CHAPTER IV. FINDINGS AND DISCUSSION
B. Discussion
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4 Over Self-prediction toward fear 8.16
5 Low Self-efficacy 7.93
6 The Sensitivity of Anxiety 7.70
Based on the table 4.7, the results show the dominant factor of anxiety. Mostly students chose “Disagree” in “over sensitivity toward threat” because they always though that there is something will happen that makes them felt afraid and it make them anxious to speaking fluently.
students have bad impression; Irrational faith, self-defeating can increase anxiety disorder. It same when the students face the problem. Example, the students think
“I can’t do that”. That suggestion will disturb the plan and encourage the behavior to avoid; Over sensitivity toward threat, when students feel in safe situation but for some of students think something will happen that makes they feel afraid; The sensitivity of anxiety, when students feel fear and panic which is marked by a rapid heartbeat and shortness of breath; Wrong attribution body signal, that it means the beat of heart will rise, the breath quickly, perspire; Low self-efficacy, according to Rathus (2005: 180-183), low self-efficacy is tend to feel more anxious in a situation where doubt the ability its own. People with low self- efficacy will less confidence on its ability to perform the task with success.
Based on the result of the questionnaire, the result of this research confirmed that certain situation could trigger anxiety to speaking English in the class. The researcher found that there are four students who still felt anxious when speaking English in the class. Then the researcher found the dominant factor of students speaking anxiety. There is “over sensitivity toward threat”, the students difficult to speak up in English language in front of the class because they felt afraid to making a mistake, felt shy when they want to speak English, felt nervous, less confident because of laughed by the teacher and other students so that before being called by the teacher students felt anxious. It’s related with theory Rochelle (2011), stated that students may feelings nervous, anxious, worry, shy, afraid or fear of something worse happen whether they are trying to speak
35
better. Students can speak English better in the future if they realize their own psychological problems and they also have to deal with their own anxiety states.
According to Isnaini (2018), the result of this research conducted that The students’ speaking anxiety factors in English foreign language (EFL) were the students had over self-prediction toward, irrational faith to say something in English, sensitivity of anxiety, wrong attribution body signal because they cannot express their ideas in English well, and low self-efficacy, that’s factors inhibit to practicing speak English foreign language (EFL). There are some kinds of anxiety can be concluded that the students had unconfident, fear of mistake, shyness, worry, scared, panic when having signs of anxiety are heart breathing, short breath that hinder them from practicing their speaking in English.
There was similarities results between my research and other research that is equally researching about the factors of anxiety, but in my research was focus to found out the dominant factor that make the students felt anxious.
36 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consisted of two sections, the first section dealt with the conclusion on findings of the research and the other one deal with suggestion.
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher drew the conclusion as follow:
There were four students who still felt anxious when speaking English in the class and there were six factors of students speaking anxiety, they are:
over self-prediction toward fear, irrational faith, over sensitivity toward threat, the sensitivity of anxiety, wrong attribution body signal and low self-efficacy.
Based on the result of the questionnaire, the researcher found the dominant factor of students speaking anxiety.
The dominant factor that makes the students feel anxious in Speaking was “over sensitivity toward threat,” the students difficult to speak up in English language in front of the class because they felt afraid to making a mistake, felt shy when they want to speak English, felt nervous, less confident because of laughed by the teacher and other students so that before being called by the teacher students felt anxious.
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B. Suggestion 1. For teachers
From the beginning teacher must recognize every anxiety experienced by his students in order to overcome their language anxiety in speaking skills. After that teacher can make the class atmosphere cheerful so that a positive mood will emerge which will make anxiety lessened.
Students who feel happy and not anxious will make them learning comfortable especially in English classes.
2. For students
For students whose felt fear or less confident need to reduce a little more relaxed when in class. Students also do not laugh each other when their friends make mistakes, but try to keep supporting and motivating them not to give up and never give up learning.
3. For further researcher
The researcher hopes that the future researcher conduct be better research about students speaking anxiety and develop the research with other skills such as reading, writing and listening.
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41 Appendix 1
INSTRUMENT OF QUESTIONNAIRE
Name :
Class :
Reg. Number :
Instructions for Filling of Questionnaire
1. Write down the name and the class and reg. number in the column that have been provided
2. Answer the questions by choosing one of the five alternative answers that have been provided by giving a sign (√)!
Which:
1: (Strongly Disagree) 3: (Neutral) 2: (Disagree) 4: (Agree)
5: (Strongly Agree)
NO QUESTIONS SCORE
1 2 3 4 5
1 Saya percaya diri ketika lebih baik berbicara dengan menggunakan bahasa inggris daripada bahasa daerah
2 Saya merasa gugup ketika berbicara bahasa inggris di kelas
3 Kontak mata dosen membuat saya gugup ketika berbicara bahasa inggris di depan kelas
4 Saya merasa takut ketika dosen saya meminta saya untuk menceritakan ulang materi dalam bahasa inggris nanti di kelas
5 Badan saya mengeluarkan keringatan pada saat di depan kelas ketika saya menyajikan materi dalam bahasa inggris
6 Hasil nilai berbicara yang rendah membuat saya merasa tidak yakin untuk berbicara dalam bahasa inggris secara lancar
7 Jantung saya berdetak kencang ketika dosen meminta saya maju ke depan kelas untuk bercerita dalam bahasa inggris secara tiba-tiba
8 Saya merasa takut untuk menjawab pertanyaan teman saya yang menggunakan bahasa inggris
9 Saya merasa cemas ketika dosen saya meminta saya untuk menceritakan ulang materi dalam bahasa inggris nanti di kelas
10 Kontak mata teman-teman membuat saya gugup ketika berbicara bahasa inggris di depan kelas
11 Skor yang rendah tidak membuat saya merasa ingin berhenti belajar bahasa inggris
12 Saya merasa sesak napas ketika menceritakan sesuatu di depan dalam bahasa inggris
13 Mendapatkan hasil yang tidak memuaskan membuat saya tidak yakin dengan kemampuan bahasa inggris saya
14 Saya tidak merasa cemas ketika dosen saya meminta saya untuk
43
menceritakan ulang materi dalam bahasa inggris nanti di kelas
15 Saya merasa baik ketika berbicara menggunakan bahasa inggris di depan kelas
16 Saya percaya diri ketika berbicara bahasa inggris di depan kelas
17 Napas saya tetap stabil ketika saya menyajikan materi dalam bahasa inggris
18 Kontak mata dari teman-teman membuat saya merasa nyaman untuk berbicara di depan kelas
19 Saya merasa santai ketika saya berbicara menggunakan bahasa inggris di kelas
20 Saya merasa tidak gemetar ketika saya saya menceritakan sesuatu di depan dalam bahasa inggris
21 Saya tidak pernah merasa takut untuk menjawab pertanyaan dari teman saya menggunakan bahasa inggris 22 Saya tidak merasa takut ketika dosen
saya meminta saya untuk menceritakan ulang materi dalam bahasa inggris nanti di kelas
23 Saya merasa nyaman ketika teman- teman saya memperhatikan saya ketika saya berbicara di depan kelas 24 Saya merasa percaya diri terhadap
kemampuan bahasa inggris saya walaupun nilai bahasa inggris saya rendah
25 Skor yang tinggi akan membuat saya lebih rajin untuk belajar bahasa inggris
26 Beberapa orang berkeringat banyak ketika mereka menyajikan materi dalam bahasa inggris secara tiba-tiba, tapi saya tidak merasa seperti itu.
27 Saya merasa tidak cemas ketika saya berbicara menggunakan bahasa inggris dan membuat kesalahan 28 Jantung saya tidak berdetak kencang
ketika dosen saya meminta saya maju kedepan kelas untuk menceritakan sesuatu dalam bahasa inggris secara tiba-tiba
29 Saya merasa percaya diri ketika dosen saya memperhatikan saya ketika saya berbicara di depan kelas 30 Saya tidak percaya diri ketika lebih
baik berbicara dengan menggunakan bahasa inggris daripada bahasa daerah
(Sources: Isnaini, 2018)
45 Appendix 2
The Results of Students Questionnaire Answer
No Participants Questionnaire Number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1 RA N N N A D A A A A N N D N A N N N A D N N A A A A N N A A A
2 AP SA A A N N D D N N D A SD SD D A N D A A N D N D D A N A N D A
3 YIIF A A A N D N D A A A N N D D D A N D A A N N D A D N A A D A
4 AYM D A D D D D D D D A SD D D D SD SD SD D SD SD SD A D A A A A A A D
5 FSS A A D A D D A D D D SA A A A D D A A D D A D D A SA A D A D A
6 RHR A N A D SD D A N SD SA N A D D D N A D A N A D D N N N D D D A
7 S SA N N A A N A A A N A N N N A N N D N D D D D N A N N D D N
8 MAA D A D D D D D D D A D N SD D D D SD D SD SD SD A D A A A A A D A
9 DAMJ D A A A A SD SD D SD A SD D D D D D D D D D D D D A A A D D D SA
10 AA SD D D D D D A A A N N A N N N A N D SD SD SD SD D SD SD A SD SD A D
11 MY D SD A D SD D SA SD D D D SA D A A A SA D A A A A D A SA A A N D D
12 TNI D A SA A SD D D A A A SD A D D A D A D A A D D D D N A N D A A
13 RA SD SA A N A D A N SA N N D SD N N D A N N A D N D A SA N A N N N
14 YMY D A A A D A A D A A A D D D A A A D D N D N D D N N N D D D
15 NAD D A SA A N D A A A A D N D A N A A D N A D D D N A N A A D SA
16 NP N N A A N N A A N A SA A N N A A N D N D N N D A A N N D D N
17 SDP A N N D D D D D N D A D N N A A N D N N A A D N A N A N D D
18 F A N N N SA N A A SA A A N N N N N N D N D D N D N SA N D D D N
19 MAR SA N N N N N A N N A A A A N N N N D N N D D D D A N N N D N
20 AA A N A D N A SA A A N A N N N N SA N D A N D N D A A N N N D D
21 PIPS SA N A N A A A N A A N N A N N D N D N D D D D N SA N N D D A
Negative Statement Positive Statement
46 Appendix 3
Students’ Response
No Participants Positive Statements Negative Statements
SD D N A SA SD D N A SA
1 RA - 1 9 8 - - 2 4 6 -
2 AP - 5 5 7 1 2 3 4 3 -
3 YIIF - 6 5 7 - - 3 3 6 -
4 AYM 7 4 - 7 - - 10 - 2 -
5 FSS - 8 - 8 2 - 6 - 6 -
6 RHR - 8 6 4 - 2 3 2 4 1
7 S - 7 7 3 1 - - 7 5 -
8 MAA 4 8 - 6 - 1 7 1 3 -
9 DAMJ 1 14 - 3 - 3 3 - 5 1
10 AA 9 2 4 3 - - 6 2 4 -
11 MY - 5 1 10 2 3 6 - 1 2
12 TNI 1 9 2 6 - 1 3 - 7 1
13 RA 1 3 9 4 1 1 2 4 3 2
14 YMY - 9 5 4 - - 5 - 7 -
15 NAD - 7 4 7 - - 2 2 6 2
16 NP - 5 8 4 1 - - 6 6 -
17 SDP - 3 7 8 - - 8 4 - -
18 F - 9 6 2 1 - - 7 3 2
19 MAR - 6 9 2 1 - - 8 4 -
20 AA - 4 8 5 1 - 2 5 4 1
21 PIPS - 8 8 - 2 - - 4 8 -
TOTAL 23 131 103 108 13 13 71 63 93 12
378 252
47 Appendix 4
DOCUMENTATION
Pengisian Questionnaire oleh Mahasiswa kelas F