CHAPTER I INTRODUCTION INTRODUCTION
B. Discussion
As has been presented on findings the data calculated by manually with the range for the scoring from 20 up to 100 points. In questionnare total of the respondents is 25. To know the mean score of the influence of students‟ anxiety in speaking English. The data above shows the mean score of students‟ anxiety levels, were the total percentage of students‟ anxiety were 87% from the highest score 100% points and total of question was 20 numbers. So that the researcher gave the result mentioned, the research might conclude the most of correspondents be in very anxious clasification with the total median was 4,35 points. It means the students agree that the students‟ anxiety is influence in students‟ speaking English ability.
The influence that affecting students anxiety in speaking English in classroom is the students fear to make mistakes in their speech and facts that students not used the English language in their daily activity but using the Indonesian language. Less familiar with the pronounciation and vocabullary make the students not understand and difficult to apply the English language in everyday aspecially in English class. When the students‟ answer and tehir speaking getting wrong the students fear the other students will be laugh at them. Fear of making mistake in speaking English, stucture, and pronounciation, difficult to translate in English include in (fear of speaking innacurately), if students answer and speaking
English is wrong the students will be laughed at friends include in (fear of negative evaluation), and also afraid of making a misatake in a vocabulary that understand include in (communication apprehension in low speech skill).
The research questionnaire above from the result the researcher choose five respondents with highest score in positive statement and five respondent in negative statement, it means in speaking test there are only 10 respondents. After calculating the score analysis of the influence of students‟ anxiety in speaking in fluency and accurasy it was found that the percentage of influence of axiety in fluency was fairly with the score 5,8. The mean score of fluency was 58, the clasification score got from the result of speaking test were 3 students got 8 score, 3 stundents got 6 score and 4 students got 4 score. While the percentage of influence of axiety in accurasy was poor with the score 4,6. The mean score of accurasy was 46, the clasification score got from the result of speaking test were 5 students got 6 score, 3 stundents got 4 score and 2 students got 2 score.
Liu,(2007); MacIntyre & gardner,(1989) in Humaerah,(2018) arguing that error and affraid of being efaluated are the cause of anxiety that make students very anxious in learning oral English. In this case, they are aware their performance is being eveluated by their peers and teachers. With respect to this Further Horwitz in Humareh (2018) explain that anxiety is a feeling of tension, apperehension and nerveousness associated with the situation of learning a foreign language especially English. That is why they were nervous when they want to speak in front of people.
The research found most of the students were anxious toward in speaking English. Then anxoius may occur because lack of preparation, another cause that the students have many point. The other cause is worrying that the audience will be critical, speaker who compare their perception to audience expectation are perceived greater than speaker ability. It can shows by look at the result of the research which are the percentage was high as the main cause of the students anxious in speaking English on learning proses. As long as foreign language learning or in this case Engliah language subject takes place in a formal school.
Anxiety controlling students‟ act to be passive in speaking English on learning process. So the teacher could closely monitoring the students in classroom condition toward inlearning process to identify the students who has an anxiety in speaking.
According to Septy Indrianty (2016) Students‟ Anxiety in Speaking English.
Found that two types of anxiety were evidenced, i.e. trait anxiety and state/situational anxiety. Second, the studnets‟ anxiety in English speaking class was derived from three main sources of anxiety, i. e. Communication apprehension, test anxiety and fear to negative evaluation. Moreover, as the interview data revealed, lack of vocabularies and lack of preparation have also contributed to studnets‟ anxiety in speaking.
According to Maimunah (2015) there were five themes that were related to the causes of students‟ anxieties to speak English inside and outside of the classroom: they are low speaking skills. Fearb of negitive responses from others,
low self-esteem to speak English, fear of failure to speak English with teachers, cultural influences to speak English due to more teacher-center.
According to Harwati Hasim, Ida Sariana Mohd Isa (2012) Students‟
Anxiety Level Towards Speaking in English. The study revealed that anxiety was experienced by a significant number of students when speaking English in the Communicative English classrooms and the students reported to be the most anxious when they had to speak English in class individually. Finally, some suggestions were discussed in order to help students reduce anxiety and become more confident to speak English in Communicative English classrooms.
As the conclution of the result above is students‟ anxiety will be come out when they have to speak English in class individually. The causes of the students‟
anxiety to speak English inside and outside of the classroom: they are low speaking skil, fear of negative responses from others, low self-esteem to speak English, fear of failure to speak English with teachers. Lack of vocabularies and lack of preparation have also contribute to students‟ anxiety.
CHAPTER V
CONCLUSSION AND SUGGESTION
This chapter consist of two section, frst section deal with the conclusion of the findings and second one deal with suggestion that cover recomendation concerning the implication of the findings and for further related to the researcher.