Discussion on The Result of Data Analysis

CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS

B. Discussion on The Result of Data Analysis

This finding discussion communicates between the result of the research and the base theory on. The details of discussion explained as follows:

1. `The Factors of Speaking Anxiety Faced By Seventh Grade Student of SMP Plus Darus Sholah.

The factors of speaking anxiety faced by seventh grade student of SMP Plus Darus Sholah were, 1) communication apprehension, 2) fear of mistake, 3) fear of negative evaluation, 4) Low English Proficiency

The first was communication apprehension. The students who were getting communication apprehension had many causes. The students were unconfident during conveying the topic in front of the class, the students had to be confident during performing in front of the class, so that, they would be comfortable and would not be nervous. They also were not used to talking in front of the class, some of them felt that there were some students who spoke better than them, some of them felt that the atmosphere was uncomfortable and some students were afraid during conveying in front of the class. The factor of communication apprehension was suitable as the theory of Horwitz, he stated that communication apprehension as a type of shyness characterized by fear or anxiety about with other people.¹²⁰ It means the students may feel anxious it causes the character of the students. Communication apprehension is a feeling of fear, shy or anxious which are appeared by people in public during communication.

120Septy Indriyanty, “Students Anxiety in Speaking English (A Case in One Hotel and Tourism Collage in Bandung)”, ELTIN Journal, Vol. 4, No. 1 (April, 2016), 31.

The second was fear of negative evaluation. The students were afraid and nervous. When they were watched, laughed and evaluated by their friends and teacher. It means they were afraid if they would be evaluated negatively. Some students were afraid if there were someone who spoke better than her. They felt afraid and uncomfortable when getting scored by the teacher in speaking. They were afraid having bad score. It meant that the students were fear negatively with the students who were better than her and also afraid got bad score from the teacher. The factor of negative evaluation is suitable as the theory of Horwitz, he stated that fear of negative evaluation is an extension of the second component of foreign language anxiety because it is not limited to test-taking situation; rather, it may occur in any social, evaluate situation, such as interviewing for a job or speaking in foreign language class.¹²¹ It means that fear of negative evaluation is certain situation that may appear in foreign language anxiety of students

The third was fear of mistake. The students still got speaking anxiety during presenting the topic. It happened because the student felt panic. Some students also stated that if they made mistake, they would be shy. The students were afraid that there were students who spoke better than her. Afterwards they would say that “that is wrong”. And the last, one of students said that they fear of mistake because the students were anxious and felt unable with the atmosphere. It was not good, many people looked

121Septy Indriyanty, Students Anxiety in Speaking English (A Case in One Hotel and Tourism Collage in Bandung), 31.

at her. The factor of fear of mistakes was suitable as the theory of Liu. He stated that fear of making mistake is the causes of student in speaking anxiety. The students kept quiet and waited until they were required to speak English. It was because the students were afraid and feel embarrassment of making mistakes.¹²²

The fourth was low English proficiency. English proficiency included to the vocabulary, pronunciation, grammatical structure. The first is vocabulary. Most of the students of seventh grade at SMP Plus Darus Sholah had problems with the vocabulary. The students said that the vocabulary is the obstacle of the student to speak English in class. The students had only a little vocabulary. With only a little vocabulary they would be confused what would they speak in front of class, the students would speak little too, and the students got difficulties to speak English in front of class. The second was pronunciation. The students had problems with the pronunciation. They did not know how to pronounce the words in English. Some of them were afraid to be wrong to pronounce the words in English. Some of the said the words in English between written and spoken are different, so they got difficulty in pronunciation. Some of them said that they dislike English, because English is difficult, so they got difficulty in pronunciation. The third was grammatical structure. The students got difficulty in arranging word and making sentence, because the sentence in Indonesia also and English are difference. Some students said

122Uli Modesta Siagian, Adam, “An Analysis of Students’ Anxiety in Speaking”, Journal Anglo Saxon, Vol. 8.No, 1 (2017), 4.

that arranging words and making sentence become difficult because they were not accustomed. So, when they presented in front of the class, they looked like so confused.And got stuck to speak.So those factors because the students were low of English proficiency, the factors of low English proficiency was suitable as theory of Liu, He stated that low English proficiency is also a significant factor that needed the students from talking to others in English in class. Thus, students may feel weak speaking English, perceived their English to be poor, and may feel that the others is better than him or her. The argumentation above means that the students feel their English speaking is weak, they don’t know to speak English better, the achievement to make their speaking is better. The students have to have skill in vocabulary, pronunciation, grammatical understanding.¹²³

2. The strategies to overcome the speaking anxiety faced by seventh grade student of SMP Plus Darus Sholah.

While the strategies to overcome the speaking anxiety faced by seventh grade student SMP Plus Darus Sholah were, 1) Preparation, 2) relaxation.

The first strategy is preparation. Preparation was correct strategy for the student who got speaking anxiety, in preparation, the student attempts to their own self by improving speaking English skill, the students tried to practice with their friends what would be presented in front of the

123Uli Modesta Siagian, Adam, “An Analysis of Students’ Anxiety in Speaking”, Journal Anglo- Saxon,Vol. 8, No. 1, (2017), 4.

class. As David Shinji Kando and Yan Ying-Ling stated that the students attempts to control their own self by improving learning and study the strategies, for example, study, trying to obtain good summaries if lecture notes, trying to practice what will present in front of the class, make list what should be presented in front of the class.¹²⁴ it means that the student try to control their own self by improving learning and study, for example the students study to make good summaries, trying to practice before come forwards. Making list what should be presented. In the other hand, Alder and Rodman said that if we are prepared fully, we will convey less of threat, the student will be confident to convey the message that they want to present. Be sure to leave enough time to practice the presentation.¹²⁵

The second strategy is relaxation. By relaxation, the student could reduce the feeling of anxiety. Before the student doing presentation, the students relaxed in front the class, and start to present. The students take a deep breath and try to calm down. This strategy of relaxation to overcome students speaking anxiety was suitable also with the base theory of Shinji Kando and Yan Ying-Ling, they stated that the purpose of this strategy for reducing somatic anxiety symptoms. If the students relax the body in doing presentation in front of the class, such as: take a deep breath and try to calm down, so the more relaxes the more anxiety loses that were in students.

Then take a sit comfortably and straight in the classroom seat, before the

124David Shinji Kando, Yan Ying-Ling, 2004, Strategies for Coping With Language Anxiet: The Case Students of English in Japan”, ELT Jurnal,Vol. 58, No. 3, (July, 2004), 262.

125Sardian Maharani Asnur, “The Students’ Developing English Presentation”, (Alauddin State Islamic University), 50.

lesson begin or during the lesson, just take a long, slow breath, inhale, hold it four or five seconds then exhale.¹²⁶ Besides, according to Asnur, the way to do relaxation is, the students have to relax before doing presentation and during presentation. Its strategy is important for student before doing presentation especially. If student did not relax, the material that have prepared will be lost.¹²⁷ It means that the students have to implement relaxation before and during presentation.

126David Shinji Kando, Yan Yin-Ling, 2004, “Strategies For Coping With Language Anxiety: The Case Students of English In Japan”, ELT Journal, Vol. 58, No, 3, (July, 2004), 262.

127Sardian Maharani Asnur, “The Students’ In Developing English Presentation”, (Alauddin State Islamic University), 50.

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter is divided into two sections. The first section is conclusion and the second section suggestions for English teacher and further researchers who are interested in the similar research.

A. Conclusion

The objectives of this research were to find out the factors of students’ speaking anxiety and the strategies to overcome those problems.

Based on the research findings and discussion in the previous chapter, it could be concluded that:

First, the factors speaking anxiety faced by students were the students felt nervous, shy, and not accustomed presenting in front of the class, it is called communication apprehension. They also usually felt negative evaluation because they felt that there were students were better than them, they were also afraid to be laughed by their classmate. They felt fear of making mistakes because not accustomed to speak foreign language, just study little how to speak English correctly. They felt unconfident with the ability. And they had low English proficiency; those were vocabulary, pronunciation, grammatical.

Second, the strategies used by the teacher and the students to overcome the factors of students speaking anxiety. Those were well preparation (study), relaxation. Besides, the teacher did approaching to the student as one strategy to overcome the students’ speaking anxiety.

B. Suggestions

The findings of the research are expected to be useful for English teacher, the students, and the further researchers.

1. For English teacher

It is expected to be able to analyze the factors of students’ speaking anxiety on listening, so that the teacher can give the appropriate strategy to solve it.

2. For further researchers

It is expected to be able to conduct the research about the analyzing of problem at the other skills of English, so that, all of the students’

problems on English skill can be analyzed and can be solved.

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Nama : Ahmad Mutawakkil

NIM : T20166020

Prodi : Tadris Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

Institute : IAIN Jember

Dengan ini menyatakan bahwa isi skripsi yang berjudul “An Analysis of students’ Speaking Anxiety Faced by Seventh Grade Students of Smp Plus Darus Sholah” adalah hasil dari penelitian/karya saya sendiri, kecuali pada bagian bagian yang dirujuk sumbernya.

Demikian Pernaytaan keaslian tulisan ini saya buat sebenar-benarnya.

Jember, 30 Juni 2020 Saya yang menyatakana

Ahmad Mutawakkil NIM. T20166020

MATRIX OF RESEARCH

Tittle Variable Sub Variable Indicator Source of data Research Method General Question:

An Analysis of Students’

Speaking Anxiety Faced by Students by Seventh Grade Students of Smp Plus Darus Sholah Jember and Strategies to Ovrcoeme it

Factors of Students’

Speaking Anxiety

1. Speaking 2. Anxiety

1. Communication apprehension 2. Fear of Negative

Evaluation 3. Fear of Mistakes 4. Low English

Proficiency

1. Primary data a. The

Seventh Grade of Students at Smp Plus Darus Sholah b. English

Teacher of Smp Plus Darus Sholah 2. Secondary

Data

a. Literature b. Documents

1. Approach and Kinds of research:

Qualitative Descriptive 2. Data Collection:

- Observation - Interview - Document

Review 3. Data Analyisis:

Miles and

Huberman Model 4. Stages of Data

Analysis:

 Data

Condensation

 Data Display

 Drawing and Verifying Conclusion 5. Validition of data:

 Source Tringlation

 Method source tringulatin

1. What are the factors of the speaking anxiety faced by seventh grade students of Smp Plus Darus Jember

2. What are the strategies to overcome the speaking anxiety faced by seventh grade students of Smp Plus Darus Sholah Jember

Nama : Ahmad Mutawakkil

NIM : T20166020

Prodi : Tadris Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

Institute : IAIN Jember

Demikian Pernaytaan keaslian tulisan ini saya buat sebenar-benarnya.

Jember, 30 Juni 2020 Saya yang menyatakana

Ahmad Mutawakkil NIM. T20166020

Nama : Ahmad Mutawakkil

NIM : T20166020

Prodi : Tadris Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

Institute : IAIN Jember

Demikian Pernaytaan keaslian tulisan ini saya buat sebenar-benarnya.

Jember, 30 Juni 2020 Saya yang menyatakana

Ahmad Mutawakkil NIM. T20166020

Nama : Ahmad Mutawakkil

NIM : T20166020

Prodi : Tadris Bahasa Inggris

Fakultas : Tarbiyah dan Ilmu Keguruan

Institute : IAIN Jember

Demikian Pernaytaan keaslian tulisan ini saya buat sebenar-benarnya.

Jember, 30 Juni 2020 Saya yang menyatakana

Ahmad Mutawakkil NIM. T20166020

Appendix 6

DOCUMENTATIONS

The reseacher observed the speaking teaching and learning process in the classroom

The student presented their material in front of the classroom

Judul Bab : It’s a beautiful day!

Materi Pokok : Memberi dan meminta informasi terkait dengan sifat orang, binatang, benda Alokasi Waktu : 6 Jam Pelajaran @40 Menit

A. Tujuan Pembelajaran

Melalui Pembelajaran dengan model Discovery Learning, Peserta didik diharapkan :

 Mampu mendeskripsikan, mengidentifikasi, mengkritisi, memberikan penilaian tentang orang, binatang,dan benda dari segi sifatnya

 Memahami kosa kata, terkait dengan ciri fisik (a.l. red, big, dark, loud), selera (a.l. nice, beautiful, cute), mental (a.l. clever, smart), psikologis (a.l. happy, sad, disappointed, angry, wild), ahlak (a.l.

kind, good, polite)

 Mampu mendeskripsikan sifat dan keadaan orang, binatang, benda, yang terdapat di rumah, sekolah, dan lingkungan sekitar

 Memahami penggunaan simple Tense (verb 1 s/es),

B. Langkah-Langkah Pembelajaran

Kegiatan Pendahuluan (10 Menit)

1. Guru membuka kegiatan pembelajaran dengan mengucapkan salam dan doa.

2. Guru menanyakan kabar dan mengecek kehadiran siswa.

3. Guru menyampaikan tujuan pembelajaran yang ingin dicapai.

4. Guru memberikan apersepsi dan motivasi

5. Guru menyampaikan lingkup materi, langkah pembelajaran, dan teknik penilaian.

Kegiatan Inti ( 120 Menit )

1. Siswa diberi motivasi atau rangsangan untuk memusatkan perhatian pada topik.

2. Guru memberikan kesempatan pada siswa untuk mengumpulkan informasi yang relevan berkaitan dengan topik.melalui kegiatan: Mengamati obyek/kejadian, Mengumpulkan informasi, Membaca sumber lain selain buku teks.

3. Siswa dibagi menjadi beberapa kelompok yang terdiri dari tiga orang.

4. Siswa berdiskusi dalam kelompok dan menulis kalimat diskrips yang akan dipresentasikan 5. Siswa mempresentasikan hasil kerja diskusi kelompok di depan kelas.

6. Siswa lain diberi kesempatan untuk menyampaikan tanggapan.

7. Siswa diberi tugas individu untuk menulis kalimat diskripsi tentang benda / orang yang mereka sukai

8. Siswa mempresentasikan hasil kerjanya di depan kelas.

9. Siswa lain diberi kesempatan untuk menyampaikan tanggapan.

Kegiatan Penutup (10 Menit)

1. Guru dan siswa menyampaikan kesimpulan dan refleksi terhadap pembelajaran.

2. Guru memberikan umpan balik dan pesan moral dari pembelajaran.

3. Guru memberikan penugasan kepada siswa.

Dalam dokumen AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY FACED BY SEVENTH GRADE STUDENTS OF SMP PLUS DARUS SHOLAH AND STRATEGIES TO OVERCOME IT (Halaman 82-88)