CHAPTER IV FINDING AND DISCUSSION
B. Discussion
The research had been done in give the questionnaire. To make discussion clear, the researcher described the result of data analyzed as follow:
The discussion consisted of the factors students’ anxiety in speaking English that divided to give the questionnaire and analyzing used a final version PSCAS questionnaire adopted from Yaikhong& Usaha in (2012), in order to know the influencing students’ anxiety in internal and external in speaking English in class 3E at the third semester students of English Education Department of Muhammadiyah University of Makassar.
1. The internal factors that cause the students’ anxiety in speaking English
It was previously stated that there were four influencing the students’ anxiety in speaking English, namely afraid of making mistake,
lack of confidence, shyness, and lack of motivation and the total items of questionnaire were 6 items.
a. Motivation
Motivation is one part of factors that influencing students’
anxiety that focused on from internal factors. In the questionnaire, there were two items of the motivation.
Based on the date analyzed used a final version PSCAS questionnaire adopted from Yaikhong & Usaha in (2012), saw that rotated loading factors that given meaning as expected and each factor can already be interpreted clearly. Motivation included internal factor because the loading factor with a strong internal factor than its score was 123.33% and the number of motivation was higher than all of internal factors. It means that motivation was the most internal factors that influenced students’ anxiety in English speaking in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
Zua (2008) in Juhana (2012:103) further adds that motivation is an inner energy, no matter what kinds of motivation the learners process it will enhance their study interest. It has been proven in many studies that students with a strong motivation to succeed can persist in learning and gain better score that those who have weaker motivation of success showing that building students motivation.
b. Shyness
Shyness is one part of factors that influencing students’ anxiety that focused on from internal factor. In the questionnaire, there two items of the shyness.
Loading factors that given meaning as expected and each factor can ready be interpreted clearly. Shyness included internal factor because the loading factor with a strong internal factor that its score 98%, it means that shyness was the second highest score on internal factor that influenced students anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
Based on Baldwin (2011:13) further explains that speaking in front of people in one of the more common phobias that students encounter and feeling in one of the makes their mind go blank or that they will forget what to say. So as said in Baldwin, their inability to show their ability in speaking is also influenced much by their feeling of shyness. In other words, it can be said that shyness plays in important role in speaking performance done by the student.
c. Lack of self-confidence
Lack of self-confidence is one part of factors that influencing students’ anxiety that focused on from internal factors. In the questionnaire, there is one item of lack of self confidence.
Loading factors that given meaning as expected and each factor can ready be interpreted clearly, lack of self-confidence was the moderate factor and lack of self-confidence included internal factor because the loading factor with a strong internal factor that its score 65.33%, it means that lack of self-confidence was the third highest score on internal factor that influenced students’ anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
According to Cubukcu (2007:133), and anxious’ students will performance unsuccessfully in his/her foreign language learning. In other way those who good in language class they are with little anxiety. It is means lack of self-confidence is one of important factors needed to be concerned, because it is determined to one successful learn.
d. Fear of making mistakes
Fear of making mistakes is one part of factors that influencing students’ anxiety that focused on from internal factors. In the questionnaire, there is one item of the fear of making mistakes.
Loading factors that given meaning as expected and each factor can ready be interpreted clearly, Fear of making mistake included internal factor because the loading factor with a strong internal factor that its score 40%, it means that fear of making mistakes was the less and the low internal factors then all internal factors that influenced
students anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
Robby (2010), fear of making mistake become one of the main factors of students reluctance to speak in English in the classroom.
With respect to the fear of making mistake issue, Aftat, (2008) adds that this fear is linked to the issue of correction and negative evaluation.
2. The external factors that cause the students’ anxiety in speaking English
It was previously stated that were five external factors influencing the students’ anxiety in speaking English, namely lack of preparation, limited vocabulary, grammatical error, friend/classmate, and embarrassment. Total items of questionnaire were 8 items.
a. Embarrassment
Embarrassment is one part of factors influencing the students’
anxiety that focused on from external factors. In the questionnaire, there were three items of the embarrassment factor.
Based on the data analysis used a final version PSCAS questionnaire adopted from Yaikhong& Usaha in (2012), saw that rotated loading factors that given meaning as expected and each factor can ready be interpreted clearly. Embarrassment included external factors because the loading factor with a strong external than score
142.66% much more powerful than all of external factors and the number of embarrassment was the higher factor that influenced students’ anxiety to speak English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
Kessler, (2010:361) in learning second/foreign language, embarrassment because one of highest factors contributing students’
anxiety. The expect above explained that learning speaking a second/foreign language entails possibility of embarrassment. Thus embarrassment factors need to be alarmed in learning language.
b. Limited vocabulary
Limited vocabulary is one part of factors influencing the students’ anxiety that focused on from external factors. In the questionnaire, there were two items of the limited vocabulary.
Loading factors that given meaning as expected and each factor can ready be interpreted clearly. Limited vocabulary included external factor because the loading factor with a strong external factor that its score 100% and the number of limited vocabulary was the second higher after embarrassment. It means that limited vocabulary was the second highest score on external factor that influenced students anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
According to tanveer, (2007:50). However limited vocabulary night hindered the process of learning a language.
Thus limited vocabulary should be noted as one of factors contributing anxiety.
c. Lack of preparation
Lack of preparation is one part of factors influencing the students’ anxiety that focused on from external factors. In the questionnaire, there was one item of the limited vocabulary.
Loading factors that given meaning as expected and each factor can ready be interpreted clearly, lack of preparation included external factor because the loading factor with a strong external factor that its score 74.66% and the number of lack of preparation was the moderate factor and the third highest score on external factor that influenced students’ anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
Many previous studies stated that preparation become one major factor that make students anxious Liu, (2007:129) also mention ‘‘preparation’’ in their top lists how to overcome anxiety.
Hence, it is obvious that lack of preparation become one of the issue contributing students’ anxiety in speaking class.
d. Grammatical error
Grammatical error is one part of factors influencing the students’ anxiety that focused on from external factors. In the questionnaire, there was one item of the grammatical error.
Based on the data analysis used a final version PSCAS questionnaire adopted from Yaikhong& Usaha in (2012), saw that rotated loading factors that given meaning as expected and each factor can ready be interpreted clearly. Grammatical error included external factor because the loading factor with a strong external factor that its score 70.66% and the number of grammatical error was the fourth higher after lack of preparation.
It means that grammatical error was enough factors that influenced students’ anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
e. Friend/classmate
Friend/classmate is one part of factors influencing the students’ anxiety that focused on from external factors. In the questionnaire, there was one item of the Friend/classmate.
Loading factor that given meaning as expected and each factor can ready be interpreted clearly. Friend/classmate included external factor because the loading factor with a strong external factor that its score 68.66% and be number of Friend/classmate
was the low. It means that friend/classmate was the less factors that influenced students’ anxiety to speaking English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
All the factors between internal factors which consist of lack of self-confidence, shyness, motivation and fear of making a mistake. And external factors consisted of lack of reparation, limited vocabulary, grammatical error, friend / classmate, and embarrassment.
After the researcher observed the factors above experienced by students in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
The researcher concluded that the most influencing factor of students in speaking was English in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar was a factor of embarrassment, the second was motivation, limited vocabulary, shyness, lack of preparation, grammatical error, friend / classmate, lack of self-confidence while the fear of mistake factor is the lowest factor experienced by students in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts. The first presents some conclusions based on the data analysis and finding in the previous chapter. The second part present some suggestions based on the findings and conclusion of this research.
A. Conclusion
Based on the results of the analysis, there are two factors influencing students’ anxiety in speaking English that internal and external factors. Based on the results factor analysis though a final version of PSCAS questionnaire adopted from Yaikhong & Usaha in (2012). Loading factor Embarrassment its score was 142.66%. And from all factor influencing students’ anxiety in speaking English, factor Embarrassment that has the highest score from all of factors in speaking English classroom. This means that Embarrassment is the factor that most influence students’ anxiety in speaking English especially in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar. And from all of factors influencing students’ anxiety in speaking English factor fear of making mistake has the lowest score from all of factors in speaking English classroom, it score was 40%. it means that fear of making mistake was the less and the low factors then all factors that influenced students’ anxiety in speaking English especially in class 3E at the third semester student English Education Department of Muhammadiyah University of Makassar.
B. Suggestion
There are many factors that greatly affect anxious students in the English language and one of the greatest is embarrassment. Embarrassment is an emotional state that is associated with moderate to high levels of discomfort, and which is usually experienced when students has a socially unacceptable or frowned-upon act or condition that was witnessed by or revealed to others. To speaking English in the classroom, students should avoid embarrassment because embarrassment is a failed disease in doing something.
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APPENDIX
APPENDIX 1 : Catatan Lapangan Observasi
Setting : 3E Class of English department at University Muhammadiyah of Makassar
Observer : Jani Utama Putra
Peran : Mengamati Subjek Penelitian (3E Class of English department at University Muhammadiyah of Makassar) Tanggal : 21November 2018
Durasi : 60 menit
04:00 – 04:05 : Dosen masuk membuka kelas dan kemudian menyapa siswa.
04:05 – 04:10 : Dosen membagikan kertas soal tentang telling story, dimana ada 7 soal. Soal itu adalah :
1. What is the interesting place you have ever been to and what did you do there?
2. What is the most interesting experience you have had?
3. What is the strongest thing you have ever seen?
4. What happened on your first day at this class?
5. Where did you go and what did you do on your last holiday?
6. What was the happiness day in your life? What happened and what did you do?
7. What is the funniest thing that was ever happened to you?
Setelah semua siswa mendapatkan soal tersebut, dosen member intruksi kepada siswa tentang soal tersebut. Setelah soal itu
selesai dijawab oleh siswa, siswa akan memperesentasikan tugas tersebut didepan.
04:10 – 04:30 : Siswa mulai mengerjakan tugas tersebut dan siswa mulai berdikusi dengan teman temannya.
04:30 – 04:33 : Dosen menayakan tentang tugas tersebut. apakah sudah selsai atau tidak?
04:33 – 05.10 : Siswa mulai mempersentasikan tugasnya perindividu dan dosen sudah mulai memanggil siswa satu persatu ke depan untuk berbicara bahasa inggris tentang tugas telling story mereka yang sudah dikerjakan.
Setiap siswa mempersentasikan tugasnya. Selama aktivitas berbicara bahasa inggris, tidak sedikit siswa yang terlihat gugup, gelisah bahkan menolak saat sampai pada gilirannya, mereka berkata “aduh blumpa siap”. Suara mereka mengecil, ada juga yang berbicara sangat cepat sehingga tidak jelas apa yang dikatakan. Sebagian kecil siswa sering kali salah dalam pengucapan bahkan setelah dikoreksi oleh dosen. Meski terlihat kesulitan, dengan terbata-bata beberapa siswa berusaha dengan sangat keras, diantara mereka ada yang bertanya apakah kata yang diucapkan benar atau tidak “begitumi mam?” katanya. Sementara beberapa siswa yang menyimak, diantara mereka ada yang serius menyimak dengan baik ada juga yang tidak (berbicara dengan temannya, melamun, main hp dll.)
05:10 – 05:15 : Setelah semua selesai dan dosen meminta siswa untuk
mengumpulkan hasil tulisan dari kegiatan menulis pengalaman berlibur dengan bentuk telling story. siswa duduk kembali ke kursi masing masing.
05:15 – 05:15 : Dosen Mmemberikan ceramah tentang meningkatkan speaking skill dan menutup kegiatan belajar hari itu.
05:15 – 05.20 : Kelas berakhir
APPENDIX 2 : PSCAS Quistionnaire
No Item SA A U D SD 1 I never feel quite sure of myself while I am speaking English.
2 I tremble when knowing that I am going to be called on to speak English.
3 I start to panic when I have to speak English without a preparation in advance.
4 In a speaking class, I can get so nervous I forget things I know.
5 I feel confident while I am speaking English.
6 I feel very self-conscious while speaking English in front of other students.
7 I get nervous and confused when I am speaking English.
8 I am afraid that other students will laugh at me while I am speaking English.
9 I get so nervous when the language teacher asks me to speak English which I have prepared in advance.
10 I have no fear of speaking English.
11 I can feel my heart pounding when I am going to be called on.
12 I feel relaxed while speaking English.
13 It embarrasses me to volunteer to go out first to speak English.
14 I face the prospect of speaking English with confidence.
15 I enjoy the experience of speaking English.
16 The more speaking tests I have, the more confused I get.
17 Certain parts of my body feel very tense and rigid while speaking English.
18 I feel anxious while waiting to speak English.
19 I want to speak less because I feel shy while speaking English.
20 I dislike using my voice and body expressively while speaking English.
21 I have trouble to coordinate my movements while speaking English.
22 I find it hard to look the audience in my eyes while speaking English.
23 Even if I am very well-prepared I feel anxious about speaking English.
24 I do not have a lot of vocabulary.
25 Iam lazy to memorize new vocabulary and rarely use it.