ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA 2017

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A CORRELATION BETWEEN THE STU

DENTS’ SPEAKING

ANXIETY AND FLUENCY

(A Study of the Tenth Grade Students of SMA Negeri 1 Karanggede, Boyolali

in the Academic Year 2016/2017)

A GRADUATING PAPER

Submitted to the Broad of Examiners as Partial Fulfillment of the Requirements

for the Degree of

Sarjana Pendidikan (S.Pd)

in English Education Department

of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

Written By:

ANIS MAYA SURYA

NIM: 113-12-018

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

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MOTTO

“

SCIENCE IS A LIFE FOR HEART FROM BLINDNESS, LIGHT

FOR SEEING FROM CRUEL THINGS AND POWER FOR BODY

FROM WEAKNESS”

(Imam Al Ghazali)

“BE SERIOUS WHEN

LEARNING THE SCEINCE, AVOID

LAZINESS AND BOREDOM CAUSE IF YOU DIDNOT DO

THAT YOU WILL BE IN

DANGER LOSE”

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DEDICATION

I dedicate this graduating paper to;

1. Allah SWT always gives me strength, thanks for listening to me, takes care of me, and gives me the best thing ever in my life

2. Rasulullah SAW the best guid and the best inspiration in this life

3. All of my family, especially for my mother (Mrs. Murmiyati) and my father (Mr. Sariyanto), thanks for your guidance, motivation, prayer, supports and everything till I finished this graduating paper, thanks for love that give to me

4. My Sapta Arja Sena, thanks for your prayers and attendance give me power to always move on

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ACKNOWLEDGMENT

Firstly, In the name of Allah, the most gracious and merciful, the Lord of universe. Because of Him, the researcher can finish this graduating paper as one of the requirements for Sarjana Pendidikan at English Department of Teacher Training and Educational Faculty of State Institute for Islamic Studies (IAIN) Salatiga in 2017.

Secondly, peace and mercy may always be given to our Prophet Muhammad SAW who has guided us from the darkness into the lightness. However, this success would not be achieved without those supports, guidance, advice, help, and encouragement from individual and institution, and the researcher somehow realizes that an appropriate moment for her to deepest gratitude for:

1. Dr. Rahmat Hariyadi, M. Pd, the Rector of State Institute for Islamic Studies (IAIN) Salatiga

2. Suwardi, M. Pd, as the Dean of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga

3. Noor Malihah, Ph.D, as the Head of English Education Department

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ABSTRACT

Maya Surya, Anis. 2017. A CORRELATION BETWEEN THE STUDENTS’ SPEAKING ANXIETY AND FLUENCY (A Study of theTenth grade students of SMA Negeri 1 Karanggede, Boyolali 2016/2017) in Karanggede district, Boyolali regency. Graduating Paper. English Education Department. Teacher Training Program and Education Faculty. State Institutes of Islamic Studies (IAIN) Salatiga. Consultant: Rr. Dewi Wahyu M, S.S., M.Pd.

Key words: Correlation, Speaking anxiety and fluency.

The research questions were: (1) To describe the students’speaking anxiety of the tenth gradestudents of SMA N 1 Karanggede, (2) To define

the students’speaking fluency of the tenth gradestudents of SMA N 1 Karanggede?, (3) To find the correlation between the students’ anxiety and

speaking fluency of the tenth grade students of SMA N 1 Karanggede?. The researcher conducted the research of the tenth grade students of SMA Negeri 1 Karanggede. In addition, this research used descriptive quantitative approach. The methods of collecting data were questionnaire, test and documentation. The results of the research showed that (1) most of the

students are at “Anxious” level, (2) the result of this result show that most of the students are in the middlespeaking fluency, (3) there are weak

significant relationship between students’ speaking anxiety and their

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Based on 2004 curriculum, one of the aims of learning English is developing the ability to communicate in English in the form of spoken or written text. The ability involves four skills, and they are, listening, speaking, reading and writing.In additition, according to curriculum 2013, the purpose of learning English is increasing students’ ability to communicate in English in the spoken and written form. Moreover, Baker (2001:6) states that there are four language skills that must be mastered by the students, those are speaking, reading, writing and listening. The students can master the language if they can express their ideas and opinions. It means that there are 4 skills that have to be mastered in learning English, and the researcher focuses to discuss speaking in this research.

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understand the language is by speaking because it is the first way for the students make communication to the listener.

Speaking is one way to communicate ideas orinformationof a message orally. O’Malley & Pearce (1996:59) state that speaking involves two or more people in negotiating meanings, and it always related to the context in which it occurs. Moreover, Gert and Hans (2008:207) say that speaking is speech or utterances with the purpose of having intention to be recognized by speaker and the receiver processes the statements in order to recognize their intention. It means that speaking is speech process which aspeaker needs a partner or listener to speak, and purpose of speaking process is to convey message.

In the speaking activity, there are some processes that have to be through. According to Brown (2001:9), “Speaking is not a single skill rather speaking is an interactive process of constructing meaning that

involves producing, receiving and processing information.” In addition,

Aliya (2007:1) claims that speaking is complicated soul process and productive skill. It could be concluded that speaking is productive process of building, transferring, receiving and processing information. Purpose to convey information that involving speaker and the receiver both verbal and non-verbal interaction.

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being able to speak is one of indicators of mastering language.Moreover, according to Ur (1996:120), “Speaking seems intuitively the most

important: people who know a language are referred to as ‘speaker’ of that

language, and many if not most foreign language learners are primarily interest in the learning to speak.” In addition, Abousenna (1995:15) claims that in this globalism we live nowadays, the relationship of nations and

countries make a need for global language and no language qualifies for

this better than English.It could be concluded that the important part of

mastering the language is speaking because through speaking the students can express their idea and being able to speak. Moreover, live in this globalism time, it is very principal for the students to master speaking

English because through English they can study abroad, and do many other positive acts.

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Furthermore, Cui (2011:875) states that anxiety has been believed influencing students in learning new language. In addition,MacIntyre &Gardner (1991:86) claim that anxiety cause potential problem for language learners.It can be concluded that anxiety in learning new language can cause potential problem of doing mistake.

Based on the description above, the students get difficulties to speak English because of the anxiety. That is serious problem that make them speak slowly or even make them lost the words that they want to say.

Based on the reasons stated above, the researcher is interestedto

conduct a research entitled: “A CORRELATION BETWEEN THE

STUDENTS’ SPEAKING ANXIETY AND THE FLUENCY (A Study of

the Tenth Grade Students of SMA N 1 Karanggede in Academic Year 2016/2017)”. The researcher hopes that this research can provide benefit for many people.

B. Problems of the Research

The researcher formulates the problem as follow:

1. How is the students’ speaking anxiety of the tenth grade students of SMA N 1 Karanggede?

2. How is the students’ speaking fluency of the tenth grade students of SMA N 1 Karanggede?

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C. Objectives of the Research

The objective of the research is:

1. To describe the students’ speaking anxiety of the tenth grade students of SMA N 1 Karanggede

2. To define the students’ speaking fluency of the tenth grade students of SMA N 1 Karanggede?

3. To find the correlation between the students’ anxiety and speaking fluency of the tenth grade students of SMA N 1 Karanggede?

D. Limitation of the Research

The limitation of this research only focuses on the students’ speaking

anxiety which predicted to be correlated to the students’ speaking anxiety. Other factors which arises in the production of speaking are not discussed.

E. Benefits of the Research

By conducting this research, the researcher hopes that her research could give benefit to anybody who reads this research paper. The researcher also hopes that the teachers would give more attention toward

students’ anxiety and the best way on how to overcome students’ anxiety

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1. Practically

a. For the Teacher

Generally, it enables the students to enrich their knowledge about language skills, especially in speaking skills.

b. For the Students

The findings of this study can be used as a reference in their knowledge about language skills, especially in speaking skills. c. For other researcher

The findings of this study can be used as a reference in conducting an analysis of speaking subject.

2. Theoretically

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F. Classification of the Key Terms

To avoid any misinterpretations toward the title, the researcher needs to explain the terms in the title as follows:

1. Anxiety

According to Lejla (2011:15), “Anxiety is a fear of expressing oneself orally”. It can be assumed that anxiety gives influence to the students’ speaking ability.

2. Speaking

According to Brown (1994:22),“Speaking is an interactive process of constructing meaning that involves producing, receiving and also

processing information.”It can be said that there are three processes in

speaking those are producing, receiving and processing information. 3. Speaking anxiety

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G. Hyphothesis of the Research

To know weather there is any significant relation or not between X and Y variables, the researcher formulate Ho (Null Hyphotesis) and Ha (Alternative Hyphotesis) as follows:

1) Null Hyphotesis (Ho) : There is no significant relationship between

X (students’ speaking anxiety) and Y (students’ speaking fluency)

variable.

2) Alternative Hyphotesis (Ha) : There is significant relationship

between X (students’ speaking anxiety) and Y (students’ speaking

fluency) variable.

The significance hyphotesis was formulated as follow:

Ho : r = 0

Ha : r ≠ 0

If rxy>rtable means There is significant relationship between X and Y

variable. Ha is accepted and Ho is rejected.

If rxy<rtable means There is no significant relationship between X and

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H. Graduation Paper Organization

This graduating paper consists of five chapters. Each chapter is going to discuss such terms:

Chapter I is introduction.It is explains of the background of the research, problemsof the research,objectives of the research, limitation of the research, benefitsof the research, classificationof the key terms, hyphotesis of the researchand graduating paper organization.

Chapter II is review of related literature.It is explains about the previous study, the theories of keyword based on the experts.

Chapter III is research methodology. It is consists of general description of SMA N 1 Karanggede, method of the research, population and sample, time allocation of the research, subjects of the research, technique of instrument and data collection.

Chapter IV is research discussions. It is present the data analysis.

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CHAPTER II

REVIEW OF LITERATURES

A. Previous Researches

There are some related researches have been done previously. Those previous researches are discussed in the following paragraphs.

Firstly,Thorky (2006) who had done the research of the effectiveness of a task-based instruction program in developing the English language speaking skills of secondary stage students. In this research, the researcher usedtest instrument that was adapted from Horwitz. In the conclusion, there were significant correlations in the students’ speaking skill and anxiety.

Secondly, Praditha (2014) who had done the research ofthe relationship between students’ anxiety and their English reading comprehension. In this research she used survey employing correlation study. In her conclusion, there were no significant correlation between

students’ anxiety and their English reading comprehension.

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research, the researcher usedan application and questionnaire.In the conclusion, there were significant correlation between students’ guided individual activities and their speaking skill.

Those previous researches are used as comparisons and foundations of

this research. This research is a correlation between the students’ speaking

anxiety and fluency. The difference between this research and Praditha (2014) are the objective of this research isgrammar, whereas the objective

of Pradhita’s research is reading comprehension.

Then, the difference between thisresearch with Thorky (2006) is the first variable of this research is speaking anxiety whereas the first variable

of Thorky’s research is grammar. In addition the objective of this research

is speaking fluency whereas Thorky’s research is speaking skill.

The last, the difference between this research and Kamiskiene and Kavaliauskiene (2014) is the first variable. The first variable of this research is speaking anxiety whereas the first variable of Kavaliauskiene is attitudes.It can be concludedthat this research contains different variables and object with those three previous researches above, namelyanxiety and speaking fluency.

B. Anxiety

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addition,according to Lanerferdt (1992:53-54), “Anxiety is something that has a great impact on students self-confidence since it often made students experience failure when not being able to speak out and show what the students knows.”It means that anxiety is feeling of worry that make the students cannot speak well or even fail in the speaking process.

According to Lightbown and Spada (2003:60-61), “Anxiety is something that is more likely depend on special situation that can make the students feel uncomfortably for example, an oral presentation in front of a

large group people.” Further, MacIntern (1999:27) states that anxiety is

worry and negative emotional reaction appears when learning or using the second language. It could be concluded that anxiety is a feeling of fear and negative reaction that can happen in the common or certain situation in the learning process.

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C. Kinds of Anxiety

Macintyre and Gardner (1991:85-177) divide anxiety into two types, trait anxietyand state anxiety. Trait anxiety is a sense of uneasiness that may be experienced at a particular moment in time, as a responds to a certain situation. Another definition of trait anxiety according toHuberty (2009:13), “Anxiety refers to anxiety that occurs in specific situations and usually has a clear trigger.”Itmeans that state anxiety is felling of worry that happen in the certain situation.

Otherwise, state anxiety according toMacIntyre and Gardner (1991:85-117), “Anxiety is people with high level of trait anxiety (i.e. people who are anxious in general) are usually likely to get an increase state anxiety.” Another definition of state anxiety according to Spielberg (1966:3-20), “Trait anxiety is refers to student’s possibility of becoming anxious in any situation.”It could be concluded that trait anxiety is an anxious feeling that may happen whenever it is.

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D. Speaking

Speaking is one of basic skills when the students learning English. In order to make sure that the researcher knows exactly what speaking is, the researcher writes some definitions of speaking because one definition is not enough to define the term of speaking. Thus, here are some definitions of speaking according to some experts in the following paragraphs.

Brown (1994:22) states thatspeaking is an interactive process of constructing meaning that involves producing, receiving and also processing information. In addition, according to Carter & Canthy (1997:124), “Speaking is one of the types composing in language, the type that is swift, complicated, frequent and primary, because the language itself is a symbolic to use by communicators to construct and convey

information.” It means that speaking is a complex process of constructing

meaning to convey a message.

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According to Richard and Renandya (2002:204), “Effective oral communication requires the ability to use the language appropriately in social interaction that involves not only verbal communication but also paralinguistic element of speech such as pitch, stress and intonation. Furthermore, nonlinguistic elements such as gesture, body language and expression are needed in conveying message directly without any accompanying speech. Moreover, Stack (1996:83) claims that speaking is sound production including training in correct positioning of the vocal organs and formation of linguistic habit through intensive practice. It means in speaking it is not only about conveying an utterance, but also involves another thing such stress or intonation that can make it clearer.

Speaking ability is indeed an important aspect in learning a certain language. Huebner (1960:4) states that Language is very important speech, and speech is basically communication by sounds. To sum up, from the definition above speaking is an interactive process of sound producing by their speech organ that involves complex skill to convey message. Therefore, the goal of speaking is the students can express their feeling.

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E. Aspects of Speaking

1. Speaking is face to face

According to Cornbleet & Carter (2001:16), “Most conversation takes face to face which allows speakers to get immediate feedback.” In addition, Fayoumy (1997:10) says that speaking has many assets, such as facial expression, gestures and even body language. Speaking also occurs, most of the time, in situation where the participants are present. It means that in the speaking process usuallythe studentstake face to face position because it involvessome elements such us facial expression and body language.

2. Speaking is interactive

Miller (2001:27) state that in the speaking process usually it turns smoothly and involves participant contribution that should not be there is a gap between them. Moreover, Hughest (2002:76) claims that the use of the formulations such as; expression, self-correction, and repetition can help speaker become more fluent in speaking English. Then it can make the conversation run well. It can be concluded that speaking process itself need an interaction between the speaker and listener. The speaker cannot speak fluently if there is not good team work between the speaker and listener.

3. Speaking happen in real time

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speaker often starts to say something and change in the mid-way. The

speakers’ sentence cannot be as long or as complex writing. It means

that the speaking process happen in the real time. It makes the speaker can convey their message freely, although sometimes they may change their topic or even forget about the thing that they want to say.

F. Purpose of Speaking

According to Kingen (2000:281) there are several purposes of speaking those are;

1. Personal

Trough speaking students can expresstheir personal feelings, opinions, believe and idea about the picture that they were described.

2. Explanatory

The students explaining, supporting ideas and opinions about the subject that they were described.

3. Informative

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G. Element of Speaking

The element of speaking in this research only focuses on speaking

fluency. Fluency is also used as a criterion to measure one’s speaking

competence. Speaking fluently means being able to communicate one’s

ideas without having to stop and think too much about what one is saying. Richard (1992:141) defines fluency as the features which give speech the qualities of being natural and normal. More specifically, Burry (2005) points out the criteria for assessing fluency. They are as follow:

1. Lack of hesitation: students speak smoothly, at a natural speech. They do not hesitate long and it is easy to follow what they are saying.

2. Length: the students can put ideas together to form a message or an argument. They can make not only the simplest of sentence pattern but also complex ones to complete the task.

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H. Problem in Speaking Activity

In this research the researcher only focueses on the speaking anxiety problem. Even if they are not inhibited, the researcher is often heard the students complain that they cannot think if nothing to say or feel anxious; they have not motive to express themselves beyond the guilty feeling that they should be speaking.

According to Scarcella and Oxford (1994:165) sum several problem faced by the students while speaking English those are:

1. The conflict between fluency and accuracy: though the students may gain confidence in using new language by being let uncorrected, the sudents language will continue to be inaccurate/incorrect.

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CHAPTER III

RESEARCH METODOLOGY

A. General Description of State SMA Negeri 1 Karanggede

The researcher conducted at SMA N 1 Karanggede. SMA Negeri 1 Karanggede is located at Jl. Sawungrono KM 2 Karanggede district, Boyolali regency 35383. SMA Negeri 1 Karanggede was built above 20.605m2. SMA Negeri 1 Karanggede has a headmaster, fifty four teachers and eleven staffs. Totalof thestudents of SMA N 1 Karanggede on 715 January 2016.

B. Method of the Research

The research method in this study was quantitative research. According to Kasmiran (2010:172) states that,

Quantitative research is a process to get knowledge that applies the nominal data as a tool to analyze the information what we want to know. The descriptive research is a research which is purposed to give the fact. Indication and phenomenon systematicly and accurately about the characteristic of the population in certain area, thus the purpose of this research is to describe systematically the facts and the characteristics of a given population or area of interest, factually and accurately. Descriptive method is not only limited to collect and arrange the data, but also to analyze and interpret the meaning of the data.

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Karanggede because they were still in the process of adapting with new condition in the high school and they were also have adapting with the new member of the class.

The researcher used correlation study. The correlation research design was chosen to find out whether or not relationship that exist between two variables of the research. The independent variable of the research is the students’ speaking anxiety as X variable, and the

dependent variable of the research is students’ speaking fluency as Y

variable.

C. Population and Sample

According to Gay (1992:125), “Population is the group of interest

to the researcher, the group to which they would like the result of the study to be generalizes”. In this research, the populations were the students in tenth grade students of SMA N 1 Karanggede in the academic year 2016/2017of science students’ classes(125 students) and they were social students’ class (134 students).The totals of tenth grade students were 254 students that divided into 8 classes. Arikunto (2010:174) states thatsample is part of the representative of population that is observed.Moreover, Arikunto (2002:112) also states if the subject less than 100, it is better taken all so it is research constitutes population. Then if the total subject outgrow, therefore get among been taken 10-25% or

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In taking sample, the researcher used random sampling because it is more practical to use in large number of population. Based onthe approach that is used by the researcher in taking the sample,the researcher randomly took 16% students from 254 students that were 40 students.

D. Time Allocation of the Research

The research was conducted from January 25th until February 08th, 2017. The detail time is provided in the following table:

Table.3.1

Time Allocation of the Research

Num. Date Activities

1. November 14th,2016 Researcher submitted the proposal 2. January 23th, 2017 Researcher gave the letter in relation to

asking permission to conduct research. 3. January 25th, 2017 Researcher gave the letter to meet the

teacher in relation to make schedules. 4. January 31th Researcher distributed the

questionnaire. 5. February 1th_{- February}

7th_{, 2017}

Researcher conducted speaking test.

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E. Subjects of the Research

The subjects of the research were studentsat two classes those are, science and social classesof SMA N1 Karanggede. The students were taken from grade tenth grade students at science and social classes. They were taken from different classes. The researcher took 15% from total 254 students those were 40 students.

F. Technique of Instrument and Data Collection

To collect the data, the researcher used two instruments. They were questionnaire for assessing the students’ anxiety level and descriptive speaking test to measure the students’ speaking comprehension.

1. Questionnaire

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The questionnaire translated into Bahasa Indonesiaenclosed. Thisaims to avoid the possibility of different perception in understanding the statement. Therefore, using Bahasa Indonesia in the statement wasuseful for the students to understand and answer the question.

2. Test

The test instrument played an important role in collecting the data. According to Arikunto (1992:115), “Test is a set of stimulus that is given to the students that aims at getting answer as the basic of scoring.”To get the data the researcher used test to know the students comprehension.

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orally.According to Haris (1969:84-85) all good speaking fluency must be rated by the following criteria;

Table 3.3

Speaking Fluency Test Scoring

Score Fluency

5 Speech as fluent and effortless as that of native speaker 4 Speed of speech seems to be slightly affected by language

problem

3 Speed and fluency are rather strongly affected by language problem

2 Usually hesitant, often forced into silence by language limitations

1 Speech is so halting and fragmentary as to make conversation virtually imposible

3. Documentation

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Theresearcher also recorded the test using recordingthen transcribing it. The researcher form used to support and help the recording data in case the recoding data lost or did not clear. Bigklen (1992:121) cited in Cresswel (2001:182) that recording is a tool to divide or separate descriptive notes from reflective notes. This can be meant that recording is

an activity to get data and it is used to support the researcher’s analysis.

The researcher took recording during asking the students to describe the picture that already prepared.

4. Validity of the Instrument

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a. Validity of questionnaire

Table 3.5

Questionnaire Validity

From the result it can be seen that from 15 questionnaire there were 14 valid and 1 questionnaire that were in valid. It can be said that the researcher only could gave 14 questions to the students.

b. Reliability of Instrument

The researcher used SPSS 16 in order to know the reliability of questionnaire. The result can be seen as below:

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Table 3.5

The Reliability of Questionnaire

Reliability Statistics

Cronbach's Alpha N of Items .821 14

From the result it can be seen that rresult=0.821. Then the researcher compared to rtable with N=40 and 5% as significance level, that is rtable =0.312. It can be concluded that the instrument is reliable because rresult>rtable=0.821>0.312. Those the researcher can conclude that the instrument is reliable.

5. Data Analysis

After getting the data from questionnaire and speaking test, the researcher analyzed the data by using comparative technique. The researcher compared the data from questionnaire and speaking test.

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moment test to find out the correlation score of students’ speaking anxiety and their speaking fluency. The formula as follows:

𝑟𝑥𝑦 = N(∑ XY) − (∑ X). (∑ Y)

√[N ∑ X2_{− (∑ X}2_{)]. [N ∑ Y}2_{− (∑ Y}2_)]

𝑟𝑥𝑦 : The number of index correlation ‘r’ product moment

𝑁 : Number of Cases

∑ 𝑋𝑌 : The sum of multiplication between deviation of variable

X : scores and deviation of variable Y scores

∑ 𝑋 : The sum of X scores

∑ 𝑌 : The sum of Y scores

After r was found, then the researcher interprets based on following level of correlation by Arikunto (1999:15) as followed;

Table 3.6

The Level of Correlation

Product Moment (r) Interpretation

0.00-0.199 Very Weak Correlation

0.20-0.399 Weak Correlation

0.40-0.599 Moderate Correlation

0.60-0.799 High Correlation

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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Students’ Speaking Anxiety

In this chapter the researcher shows the result of data that the researcher got from the test, whereas the participants of the test was tenth grade students os SMA N 1 Karanggede. There were two kinds of test; they were speaking anxiety test and speaking fluency test.

The statistical calculation of 40 the students’ anxiety score and their

speaking fluency were calculated. The total students’ anxiety score were 1842 and the students’ speaking fluency got the total score 2310. The result of anxiety score and speaking fluency score can be seen as follow:

Table 4.1

Table 4.1 Scores of Anxiety Occurances of the students

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4 I am always think that my friends can speak

better than me 45% N

9 I am usually cannot concentrate well when I

feel anxious 57% S

speaking than writing, reading and listening 45% S 13 When I am in the speaking class I feel calm

and confidence 52% N

14 I am afraid if my friends will laugh at me if I

fail to pronounce well 35% TS

This table was table appearance of anxiety of the students’ that looked

from the homogeneity of the data. Number one was dominated by “S” with

score resist 37,5%. Number two was dominated by “N” with score resist

65%. Number three was dominated by “N” with score resist 37,5%.

Number four was dominated by “N” with score resist 45%. Number five

was dominated by “S” with score resist 40%. Number six was dominated

by “S” with score resist 40%. Number seven was dominated by “S” with

score resist 67,5%. Number eight was dominated by “S” with score resist

45%. Number nine was dominated by “S” with score resist 57,5%.

Number ten was dominated by “N” with score resist 47,5%. Number

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dominated by “S” with score resist 45%. Number thirteen was dominated

by “N” with score resist 52,5%. Number fourteen was dominated by “TS”

with score resist 35%. It could be concluded that students anxiety score were high it showed from there are 7 questionnaire that showed students

answered dominated by “S”.

Furthermore, the researcher will show another data about students

speaking anxiety score. This is to gain the students the most students’

fluency in speaking. It present in the following table:

Table 4.2

Students’ Speaking Anxiety Score

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41 Total 1842

B. Students’ Speaking Fluency

The result of this test, then will be analyzed in the next section to see if

there is any correlation between students’ speaking anxiety and speaking

fluency. The researcher shows in the table below:

TABLE 4.3

Speaking Fluency Scores

No Participants Speaking Fluency Scores

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C. Correlations between Students’ Anxiety and their Speaking

FluencyScores

To see how significance is the relationship between students’ anxiety and their speaking fluency, it is calculated through Pearson Product moment formula. Before calculating the data, here are the results of X and Y scores:

N = 40

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36 ∑ 𝑌 = 2310

∑ 𝑋𝑌 = 106465

∑ 𝑋2_{= 86344}

∑ 𝑌2_{= 136900}

After the calculation of whole data from X and Y variables, the next step is to insert the data from the table into the Pearson Product moment formula to find the correlation between X and Y variables as follow:

r = 𝑁 ∑ 𝑋𝑌−(∑ 𝑋)(∑ 𝑌)

√[(𝑁 ∑ 𝑋2_{−(∑ 𝑋)}2_{)][(𝑁 ∑ 𝑌}2_{−(∑ 𝑌)}2_)]

r = 40𝑋106465−(1842)(2310)

√[(61796)−(139900)][(5476000−(5336100)]

r = 3580 √8645260400

r = 3580 92979,89 r = 0,038

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1. Normality Test

The researcher used SPSS 16 to count the normality of each instrument. The instrument would be normal distribution if the result of calculation from SPSS 16 showed less than the result from Shapiro-Wilk table with the number of sample (n) is 40.

These tests are valued using SPSS 16. The normality Using One-Sample Shapiro-Wilk test result can be seen as bellow:

Table 4.4

Normality Data of Variable X and Y

Tests of Normality

Kolmogorov-Smirnova _Shapiro-Wilk

Statistic Df Sig. Statistic Df Sig. ANXIETY .105 40 .200* _.956 ₄₀ _.118

SPEAKING .143 40 .037 .959 40 .152 a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

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Hypothesis:

Ho : Population are normally distributed

Ha : Population is not normally distributed (randomly distributed)

Criteria of normality test are:

Ho is rejected if probability of significant value < 0.05

Ha is accepted if probability of significant value > 0.05

2. Correlation result

Table 4.5

The Result of Correlation Calculation

From the table, the researcher describes that r coefficient is 0.039 and the sig; (2-tailed) is 0.812. Theresearcher looked to r table as mentioned in chapter III.

From the table rresultisincluded in the first category (0.00-0.20) that

describes that there isveryweak correlation between X variable and Y

Correlations

ANXIETY SPEAKING ANXIETY Pearson Correlation 1 .039

Sig. (2-tailed) .812 N 40 40 SPEAKING Pearson Correlation .039 1

Sig. (2-tailed) .812

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variable. It is can be conclude that there is very weak correlation between X and Y variable. The result showed rxy<rtable=0.039< 0.312. it means that

Ho is accepted and Ha is rejected. Itcan be concluded that the higher

students’ anxiety does not guarantee the lower students’ speaking fluency

or else it can be stated that there is very weak significant relationship

between students’ speaking anxiety and their speaking fluency.

D. Discussion of the Data

Based on the analysis above, there was very weak relationship between the students’ speaking anxiety and their fluency. In the data analysis, the result of the normality test both questionnaire and speaking fluency test showed that the data were normally distributed. After that Pearson Product Moment formula was conducted to know the result of hypotheses. Then the result showed if rtable>rresult, it means that Ho is accepted. Therefore it can be stated that there were very weak significant

relationship between students’ speaking anxiety and their speaking

fluency.

Moreover in the data analysis of the students’ speaking anxiety and

their speaking fluency showed rxy<rtable =0.03<0.312. Thus, it means that

there was very weak correlation as compared with the level of correlation.

Hence the highest students’ anxiety does not guarantee the lower students’

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E. Hypotheses Test

As describe in previous chapter that, if rxy>rtablemeans there isvery

weak relationship between X and Y variable, Ha is accepted and Ho is rejected. Then if rxy<rtablemeans there is no significant relationship

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CHAPTER V

CLOSURE

A. Conclusion

This research aimed to investigate the students’ speaking

anxiety and their speaking fluency. Based on the research findings, the researcher conclude that:

1. The result of this result shows that most of the students are at

“Anxious” level. There are 7 questionnaire who experience “Anxious”

level, those are number 1,5,6,7,8,9, and 12. There are 6 questionnaire

who experience “Mildly Anxious” level, those are number

2,3,4,10,11, and 13.There are 1 questionnaire who experience

“Relaxed” level, that is number14.

2. The result of this result shows that most of the students are in the fair speaking fluency.

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meanwhile the result from rtable in 5% significance level is 0.312. Thus

rxy is lower than rtable or it can be stated that rxy< rtable: 0.039<0.0312.

The result means that there is no significant relationship between

students’ speaking anxiety and their speaking fluency at the tenth

grade students’ of SMA N 1Karanggede, Boyolali in the academic

year 2016/2017. The conclusion shows that the higher students’

anxiety does not guarantee the lower students’ speaking anxiety.

B. Recommendations

The result of research says that the students’ speaking anxiety

and their speaking fluency is good enough. Dealing with this result, many factors were seen as the cause of the problem. Therefore, it would be wise to convoy recommendations to improve the students’ speaking fluency especially into Report text teaching and learning process in SMA N 1 Karanggede. Here are some recommendations towards this research.

1. Enriching teachers’ knowledge of speaking anxiety.

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3. Developing the relationship between teachers and students to

cooperate in succeeding overcoming the students’ speaking

anxiety.

C. Direction for Future Research

This research focused on the students’ perspective on the

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APPENDIX 1

The Correlation Score of X and Y Variable

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1. Jawablah pertanyaan ini dengan jujur.

2. Berilah tanda checklist (V) pada jawaban anda B. Biodata responden (penjawab pertanyaan)

1. Nama :

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2 Saya sangat percaya diri ketika berbicara (speaking) di depan kelas

3 Saya gemetaran ketika dipanggil untuk berbicara (speaking) di depan kelas

4 Saya selalu berpikir bahwa teman-teman saya lebih baik dalam berbicara (speaking) dari saya 5 Saya merasa tenang ketika berbicara (speaking) di

depan kelas

6 Saya biasanya mulai panik ketika harus berbicara (speaking) tanpa persiapan

7 Saya khawatir gagal dikelas berbicara (speaking) 8 Ketika gerogi berada di kelas berbicara (speaking)

biasanya saya lupa kosa kata yang sudah saya tahu 9 Walaupun saya sudah mempersiapkan dengan

baik sebelum berbicara (speaking) di depan kelas saya tetap merasa khawatir

10 Saya biasanya tidak bisa berkonsentrasi dengan baik ketika merasa gugup

11 Saya merasa saya juga bisa berbicara (speaking) dengan baik

12 Saya sangat merasa khawatir berbicara (speaking) di depan kelas

13 Saya merasa lebih tertekan dan grogi ketika berbicara (speaking) di bandingkan dengan menulis (writing), membaca (reading) maupun mendengarkan (listening)

14 Ketika saya berada di kelas berbicara (speaking) saya merasa tenang dan percaya diri

15 Saya takut kalau teman-teman saya akan menertawakan saya ketika saya melakukan kesalahan pengucapan (pronounciation) di kelas berbicara (speaking)

APPENDIX 3

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APPENDIX 4

The Answer of Students’ Anxiety Test

No Nama 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Total

1 A 2 2 4 3 4 4 4 4 4 3 3 2 3 2 3 72

2 B 3 3 4 3 2 3 4 4 4 3 4 4 3 4 2 75

3 C 1 2 3 3 4 3 4 3 4 4 2 4 4 2 4 72

4 D 2 3 2 3 3 3 2 4 3 3 2 2 3 3 3 66

5 E 3 3 3 3 2 4 3 3 3 4 4 3 3 4 3 73

6 F 2 3 2 4 3 4 2 4 3 4 2 2 2 3 1 66

7 G 2 3 3 3 3 3 2 4 3 3 2 2 2 3 2 65

8 H 2 2 2 4 4 5 4 4 4 4 3 2 4 2 2 73

9 I 3 2 4 4 2 5 2 4 4 4 2 3 4 3 3 74

10 J 3 4 3 4 2 5 4 4 4 4 3 3 4 4 3 79

11 K 4 3 4 4 2 4 4 4 3 4 3 4 4 4 4 80

12 L 4 3 4 3 2 5 4 5 4 3 3 4 4 4 4 81

13 M 3 2 4 4 4 4 4 4 4 4 2 4 2 2 2 74

14 N 3 3 4 4 3 5 4 4 3 3 2 4 3 3 3 76

15 O 3 2 4 3 3 3 3 3 3 3 3 3 4 3 2 70

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APPENDIX 5

The Students’ Speaking Fluency Test

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Appendic 8

CURICULUM VITAE

Nama : Anis Maya Surya Tempat, Tanggal Lahir : Boyolali, 13 Juli 1995 Jenis Kelamin : Perempuan

Agama : Islam

Alamat : Ds. Guwo RT 09 RW 02,

Kecamatan Kemusu, Kabupaten Boyolali Pendidian Terakhir : S1 Pendidikan

IPK : 3.51

Status : Belum Kawin

Telp/Hp : 085211563570

RIWAYAT PENDIDIKAN

1. SD N GUWO 2 (LULUS TH 2006)

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DECLARATION AND PERMISSION FOR PUBLICATION

I have been marked below:

Name : Anis Maya Surya NIM : 113-12-018

Faculty : Teacher Training and Education Faculty Department : English Education Department

Declares that this graduation paper is written by the researcher and it does not copy from other researchers. Theories and citations are used codes of ethrics of writing for graduating paper. I give permission to publish this graduating paper on

IAIN Salatiga’s e-repository.

Salatiga, September 20th 2017 The researcher,