUDENTS’ SPEAKING ANXIETY IN AN EFL CLASSROOM

Written by:

Tesalonika Mayangta

0908155

Approved by:

Main Supervisor, Co-supervisor,

Pupung Purnawarman, M.S.Ed., Ph.D. Fazri Nur Yusuf, S.Pd., M.Pd.

NIP. 196810131998031001 NIP.197308162003121002

Head of English Education Department

Faculty of Language and Arts Education

Indonesia University of Education

Prof. Dr. H. Didi Suherdi, M.Ed.

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STUDENTS’ SPEAKING ANXIETY IN AN EFL CLASSROOM

ABSTRACT

This research was designed to investigate students’ speaking anxiety in EFL classroom in a junior high school. There were 32 students of a junior high school in Bandung who participated in this research. This qualitative research investigated the levels of students’ anxiety, the sources of their speaking anxiety and their anxiety coping strategies. The data were collected using Foreign Language Classroom Anxiety Scale (designed by Horwitz et al., 1986) and an open-ended questionnaire. The research found most of the students were mildly anxious (43.8%). In addition, there were three very anxious students (9.4%), seven anxious students (21.9%) and eight relaxed students (25%). The findings show that the sources of students’ anxiety in speaking English were personal and interpersonal anxiety, learner’s beliefs about language learning, instructor-learner interactions, classroom procedures and perceived levels of English proficiency. Most of the students applied positive thinking strategy followed by preparation, relaxation and resignation strategy. The findings show that anxiety affects students’ performance in learning English, especially in speaking. Thus, it is important to pay attention and reduce it. Therefore, further research on speaking anxiety and its solutions are needed to help EFL students to learn English better.

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu TABLE OF CONTENTS

1.2 Purposes of the Research ... 3

1.3 Research Questions ... 4

1.4 Significance of Research ... 4

1.5 Scope of the Study ... 5

1.6Research Methodology... 6

1.7 Clarification of Terms ... 6

1.8 Organization of Paper ... 6

CHAPTER II : THEORETICAL FOUNDATION ... 8

2.1 Anxiety ... 8

2.2 Foreign Language Anxiety and Its Components ... 10

2.2.1 Communication Apprehension ... 10

2.2.2 Test Anxiety ... 11

2.2.3 Fear of Negative Evaluation ... 12

2.3 Foreign Language Speaking Anxiety ... 12

2.4 Students’ Speaking Anxiety in Foreign Language ... 13

2.5 Concluding The Effects of Anxiety in Learning ... 14

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2.5.2 Debilitating Effects ... 15

2.6 Source of Foreign Language Anxiety ... 16

2.6.1 Personal and Interpersonal Anxieties ... 16

2.6.2 Learner Beliefs about Language Learning ... 17

2.6.3 Instructor’s Belief about Language Teaching ... 18

2.6.4 Instructor-learner Interactions ... 18

2.6.5 Classroom Procedures ... 19

2.6.6 Language Testing ... 19

2.6.7 Cultural Beliefs about Learning ... 20

2.6.8 Different Attitudes and Motivation ... 20

2.6.9 Perceived Levels of English Proficiency ... 20

2.7 Students’ Anxiety Coping Strategies ... 21

2.8 Previous Data Research from Indonesian Context ... 22

CHAPTER III : RESEARCH METHODOLOGY ... 24

3.1 Research Design ... 24

3.2 Site and Respondents ... 24

3.3 Data Collection Procedure ... 24

3.3.1 Questionnaires ... 25

3.4 Data Analysis ... 26

3.4.1 The Level of Students’ Anxiety ... 26

3.4.2 The Sources of Students’ Speaking Anxiety ... 28

3.4.3 Students’ Anxiety Coping Strategies ... 28

CHAPTER IV : FINDINGS AND DISCUSSION ... 30

4.1 Findings ... 30

4.1.1 Students’ Anxiety ... 30

4.1.1.1 Students’ Response on FLCAS ... 31

4.1.2 Sources of Students’ Speaking Anxiety ... 32

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4.1.2.2 Learner’s Beliefs about Language Learning ... 36

4.1.2.3 Instructor-learner Interactions ... 37

4.1.2.4 Classroom Procedures ... 38

4.1.2.5 Perceived Levels of English Proficiency ... 39

4.1.3 Students’ Speaking Anxiety Coping Strategies ... 39

4.1.3.1 Positive Thinking ... 44

4.1.3.2 Preparation ... 44

4.1.3.3 Relaxation ... 44

4.1.3.4 Resignation ... 44

4.2 Discussion ... 45

4.2.1Students’ Anxiety Level ... 45

4.2.2Source of Students’ Speaking Anxiety ... 46

4.2.3Students’ Speaking Anxiety Coping Strategies ... 47

CHAPTER V : CONCLUSIONS AND SUGGESTIONS ... 49

5.1 Conclusions ... 49

5.2 Suggestions ... 49

REFERENCES ... x

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CHAPTER I

INTRODUCTION

This chapter is an introduction of this study. It presents a brief description

of the background of the study in foreign language classroom anxiety.

Subsequently, the background of the study is followed by the purpose, questions,

significance, scope, methodology and clarification of terms of the study. At last,

this chapter also presents the organization of this study.

1.1 Background of the Study

To be able to communicate with people around the world, English

speaking skill is considered to be an important skill. Students should have a good

command of communication skills 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 the 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 the 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 an 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 to speak in

front of others. According to previous research, Sugiharti (2007) found out that

students don’t feel comfortable to speak in front of the others. This research

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the other students when they have to speak in front of the class (Al-Saraj, 2011;

Cheng, 2009; Aida, 1994).

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. Many times they keep

silence even if they understand the questions and could actually answer the

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 Qunying (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 mouths 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).

This 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. They also noted that counselors

in LSC, (Learning Skills Center) in United States of America found that anxiety

centers on two basic tasks; speaking and listening, especially the speaking one.

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 is the most anxiety-provoking language skill in foreign language

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when given questions or asked to perform in front of the class (Liu, 2007). This

finding has some familiarities with Horwitz, et al. (1986) findings that showed

EFL students are afraid to speak in foreign language because they are afraid to make mistakes and thought as less competent by the others. They also don’t have bravery to speak in front of others because of their high self-consciousness

(Krashen, 1982).

These kinds of problems could cause a lot of disadvantages to EFL

students. They will loose their opportunities in using English in classroom context

to enhance their speaking ability. That way, anxiety could be a block of students’ mastery in English. 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 row and even skipping EFL classes.

There are some previous researches on anxiety and its effects to speaking

ability. The results show 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 the previous

researches on speaking anxiety focused on high school level, therefore, this

research will investigate foreign languag learner anxiety of junior high school

students in Indonesia and their strategies to overcome it.

1.2 Purposes of the Research

The purpose of the research is mainly aimed at knowing the level of

anxiety experienced by students in junior high school in Indonesia in English

speaking classroom. The second purpose of this research is to identify the

potential sources, factors or situations that make them feel anxious or uneasy

when they speak English in English classroom. The third purpose is to reveal

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu 1.3 Research Questions

Several issues regarding language speaking anxiety have been identified in

the background and research purpose sections. The questions proposed for the

study are as follows:

1. What are the levels of anxiety experienced by the students in English

speaking class?

2. What are the sources that contribute to students’ speaking anxiety? 3. What strategies do the students apply to reduce their anxiety?

1.4 Significance of Research

This study is hoped to make more contribution towards the gap filling

concerning FLSA research in Indonesia. This study is hopefully could give more

insight and findings to the general understanding of foreign language learning and

teaching.

This study is expected to give more contribution in students’ ability in speaking area. The information could help educators or teachers to understand

more the different levels of anxiety experienced by students when they speak

using English. They also can get more information about factors that trigger

students’ anxiety when they speak in English and try to find strategy to help them

in reducing students’ anxiety and creating more relax atmosphere in class. This study is also expected to help students to find out ways or strategies to overcome

their anxiety problem when speaking using English in public. Through this study,

it is hoped that educators could also understand how anxiety affect in students’ English learning.

This study hopefully will give insights to professional teachers and

practitioners of the existence of anxiety and its possibilities in English teaching

and learning processes. Therefore it can help students and teachers to be more

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1.5 Scope of the Study

This research focuses on three parts of discussion concerning students’ speaking anxiety in junior high school. It investigates students’ foreign language classroom anxiety level, the sources of students’ speaking anxiety and students’ anxiety coping strategies.

1.6 Research Methodology

The introduction of the background, purposes, questions and significance

of the research have been presented. The brief explanation of research

methodology is described in this sub-chapter.

1.6.1 Design

The proposed research uses descriptive qualitative method in order to

answer the questions proposed. The qualitative descriptive method is coherent

with the objectives of the study. It helps to describe the subjects’ opinion on language speaking anxiety, factors behind their anxiety and strategies they use to

reduce their anxiety in the classroom.

1.6.2 Respondents

The respondents for this study were second grade students of a junior high

school in Bandung taking English subject as one of subjects taught in school.

English in this context is taught as a foreign language with goals that the students

could attain the four main skills; reading, writing, listening and speaking.

1.6.3 Data Collection

In collecting the data to meet the needs of the questions, the study uses

two kind of questionnaires. The open-ended questionnaire used is FLCAS

(Foreign Language Classroom Anxiety Scale) is developed by Horwitz et al.

(1986) that embody the reflections of communication apprehension, test-anxiety,

and fear of negative evaluation in the foreign language classroom. The FLCAS is

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questionnaire made to gain the sources of students’ speaking anxiety and their coping strategies.

1.6.4 Data Analysis

Students’ anxiety level was gained from the FLCAS (Foreign Language

Classroom Anxiety Scale) questionnaire that was administered to 32 respondents.

The data were analyzed and put into percentages. The theory of Young (1991) and

Ohata (2005) was used to analyze data of the sources of anxiety which was gained

from the second questionnaire. While, the theory proposed by Kondo and

Ying-Ling (2004) was used to analyze data for the coping strategies students use to

reduce their anxiety.

1.7. Clarification of Terms

There are some terms that will be used in this study. To clarify the

meaning of those terms, this research includes the clarification of those terms as

following:

a. Anxiety – According to Horwitz et al. (1986) Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with

an arousal of the autonomic nervous system.

b. FLCAS (Foreign Language Classroom Anxiety Scale) is a questionnaire

made by its pioneers Horwitz et al. in 1986 to identify the level of anxiety

experienced by foreign language learners. The questionnaire consists of 33

questions with scale started from 1-5.

1.8 Organization of Paper

The research paper will be organized as follows:

1. Chapter I Introduction

This chapter comprises the background of the study, research

questions, aims of the study, scope of the study, research

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2. Chapter II Theoretical Foundation

This chapter consists of related theories as the basis of investigating

the research problems. Those are the 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 clarifies how the research was conducted. It covers

research design, respondents, data collection and data analysis.

4. Chapter IV Findings and Discussion

This chapter consists of the results of the research and discussion. It

shows the findings on the data collection and analyze as well as the

discussion related to the theoretical framework.

5. Chapter V Conclusion and Suggestions

This chapter consists of the research conclusion and suggestions on the

topic of the research based on the research findings to other research

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu CHAPTER III

RESEARCH METHODOLOGY

This chapter depicts how this study was conducted in order to find out

the answers of the research questions; 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

This current research uses a qualitative descriptive method to obtain the

data needed. It is to find the answer of questions and to test hypothesis

concerning the current situation of the subject of the research when there is certain

phenomenon or situations happened (Gay, 1987). The description of students’

Bandung. From the first to the third grade, thirty two second grade students were

chosen as the respondents of this research. The second graders were chosen as

respondents in consideration that they have learnt English for several years and

are capable to represent their opinion related to the research questions.

3.3 Data Collection Procedure

In collecting the data from the respondents, the research used two

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questionnaire proposed by Horwitz et al. (1986) and a questionnaire of students’

experience in learning English that was made to meet the needs of this research to

find out the source of their anxiety in English classroom and also their strategies

to cope with it.

Firstly, the FLCAS questionnaire and the second questionnaire were

administered to thirty two second grade junior high school students. Secondly, the

administered questionnaires were collected and the data from FLCAS

questionnaire were analyzed manually using Oetting’s scale to categorize

students’ anxiety level. The analyzed questionnaires were put into percentage diagram differentiating the anxiety level experienced by respondents.

Thirdly, base on the result of the analysis of the anxiety level, students’

answers from the FLCAS questionnaire and second questionnaire on the source of

their anxiety and their coping strategies in English classroom were analyzed using

some experts’ theory and compared with some studies results.

The questionnaires used to obtain the data in order to answer the research

questions are explained in the next sub-chapter.

3.3.1 Questionnaires

In order to measure the level of students’ anxiety level, the questionnaire used is the adaptation and translation of FLCAS (Foreign Language Classroom

Anxiety Scale) developed by Horwitz et al. (1986). This open-ended questionnaire

has been used and validated by many researchers before (Aida, 1994; Horwitz,

1986). 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 ranged from “Strongly Agree”

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“Strongly Disagree” (SD). The questionnaire was adapted and translated to suit

the respondents. Therefore, if the points are summed up by adding 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 is.

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

are:

 Communication apprehension: 1, 9, 14, 18, 24, 27, 29, 32  Test anxiety: 2, 8, 10, 19, 21 and

In order to answer the research questions, data analysis is needed. It covers

the anxiety level perceived by the students in speaking English, their sources of

anxiety in speaking English as well as their strategies to overcome it.

3.4.1 The Level of Students’ Anxiety

FLCAS consists of two kinds of statement which are positive and

negative. The positive statement scale ranged from 1- 5 with answer “Strongly

Agree” to “Strongly Disagree”. While, the negative statement will be ranging

from 5-1 with answer “Strongly Agree” to “Strongly Disagree”. They are 9

positive statements in the questionnaire which are number 2, 5, 8, 11, 14, 18, 22 ,

28, and 32. While, 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 positive

statement were arranged together and the negative statements were arranged

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were in number 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26,

27, 28, 29, 30, 31, 32 and 33.

The data were calculated manually with the range of score started from 33

to 165. After the each score from students’ results of FLCAS gained, it was categorized into some levels of anxiety started from “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 FLCAS is shown below:

Table 3.1.

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

Statement

Scoring

Strongly Agree

Agree Neither Agree nor

Disagree

Disagree Strongly Disagree

Positive 1 2 3 4 5 Negative 5 4 3 2 1

As for the categorization of the anxiety level, the research used an adapted

Oetting’s scale which consist of 40 items with answers ranged from 1-5 and total score of 200. The following table is the score for each anxiety level perceived by

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu Table 3.2.

3.4.2 The Sources of Students’ Speaking Anxiety

The research questions also aims to look for the sources of students’

anxiety. Therefore, an additional open-ended questionnaire was administered

along with the first one to the students to seek their anxiety sources in speaking

English. The question is as follow:

 Do you feel anxious when you have to speak in English? Why?

In addition, the data from FLCAS questionnaire also added the data for

students’ speaking anxiety sources. The answers were analyzed with Young

(1991) and Ohata (2005) findings on sources of students’ anxiety in language

classroom by categorizing them into the theory of Young (1991) and Ohata

(2005).

3.4.3 Students’ 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

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using strategies for coping with language anxiety proposed by Kondo and

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Universitas Pendidikan Indonesia | repository.upi.edu| perpustakaan.upi.edu CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter presents the conclusions and suggestions of the research.

This chapter is concerned on what is discussed in the previous chapter.

5.1 Conclusions

The results of this research show that most of the students are at mildly

anxious level of anxiety with no very relaxed student. From this research, it can be concluded that students’ sources of anxiety in speaking are varied. The results of this research show that personal and interpersonal anxieties, students’ beliefs about language learning, instructor-learner interactions, classroom procedures and

perceived levels of English proficiency are the sources of speaking anxiety in the

current research. Many students experienced anxiety in the English class and it

affects them negatively. Therefore, it is important for the English teacher to be

aware of anxiety among their students.

From the results of the research, there are some coping strategies applied

by the students to reduce their anxiety in speaking. Therefore supportive and

relaxing classroom atmosphere is needed to be created by the English teacher by

being more as a facilitator than an absolute educator, giving new insights and

information of language learning, encouraging the students to be more confident

and giving suited error corrections.

5.2 Suggestions

For the English teachers, in teaching and learning activities in the

classroom, they should acknowledge that anxiety occurs. The teachers should

recognize that anxiety is one of the reasons of why the students having difficulties

in learning process especially in speaking. The teachers therefore need to make

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students’ anxiety during the class. The teachers could build a more supportive and friendly environment without being too tense in teaching their students.

In the beginning of the semester of English class, the teachers could make

a sharing session with his/her students related to their anxiety in English class and

their anxiety to contribute to speak in English class. The teacher could also give positive understandings to their students how they shouldn’t be very worried of making mistakes in speaking and how the other students shouldn’t laugh at their friends’ mistakes because they are still learning.

The teachers could use some more relaxing activities such as having the

students to work in a group or pair to solve some tasks. The teacher could also use

games in the teaching and learning process. In addition, the teachers may add

some relaxing activities during teaching and learning process such as taking a

deep breath.

For the prospective teachers in Indonesia University of Education

language department, it is important to introduce them that anxiety in English class occurs. As the future English teachers, they could be aware of their students’ anxiety that could affect their performance in learning English and make

improvement in their teaching strategies.

For the next research, seeing the role of anxiety in speaking, it is suggested

for the research in the future to research on anxiety in different skills such as

writing, reading and listening. However, due to the limitations and weaknesses of

the current study, more research is called for with different groups of learners in

various skills as well as the method in reducing students’ anxiety in language

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