CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Considering the result of this research, the researcher offers some suggestion as follows:
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1. The students of MTs.Muhmmadiyah Bontorita shall to reducing their anxiety in speaking English to maximize their skill and perform better in speaking English.
2. The teacher in MTs. Muhammadiyah should carefully deal with factors that influencing students’ anxiety in speaking English. By knowing the existence of anxiety in speaking English which is experienced by the students, teachers are expected to be able to reduce their anxiety in speaking English.
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INTRODUCTION
A. Background
English has two main skills namely productive skills refer to speaking and writing and receptive ones are reading and listening .
Regarding to productive skill, speaking is one of interesting topic to discuss because speaking English is one way of finding information through oral communication in the world. The person who knows and understands English well can easily communicate with other people all over in the world because English is a international language and can make the person get a job, spread news and social transact his business. In this study, the writer focuses in teaching speaking.
Chastain in Reski (2010: 1) states that learning to speak is obviously more difficult. It means that more effort is required by the students and various interesting activities are also required by the teacher. Furthermore, he states that it is not enough for the students to hear or to listen speech only. The teacher will need to give the students ample opportunity to practice their speaking.
The students sometimes have some problems when they speak something, one of them are anxiety. Rifki in Larson ( 2011: 1 ) says that Anxiety can be described as a perceived notion of psychological distress which occurs due to the expectation of a disconcerting and potentially threatening event. Although
2 extensive research has focused on the concept of anxiety, it cannot be defined by purely objective or concrete means. Students’ anxiety to speak English in the classroom is a problem commonly found in teaching speaking. Consequently, students can’t improve their speaking ablity. Aida (1994), MacIntyre and Gardner (1991) in Tsiplakides, (2009:39) states that: “Empirical research shows that anxious foreign language students are less willing to participate in learning activities, and have lower performance than non anxious students”.
From the background above, the writer is interested in doing research entitle Factors Influencing the Students’ Anxiety in Speaking English at the Eighth Grade Students of MTs. Muhammadiyah Bontorita.
B. Problem Statement
Based on the background above, the researcher would like to formulate the research question as follow :“What factors cause students’ anxiety to speak English at the eighth grade students of MTs. Muhammadiyah Bontorita?”
C. Objective of the Research
Based on the research question, the objectives of the research is follow“to find out what the factors cause the students’anxiety to speak English at the eighth grade students of MTs. Muhammadiyah Bontorita”
D. Significance of the Research
The result of the research is hoped to benefits for reference to know factors of students’ anxiety in speaking English, for other writers that who are interested in analyzing anxiety, this research can be a reference.
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E. Scope of The Research
Based on the research question above, the researcher will focus on analyzing the external and internal factors of students’ anxiety in speaking especially at Class VIII D MTs. Muhammadiyah Bontorita.
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5 in class. The study also axamines teachers perspectives and reactions towards learners anxiety and investigates the students speaking.
3. Kashani and Vahid (2011) in their journal, “The Effect of English Learning Anxiety on Iranian High School Students’ English Language Achievement” The aim of theirresearch was to explore English language learning anxiety among 38 third year high school students in English classrooms and its relationship with overall English achievement. They explained that English learning anxiety has a significant moderate negative correlation with the English achievement than who have less English language anxiety. Therefore, it can be concluded that anxiety plays a debilitative role in language learning.
Based on the previous findings above, the researcher explains that their research is same from Naci and Diao’s findings. Naci’s and Diao’s findings to concern students’ perceptions of language anxiety in speaking class and their aims to exploring learners’ perceptions of language anxiety in speaking classes.
This research has different from Kashani’s finding. Kashani’s finding the effect of English learning anxiety on students’ language achievement to explore English language learning anxiety. While this research concerns the factors influencing the students’ anxiety in speaking English.
1. Speaking
Speaking is oral communication that play essential role in human communication and interaction. There are some definitions are given by experts about speaking, such as: Brown (2001:267) cites that when someone can speak a language it means that he can carry on a conversation reasonably competently.
Another defenition is from Richards and Renandya (2002:2) state that effective oral communication requires the ability to use the language appropriately in social interaction requires the ability to use the alnguage appropriately in social interactions that involves not only verbal communication but also paralinguistic elements of speech such us pitch, stress, and intonation. Moreover, nonlinguistic elements such us gestures, body language, and expressions are needed in conveying message directly without any accompanying speech.
According to Brawan in ( Alam, 2007:9) that speaking is an interactive process of constructing meaning that involves producing and receiving a processing information. Speakers require that speakers not know how to produce specific point of language such as grammar, pronunciation, but also that understand when, why, and what ways to produce language.
Based on the definition above, the writer can conclude that speaking is always related to communication. Speaking it self can be state the skill to use
7 the language accurately to express meaning in order to transfer or to get knowledge and information from other people in the whole life situation.
2. Speaking Goal
Speaking is the way to communication from the speaker to the listener. Someone who speaks they should be able to express their feeling to get the target language/communication. By this communication means the people can interact to other by the language. As the writer said before speaking is the main point in the success of learning language. Harmer remarks, “Whatever activity the students is involved if it is genuinely communicative and if it is really promoting language use, the student should have a desire to communicate.” When using a communicate activity, it is important to strive from the classroom in which students feel comfortable and confident, feel free to take a risk and have an opportunity to speak.
3. Kinds of speaking performance
Brown (2004:271) describes six categories of speaking skill area. Those six categories are as follows :
a. Imitative
This category includes the ability to practice an intonation and focusing on some particular elements of language form. That is just imitating a word, phrase or sentence. The important thing here is focusing on pronouncation .
8 b. Intensive
This is the students’ speaking performance that is practicing some phonological and grammatical aspects of language. It is usually places students doing the task in pairs (group work), for example reading aloud that includes reading paragraph, reading dialogue with partner in turn, reading information from chart, etc.
c. Responsive
Responsive performance includes interaction and test comprehension but at the somewhat limited level of very short conversation, standard greeting and small talk, simple request and comments, giving instructions and directions. Those replies re usually sufficient and meaningful.
d. Transactional (dialogue)
It is carried out for the purpose of conveying or exchanging spesific information. For example here is conversation which is done in pair work.
e. Interpersonal (dialogue)
It is carried out more for the purpose of maintaining social relationship than for the transmission of facts and information. The forms of interpersonal speaking performance are interview, role play, discussions, conversation and games.
f. Extensive (monologue)
Teacher gives students extended monologues in the form of oral reports, summaries, and story telling and short speeches.
9 Based on the theory above, it can be concluded that there are some points that should be considerd in assessing speaking. The students need to know at least the pronounciation, vocabularies, and language functions that they are going to use.
10 personality trait or self confidence (Savile- Troike, 2006: 90). Anxiety correlates negatively with measures of second language proficiency including grades awarded in foreign language classes, meaning that higher anxiety tends to go with lower levels of success in learning. In addition, to self- confidence, lower anxiety may e manifested by more risk-taking or more adventuresome behaviors. However, some people feel anxiety as a threat, because that cannot manage their anxiety properly.
1. Types of Anxiety
Zeidner (1998: 83) state that Spielberger’s state- trait model of anxiety made the useful distinction between anxiety as a personality trait (A- Trait) and anxiety as a personality state (A- State).
a. State Anxiety
Zeidner (1998: 293) states that state anxiety is current research distinguished between the individual’s actual experiences of anxiety in a specific situation.
According to the spielberger in Zeidner (1983: 83) states that state anxiety refers to a transitory emotional state of tension and arousal determined by the interaction between a person’s trait and present situation.
Spielberger also states that state anxiety refer to the specific level of anxiety experienced in a particular evaluative or test situation, such as an important college examination or athletic competition.
There are two factors happening the students anxiety, that is the internal and external factors.
1) The external factors
Regarding to the internal factors consist of : a. Lack of preparation
Many previous study studies stated that preparation becomes one of major factors that made students anxious (Liu, 2007:129) also mention “preparation”, in their top lists how to overcome anxiety.
Hence,it is obvious that lack of preparation becomes one of the issues contributing students’ anxiety in speaking class.
12 b. Limited vocabulary
Those sentences showed one’s difficulty in regarding vocabulary (Tanveer, 2007:50). However limites vocabulary might hindered the process of learning a language. Thus limited vocabulary should be noted as one of factors contributing anxiety.
c. Grammatical errors
Grammatical errors can be avoided particularly in learning second/foreign language. Students are accustomed to use their mother tongue taken for granted. However students should memorize and understand the the structures of the second/foreign language that might unfamiliar.
Therefore, grammatical errors might happen because Indonesian language does not have tenses. In Bahasa Indonesia there is no certain verb to explain it is for present, future or past.
Consequently, Indonesian students tend to have difficulties in memorizing structures of English sentences with different from Bahasa Indonesia.
Concerning to linguistics difficulties, grammar is to be the second most important for ESL/EFL learners when they learn to speak second/foreign language (Tanveer, 2007:49) In short, grammar has a big opening to set up learners’ anxiety in learning second/foreign language.
13 d. Friends/classmates
Classmates are also having important role in learning language. Yet, friends often make anxious situation makes learners feel nervous and uncomfortable when they speak.
Feeling uncomfortable when being stared at by other students while speking is one of anxiety source which commonly experienced by language learners. According to Tsiplakides (2009:39) fear of negative evaluation from peers was common factor appeared in language learning. Yet, even it was a natural sense, classmates still become factors contributing students anxiety in learning process.
2) The internal factors
Regarding to the internal factors consist of : a. Afraid of making mistakes
One of factors students’ anxieties in Speaking is afraid of making mistakes.As Liao reported, “i like to speak English, but I am in frontof others, I will be nervous and can’t say any words, because I am afraid others will laugh at me if I make some mistakes”(as cited in Liu, 2007:130).
b. Lack of self confidence
According to Cubukcu (2007:133), an anxious student will performent unsuccessfully in his/her foreign language learning. In other way those who good in a language class are they with little anxiety. In brief, lack of self confidence is one of important factors
14 needed to be concerned, because it is determined to one successful learning.
c. Shyness
Shyness is an emotional thing that many students suffer from at some time when they are required to speak in English class. This indicates that shyness could be a source of problem in students’
learning activities in the classroom especially in the class of speaking. Therefore, paying attention on this aspect is also quite important in order to help the students do their best in their speaking performance in the classroom (Gebhard, 2000:2). In line with this, Baldwin (2011:13) further explains that speaking in front of people is one of the more common phobias that students encounter and feeling of shyness makes their mind go blank or that they will forget what to say. This theory is also supported by the result of this research in which most students fail to perform the speaking performance at their best. As they say, 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 an important role in speaking performance done by the student.
d. Motivation
It is mentioned in the literature that motivation is a key to students’ learning success (Songsiri, 2007:24). With regard to the issue of motivation in learning, Nunan (1999:234) stresses that
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motivation is important to notice in that it can affect students’
reluctance to speak in English. In this sense, motivation is a key consideration in determining the preparedness of learners to communicate. Zua (2008) in Juhana (2012:103 ) further adds that motivation is an inner energy. She says that no matter what kinds of motivation the learners possess 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 scores than those who have weaker motivation of success showing that building students motivation.
16 D. Conceptual Framework
SPEAKING
PROBLEMS IN SPEAKING
ANXIETY
EXTERNAL FACTORS :
Lack of preparation
Limited vocabulary
Grammaticl errors
Friends/classmates
INTERNAL FACTORS :
Afraid of making mistakes
Lack of self confidence
Shyness
Motivation
GOAL
Finding out the factors of the students’ anxiety tospeak English
17 Based on the conceptual framework , the researcher would like to use descriptive researh to analyze the factors influencing the students’ anxiety to speak English viewed from its external and internal factors.
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D. Research Instrument
The instrument used in this research were questionnaire to gain the data about the factors causing the students anxiety to speak English.
The questionnaire consisted of 17 items with five options, including strongly agree, agree, netral, disagree, strongly disagree.
E. Procedure of Data Collection
The following procedures was done to collect data :
1. The researcher conducted observation for three meetings before administering questionnaire.
2. The researcher explained how to answer the questionnaire
3. The researcher gave the questionnaire to the students at the eighth grade of MTs. Muhammadiyah Bontorita.
4. The students answered and collected the questionnaire to the researcher.
F. Technique of Data Analysis
In analyzing the factors influence the students in learning speaking, the researcher used Factor Analysis through SPSS 16.0. Factor analysis is a method that can be used for measurements variable that can not be measured like behaviour, opinion, intelligence, personality, and etc (Sharma 1996 : 2).
The purpose of factor analysis is to describe the relationship between several variables covariance underlying but unobservable,
20 random quantity is call factor. Observe random vector X component P, has an average and covariance matrix.
The formula of Factor analysis is : x1-µ1 =ʎ11F1+ʎ12F2+...+ʎ12Fq+Ԑ1
x2-µ2 =ʎ21F1+ʎ22+F2...+ʎ2qFq+Ԑ2
xp-µp =ʎp1F1+ʎp2+F2...+ʎpqFq+Ԑp
where :
µ = the average variable - i Ԑi =spesific factors to–i Fj= common factors to - j
ʎi= loading of a variable–i to factor–j i = 1,2,...,p and j = 1,2,..., q
in matrix notation can be written as follows :
X(px1)- µ(px1)= L(pxq)F(qx1)+Ԑ(px1) (Johnson and Wichern, 2002 :3).
STATEMENT
SCORING Strongly
Agree Agree Netral
Agree Disagree Strongly Disagree
POSITIVE 1 2 3 4 5
NEGATIVE 5 4 3 2 1
(Arlinda, 2014:31).
Appendices 1 Questionnaire Sheet
No. Pernyataan SS S NT TS STS
1 Saya cemas untuk berbicara Bahasa Inggris karena Saya kurang mengetahui susunan kata yang baik dan benar dalam susunan kalimat (grammar)
2 Saya khawatir tentang membuat kesalahan 3 Saya takut ditertawai teman sekelas ketika
berbicara
4 Saya cemas bahwa siswa lain akan menertawakan saya ketika saya berbicara dalam bahasa asing.
5 Saya cemas untuk berbicara Bahasa Inggris, karena saya kurang menguasai Bahasa Inggris yang baik dan benar.
6 Saya tidak tertarik dengan pelajaran Bahasa Inggris, sehingga saya tidak termotivasi untuk belajar.
7. Saya kurang menyukai pelajaran Bahasa Inggris, sehingga saya malas belajar dan latihan berbahasa Inggris di rumah.
8. Saya mulai cemas ketika saya harus berbicara Bahasa Inggris tanpa persiapan.
9. Saya selalu gerogi jika berbicara Bahasa Inggris.
10. Saya tidak pernah merasa cukup yakin pada diri sendiri ketika saya berbicara bahasa Inggris di kelas saya
11. Saya tidak tertarik dengan hal-hal yang berhubungan dengan bahsa Inggris. Seperti menonton film berbhasa Inggris.
12. Saya takut bahwa saya akan membuat kesalahan tata bahasa terlihat
13. Saya gugup ketika aku tahu bahwa aku akan dipanggil.
14. Saya cemas berbicara bahasa inggris karena takut terjadi kesalahan dalam penggunaan tenses.
15. Saya bertanya kepada teman jika ada pembicaraan bahasa inggris yang tidak diketahui.
16. Saya tidak memiliki kosa kata yang banyak.
17. Saya malas menghafal kosa kata baru dan jarang menggunakannya.
Questionnaire Sheet English
1 I am anxious to speak English because I do not really know the wording that is good and right in the wording (grammar)
2 I worry about making mistakes
3 I have friends who are least able to talk English. So I do not practice speaking English in everyday life
4 I am anxious that the other students would laugh at me when I speak in a foreign language.
5 I am anxious to speak English, because I do not speak English properly.
6 I am not interested in the subject of English, so I was not motivated to learn.
7. I do not like the English lesson, so I was lazy to learn and practice English at home.
8. I began to get worried when I have to speak English without preparation.
9. I always anxiety when speaking English.
10. I've never felt quite sure of myself when I speak English in my class
11. I'm not interested in things related to English language support. Like watching a movie berbhasa England.
12. I am afraid that I will make grammatical errors visible 13. I was nervous when I knew that I would be called.
14. I am anxious to speak English because of fear of mistakes in the use of tenses.
15. I asked a friend if there is talk of the English language that is unknown.
16. I do not have a lot of vocabulary.
17. I am lazy to memorize new vocabulary and rarely use it.
Appendix 5
RESPONDENTS DATA
NO INITIAL NAME CLASS REG. NUM
1 A D 141835
2 MS D 141836
3 MT D 141837
4 W D 141838
5 MNE D 141839
6 R D 141840
7 MAP D 141841
8 MA D 141842
9 J D 141843
10 MA D 141844
11 R D 141845
12 K D 141846
13 NEW D 141847
14 SAA D 141848
15 N D 141849
16 MFL D 141850
17 W D 141851
18 SW D 141852
19 SW D 141853
20 R D 141854
NO CLASS REG. NUM
21 NM D 141855
22 MS D 141856
23 NA D 141857
24 NA D 141858
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