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LANGUAGE ANXIETY IN SPEAKING SKILL
(Descriptive Analysis of the Fourth Semester Students in English and
Education Departement of Teacher Training and Education Faculty
State Institute for Islamic Studies Salatiga in Academic Year 2015/
2016)
GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
requirements for the Degree of
Sarjana Pendidikan Islam
(S.Pd.I)
In English and Education Department of Teacher Training and
Education Faculty
BY
:
DEWI VERAWATI
113 11 080
ENGLISH AND EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
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DECLARATION
In the name of Allah, The most gracious and most merciful.
Hereby the researcher declares that this graduating paper is made by the researcher and it is not containing materials written or has been published by other people except the information from references. The researcher is capable of accounting for this graduating paper if in future this is can be proved of containing other’s ideas, or in fact, the researcher imitates the others’ graduating paper. In addition, the researcher really hopes that this declaration can be understood for all human being.
Salatiga, September 09th2015 Researcher
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MOTTO
The decision to be happy is not made for you, it is decision you make for yourself
(#88LOVELIVE)
Feel before Thinking
Think before Speaking
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DEDICATION
This research is dedicated for my sweet family, father (Muslich), mother
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ACKNOWLEDGEMENT
Alhamdulillahirobbil ‘alamin… All praises and thanks are just for ALLAH
Subhanahu wa Ta’ala, the Almighty God and the Lord of the universe, only for His mercy and guidance. The writer can finish graduating paper, because the writer could complete this graduating paper as one of the requirements for getting Educational Islamic Studies (S.Pd.I) in English Education Department of Teacher Training and Education Faculty for Islamic Studies Salatiga in Academic Year 2015. By doing everything, all complicated things easier to do.
This graduating paper would not have been completed without supports, guidance advice, and help from individual’s institution. Therefore, the writer would like to express deep appreciation to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd., the Rector of State Institute for Islamic Studies (IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd., the Dean of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D., the Head of English Education Department of Teacher Training and Education State Institute for Islamic Studies (IAIN) of Salatiga
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5. All the lecturers of State Institute for Islamic Studies Salatiga, especially (Mr. Dr. H Sa'adi, Mr. Faizal Risdianto, Mr. Hanung Triyoko, S.S., S. S, M.Hum, Mr. Ari Setiawan, M.M, M.Ed. Mr. Ruwandi, S.Pd., MA., Mr.iRifqi Aulia Erlangga, S.Fil, M. Hum., Mrs. Maslihatul Umami, S.PdI, M.A, Mrs. Noor Malihah, S.Pd, MA., Mrs. SetiaRini, M.Pd, Mrs. Rr. Dewi Wahyu M, S.S., M.Pd., Mrs. Sari Famularsih, S.Pd.I., MA., Mrs. Widiyastuti, etc.), the writer deeply thank you all for your advices, knowledge, motivation, advice, attention, insight, values etc.
6. All of librarian of State Institute for Islamic Studies. 7. My beloved family.
8. All of staff who helped the researcher in processing of thesis administration. 9. All of students ofTBI 2011, especially (Fiza, Eki, A’yun, Farrah, Ika,
Mujiyati, Umi Arifah, Laela, and Sofa)
10.Those who cannot be mentioned one by one.Thanks for your motivation, support, helps, learn, love and care, thank you so much.
Finally, it has to be admitted that nothing in the world is perfect, which is certainly true of this small piece of writing. The writer is fully aware of this, she hopes that this graduating paper will be useful especially for herself and for the reader in general.
Salatiga, September 09th2015 The Researcher
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TABLE OF CONTENTS
DECLARATION...i
ATTENTIVE COUNSELORNOTES...ii
CERTIFICATION PAGE...iii
MOTTO...iv
DEDICATION...v
ACKNOWLEDGMENT...vi
TABLE OF CONTENT...viii
LIST OF FIGURES...xii
LIST OF TABLES...xiii
ABSTRACT...xiv
CHAPTER I INTRODUCTION A. Background of theStudy ...1
B. Problems ofthe Study...4
C. Objectives of the Study...4
D. Significance of the Study ...5
E. Scope of the Study...6
F. Definition of Key Terms...6
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CHAPTER II THEORETICAL FRAMEWORK
A. Previous Studies...8
B. Language Anxiety...10
1. Definition of Language Anxiety...10
2. Nature of Language Anxiety in Speaking Skill...12
a. Trait Anxiety...12
b. State Anxiety...13
c. Situation Specific Anxiety...14
3. Effect of Language Anxiety in Speaking Skill...15
4. Source of Language Anxiety in Speaking Skill...16
a. Personal and Interpersonal Anxiety...17
b. Learner Beliefs about Language Learning...18
c. Instructor Beliefs about Language Teaching...19
d. Classroom Procedures...19
e. Language Testing...20
5. Construct of Language Anxiety in Speaking Skill...20
6. Strategies for Coping Language Anxiety in Speaking Skill...22
a. Preparation...23 1. Definition of Speaking Skill...27
2. Elements of Speaking Skill...28
a. Pronunciation...28
b. Grammar...29
c.Vocabulary...29
d. Fluency...29
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3. Speaking Skill Anxiety...30
CHAPTER III RESEARCH METHODOLOGY A.Research Approach...31
B.Type of Research...31
C.Research Setting...32
D.Subject of The Study...32
E.Population and Sample of Research...33
F. Instrument...35
G.Data Collection Procedure...37
H.Data Analysis...39
CHAPTER IV FINDING & DISCUSSION A. Data Presentation...41
1. Level of Language Anxiety in Speaking Skill...42
2. Source of Language Anxiety in Speaking Skill...50
3. Strategies for Coping Language Anxiety in Speaking Skill...52
B. Discussion...54
1. Level of Language Anxiety in Speaking Skill...54
2. Source of Language Anxiety in Speaking Skill...55
3. Strategies for Coping Language Anxiety in Speaking Skill...63
CHAPTER V CLOSURE 1. Conclusion...72
2. Suggestion ...73
REFERENCES
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LIST OF FIGURES
Figure 4.1 Summarizing of Negative Statement and Poitive Statement of
Students’ Response on FLCAS...42
Figure 4.2 Percentage of Students’ Preference...48
Figure 4.5 Source of Language Anxiety in Speaking Skill...56
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LIST OF TABLES
Table 3.1 Respondents...33
Table 3.2 FLCAS Anxiety Scale adapted Oetting’s Scale...40
Table 4.1 Summarizing of Students’ Response on FLCAS...41
Table 4.2Percentage of Students’ Preference...43
Table 4.3 Sources of Language Anxiety in Speaking Skill...46
Table 4.4 Strategies for coping Coping language Anxiety in Speaking Skill...48
Table 4.5 Source of Language Anxiety in Speaking Skill...51
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ABSTRACT
Verawati, Dewi. (2015): “Language Anxiety In Speaking Skill (Descriptive analysis of the Fourth Semester Students in English Education Departement of Teacher Training and Education Faculty State Institute for Islamic Studies Salatiga in Academic Year 2015/ 2016)“ Graduating Paper. Teacher Training and Education Faculty (TTEF).English Education Department. State Institute for Islamic Studies. Consultant: Rr. Dewi Wahyu Mustikasari, S.S., M.Pd
Keywords: Language Anxiety, Speaking Skill
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CHAPTER I
INTRODUCTION
A.Background of the Study
Individuals communicate with other in the world using English language because it is international language. When individual express their feeling through writing or speaking, many aspects that influence to speak such as their skill. One of skills is speaking skill.
According to Alwasilah (2000;62) as quotes by Mayangta (2013:1) :
To be able to communicate with people around the world, English speaking skill is considerec 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 eventhough English has been though for at least six years in school level 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 and receptive skill, especially speaking. The fact that many of school graduates cannot communicate in English has become national problem in Indonesia.
It means English speaking skill becomes important thing for becomes Indoesian students. Why it is important for them? There are many answers such as gaining job, travelling abroad, studying abroad, working abroad etc. however, in speaking skills practice it is difficult for them. It becomes one of the things that makes feared by Indonesian students.
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affraid of making mistakes, nervouseness and anxiety in speaking skill are some factors that were experienced by some foreign language students.
According to Horwitz, et al. (1986:125) it is “mental block” that may hinder them from achieving their goals in learning a foreign language. In teaching and learning process, the lecturer always gives assignments. One of them is making a paper and then the students are speaking to explaining their discussion in front of the class. In speaking, the important skill that should be prepared is self confidence and students’ speaking skill. Every student has different psychological condition, some student can speak confidently in front of the class, and there are also students who can not speak English because they are shy and nervous.
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the several of language anxiety in speaking English. It is arising naturally when they have speaking in front of many students or audience. It is caused a worry.
In many cases, students’ feeling of tension, worry or nervousness may inhibit their language learning and speaking skill when speaking practice will be started. The students recently find the utterance “I feel my heart beating very fast to face this speaking English language”, the condition certainly will be influencing their speaking in front of class. Mussen et al (1974) cited in Abderrezzag (2010:4) concluded that,
“Anxiety is not a pathological condition itself but a necessary and normalphysiological and mental preparation for danger … anxiety is necessaryfor the survival of the individual under certain circumstances. Failure to apprehend danger and to prepare for it may have disastrous results”.
The statement indicates that students with anxiety are likely to avoid such activities in which require them to speak in English. Anxieties is happened because of many factors, for example the students are unconfident, shy and nervous to speak in front of others. Furthermore, anxiety can inhibit the students’s concentration in transferring knowledge and information in speaking English and it is one of the most influencing factors as an obstacle in their speaking skill.
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reduce their language anxiety in speaking skill when they are continue in the next semester on speaking subject, because they have an experiences in speaking English in their speaking subject/ class to convey their information, assignment or discussion in front of the class. Therefore, the writer conducts a research with a title LANGUAGE ANXIETY IN SPEAKING SKILL (Descriptive Analysis of the Fourth Semester Students in English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies Salatiga in Academic Year 2015/ 2016.
B.Problems of the Study
Based on the research background, the writer formulates some of problem statements as follows:
1. What are the levels of language anxiety in speaking skill? 2. What are the sources of the language anxiety in speaking skill?
3. What the strategies do students apply in overcoming language anxiety in speaking skill?
C.Objectives of the Study
Based on the research statement, this particular study aimed at finding out:
1. To investigate the levels of language anxiety in speaking skill. 2. To investigate the sources of language anxiety in speaking skill.
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D. Significance of the Study
The writer hopes that this research be useful for :
1. Theoretical
a. The result of the study can be used as input in English teaching process especially about the teacher’s role in English teaching.
b. The result of the study can be used as the reference for those who want to conduct a research in English teaching learning process. 2. Practical
a. For the lecturer
This research result can be used as references and information for the teacher about students’ anxiety levels, the factors that can cause of anxiety and help them to find the strategies for reducing language anxiety in speaking English, therefore that the teacher can create the relax atmosphere to her students to be confidence in speaking English language.
b. For the students
The result of this research can motivate the students to use strategy for reducing their language anxiety in speaking English during talking in the classroom.
c. For the researcher
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E. Scope of Study
In order to avoid misunderstanding in interpreting of the problem, the writer would like to limit the scope of the study to the levels of students’ anxiety, the source of anxiety and the strategies which are used in speaking skill to reduce their language anxiety as foreign language.
Therefore, this study is considered important to be conducted in order to give the portrayal of language anxiety in speaking English experienced by university student in their class and how the students deal with such anxieties. F. Definition of Key Terms
To avoid the misunderstanding of some words in this research, it is important to give some explanations and definitions as follows:
1. English speaking skill
Speaking becomes an important skill that should be mastered by the students. The nation lies upon some components of speaking are conversational dicourse, pronounciation, accuracy, fluency, affective factors, and also the interaction effect or negoatiating meaning (Brown, 2001:267). In order to achieve the ruquirement, they are expected to be more active in learning process in the classroom. As a result, the students have great exposure in practicing English.
2. Language anxiety
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G. Research of Paper Organization
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CHAPTER II
THEORETICAL FRAMEWORK
A.Previous Studies
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negative comments (83%). Students’ fear of the teacher’s negative comment shows that students are not aware of the purpose of writing skill.
The second reseracher arranged by Azizah Rajab, Wan Zarina Wan Zakaria, Hamidah Abdul Rahman ,Alia DiyanaHosni,Samira Hassani in year 2012 with their study entitled Reading Anxiety among Second Language Learners in Technology of Malaysia University ,Johor Bahru Campus. They identified the level of reading anxiety amongst Technology of Malaysia University (UTM) undergraduate students learning English as a second language. This study utilized the quantitative research method. The result of their study shows that the L2 reading anxiety level of undergraduates was at a low level indicating that these learners experience little or minimal anxiety when performing reading in a second language.
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B. Language Anxiety
1. Definition of Language Anxiety
Everyone feels anxious some of the time. Most of us feel some anxiety before going to the dentist or during a job interview, for instance. Anxiety is a kind of nervous – system arousal that is very functional when there is danger, but it can get in the way when we have a task to do, like learning a language. The key is that anxiety uses up cognitive and emotional resources that then are not available for learning. A small amount of anxiety can be helpful when we need to get going on a project, but when there is too much, it gets in the way.
Anxiety is generally seen as a psychological concept, (Spielberger 1983:1), cited in ( Brown 2007:161) defines anxiety as “subjective, consciously perceived feeling of apprehension and tension, accompanied by or associated with activation or arousal of the autonomic nervous system.”
When students are faced with something that very important they have an experience anxiety. It is manifestations include feelings of shy, worry, nervousness and fear. Giving a speaking skill in front of the class becomes highly potential source of anxiety which makes the classroom environment more formal and stressful for the students. Most of the students agreed that speaking in front of the whole class or in public caused anxiety for most of the learners. .
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Anxiety is limited to the language learning situation, it falls into the category of specific anxiety reactions. Anxiety and panic are a series of mind and body reactions that have experienced by each students especially when they speak in front of the class. Feeling of anxiety would create some negative effect such as discouragement to speak and feeling lack of confidence in speaking skill.
According to James G. Hollandsworth, Jr entitle “The Physiology of Psychological Disorders: Schizophrenia, Depression, Anxiety, and Substance Abuse”, the meaning of anxiety as followed:
Anxiety disorders are characterized by feelings of subjective distress (e.g, apprehension, fear, etc) and avoidance behavior. Some of these disorders have distress as the classic feature, while for other avoidance behavior is the primary characteristic, (Hollandsworth, 1990:146).
It means that anxiety is a condition of people who are feeling uncomfortable with their physics, feeling and mind, and they perceive that something bad will be happen in their life. Anxiety can come in many forms. Sometimes anxiety is accompanied by intense panic, dread, or fear in which an individual may experience chest pain, shortness of breath, racing heart, dizziness, and discomfort.
There are several signs of anxiety that showed by anxiety symptoms involve in our body, mind, and behavior, Dixon (2011:15). These symptoms are:
a. Our body
Someone who felt anxious to faced something usually visible by the signs:
1) Breathing becomes more rapid 2) Heart beat speeds up
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4) Get “butterflies” in stomach 5) Feel sick and need a toilet
6) The mouth becomes dry and it feels difficult to swallow 7) Feel sweat more
8) Feel “jittery” or “jumpy”. b. Our mind
1) Feel frightened
2) May tell ourselves that we are physically ill, having heart attack or a stroke or a going mad
3) Think that people are looking at us
4) Worry that we may lose control and make a fool of ourselves in front of others
5) Feel that we must escape and get to a safe place. c. Our behavior
1) Make excuses to avoid going out or doing things 2) Hurry out a places or situations where are feel anxious 3) Walk to avoid buses cross the street to avoid people 4) May have a drink before doing something we find
stressful.
Anxiety can manifest as unwanted, repetitive thoughts and compulsive behaviors that seem impossible to stop. Sometimes anxiety is specifically tied to a certain situation, like speaking in English language. Some people believe that anxiety is an additional inconvenience for students.
2. Nature of Languag Anxiety in Speaking Skill
Psychologists have identified three different types of anxiety which are trait or global anxiety, situation-specific anxiety and state anxiety. a. Trait anxiety
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It means trait anxiety is a general level of stress that is characteristic of the individual. These concerns relate to the personality of the man himself. This concerns the nature of various kinds depending on the conditions of individuals in responding to and managing stress, namely, a trait associated with personality. Anxiety varies according to the nature of how individuals have been conditioned to respond to and manage stress
b. State anxiety
State anxiety considered as an obstacle and an interruption of individual’s emotional equilibrium. Greenberg (2010:121) suggest that “state anxiety is either temporary in nature or specific to a particular stimulus”.
State anxiety is an unpleasant feeling which can seriously disturb the individual’s ability to react positively to any situation and in a certain environment. For example, when the person hears bad information about his parents, he becomes so anxious, so that emotional equilibrium will be put into question.
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anxiety in some circumstances, especially in normal daily life activities.
Meanwhile, someone who experienced a state anxiety is more likely has the feeling of stress and nervousness or unable to confront any event. Moreover, high levels of state anxiety are particularly harmless. It can even disable the person’s tendency to engage in adaptive behavior aimed to end and overcome this feeling, for example encountering lot of difficulties.
c. Situation-specific anxiety
MacIntyre in Young (1999:28) refers to situation-specific anxiety as the probability of becoming anxious in a particular type of situation. Situation-specific anxiety refers to the anxiety experienced in a specific situation or context. Situation-specific anxiety may manifest in an educational setting as, for example: maths anxiety, testanxiety, public speaking anxiety, writing anxiety or language anxiety. Therefore students have obstacle to learning thier goals. In addition anxiety becomes the individual factors of students.
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of situations. State anxiety, on the other hand, is a temporary condition experienced at a particular moment.
3. Effect of Language Anxiety in Speaking Skill
Speaking in the foreign language is often cited by students as their most anxiety producing experience. We know that public speaking in a native language is often associated with fear and anxiety. it is becomes obstacle for students’ learning.
According to Horwitz and Cope (1990:539) language learners expressed more anxiety over speaking than any other language skill. Feeling of anxiety, apprehension and nervousness are commonly expressed by second/foreign language learners in learning to speak a second/foreign language. These feelings are considered to exert a potentially negative and detrimental effect on communication in the target language . In addition to the negative effects of anxiety on language learning and performance, anxiety has occasionally been found to facilitate language learning.
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cognitive part of anxiety and can have a negative effect on speaking. For example failing to answer the question will only hinder the future speaking of the learner, and makes student less and less efficient in the classroom.
The feel of students’ embarrassment when they expose their language imperfections to others and the possibility of negative feedback from the instructor increases anxiety levels significantly. Therefore, motivation and big effort to do the best in each speaking are needed by students to reduce their feeling of fail, anxious, nervous, unconfident and feeling of shy with their ability. All of negative feeling should be remove from students’ mind and cultivating the positive way to their confident in improving their motivation for doing better than before.
4. Source of Language Anxiety in Speaking Skill
Anxiety becomes the factor of fears by students in speaking skill. It is reflects with less of confident, shy and nervousness. Due to those performances anxiety mentioned above, Kota Ohata (2005:21) offers a list of the potential sources of language anxiety. In her literature review on language anxiety, she argues that language anxiety can arise from:
a. Personal and interpersonal anxieties
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psychological constructs. For example, people with low self-esteem may worry what their friends think, in fear of their negative responses or evaluation. Thus, some of the language anxieties mentioned earlier might be categorized largely into one psychological construct,
Those psychological phenomena, accompanied by low selfesteem and competitiveness, can become the place for student language anxiety, as often directly in the form of performance anxieties.
b. Learner beliefs about language learning
In speaking skill correctness of teacher or other leraner becomes anxious factor for the students. They afraid if there is other people know their mistakes. Therefore, some of leaner feel anxiety to have an speaking skill in front of the class.
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language learning means learning how to translate some others believed that success of L2 learning limited to a few individuals who are gifted for language learning.
Unrealistic beliefs held by learners can lead to anxiety in students, especially when their beliefs and reality clash. In this sense, learner beliefs can play another major role in forming language anxiety in students.
c. Instructor beliefs about language teaching
Instructor beliefs about language teaching can also become a source of creating language anxiety among learners. The teacher's assumption on the role of language teachers may not always correspond to the student's needs or expectations toward the teacher.
For example, when a teacher believes that his role in class is to constantly correct students' errors, some of the students might become quite anxious about their class performance.
d. Classroom procedures
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Many learners feel that some error correction is necessary; the manner of error correction is often said as provoking anxiety. Those studies that investigated anxieties in relation to instructor-learner interactions show that students are more concerned about how their mistakes are corrected rather than whether error correction should be administered in class.
e. Language testing.
This would lead to other psychological stresses, such as the fear of losing self-confidence or feeling inferior to others. May some of students they feels pesimism about their speaking skill. It is becomes the big factor that influence the success of apeking skill
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5. Construct of Language Anxiety in Speaking Skill
Foreign language anxiety is the feeling of worry and nervousness experienced by those who are not spoken English as a first language when learning and teaching process. The feeling of anxiety in EFL interrupt the desire to develop speaking skill, because of speaking skill can not be separated with public speaking, we need to speak to communicate and convey any knowledge. Because language anxiety concerns speaking evaluation within an academic and social context, it is useful to describe with three performance anxieties. Language anxiety in performance is attributable to different causes.
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typically have difficulty speaking in front of other people are likely to be less able to learn a foreign language and develop their communication skill. Then “Fear of negative evaluation” is the learners feeling about how other teachers or classmates may negatively evaluate their language ability. Learners who experience fear of negative evaluation do not consider their language mistakes as a natural thing or as an attempt to learn a new language, but as a danger for them especiall y in front of their teachers or their friends. As a result, they keep silent most of the time and refuse to participate in language classroom activities. Furthermore “Test anxiety” is a form of performance anxiety, in which the learner feel the fear of failure and doing badly in a text. Learners who experience text anxiety consider the foreign language process and especially oral production, as a threatening situation, rather than anopportunity to improve their communicative competence and speaking skills (Horwitz 1986:127).
6. Strategies for Coping Language Anxiety in Speaking Skill
If you find yourself in a situation that you feel difficult to do thing, one of the important thing that you need to do is relax. Normally, the feeling of fear of the situation causes you to panic or become tense and flustered. You just need to calm yourself down and relax in these moment.
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there are five strategies that can use by students for reducing their anxiety to perform in front of class, namely: preparation, relaxation, positive thinking, peer seeking and resignation.
This is the technique to relax. When yourself in a difficult situation your body will have started to react as if it is a dangerous or highly stressful situation and your pulse rate and heart rate will jump, you will feel physical signs of tension and possibly start blushing. Your instinct will be to run and you may feel panicked. what you want is to reverse this and feel confident, calm and in control.
a. Preparation
The first strategies is Preparation, in this strategy students attempts to control their own self by improving learning and study strategies (example:study hard, trying to obtain good summaries of lecture notes). By using these strategies would be expected to increasestudents’ subjectively estimated mastery of the subject matter, and reduce the anxiety associated with the language class.
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estimated mastery of the subject matter, and hence reduce the anxiety associatedwith the language class.
b. Relaxation
The second one is Relaxation, the goal of this strategy for reducing anxiety symptoms. Making relax the body by doing something (example: take a deep breath’ and try to calm down).The more one relaxes, the more anxiety loses. Sit comfortably and straight in the classroom seat. Exercise turns nervous energy into positive energy through a calming release of breath (Shu Feng Tseng 2012: 84).
Relaxation involves tactics that aim at reducing anxiety symptoms. Typical items such as using deep breathing or positive self-talk have been shown to be significantly related to foreign languages learning. Before class or during class, take long, slow breaths, hold it for four or five seconds and release it slowly.
c. Positive Thinking
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These strategies are intended to divert attention from the stressful situation to positive and pleasant cues, and bring relief to the anxious student, (Example: imagining oneself giving a great performance, trying to enjoy the tension). It is necessary to think positive, to realize that everyone makes mistakes learning a language and that making errors is an integral part of the language learning process.
d. Peer Seeking
The fourth strategy is Peer Seeking, this strategy distinguished by students’ willingness to look for other students who seem to have trouble understanding the class and/or controlling their anxiety. For the student, the realization that others are having the same problem may anxious serve as a source of emotional regulation by social comparison.
This strategy distinguished by students’ willingness to look for other students who seem to have trouble understanding the class and/or controlling their anxiety. For the anxious student, the realization that others are having the same problem may serve as a source of emotional regulation by social comparison.
e. Resignation
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language anxiety. Resignation seem intent on minimizing the impact of anxiety by refusing to face the problem (example: give up, sleeping in class) (Kondo, 1997:262).
Resignation the one of strategy that makes damaged students learning speaking skill. The feeling of surrender arise from the individual of the students. May be they dont have a lot of preaparation, confident, fear of failure and affraid for making mistakes in grammar and pronounciation.
Insight and understanding are essential to overcoming anxiety problems. However, from shyness to depression, there is something else that is equally important namely changing behavior. To change the behavior we have to do the behavior, but it will not help students if they still feel bad about them self and they still unanswered their own problem by found the solution. Therefore, successfully overcoming anxiety disorder requires both insight and behavior change (Dixon 2011:23)
Besides the students own strategies to reduce their anxiety, a teacher also can contribute to help students to reduce it. Shu Feng Tseng (2012:85) states that there are several ways for teacher to reduce students’ anxiety, they are:
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language learning, they will be motivated to have an even stronger interest in their own learning. In learning process the teacher has big role to make an interest in language learning. The good of speaking skill can arising by teacher’s motivation to the students. Therefore the teacher must have good looking in order to the students loss of affraidness feeling in speaking skill.
2. Create a warm, reassuring classroom atmosphere to create a more relaxed and comfortable classroom atmosphere, walk around the room and make occasional contact and use humor in sufficient amounts. To makes a good impression in speaking skill, the relaxed environtment in the classroom becomes important skill. The teacher can makes a joke with students in order to they don’t have feeling of tension and nervousness in speaking skill. Communication among students and teacher is needed to make both closer in order to there is no awkwardness in speaking skill. 3. Incorporate into the lesson classroom activities that indirectly
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C. Speaking Skill
1. Definition of Speaking Skill
Speaking skill is one thing that should be mastered by the students in English Education Department.Donough and Shaw state, “There are some reasons for speaking involved expressing ideas and opinions: expressing a wish or a desire to do something: negotiating and/or solving a particular problem; or establishing and maintaining social relationships and friendship. Besides, fluency, accuracy, and confidence are important goal in speaking”. Therefore, as a language skill, speaking becomes an important component to master by the students as the main tool of verbal communication because it is a way to express ideas and opinions directly what we have in our minds. On the other hand, speaking skill has major purpose. The students have to mastery the rules and goals of speaking skill to share their informatio, knowledge, idea and opinion to the other person.
2. Elements of Speaking Skill
Heaton (1990:70) defines speaking is a complex skill requiring the simultaneous use of a number of different abilities, which often develop at the different rates. Either four or five components are generally recognized in analyzing the speech process.
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As stated by Harmer, if students want to be able to speak fluently in English, they need to be able pronounce phonemes correctly, use appropriate stress and intonation patterns and speak in connected speech. The speaker must be able to articulate the words, and create the physical sounds that carry meaning. At the level of word pronunciation, second language learners regularly have problems distinguishing between sounds in the law language that do not exist in language they already know.
b. Grammar
It is obvious that in order be able to speak foreign language, it is necessary to know a certain amount of grammar and vocabulary. Grammar is the sounds and the sound patterns, the basic units of meaning, such as words, and the rules to combine them to form new sentences. Therefore, grammar is very important in speaking because if the speakers do not mastering grammar structure, they cannot speak English well.
c. Vocabulary
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d. Fluency
In simple terms, fluency is the ability to talk freely without too much stopping or hesitating. Meanwhile, according to Gower et-al, fluency can be thought of as ‘the ability to keep going when speaking spontaneously. When speaking fluently students should be able to get the message across with whatever resources and abilities they have got, regardless of grammatical and other mistakes.
e. Comprehension
The last speaking element is comprehension. Comprehension is discussed by both speakers because comprehension can make people getting the information that they want. Comprehension is defined as the ability to understand something by a reasonable comprehension of the subject or as the knowledge of what a situation is really like.
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elements are needed to produce spoken production well and make good communication for us.
3. Speaking Skill Anxiety
Speaking proficiency has been a serious concern in students’ university. Some of them have obstales in speaking skill. The obstacles include low cofidence, fear of making mistake and nervousness. According to MacIntyre (1995:93), speaking anxiety often interferes with language learning. In addition Horwitz (1986:29) state that the students who have high level of speaking anxiety expressed fear of making mistakes and being corrected by the teacher. As a result, anxious students might fail to focus on the actual task since they are usually more worried about avoiding making mistakes. This phenomenon of speaking anxiety has negative effect on the students’ self confidence each time and the students are expected to share authentic information in speaking skill. Unfortunately, there are so many factors as handicap of how people can master speaking skill successfully, such as they never practice to speak English with their friends formally or informally, afraid of making mistakes, or afraid to be laughed by others and do not feel confident, or sometime they seem do not to have ideas in their mind if they are asked to practice their speaking.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Approach
In this research the writer used qualitative method to obtain the data. (Maxwell, 1966: 17)said that:
This method is also considered to appropriate bacause this can “make sense” to the students’ perceptions about the phenomenon, thus, hopefully it can influence their behaviour toward their speaking anxiety and language learning process as well.
It means qualitative method is a method that most suitable to discribes the situation or phenomenon about language anxiety in speaking skill. Therefore, a description of how students experience language anxiety in speaking skill, the source of such experience, and students’ coping strategies toward language anxiety in speaking skill was suited to be explored by this method.
B. Type of Research
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The focus of this study was on language anxiety (levels of anxiety, sources of anxiety, and students’ strategies to reduce their languge anxiety) in Speaking Skill. The writer applied descriptive qualitative study as the research design.
C. Research Setting
State Institute For Islamic Studies Salatiga was considered as the place of research since it has one of credible institution in Salatiga. The institution located in Tentara Pelajar Street No. 2 of Salatiga. The location of campus is strategic which nears to central town of Salatiga, and suitable for teaching learning process. Besides the supporting environment, in order to create conducive situation of teaching and learning process, State Institute For Islamic Studies Salatiga has also provided the complete facilitations. The writer done the research on June 11th, 2015. The writer distributed the questionnaire and open ended quetion in the class when the students have speaking class subject.
D. Subject of the Study
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E. Population and Sample of the Research
1. Population
Muijs (2014:28) states that, population is the group of people which want to generalize. Population is the whole of the subjects investigated (Arikunto,2002:130). Whereas, according to Encyclopedia of Educational Evaluation (cited in Arikunto 2002:130) explain that “population is a set (or collection) of all elements possessing one or more attributes of interest”. It means that, in this study the population are the students of 4th semester students, they were 152 respondents who join with 4th speaking class.
2. Sample.
Sample is part of population that represents the whole population. If the member of subject is less than 100 subjects, the writer can take entire subjects. However, if the number of subject in research is more than 100 persons, the researcher takes 10-15% or 20-25% of the population, cited in Arikunto (2002:134). There were 25 students who chosen as the sample of the research, they are:
Table 3.1 Respondents
34 According Arikunto (2010:183), purposive sampling is the process of selecting sample by taking subject that is not based on the level or area, but it is takes based on the specific purpose (sample puposive adalah teknik penentuan sampel yang di lakuan dengan cara mengambil subject
bukan di dasarkan pada tingkatan, tetapi didasarkan pada tujuan
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fourth speaking class on Mr. Hasbi’s class because he has different methodology in teaching speaking subject. The writer observed fourth speaking class because the students mixed between junior and senior students. Junior students were students who had anxiety of speaking. Their anxiety came from their ability to speak English because most of them had low confident. Senior students were students who also had anxiety because of their awareness to get good score in speaking. It happened because senior students didn’t want to repeat the speaking class again in the next year. Generally the students had high motivation to study but they were shy to show their skill especially in speaking. They understood when someone spoke English but they did not want to use their English in speaking. They were afraid of someone who was laughing them and they were afraid to do mistakes. Furthermore the writer observe the anxieties of the students in speaking skill.
F. Instrument
1. Documentation
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2. Questionnaire
a. Questionnaire (Foreign language Classroom Anxiety Scale)
In order to asses the degree of language anxiety in speaking skill, this study employed the adaption and translation of Foreign Language Classroom Anxiety Scale (FLCAS). This open – ended questionaire are developed by Horwitz, Horwitz, and Cope (1986). Horwitz and her colleagues (1986) had conducted numerous validity and reliability studies on the instrument. This scale has been used in a large number of research projects (Horwitz 2001).
FLCAS consisted of 33 question with answers response options ranged from 1 – 5 of each item. The 5 ponit Likert’s scale is ranged from “Strongly Agree” (SA), “Agree” (A), “neither agree or Disagree” (NA), “Disagree” (D) and “Strongly Disagree” (D). To the suit of the participants’ language learning situation context the word “foreign language” used in the original FLCAS were consistently replaced with “English”. For example, the original FLCAS item “I never feel quite sure of myself when I am speaking in my foreign language class” was modified to be “I never feel quite sure of myslef when I am speaking in my English class”. All 33 items were translated into Indonesian before it was administrated to the participants:
1. Communication apprehension: 1, 9, 14, 18, 24, 27, 29, 32. 2. Test anxiety: 2, 8, 10, 19, 21 and
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b. Sources of Students’ Speaking Anxiety
The research questions also aims to look for the sources of Language Anxiety in Speaking Skill and their strategy to reduce it. Therefore, an additional open-ended question was administrated along with the first one to the students to the sources of their language anxiety in speaking skill.
In addition, the data from FLCAS questionaire also added the data to the sources of language anxiety in speaking English. The answers were analyzed with Young (1991) and Ohata (2005) findings the sources of language anxiety in speaking English by categorizing them into the theory.
c. Students’ Anxiety Coping Strategies
The next research question was answered by asking the students a question in the second questionaire the following question “When you feel anxious, what do you do to reduce it?” After the strategies were collected, the researcher classified them into five major strategies according to Kondo and Ying Ling (2004) study, those are preparation, relaxation, positive thinking, peer seeking and resignation.
G. Data Collection Procedure
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obtain needed data. In a quantities research, data can be taken from archival documents, written or oral expressions of people or their behavior, etc (Moleong, 2010:157). In collecting the data, the writer used documentation and questionaire (enclosed) There were:
1. The questionnaire is closed questionnaire that is FLCAS (Foreign Language Classroom Anxiety Scale) who proposed by Horwitz (1986) which are make to gain the levels of language anxiety in speaking skill.
2. The second question used open ended question, it is question about the sources of language anxiety in speaking English and the the students’ strategies to coping anxiety. 3. The third to identify their strategies for coping of language
anxiety in speking English.
4. The last the writer capture some photos as long as doing observtion.
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of the result of each steps of this study were presented in chapter IV.
H. Data Analysis
The 33 items in the FLCAS were analyzed and presented in the percentage. The percentages were rounded to the nearest whole number. For the purpose of this analysis the response to “Strongly Agree”, Agree” (A), were combined to create and overall score of agreement with the question, and the sum of responses “Disagree” (D) and “Strongly Disagree” (SD) were similarity calculated to gain a measure of disagreement.
The FLCAS divided into two kinds of statement that is negative and positive statement. The scoring of positive statement range from 1 - 5, while the negative statement will be ranging from 5 - 1.This is number of positive and negative FLCAS questionnaire:
1. The negative statements in numbers: 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 20, 21, 23, 24, 25, 26, 27, 29, 30, 31, 33, and
2. The positive statement in numbers: 2, 5, 8, 11, 14, 18, 22, 28, 32.
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Table 3.2
(FLCAS Anxiety Scale adapted Oetting’s Scale)
Range Level
124 – 165 108 - 123 87 - 107
66 - 86 33 – 65
Very Anxious Anxious Mildly Anxious
Relaxed Very Relaxed
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CHAPTER IV
FINDING & DISCUSSION
A. Data Presentation
1. Level of Langauge Anxiety in Speaking Skill
FLCAS (Foreign Language Classroom Anxiety Scale) proposed by Horwitz (1986 : 125-123) is kind of closed questionnaire, it is used to gain the first research question that is the level of language anxiety in speaking skill. It consists of 33 questions statements that were answered by 25 of Fourth Semester Students in English Education Department of Teacher and Education Training and Education Faculty State Institute For Islamic Studies Salatiga in the Academic Year 2015/2016 who join with Fourth speaking class.
Table 4.1
Summarizing of Students’ Response on FLCAS No Name Negative Statement Positive Statement
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Summarizing of Negative Statement and Poitive Statement of Students’ Response on FLCAS
By which:
SA : Strongly agree D : Disagree SD : Strongly Disagree A : Agree N : Neither Agree/ Nor Disagree
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From the summary above to find out the total score of student’s response in selecting the statement that match with by their self. Then, the writer catogorizing of each statement into negative statement and positive statement. The summary shows that total high score of “negative statement” by which “agree” (236) and total low score by which “ strongly agree” (58). Thus, summary total high score of “positive statement by which “agree” (69) and total low score by which “strongly disagree” (11).
This section presents the relevant data to the first research question which is level of language anxiety in speaking skill. It presents the percentage of students’ preference towards 33 (Foreign Language Classroom Anxiety Scale) FLCAS items.
Table 4.2
The Percentage of Students’ Preference No Statement The Percentage of Students’ preference
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By which:
SA : Strongly agree D : Disagree SD : Strongly Disagree A : Agree N : Neither Agree/ Nor Disagree
Based on the chart above, the result shows the total high score and low score percentage of all statement of FLCAS. There were 25 respondents who had different answer from each statement. The writer found that total high there are 72% respondent who had choose the statement of number 5 (It wouldn't bother me at all to take more foreign language) by which “agree”. Thus, total low score there are 24% respondent who had choose the statement of number 14 (I would not be nervous speaking the foreign language with native speakers) by which “neither agree/nor disagree.
2. Sources of Language Anxiety in Speaking Skill
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Due to those language anxiety mentioned above, Kota Ohata (2005:21) define the potential sources of language anxiety, there are, (a) Personal and Interpersonal Anxieties, (b) Learner Beliefs about Language Learning, (c) Instructor Beliefs about Language Teaching, (d) Classroom Procedures, and (e) Language Testing.
The table below presents the result of students response about question “Do you feel anxious (nervous, panic, jittery, etc) when you have to speak in English in front of class? Why? There were many responses from students that written as followed:
Table 4.3
Sources of Language Anxeity in Speaking Skill No Name of Respondents Students’ Answers
1 MSB No, I have never been afraid of the wrong in speaking English. But, sometimes i feel afraid if i have mistakes in spelling pronounciation and less of vocabulary . 2 FH Yes, because of limited vocabulary and
grammar that can’t be perfect.
3 BN Yeah, sometimes. Because I have not the preparation and my pronunciation is not good.
4 RDA Yes, sometimes I feel nervous because of possible preparation I have done less well. In front of the class while performing initially felt nervous but after it does not. 5 RAN Yes, a little. Because I was the one who
paid much attention to grammar, so I feel anxious about making mistakes.
6 T F Yes, sometimes I feel nervous but after speaking nervousness is gone, because it is not afraid of.
7 M B Yes, sometimes I feel nervous when i dont have preparation. I feel nervous, shy, awkward, confused and embarrassed when speaking English in front of the class. 8 ARU Yes sometimes in a specific time or big
51 but when I prepare as best as possible so I do not feel anxious.
14 MFK Yes, because I have not been too English languages are fully mastered.
15 ADF Yes, because I do not trust myself, if I am going to irregular, as nervous, not confident and lacking vocabulary. Because there is rule of lecturer in speaking aspect but.
16 LY Yes, sometimes, perhaps because I am shy and less confident with the pronunciation of English, sometimes forget what I had to say. I am afraiad if i can’t translate my first language into seond language.
17 AWK Yes, sometimes I feel uneasy and did not. 18 Y W Yes, sometimes restless when not
preparing for fear of wrong pronunciation and grammar.
19 WWW I often feel uneasy for fear of wrong pronunciation.
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minutes in front, I feel normal again. 25 IWK Yes, because it may be speaking in front
of crowds. I'm afraid if what I say is wrong. Yet accustomed to speak in front of people, especially in English.
3. Strategies for Coping Language Anxiety in Speaking Skill.
The next research question was answered by asking the studenrts a question in the second open ended question the following question “ Do you feel anxious when you have to speak in English in front of the class? Why? What do you do to reduce it?” The students’ answer were analyzed and categorized using strategies for coping with language anxiety propsoed by Kondo and Ying Ling (2004). They categorize all their subjects actions in coping with anxiety into five different categories; Preparation, Relaxation, Positive Thinking, Peer Seeking, and Resignation.
Table 4.4
Strategies for coping Coping language Anxiety in Speaking Skill
No Name of Respondents Students’ Answers
1 MSB Although the fear that come I still think that I could.
2 FH But the important thing I had dared to speak in front of the class.
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come.
9 SM But I still try confident, I can do it. I dont care about my incorrect pronounciation, grammar etc. do not feel anxious. I tell my self to study harder for the next class.
14 MFK But I try to keep learning and try to enjoy that will happen later.
23 AF No, because I have good preparation.. 24 M No, because I like English Ingrris and I
want to continue to practice English. But sometimes I feel nervous in seconds ahead of the speaking. But after a few minutes in front, I feel normal again.
25 IWK . I tried to ask a friend who is in front, to ask my difficulty.
B. Discussion
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it difficult to break into acertain source. However, this study found that personal and interpersonal anxiety, student-teacher interaction and classroom activities appear to be the factors provoking anxiety in their attempts to speak English in front of the class.
1. Level of Language Anxiety in Speaking Skill
To find out the level of language anxiety in speaking skill, the scoring is done to make easy the categorization of anxiety based on the result of scoring process, as followed by table 4.5.
Based on close questionaire conducted by the writer, students had many kinds of respons to answer FLCAS. There were 25 respondents who had different level of language anxiey in speaking skill. The writer found that there were 22 students (88%) had midly anxious level of language anxiety in speaking skill based on the calculation, the range scor who had midly anxious level of language anxiety in speaking skill started 87 – 107, the low score of midly anxious level of anxiety 87 (FH/ Fitri Handayani) and the high score of midly anxious in 105 (NANW/ Novita Ayu Nia Wati). It means that most of respondents had level of anxiety in middle level among another level (relaxed) that had been found in this research.
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YRP). The third students had best level to face language anxiety in speaking skill.
2. Source of Language Anxiety in Speaking Skill
To make easy in understanding the students answer above, the writer makes categorizations of students’ source of anxiety based on Ohata’s theory that display on table 4.5
Table 4.5
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Based on theory on Ohata’s (2005:21) there are five source of language anxiety in speaking skill that influences students’ speaking skill. The writer found that there are 8 students who had source of language anxiety in learning beliefs about language learning, 11 students who had source anxiety in personal and interpersonal anxiety, 3 students who had source anxiety in classroom procedure, thus 1 students who had source anxiety in instructor belief about language teaching, and there are 2 students who had source anxiety in language testing. The following is the source of language anxiety in speaking skill:
a. Learners’ belief about language learning
From the data that had been collected, most of students agree that they had felt of anxious when speaking in front of the class and the main factor that made them feel anxious are afraid of making mistake, feel shy or embarrasses and unconfident when speaking English skill. There are 8 students who felt that speaking English is frightened activity.
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RAN : Yes, a little. Because I was the one who paid much attention to grammar, so I feel anxious about making mistakes. So before perform I learn first.
MB : Yes, sometimes I feel nervous when i dont have preparation. I feel nervous, shy, awkward, confused and embarrassed when speaking English in front of the class. I tell myself that the others also anxious.
H : Yes, sometimes, because my vocabulary a bit, so I do not feel confident. At least try continously. i tell my self that I am OK.
M : No, because I like English Ingrris and I want to continue to practice English. But sometimes I feel nervous in seconds ahead of the speaking. But after a few minutes in front, I feel normal again.
AF : No, because I have good preparation. But sometimes I feel nervous and scared with grammar or vocabulary that I made the wrong.
AWK : Yes, sometimes I feel uneasy and did not. I tell myself that I am better than others.
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b. Personal and interpersonal anxiety
The source of anxiety can come from personal and interpersonal anxiety. Personal is feeling of anxiety itself come from students’ own self and interpersonal is feeling of anxiety that caused by other students. The writer found that respondents mostly had the personal anxiety caused of students’ unprepared the correct grammar and vocabulary in speaking skill. Although, interpersonal anxiety that felt by the respondents caused of they lost self confident when spoken in front of others.
BN : Yeah, sometimes. Because I have not the preparation and my pronunciation is not good. So before I speak I have prepared first.
RDA : Yes, sometimes I feel nervous because of possible preparation I have done less well. In front of the class while performing initially felt nervous but after it does not. I tried to calm down and its make me happy
MB : Yes, sometimes I feel nervous when i dont have preparation. I feel nervous, shy, awkward, confused and embarrassed when speaking English in front of the class. I tell my self that the others also anxious.
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LY : Yes, sometimes, perhaps because I am shy and less confident with the pronunciation of English, sometimes often forget what I had to say. I am afraiad if i can’t translate my first language into second language. I was completely confused. I accept the situation.
FH : Yes, because of limited vocabulary and grammar that can’t be perfect. But the important thing I had dared to speak in front of the class.
IWK : Yes, because it may be speaking in front of crowds. I'm afraid if what I say is wrong. Yet accustomed to speak in front of people, especially in English. I tried to ask a friend who is in front, to ask my difficulty.
ANI : I feel nervous when speaking English in class for fear of being wrong pronunciation and sometimes i feel shaky. So better paused.
YW : Yes, sometimes restless when not preparing for fear of wrong pronunciation and grammar. For that I tried before.
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KM : Sometimes I feel restless, anxious, afraid, but when I prepare as best as possible so I do not feel anxious. I tell my self to study harder for the next class.
c. Instructor beliefs about language teaching
In classroom procedure there is relation between teacher and learner. From her answer we can know that she was afraid with the teacher who give him critics about her speaking skill.
TF : Yes, sometimes I feel nervous but after speaking nervousness is gone, because I am afraid if my lecturer correct my speaking.
Based on the data finding, there are some students who didn’t feel anxious when face of speaking skill, they are:
YRP : No, I feel normal, not agitated but not too confident. But sometimes I feel afraid if the audience not understand what i say. Therefor i try to ask my friend
OR : No, because I do not care about anything that will happen later. Eventhough the lecturer correct my grmmar and pronounciation
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d. Classroom procedures
Many learners feel that some error correction is necessary; the manner of error correction is often said as provoking anxiety. There is one student who feet anxious if the lecturer correct her speaking skill.
ADF : Yes, because I do not trust myself, if I am going to irregular, as nervous, not confident and lacking vocabulary. Because there is rule of lecturer in speaking aspect but. I tried to stay relaxed when nervous
e. Language testing.
This would lead to other psychological stresses, such as the fear of losing self-confidence or feeling inferior to others. There are some students who feel inferior when face of speaking skill, they are:
NANW:. I love English, but I have a little vocabulary. Therefore, I feel nervous when speaking. When i have nervousness I try to stay calm and sighed.
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3. Strategies for Coping Language Anxiety in Speaking Skill.
To make easy in understanding the students answer above, the writer makes categorizations of students’ anxiety coping strategies based on Kondo’s theory that display on table 4.6 below.
Table 4.6
Strategies for Coping Language Anxiety in Speaking Skill.
No Name Strategy
