i
AN ANALYSIS OF SPEAKING ANXIETY IN THE PRODUCTION OF ENGLISH IN SPEAKING CLASS
(A Study in the 2nd Semester Students of International Class Program (KKI) of IAIN Salatiga in the Academic Year 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in English and
Education Department of Teacher Training and Education Faculty
Written by: ATI SAIDATUL ULA
NIM: 113 12 164
ENGLISH AND EDUCATION DEPARTMENT OF TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
iv MOTTO
“I never stop learning, because life never stops teaching”
“We should work on our process, not the outcome of our processes”
v MOTTO
“I never stop learning, because life never stops teaching”
“We should work on our process, not the outcome of our processes”
vi
DEDICATION
This graduating paper is honorably dedicated for:
1. My beloved Mother (Ibu Sri Ratna Wati) and my beloved Father (Bapak
Muzamil). I want to be the reason of your smile Bu, Pak. May Allah Ta‟ala keeps you healthy and unite us in His Jannah.
2. Mr. Achmad Darojat Jumadil Kubro, one of the nicest human I‟ve ever met. Thank you Pak Ach for your helping hand. May Allah Ta‟ala always
bless you and reward you best.
3. All the people in my life journey that I can‟t mentioned one by one. Thank
you for every single talk and kindness that gives so many lessons in my
vii
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. All praises to Allah Subhanahu wa Ta‟ala
for all blesses, guidance, and affection so that the writer can accomplish this
graduating paper. Also, may Peace and Salutation be given to the Prophet Muhammad Sallallahu‟alaihi wa Salam, the best Model for all Muslims in the
world.
The writer realizes that without prayer, support, and advices from people
around her, she cannot finish this graduating paper on time. With deep humility,
the writer would like to express sincere gratitude to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for
Islamic Studies (IAIN) Salatiga.
2. Mrs. Noor Malihah, Ph.D., as the Head of English Education Department
of Teacher Training and Education State Institute for Islamic Studies
(IAIN) Salatiga.
3. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed., as my advisor. Thanks for all
advices, guidance, and corrections during the completion of this
graduating paper.
4. Mr. Ruwandi, S.Pd., M.A., thanks for your help, suggestions, and
corrections in the last minute, Sir.
5. Mrs. Sari Famularsih, S.Pd.I., M.A., as the Director of International Class
Program (KKI) State Institute for Islamic Studies (IAIN) Salatiga. Thanks
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6. Mr. Stamma Amin, M.Pd.I, the lecturer of Speaking in KKI Class, thanks
for helping the writer get the students‟ score in speaking test.
7. All the Lecturers in English and Education Department that the writer
cannot mention it one by one. Deeply gratitude for all knowledge,
motivation, attentions, and values given to the writer from the beginning
until she finishes her study.
8. The second semester students of International Class Program of IAIN
Salatiga, thank you for become the respondents of this graduating paper.
9. My beloved family, my Mother (Ibu Sri Ratna Wati, my Father (Bapak
Muzamil), my Brother and Sisters (Aan, Asa, and Akifa), my
Grandmother (Ny. Pontini), and my big family. I love you all.
10.All friends in English and Education Department 2012 and all friends from
various departments in IAIN Salatiga.
11.My „family‟ in “Komunitas Belajar Qaryah Thayyibah” and all Wushu
Putra Nusantara friends.
12.The special one, my future-partner of life (InsyaAllah), Aa‟ Bob Zeussa.
The writer realizes that this research is far from being perfect. Therefore, any
constructive criticism and suggestion will be gladly accepted.
Salatiga, August 5th 2016
The writer,
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TABLE OF CONTENTS
DECLARATION……….. i
ATTENTIVE COUNSELOR NOTES……… ii
STATEMENT OF CERTIFICATION………... iii
MOTTO………………..... iv
DEDICATION……….. v
ACKNOWLEDGEMENT……… vii
TABLE OF CONTENTS……….. ix
LIST OF CHARTS……… xii
LIST OF TABLES……… xiii
ABSTRACT……….. xiv
CHAPTER I: INTRODUCTION 1.1. Background of the Study……… 1
1.2. Research Questions………. 3
1.3. Objectives of the Research………. 4
1.4. Previous Research………... 4
1.5. Benefits of the Research………. 5
1.6. Limitations of the Research……… 6
1.7. Definitions of the Key Term……… 6
x CHAPTER II: THEORITICAL REVIEW
2.1. The Nature of Speaking………. 9
2.1.1. Definition of Speaking……….. 9
2.1.2. The Component of Speaking………... 11
2.1.3. The Importance of Speaking……….... 11
2.1.4. Kinds of Speaking Activities………. 12
2.2. The Nature of Anxiety……… 14
2.2.1. Definition of Anxiety………. 14
2.2.2. Categories of Anxiety……… 15
2.3.Foreign Language of Anxiety……….. 16
2.3.1. Definition of FLA………... 16
2.3.2. The Component of FLA……… 17
2.3.3. FLA in The Speaking Skill………. 18
2.4. Levels of Anxiety……… 20
2.5. Strategies to Overcome Language Anxiety……… 20
2.5.1. Student‟s Strategies to Overcome FLA………….. 21
2.5.2. Teacher‟s Strategies to Overcome FLA…………. 23
CHAPTER III: METHODOLOGY OF RESEARCH 3.1. Research Design……….. 26
3.2. Population, Sample, and Sampling……… 26
3.3. Research Instrument………... 28
3.3.1. FLCAS Questionnaire……… 28
3.3.2. The Score of Speaking Test………... 33
3.4. Data Collection Procedure………. 33
3.5. Data Analysis……….. 34
3.5.1. Students‟ Anxiety Level……… 34
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CHAPTER IV: FINDING AND DISCUSSION
4.1. Data Presentation………... 39
4.1.1. FLCAS Questionnaire……… 39
4.1.2. The Final Score of Students‟ Speaking Test……. 48
4.2. Data Analysis……….. 49
4.2.1. The Students‟ Anxiety Level………. 49
4.3. Discussion……… 53
4.3.1. The Level of Students‟ Anxiety in Speaking Skill 53
4.3.2. The Final Result………. 54
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1. Conclusions………. 58
5.2. Suggestions……….. 59
REFERENCES
CURRICULUM VITAE
xii
LIST OF CHARTS
xiii
LIST OF TABLES
Table 3.1 Name of Respondents ……… 28
Table 3.2 Foreign Language Classroom Anxiety Scale ………. 29
Table 3.3 Likert‟s Scoring Table Adopted from Horwitz et al. ….……… 35
Table 3.4 FLCAS Anxiety Scale adopted from Oetting‟s Scale ………… 36
Table 3.5 Individual Assessment Indicators ……….. 37
Table 4.1 The Result of Students Questionnaire‟s Answer ………... 40
Table 4.2 Summarizing Students‟ Response ……….. 42
Table 4.3 The Percentage of Students Preference ……….. 44
Table 4.4 Students‟ Final Score in Speaking Class ……… 48
Table 4.5 Students‟ Scoring and Categorizing ……… 50
Table 4.6 The Summary of Students‟ Scoring and Categorizing ………... 53
Table 4.7 The Summary of the Highest and the Lowest Score ………….. 55
xiv ABSTRACT
Ula, Ati Saidatul (2016): “AN ANALYSIS OF SPEAKING ANXIETY IN THE
PRODUCTION OF ENGLISH IN SPEAKING CLASS (A Study in the 2nd Semester Students of International Class Program (KKI) of IAIN Salatiga in the Academic Year 2015/2016”. Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies. Counselor: Hanung Triyoko, S.S., M.Hum., M.Ed.
To speak in foreign languages students certainly will experience various obstacles. One of the barriers is from psychological aspect, which is anxiety. This study is intended to know the level of students‟ anxiety and figure out how the students‟ speaking ability can be described from their anxiety level. The subject of this research, the researcher takes a class of 2nd semester students of International Class Program (KKI) of IAIN Salatiga in the academic year 2015/2016. This research used a descriptive quantitative approach. The writer used two kinds of instruments to collect the data. The first instrument is Foreign Language Classroom Anxiety Scale questionnaire, developed by Horwitz et al. (1986). It consists of 33 items with 5 point Likert-Scale. The second instrument is the final score from speaking test. The result of this research show that most of the students are at “Mildly Anxious” level with no “Very Anxious” student. There are 5 (29%) students who experience “Anxious” level, 9 (53%) students are in “Mildly Anxious” level, 2 (12%) students have “Relaxed” level, and only 1 (6%) student from 17 students is in “Very Relaxed” level. This research also gives a description that; anxious students are not necessarily having low score, and mildly anxious students might not always have good score.
1 CHAPTER I
INTRODUCTION
This chapter presents and introduces the background of the study, research
problems, objectives of the research, previous research, benefits, limitations, and
followed by the definitions of key terms. At last, this chapter also presents the
organization of this research.
1.1. Background of the Study
Language is a tool of communication among all of the people in this
universe. Sapir (1921) state that language is a purely human and non-instinctive
method of communicating ideas, emotions, and desires by means of voluntary
produced symbols. Based on the renewal data, there are 7.102 living languages
around worldwide. Because languages are dynamic, variable, and constantly
changing, the total number of living languages in the world cannot be known
precisely. Therefore that number changes as knowledge of the world‟s languages
improves, Lewis (2005). Later, among those of many languages, English is
considered to be a global lingua franca.
In Indonesia nowadays, English has been taught at schools from the
various levels. English is the first foreign language that becomes one of
compulsory subject in final examination (UAN). The government arranges the
English curriculum even at the very early stage. They prepared their students to be
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International language. By learning that language, the students are expected to
keep pace with the development of science and technology.
The success of mastering foreign language can be said when people are
capable to carry out the conversation at ease. Therefore the students must enhance
their speaking ability along with the other skills. But then, to speak in foreign
languages students certainly will experience various obstacles. The obstacles can
be the difficulties of mastering grammar, the lack of vocabulary mastery, and
problems in pronunciation and fluency.
Beside the grammatical problems, students also get the barrier from
psychological aspect such as self-esteem, motivation, and anxiety. Among them,
anxiety is an important facet on the affective domain (Balemir, 2009). The
students tend to feel shy and not confident in speaking foreign language especially
English.
According to Horwitz, Horwitz and Cope (1986) language anxiety is a
distinct complex of self-perceptions, feeling and behaviors related to classroom
language learning process. MacIntyre & Gardner (1993:284) define language
anxiety as the feeling of tension and apprehension specifically associated with
second language context including speaking, listening, and learning. Anxiety is a
situation where the student feels anxious, shy, and afraid to make mistake in
speaking in front of the class. Anxiety will give negative influence toward students‟ behaviors. The lack of courage in speaking will definitely impede
3
Anxiety can be classified as trait anxiety, situation-specific anxiety, and
state anxiety. Trait anxiety can be relatively stable in individuality trait; a student
who have anxious trait is possibly feel anxious in a variety of condition.
Situation-specific anxiety occurs in Situation-specific type of situation or event such as public
speaking, test-taking, or class participation. On the other hand, state anxiety is
occurs temporarily at particular situation. Further, many previous researches have
been revealed some factors that causes language anxiety. It can be from students‟
self-perception, social environment, cultural differences, social status, gender, and
classroom environment (Tseng, 2012:75-90). Those researches indicate that
anxiety has an enervating effect on language learning process.
By those all of anxiety factors, learning a foreign language seem quite
difficult for students. Thus, based on the problem identification above the writer wants to analyze the level of students‟ anxiety and figure out how the students‟
speaking ability can be described from their anxiety level. The subject of this
research is the second semester students of international class program (KKI) of
IAIN Salatiga in academic year of 2015/2016.
1.2. Research Questions
Based on the background and the problem identification, the writer has
formulated the following questions in this research:
1. What levels of anxiety are experienced by the 2nd semester students of
International Class Program of IAIN Salatiga in English speaking
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2. How the students‟ speaking ability can be described from their anxiety
level?
1.3. Objectives of the Research
Based on the research questions above, this research has aims to find out
the following:
1. To investigate the level of anxiety experienced by the 2nd semester
students of International Class Program of IAIN Salatiga in English
speaking class.
2. To figure out the description of students‟ speaking ability from their
anxiety level of the 2nd semester students of International Class
Program of IAIN Salatiga.
1.4. Previous Research
To help compiling her research, the writer takes a previous research
entitled The Correlation between Student’s Anxiety and Their Ability in Speaking
Class by Yuliana Mauludiyah. She took a class of 4th semester students of English
Department at IAIN Tulungagung as her research subject. This research used
correlation design with quantitative approach. The result of her research indicated that there is no correlation between two variables, those are student‟s anxiety and
their speaking test.
The second previous research is come from Tesalonika Mayangta entitled Students’ Speaking Anxiety in an EFL Classroom. She has been conducted her
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Bandung as her respondents. This research used descriptive qualitative method as
its design. The purpose of the research is to knowing the level of anxiety
experienced by students in junior high school in English speaking classroom.
Two previous researches above focused in English speaking anxiety in
speaking classroom, and both researches were using FLCAS (Foreign Language
Classroom Anxiety Scale) as their instrument, likewise the researcher. The
different is, this research used descriptive quantitative approach, and the
researcher only investigated the level of students‟ anxiety and the description of students‟ speaking ability from their anxiety level. The researcher also calculated
the data manually, not using SPSS program.
1.5. Benefits of the Research
By the completion of this research, the writer deliriously that it will give
contribution for:
1. Institution (IAIN)
This writer hopes that this result will become one of study that
considered by the institution and it can enrich the treasure of research
paper about foreign language in this institution.
2. Speaking lecturer
The output of this study can be an idea for speaking lecturer to develop
their teaching strategies. Still, the lecturer can help their students
reduce the anxiety when they are performing their speaking skill
6 3. Future researchers
This research can be a reference for the future researchers who have
similar topic of study. Moreover, this research will help the next
researchers to generate a better study.
4. Students
This paper may become a basic knowledge for foreign language
students who were learning to sharpen their oral skill.
1.6. Limitation of the Research
Although there are other language skills (listening, reading, and writing)
that have to be studied, the writer limits the research focus on speaking skill.
Therefore, the writer only focuses on speaking anxiety in English language. There
might be a different result about this research for previous and future study, it
caused by different subject used in the research.
The research will be done in the second semester students of International
Class Program (KKI) IAIN Salatiga in academic year of 2015/2016. To
completing the data, the writer will not organizes the speaking test, yet by collecting the students‟ score from the speaking lecturer.
1.7. Definition of the Key Term
1. Analysis
Analysis is the process of breaking a complex topic or substance into
smaller parts in order to gain a better understanding of it (Wikipedia).
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evaluation of data or information, by breaking it into its component
parts to uncover their interrelationships.
2. Speaking
Speaking is the ability to express the sounds of articulation in order to
convey messages, ideas, and purpose orally. Brown (1994) defines
speaking as an interactive process of constructing meaning that
involves producing and receiving, and processing information.
3. Foreign Language Anxiety
According to MacIntyre (1999) foreign language anxiety is a condition
when students feel worry and have negative emotional reaction during
learning or using a second language.
4. English
English is a West Germanic language that becomes official language in
almost 60 sovereign states in the world. Modern English is described as the first global lingua franca, which is the world‟s most widely used
language in book publishing, newspaper publishing, scientific
publishing, international communications, international trade, mass
entertainment, and diplomacy (Northrup, 2013).
5. Foreign Language Classroom Anxiety Scale (FLCAS)
An instrument consists of 33 item questionnaire developed by Horwitz
8 1.8. Paper Organization
In writing the research, the writer divided into five chapters. This research
paper will be organized as follows:
1. Chapter I: This chapter comprises the background of the study, research
problems, and objectives of the research. Along with previous research,
benefits, limitations, the definitions of key terms, and the organization of
this research.
2. Chapter II: This chapter contains the theoretical review related to this
research. This part will discuss the following subtopics: the nature of
speaking, definition of anxiety, speaking foreign language anxiety, and
level of anxiety.
3. Chapter III: This chapter discusses the methodology used in this research.
It explains how the research was conducted. It consists of research design,
population and sample, research instrument, data collecting method, and
technique of data analysis.
4. Chapter IV: This chapter includes the findings and discussion of the
research. It contains the data collections and the result of the analysis to
answer the research problems.
5. Chapter V: This chapter consists of conclusion and suggestions based on
the research findings. Subsequently, there are bibliography and appendix
9 CHAPTER II
THEORETICAL REVIEW
This chapter will elaborate on some of related theories used in this
research. This chapter discusses the following topics: the nature of speaking,
nature of anxiety, foreign language anxiety, and level of anxiety.
2.1. The Nature of Speaking 2.1.1. Definition of Speaking
In learning English as a foreign language, there are four important skills
that people should be mastered of. Those are divided into productive skills
(speaking and writing) and receptive skills (listening and reading). These skills are
interconnected. The qualification in each skill is needed to become a good
communicator, but the ability to speak skillfully will give several benefits for the
speaker. One of which, the speaker can deliver his idea, opinion, or thoughts
directly and this can be more effective way to communicate with other people.
Numerous experts of language learning have proposed plenty definitions
of speaking. Speaking is an interactive process of constructing meaning that
involves producing and receiving and processing information (Brown, 1994;
Burns & Joyce, 1997). While Chaney (in Kayi, 2006) states that speaking is the
process of building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts. Kayi (2006) adds that speaking is the productive
skill in the oral mode. It, like the other skills, is more complicated than it seems at
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According to Nunan (2003:48) speaking is the productive aural/oral skills;
it consists of producing systematic verbal utterances to convey meaning. Other
definition about speaking comes from Lado (1961: 240) describes speaking as the
ability to express oneself in life situation, or the ability to report acts or situations
in precise words, or the ability to converse, or to express a sequence of ideas
fluently. This idea means that, speaking emphasizes more to the ability of an
individual to convey something whether it is in the form of expression, report, etc
with the language he has.
Van Lier, 1995:88 (in Nunan 2003:48) gave some key contrasts that
differentiate spoken language and written language:
Spoken language Written language
Auditory Visual
Temporary; intermediate reception Permanent; delayed reception
Prosody (rhythm, stress intonation) Punctuation
Immediate feedback Delayed or no feedback
Planning and editing limited by channel Unlimited planning, editing, revision
From the definitions above the writer can conclude that speaking is the
action of conveying ideas, thoughts, and meaning directly towards the listener
through systematic verbal utterances. Speaking is a form of oral communication
11 2.1.2. The Component of Speaking
Vanderkevent (1990:8) state that there are three components in speaking.
These components are comprised of:
a. The speaker
Speaker is a person who creates the utterances or sounds of words. When
the speaker starts to speak, they immediately deliver their messages to the
hearer. There will be no feeling or expression being stated if there is no
speaker.
b. The listener
Listener is a person who accept the message or meaning from the speaker.
The speakers will express their thought in written form if there are no
direct interlocutors.
c. The utterances
Utterances are words or sentences. Speakers will produce utterances when
they want to make a statement or express their opinion. The speakers and
the listener will use sign, if there are no utterances produced by the
speaker.
2.1.3. The Importance of Speaking Skills
English has become one of lingua franca in this world, because it is
spoken, learnt, and understood by many countries as a second language or as a
foreign language. To be able to communicate with other using English, people
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to speak correctly and effectively in order to communicate well with one another.
This will prevent to any misunderstanding and problems.
In order to become a qualified communicator, someone needs to be
proficient in each of four language skills; listening, reading, writing, and speaking.
But then, the ability to speak skillfully will give many benefits to the speaker. The
capability to speak accurately and clearly will help the speaker to be more
understood by other people.
Speaking skill is also important for career success; it can increase someone‟s self-confident when they have to interact with others. When we speak
to others we come to have a better understanding of our own selves, as Robert
Frost once said: ‘‘I am a writer of books in retrospect, I talk in order to understand, I teach in order to learn.’’ Undoubtedly, the clarity in speech reflects
clear thinking.
An effective speaker can get the audience‟s attention and catch all
completion of his message. How good someone‟s ability to speak can be
measured as how well the information can be transmitted and received to a hearer.
2.1.4. Kinds of Speaking Activities
To increase students‟ speaking motivation, teachers should engage their
student into various speaking activities. Teacher has to set up kind of enjoyable
speaking activities, so the student can fully participate on it. Harmer (2001:88)
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satisfaction, and with sensitive teacher guidance can encourage them into further
study.
According to Nunan (2003:56) there are several speaking activities that
lead students to speaking mastery. These activities are designed to increase
students' fluency in speaking English.
a. Information Gap
Information is a useful activity which one person has information that the
other lacks. They must use the target language to share that information.
Harmer (2001:88) states that information gap is one type of speaking
activity where two speakers have different parts of information making up
a whole. Because they have different information, there is a „gap‟ between
them.
b. Role-plays
This activity is kind of speaking activity that relatively safe environment
of the classroom. In a role-play, students are given particular roles in the
target language. Teacher can prepare the students to play a role as a
policeman, doctor, tourist, etc. The student will be practice the target
language effectively before they have to do the conversation in the real
life.
c. Simulation
Simulation is more complicated than role-plays. Because in a simulation
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transactional speaking with the cashier in the bookstore, the teacher might
provide some stuff such as: book, pen, rules, even using money for their
purchases. So the situations are created by the teacher as if it is real.
d. Contact Assignment
The purpose of this activity is to get the students talk to people using the
target language by sending them out of the classroom. The teacher sends
the students to find information as many as they can. The students are
provided with a worksheet and they can fulfill the information by asking
the questions. Afterwards, the students compile the result of the survey
and report what they have learned.
2.2. The Nature of Anxiety 2.2.1. Definition of Anxiety
Anxiety can be said as one of factor that impedes people in learning a
language. Anxiety is a negative feeling when someone feels anxious,
apprehensive, or uneasy in a specific time and feels hesitate with their ability. In
English as Foreign Language (EFL), language anxiety is also possible found on
the four skills (listening, speaking, reading, and writing), vocabulary, and
grammar. Each student may be having more than one of anxiousness, and this will influence student‟s language learning process. Anxious learners write, speak, and
participate less than relaxed learners in language classes (Spolsky, 1989).
Numerous researchers have provided some definition about anxiety.
15
is only indirectly associated with an object. Anxiety is a psychological construct,
commonly described by psychologist as a state of apprehension On the other
hand, Leary (1983) describes anxiety as a state of apprehension or dread with
regard to an impending, possibly negative outcome that a person believes cannot
be prevented.
Speilberger (1983) proposed that anxiety is the subjective feeling of
tension, apprehension, nervousness, and worry associated with an arousal of the
autonomic nervous system. It has been found that anxiety would intrude many
types of learning, including second language learning (Horwitz, 2001:113).
2.2.2. Categories of Anxiety
Three main categories of anxiety can be distinguished as trait anxiety,
situation-specific anxiety, and state anxiety. More explanation about these types
will be defined below by some experts.
a. Trait Anxiety
According to Speilberger (1983) trait anxiety refers to a stable inclination
to become nervous in a variety of situations. People who have high level
of trait anxiety are commonly nervous people; they lack of emotional
stability (Goldberg, 1993). Furthermore, Speilberger defined that student
who has anxious trait is possibly felt anxious in any condition. On the
other hand, people with low anxiety are disposed to be calm and relax and
more emotionally stable.
16 b. Situation-specific Anxiety
Anxiety in language learning is categorized into situation-specific anxiety
(MacIntyre in Young, 1991 and Horwitz et al. 1986). It refers to the
persistent and multi-faceted nature of some anxieties (MacIntyre &
Gardner, 1991a). It is occurs in specific type of situation or event such as
public speaking, test-taking, or class participation (Ellis, 1994). Each
situation is different, therefore, a person may be nervous in one situation
but not in others.
c. State Anxiety
MacIntyre defines state anxiety as “moment-to-moment experience of
anxiety. This anxiety is the transient emotional state of feeling nervous that can fluctuate over time and vary in intensity”. It has an effect on
learner‟s emotion, cognition, and behavior. In terms of cognition, when
people experience state anxiety, they are more sensitive to what other
people are thinking of them (Carver & Scheier, 1986).
2.3. Foreign Language Anxiety 2.3.1. Definition of FLA
Foreign language anxiety is a form of situation-specific anxiety from a
theoretical perspective. MacIntyre (1999:27) defines language anxiety as “the
worry and negative emotional reaction aroused when learning or using a second language”. Another definition of language anxiety is stated by MacIntyre &
17
associated with second language contexts, including speaking, listening, and learning”.
It is important to understand the role of anxiety in language learning
because it ranks high among factors that can influence language learning,
regardless of whether the setting is formal or informal. Foreign language anxiety
is common among foreign language learners (Young, 1991) and it is seen as one
of the great obstacles of foreign language learning and achievement. One of
negative effects of anxiety in language learning is student with higher anxiety will
get low achievement.
2.3.2. The Component of FLA
In foreign language anxiety, there are three primary components identified
by Horwitz, Horwitz, & Cope (1986). They are communication apprehension
(CA), test anxiety, and fear of negative evaluation. More definitions will be
explained below.
a. Communication Apprehension (CA)
Communication apprehension according to Horwitz et al. (1986) is a type
of shyness characterized by fear or anxiety about communicating with
people. It is arises when someone has to talk with others in everyday
communication situations. Apprehensive people will have difficulty in
speaking in public or listening to a spoken message. Besides of that, they
have inability to understand others and make their self understood
18 b. Test Anxiety
The second component in language anxiety refers to test anxiety. When
someone is confronted with test-taking situation, they feel afraid of failure
in a test (Brown, 1994). Students might have unpleasant experience in
previous test, and this will lead to negative opinion about taking a test
(Chan & Wu, 2004). Learners who are experience this type of performance
anxiety; they will get difficulties in facing test or quizzes.
c. Fear of Negative Evaluation
The next constituent in language anxiety is fear of negative evaluation.
This type of apprehension is broader than test anxiety situation (Horwitz et al. 1986). Students feel worried about others‟ evaluations; there also
avoidance of evaluation situations and expectations of being evaluated
negatively (Watson & Friend, 1969). It may happen in any social
condition such as interviewing for a job. In foreign language class, the
evaluation appears from teacher and peers.
2.3.3. FLA in the Speaking Skills
The literature suggests that the speaking skill is extremely
anxiety-provoking in many language students and it is generally seen to arouse more
anxiety than the other skills. Indeed, Daly (1991, cited in Von Worde, 2003) reported that in some individuals “fear of giving a speech in public exceeded such
phobias as fear of snakes, elevators, and heights” (p.3). Anxiety reactions suffered
19
foreign language classroom include “distortion of sounds, inability to reproduce
the intonation and rhythm of the language, „freezing up‟ when called on to
perform, and forgetting words or phrases just learned or simply refusing to speak and remaining silent” (Young, 1991:430).
Horwitz et.al (1986) pointed out that students said that they had most problems in the listening and speaking skills, with “difficulty in speaking in class
being probably the most frequently cited concern of anxious foreign language students” (p.126). Learners said they did not feel too apprehensive during drills or
about speaking if they had time to plan their spoken interventions, but would „freeze‟ if they had to speak spontaneously.
Classroom activities and the learning/teaching environment seem to have a direct impact on students‟ anxiety and on their performance in speaking. Koch &
Terrel (1991) found that Natural Approach activities (which paradoxically are
designed to minimize stress), such as role-plays and charades, caused a great deal
of anxiety in their students.
Horwitz et al. (1986) noted that students who are afraid about making mistakes in front of others “seem to feel constantly tested and they perceive every
correction as a failure” (p.130). The same researchers explained how anxious
language students often forget what they know in a test or in a speaking activity.
Indeed, speaking tests seem to be particularly anxiety-provoking, they might be
arouse the three components of language anxiety; communication apprehension,
20 2.4. Levels of Anxiety
Anxiety can be categorized into three levels; low, moderate, high anxiety. To measure the levels of students‟ anxiety, Horwitz et al. (1998) developed a test
called Foreign Language Classroom Anxiety Scale (FLCAS). This test consist of
33 items questionnaires, and the students have to answer the questionnaires by
checking one of five points scale (start from Strongly Agree to Strongly Disagree)
which suitable with their answer.
By knowing students‟ level of anxiety, teacher can determine what
methods can be used for the students in teaching speaking skill. For instance,
teacher can motivate students with low anxiety to maintain their confidence. On
the other side, they can give special treatment for students who have high anxiety.
Indeed, an appropriate method is required to create successful language learning
2.5. Strategies to Overcome Language Anxiety
Learning a new language is not easy for many students. They probably
face various obstacles during learning foreign language. The obstacles can be lack
of confidence, fear of doing failures, limited vocabulary, pronunciation error, and
the difficulties of grammar vocabulary. Empirical research shows that anxious
foreign language students are less willing to participate in learning activities, and
have lower performance than non-anxious students (Aida 1994, MacIntyre &
Gardner 1991). So, foreign language anxiety will negatively impact the quality of learning and it will impede learners‟ success in mastering foreign language. That
is why; both students and teacher should find strategies to reduce students‟
21
2.5.1 Student’s Strategies to Overcome FLA
Many students are dealing with state anxiety, which might occur when
they have to perform speaking task in class or in real life situations. This kind of
anxiety might prevent students from enjoying practicing with peers, doing oral
reports in class, or engaging in conversations with other English speakers
(Woodrow, 2006). As the subject of learning, students itself must find ways to
help them reduce the anxiety. According to Li-Shih Huang (Associate Professor
of Applied Linguistics and Learning and Teaching Centre Scholar-in-Residence at
the University of Victoria, Canada), there are some strategies that students can used to overcome their anxiety:
1. Allow for planning, preparation, and practice time. First, the students can make planning what, when, and where they can practice their
speaking. Adequate planning time and enough preparation enable learners
to become familiar with what they want to say and build success. In
practice time, students can work individually, in pairs, and in small groups
before proceeding with speaking in a whole class, so that students can
rehearse and modify what they want to express.
2. Take a few deep breaths. To release tension and slow down the heart rate, students should try relaxing their shoulders and breathing through the
nose, holding the breath and tightening the stomach muscle, fists, and toes.
It can give composure and relaxing effect towards their mind and body. If
the students feel calm, students can memorize the things they want to say.
22
3. Know the first 60 seconds like the back of your hand. This idiom means knowing something very well. The learners make sure that they remember
all the details of the opening because a smooth start will increase learners‟
confident. The opening is usually the most nerve-wracking phase. When
learners mastered the first 60 seconds of speech well, the process usually
gets much easier as they move along.
4. Think positively. Students should think positively, imagine the good things and rule out the fear. They can visualize themselves as fluent and
confident speakers, so that they can deliver the speech to the audience
well, because no one wants to spend time listening to an unimportant talk
or engaging in a bad conversation. Also when students accidentally doing
a mistake. As a speaker, students may mispronounce something or stumble
over some words, but do not let that bother us. They can just let go of the
mistakes, because most the audience will not even notice.
5. Dress appropriately for the presentation. To boost up learners‟ confident when they are giving a presentation, they should dress nicely for
the occasion. Wear something that makes us confident yet comfortable. If
the students are seems too uncomfortable, instead of focus on students‟
speech, the audience will give attention to their inconvenience.
Also, there are ten strategies to deal with language anxiety offered by
Hauck & Hurd (2005). The strategies are listed below:
1.Use positive self-talk (e.g. I can do it; it doesn‟t matter if I make mistakes;
23
4. Tell myself when I speak it won‟t take long.
5. Give myself a reward or treat when I do well.
6. Be aware of physical signs of stress that might affect my language
learning.
7. Write down my feelings in a day or notebook.
8. Share my worries with other students.
9. Let my tutor know that I am anxious.
10.Use relaxation techniques e.g. deep breathing, consciously speaking more
slowly, etc.
2.5.2. Teacher’s Strategies to Overcome FLA
It is necessary for language teachers to assist the students overcome their
discomfort feelings, not only recognize that anxiety is one of major problem that cause students‟ lack of success in mastering foreign language. Tanveer (2007)
noted that the consideration of language learners‟ anxiety reactions by a language
teacher is deemed highly important in order to assist them to achieve the intended
performance goals in the target language. The following recommendations should
24
1. Language teacher should acknowledge the existence of anxiety and stress
among the language learners and should apply quick and effective
strategies to help them cope with those destructive feelings.
2. A truly communicative approach in language teaching should be adopted
to provide those language learners who have limited exposure to English
language with more chances to fully practice their speaking skills.
3. Creating a friendly, informal, and learning-supportive environment for language learning by teachers‟ friendly, helpful, and cooperative behavior,
making students feel comfortable when speaking in the class. This can also
reduce the effect of social and status difference between students and
teachers to a considerable extent (Tanveer. 2007). A “collaborative atmosphere” can help reduce fear of errors (Gregersen, 2003:30).
4. Teachers should encourage those learners who are afraid of making
mistakes to feel free to make mistakes in order to acquire communication
skills. Teacher should use both verbal (use of humor, use of students‟ first
names) and nonverbal (eye contact, positive gestures) types of immediacy
behavior were employed, since they can reduce anxiety and impact
positively on motivation to learn (Christophel, 1990; Frymier, 1993).
5. Sometimes language teachers should initiate discussion in the class about
the feelings of anxiety and should take measures to reduce the sense of
competition among them (Tanveer, 2007).
6. Familiarity with the culture and ethnic background of the language
25
also assist language teachers to understand and decode anxiety-related
behaviors in some learners. Teachers should specifically make the effort to
create a sense of friendship and cooperation among the students. This will
help them to speak more confidently and with less anxiety in the class
(Tanveer, 2007).
7. Short-term projects were used due to the following benefits of project
work in foreign language settings cited in the literature: a) students are
more personally involved, so they usually have increased motivation (Lee,
2002), b) they do not feel that they are constantly assessed, and c) it is
easier for them to focus on communication, rather than on accuracy, and
are less concerned with language errors and the consequences of “imagined failure” (MacIntyre et al., 1997:269).
8. Teacher-students relations. A set of classroom rules and norms was
negotiated with the students. Making fun of a wrong answer was not
accepted, and a norm of “mistake tolerance” was ratified. Errors were
considered a natural part of learning a foreign language, and students were
encouraged to ask for help without running the risk of embarrassment
(Dornyei, 2001).
9. Providing indirect, rather that direct correction. Teacher better avoided
direct, on the spot correction in speaking activities. Since it can undermine students‟ confidence, and because it discourages learners who are anxious
about “sounding silly” to experiment with new language (Lightbown &
26 CHAPTER III
METHODOLOGY OF RESEARCH
This chapter presents the methodology of the research and explains how
the research was conducted. It consists of research design, site and respondent,
research instrument, data collection procedure and technique of data analysis.
3.1. Research Design
This research used a descriptive quantitative approach in order to answer
the proposed question. Descriptive research describes the current status of an
identified variable. These research projects are designed to provide systematic
information about a phenomenon. Creswell (1994) said that quantitative research
is a type of research that is explaining phenomena by collecting numerical data
that are analyzed using mathematically based methods (in particular statistics).
3.2. Population, Sample, and Sampling 1. Population
Population is the group of interest to the researcher, the group to which she
or he would like the result of the study to be generalizable (Gay 1992: 125).
Indeed, population is all subject in a study is going observed. In this research, the
populations were the all second semester students of English Department of IAIN
Salatiga which consist of five classes A-E, and also one International Class
27 2. Sample
Sample is a part of population which wants to be analyzed. Therefore
sample shall be seen as a notion to population and it is not population itself
(Bailey, 1994: 83). Shortly, sample is a part of population that being observed. In
this research, the respondents were the second semester students of international
class program (KKI) IAIN Salatiga in academic year 2015/2016. International
class program (KKI) is one of special program in IAIN Salatiga. This program has
been operated since 2010. There is only one of KKI class in each academic year.
To enter this program, the students should pass the selection test where they are
demanded to mastering two international languages; English and Arabic. A total
of 17 (5 males and 12 females) students took part in this research. They originally
came from various departments; 8 students are from Arabic Department, 5
students are from English Department, and 4 students are from Islamic
Department.
3. Sampling
The sampling is technique to take sample. According to Gay (1992: 123)
sampling is the process of selecting a number of individual for a study in such as a
way that the individuals represent the large group from which they were selected.
The purposive sampling was applied in this research. Purposive sampling is the
process of selecting a sample by taking the subject that is not based on level are,
28 Table 3.1 Name of Respondents
No Student Number Name of Respondent Code
1 KKI-23010150046 Robikhah Khoiriyah RK
2 KKI-23010150018 Mahadewi Putri Intan MPI
3 KKI-23010150098 Sultan Fani Al Ansori SF
4 KKI-23010150079 Ni‟matul Hikmah NH
5 KKI-23010150012 Ismi Farihatul Wahidah IFW
6 KKI-23010150013 Suharsono SH
7 KKI-23010150016 Bilal Yanuar Sugrindo A. BYS
8 KKI-23010150032 Mustafiqul Hilmi MH
9 KKI-23010150034 Risa Udayani RU
10 KKI-23010150043 Muhammad Izza Rifqi MIR
11 KKI-23010150046 Ulil Miftakhurrohmah UM
12 KKI-23010150049 Nikmah Hilyatul Khoiri NHK
13 KKI-23010150012 Siti Faizza Turrohman SFT
14 KKI-23010150040 Fajar Purwaningsih FP
15 KKI-23010150055 Ridhaningtyas Fadlilah RF
16 KKI-23010150064 Syifa Lum‟atuddina SL
17 KKI-23010150098 Amaliyatul Fikriyah AF
3.3.Research Instrument
3.3.1 FLCAS Questionnaire
The first instrument used in this research were 33 items of questionnaire
developed by Horwitz et al. (1986) called FLCAS (Foreign Language Classroom
Anxiety Scale). FLCAS questionnaire used to gain the data from the respondents and to measure students‟ level of anxiety in language class. This close-ended
questionnaire presented in form of Likert‟s scale, which is consist of 1-5 options
29
(SA)”, “Agree (A)”, “Neither Agree nor Disagree (NA)”, “Disagree (D)”, and
“Strongly Disagree (SD)”.
Table 3.2
Foreign Language Classroom Anxiety Scale (FLCAS)
Adapted from Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2), 125-132 No Questionnaire Strongly
32
30 I feel overwhelmed by the number of
including in its questions.
- The eight items for communication apprehension were 1, 9, 14, 18, 24,
27, 29, and 32.
- The five items related to test anxiety were 2, 8, 10, 19, and 21, and
- The nine items related to fear of negative evaluation were 3, 7, 13, 15,
20, 23, 25, 31, and 33.
The other 11 items were placed in a group which could be described as
33
Furthermore, the researcher calculated each point of each statement to get the total score of students‟ anxiety. The lowest score is 33, and the highest score is 165.
The highest of the total score, means that the respondent is getting more anxious.
3.3.2. The Score of Speaking Test
The second instrument is the students‟ total score of the final speaking
test, and it is collected from the speaking lecturer. In a whole individual
assessment, there are four indicators; fluency, vocabulary, grammar and
comprehensibility, and content. The students with good speaking performance
will get good grade based on those indicators. Further, the researcher will figure
out the description about students with various anxiety levels and their score of
speaking ability.
3.4. Data Collection Procedure
In collecting the data, the researcher used FLCAS questionnaire developed by Horwizt et al. (1986) and the score of students‟ speaking test. FLCAS is the
most well-known instrument to measure the level of students‟ anxiety. Many
previous researchers that studied language anxiety were using this questionnaire
to gain the data on their research, such as Aida (1994), Cheng (2012), Mayangta
(2013), and Faridian et al. (2014).
The data collection procedure was held in two section of speaking class, in
May 25th and June 1st 2016. Firstly, the FLCAS questionnaire was administrated to all participants during class hours, who were briefed about the research‟s
34
During the speaking class took place, the researcher helped the participants by
clarify any uncertainties. Afterwards, the researcher obtained the final score of students‟ speaking test from the lecturer.
The researcher also took some photos as a part of documentation. This
method used to completing and strengthening the data. After all the data were
collected, the researcher analyzed and processed the data based on the theory. The distributed questionnaires were analyzed manually using Oetting‟s scale to
categorize the level of students‟ anxiety. The result of the data will be presented
by the researcher in chapter IV.
3.5. Data Analysis
Analysis of data is a process of inspecting, cleaning, transforming, and
modeling data with the goal of discovering useful information, suggesting
conclusions, and supporting decision-making (Wikipedia). Data analysis is needed
to answer the research questions.
3.5.1. Students’ Anxiety Level
The researcher analyzes the students‟ anxiety level using FLCAS (Foreign
Language Class Anxiety Scale) which consist of 33 items of questionnaire. It has
5 point of answer ranged from “Strongly Agree” to “Strongly Disagree”. 2
responses refer to agreement to the questions; Strongly Agree and Agree, 1
response refers to neutrality, and 2 responses related to disagreement to the
35
FLCAS has two forms of statements which are positive and negative.
Positive statements in the questionnaire are in number 2, 5, 8, 11, 14, 18, 22, 28,
32. While, 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 statements scale
will be ranging from 1-5, on the contrary negative statements scale ranged from
5-1 as in table below.
Table 3.3
Likert’s Scoring Table Adopted from Horwitz et al. (1986)
Statement Scoring from 33 up to 165. After the researcher found the result of each students‟ anxiety
level, it will categorized into some levels started from “Very Relaxed”,
“Relaxed”, “Mildly Anxious”,“Anxious”, and “Very Anxious”. The scoring table
36 Table 3.4
FLCAS Anxiety Scale Adopted from Oetting’s Scale
Range Level
124-165
108-123
87-107
66-86
33-65
Very Anxious
Anxious
Mildly Anxious
Relaxed
Very Relaxed
3.5.2. Score of Speaking Test
The lecturer used the rubric from Language Service Unit (IAIN Salatiga) to determine the students‟ score. This rubric adapted from Bill Heller by Cherice
Montgomery (2000). The SIBI (English Language Intensive Program) at IAIN Salatiga is also used this instrument to assess the students‟ speaking skill. Each
point in this rubric has it definition that explains the indicator of assessment. The
highest point of each indicator is 1, and the lowest point is 0.25. The student who
37 Table 3.5
Individual Assessment Indicators
Adapted from Bill Heller by Cherice Montgomery, 2000 (Language Service Unit, IAIN Salatiga)
39 CHAPTER IV
FINDING AND DISCUSSION
This chapter describes the result of data collections and data analysis to
answer the research questions in chapter I. The researcher got the data from (1)
FLCAS questionnaires that have been distributed to all respondents and (2) the
final score of speaking test from each respondent. Afterwards, the researcher will
get the description of the final result, whether the high anxiety students will have
low score or the low anxiety students will get high score.
4.1. Data Presentation
4.1.1. FLCAS Questionnaire
The researcher used a close questionnaire called Foreign Language
Classroom Anxiety Scale (FLCAS) questionnaire as the first instrument in this
research. The questionnaire adopted from Horwitz, Horwitz, & Cope (1986) which assessed the degree of learner‟s anxiety during English class. The FLCAS
consists of 33-item questionnaire on how anxious foreign language learners feel in
the classroom. The respondents of this research, those are all the second semester
students of International Class Program of IAIN Salatiga in academic year
42
To make the readers easy to understanding students‟ responses, the
researcher summarize the result and divided into positive and negative responses
as followed in the table below:
Table 4.2
Summarizing of Students’ Response
No Name Code Positive Statement
43 Chart 4.2.1
(The summary of students’ response in FLCAS in positive and negative
statement)
Based on the table and the chart above, the researcher found out that: the positive statement has the highest score in “Agree” (51 responses) and the lowest
score in “Strongly Disagree” (1 response). Then, the negative statement has the
highest score in “Agree” (144 responses) and the lowest score in “Strongly
Disagree” (21 responses).
Furthermore, the researcher will show another data about the percentage of students‟ preference towards 33 items of FLCAS. This is to gain the most
students‟ responses for each statement in FLCAS questionnaire. It present in the
44
Table 4.3
The Percentage of Students’ Preference
No Questionnaire The Percentage of Students’ Preference
46 class, I feel very sure and relaxed.
47
SA: Strongly Agree NA: Neither Agree nor Disagrees
48
In the previous table and chart shows the result of the highest and the lowest percentage of students‟ preference in FLCAS questionnaire. The researcher
found that 64% respondents give the highest response “Agree” to the statement
number 1 (I never feel quite sure of myself when I am speaking in my foreign
language class) and number 2 (I don‟t worry about making mistakes in language class). While 29% respondents give response “Agree” to the statement number 28
(When I‟m on my way to language class, I feel very sure and relaxed).
4.1.2. The Final Score of Students’ Speaking Test
In this part, the researcher presents the data related to the final score of each student‟s speaking test. As it said before, this individual assessment is
collected from speaking lecturer in KKI (International Class Program) class. The
lecturer used the rubric from Language Service Unit (IAIN Salatiga) to determine the students‟ score. This rubric adapted from Bill Heller by Cherice Montgomery
(2000). It consist of 4 indicators; fluency, vocabulary, grammar and
comprehensibility, and content.
Table 4.4
Students’ Final Score in Speaking Class
No Student Number
Name Indicators Total Score
49
To figure out the level of students‟ anxiety while in speaking performance,
the researcher done the scoring and categorize each student based on their
53
In the table 4.6 below shows the result of scoring and categorizing in students‟ anxiety level:
Table 4.6
Range Level Result
124-165 Very Anxious Anxious: 5 Respondents (29%)
Mildly Anxious: 9 Respondents (53%)
Relaxed: 2 Respondents (12%)
Very Relaxed: 1 Respondent (6%)
108-123 Anxious
anxiety level and their speaking ability. In this discussion section, the researcher admits that she did not figure out the influence of students‟ anxiety level toward
their speaking performance. The researcher also calculates the data manually, not
using SPSS program.
4.3.1. The Level of Students’ Anxiety in Speaking Skills
Based on 33 items of statement in FLCAS questionnaire, there were
varieties of responses from the all respondents. The researcher found out that,
there were 17 students who had different levels of anxiety in speaking skill. [1] There were 5 students (29%) who experience “Anxious” level, and the range score
54
“Mildly Anxious” level, it means a half of the respondents are in range score
87-107. [3] There were 2 students (12%) that had “Relaxed” level, and the range
score of this level is started from 66-86. [4] Only 1 student (6%) from 17 students is in “Very Relaxed” level, which the range score started from 33-65. The
researcher found that there were no respondents who are in “Very Anxious” level
in this research.
Chart 4.6.1
From the chart above, it can be seen that most of the students had level of
anxiety in high and middle level (anxious and mildly anxious). It means that many
students have problem in reducing anxiety. Only 3 students are in low level of
anxiety (relaxed and very relaxed). These students had best level to face anxiety
0
55
when they are performing English. Later on, the researcher also shows the higher
and the lowest score in each level of anxiety in the following table.
Table 4.7
The table below shows the final result that each student has different level
of anxiety, and each student also has different score of speaking ability.
Table 4.8
12 Nikmah Hilyatul Khoiri NHK Mildly Anxious 3
56
14 Ridhaningtyas Fadlilah RF Mildly Anxious 3.5
15 Ulil Miftakhurrohmah UM Relaxed 3
16 Syifa Lum‟atuddina SL Relaxed 3.5
17 Mahadewi Putri Intan MPI Very Relaxed 3
By which:
3.50 – 4.00 : Excellent 2.50 – 2.99 : Average
3.00 – 3.49 : Satisfactory 2.00 – 2.49 : Minimum pass
Most studies are already revealed a negative relationship between anxiety and students‟ performance. Researches show that high anxiety will impede
students in learning foreign language such as Young (1986) and Aida (1994). But,
in this study, the researcher found that students with high anxiety are not
necessarily will get low score. Instead, the anxious students in this research are
having satisfactory score.
From the total of 17 respondents, only 5 students (29%) experience the “Anxious” level and the most of the respondents are in the normal level of
anxiety. It can be seen from the table above, although these students are having
anxiety feeling, but their score are good enough. The researcher found that in this
case, anxious feeling might not occur when they are performing speaking in test
situation.
Later on, more than a half of the students (53%) are in the level of mildly
anxious. It can be a normal condition when many people are also feeling tense or
57
the lecturer/ teacher). Five students are having satisfactory score from the lecturer
and 1 student get excellent score; it means that a little feeling of anxiousness
might not hamper them in performing English. But then, the score of the rest
students (3 students) are in average categorize, which their score are a bit lower
than the other even the anxious students. It describes the condition that, the
students with mildly level of anxiety are not necessarily having good score and
good speaking ability.
Meanwhile, there are 3 students (18%) which in the level of “Relaxed” and
“Very Relaxed” and their score are in satisfactory and excellent category. It
means, they have no problem with their anxiety level. They have low stress level
in performing speaking, so that their English productions are good.
