D. Technique of Analyzing Data
II. Literature Riview Speaking
Speaking is one of the skills needed in learning a language. The form meaning of speaking is dependent in the context which it occurs, includes speaker, listeners experiences, environment and the purpose of speaking. Therefore, speaking is defined as an interactive process of constructing meaning that involves producing and receiving and processing information. According to Hinkel (2005:485), “Speaking is a process of oral language production”. According to Turk (2003:9), “Speaking is direct route from one mind to another, and is the way are usually choose when we want to ask a question, or given explanation”.
Characteristic of Speaking
To make students communicate and to become aware of their language use can not only be achieved by input from the teacher. Teachers need to create situations where students get the chance to speak and communicate with each other. Speaking activities in the classroom are an important part of teaching English since they help students to develop their language and fluency when talking. The speaking skill is the most important one since foreign language learners are most of all interested in becoming actual speakers of a language.
According to Penny Ur (2009:120), there are four characteristics for a successful speaking activity :
1. Learners talk a lot.
2. Participation is even.
3. Motivation is high.
4. Language is of an acceptable level.
Students’ problem in speaking in the class
Speaking in the class mostly depends on a good atmosphere where students get along with each other. Sometimes students may get problems in a speaking activity and it is important that the teacher helps out in a discrete way without exposing the student. Before the teacher help out the students’ problems, the first teacher must know what the students’ problems.
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There are some students problem that they face in the classroom (Ansari, 2015) : Limited vocabulary, Inaccurate grammar, Lack of fluency, Imperfect pronunciation, Lack of active listening, Fear of speaking in public, Fear of expressing certain views, Diminishing confidence, Dominance of hesitation, Lack of group skills, Anxiety of making mistakes : Some students anxiety to speak because them affraid to make some mistaken. So that it make they lazy to spaek in the classroom, Lack of exposure and practicing plat forms : The students difficult to speak English because some of them did not know the vocabulary and rules of grammar.
Anxiety
Anxiety is an emotion that affects every person. Many factors can cause a person to experience feelings of anxiety. Adults may experience anxiety caused by their jobs while students may experience heightened levels of anxiety as a result of peer pressure or an impending important test or project. According to Mayer (2008:5), “Anxiety is defined as a state of intension agitation, foreboding, tension, and dread, accurring from a real or perceived threat of impending danger”.
The exprience of anxiety is unique for each person, but it does have general physical and emotional characteristics. Spielberger defines anxiety as the subjective feeling of tension, apprehension, nervousness and worry associated with the arousal of the nervous system (as cited in Mahmoodzadeh, 2012). According to Spencer (2003:11), “Anxiety describe the thoughts, feelings, and behaviour that occur when a person has the perception of serious danger in situations where the other people do not percieve danger. Anxiety means worrying that something really, really bad might happen at many minute”.
Component of Foreign Language Anxiety
Brown (2007:162) stated that, there are three componen of foreign language anxiety :
1. Communication apprehension, arishing from learner’s inability to adequately express thought and ideas.
2. Fear of negative social evaluation, arishing from learner’s need to make positive social impression on others.
3. Test anxiety, or apprehension over academic evaluation.
The Factors of Speaking Anxiety
According to Tseng (2012), “There are several factors of speaking anxiety in foreign language class : Self perception, Social Environment and Limited Experience to the Target Language, Cultural Differences, Social Status and self identity, Gender, Strict and Formal Classroom environtment, Presentation in the classroom, and Fear of Making Mistakes and apprehension about others’ evaluation”.
a) Self perception
Self-perception is a person’s judgment of their own assessment or value, based on a feeling of “efficacy”, a sense of interacting effectively with one’s own environment.
People with low self-esteem worry about what their peers think; they are concerned with pleasing others.
b) Social Environment and Limited Experience to the Target Language.
We know that the learners will practice English if they are in the classroom but if the class finished, they will not practice the English again, they will speak their own language. The learners shall practice their English with a group of English; it is to minimize to use their own language.
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c) Cultural Differences
The difference of culture appeared to be an important anxiety factor. One culture may be different from other culture when they are talking. From that argument we know that anxiety also will happen in the different culture.
d) Social Status and self identity
Social status is a factor of anxiety in foreign language learning. When the lowers status talks to the higher status they will feel anxious because they think the higher status has good knowledge. The example is when the student talks to teacher in English, they feel down because they do not have enough knowledge and they think the teacher have perfect English.
e) Gender
Gender as a factor of anxiety will be analyzed referring to the certain speaking activity.
Gender is related to the anxiety while communicating in foreign language. The subject appeared to have different experiences of feeling anxious while talking the opposite sex;
people are more likely to feel communication anxiety when they are talking to the opposite sex.
f) Strict and Formal Classroom environtment
Formal classroom environment is a significant cause of language anxiety. The learners view the classroom a place where their mistakes are noticed and their deficiencies are point out. In the class if you say “I do not know” about language you will be blamed, because you do not study hard. You are feeling more anxious when you are in the classroom because it is more formal and you will feel stress when you are in the classroom. It is different condition when you are out of the class and talk to your friends, you feel relax and happy and not afraid to make mistakes.
g) Presentation in the classroom.
It has been mention previously; the classroom situation is possibly stressing and awful. A presentation is also as a factor that makes anxiety happen because when the learners talk in front of class they will lose confidence and lose knowledge. Most of the learners agree that speaking in front of class grow the anxiety.
h) Fear of Making Mistakes and apprehension about others’ evaluation.
Learners even feel more stressful and anxious when they are making mistakes in front of others who have good knowledge. Learning in foreign language in front of others in the classroom has always been a problem, because they think if they make mistakes they feel that they still do not have knowledge. A student is afraid of making mistakes, because other students will correct and laugh at that student. The best way for that student is just keep silent, keep quiet, so nobody will correct him. But, those students do not get anything because they do not do anything else.
Strategies for Coping Language Anxiety for Speaking Skill
According to Kondo and Ling (2004), there are five strategies that can use by students to solve their anxiety to perform in front of class, namely: preparation, relaxation, positive thinking, peer seeking and resignation.
a. Preparation
The first strategy is Preparation, in this strategy students attempts to control their own self by improving learning and study strategies (example: study hard, trying to obtain good summaries of teacher notes). By using these strategies would be expected to increase students’ subjectively estimated mastery of the subject matter, and reduce the anxiety associated with the language class.
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b. Relaxation
The second is Relaxation, the goal of this strategy to solve anxiety symptoms. Making relax the body by doing something (example: take a deep breath’ and try to calm down).The more one relaxes, the more anxiety loses. Sit comfortably and straight in the classroom seat.
c. Positive Thinking
The third strategy is Positive Thinking, it is characterized by cooling down of pressure problematic cognitive processes that underlie students’ anxiety, think that everything can be well. It is also important to realize that perfection is an impossible goal and that is not a requisite for success.
d. Peer Seeking
The fourth strategy is Peer Seeking, this strategy distinguished by students’ willingness to look for other students who seem to have trouble understanding the class and/or controlling their anxiety. For the student, the realization that others are having the same problem may anxious serve as a source of emotional regulation by social comparison.
e. Resignation
The last strategy is Resignation. This is characterized by students’ unwillingness to do anything to decrease their language anxiety. Resignation seems intent on minimizing the impact of anxiety by refusing to face the problem (example: give up, sleeping in class)
III. Research Methodology
In this research, qualitative descriptive is used by the researcher. Qualitative descriptive is a type of research method that does not include any calculates. It means that qualitative research is a research in which the analysis is interpretative. The qualitative method is used in analyzing the data in the form of the speaking anxiety.
The subject of this research is students on first year student at grade ten of SMK Kesehatan Sahata Pematangsiantar, which consisted 30 students. The object of this research is the students’ speaking anxiety in Pharmacy class of first year at grade ten of SMK Kesehatan Sahata Pematangsiantar.
The technique of collecting data deals with how the data is relevant to the theories given in this research. To get the data for this research, the researcher analyze the students’
speaking anxiety at grade ten of SMK Kesehatan Sahata Pematangsiantar. There are some step of collecting the data :
1. Collecting the data from students’ questionnaires.
2. The questionnaire adopted from the factors of speaking anxiety based on Tseng theory (2012). And strategies for coping language anxiety for speaking skill based on Kondo and Ling theory ( 2004).
After the data are collected, there are several steps to be done by researcher in processing the data :
1. Identify the data from students’s questionare.
2. The data that have been obtained, will be classified according to the factors of speaking anxiety (self perception, social environtment and limited exprience to the target language, culture differences, social status and self identity, gender, strict and forml classrom environtment, presentation in the classroom, fear making mistakes and apprehension about others’ evaluation.) and strategies for coping language anxiety for speaking skill ( preparation,relaxiation, positive thinking, peer seeking and resignation.) 3. The data which have been classified will be analyze based on qualilative descriptive
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accordance by the sources of speaking anxiety and strategies for coping language anxiety for speaking skill.
4. The researcher interpreted the data and analyze the students’ quistionaire based on the factors of speaking anxiety and strategies for coping language anxiety for speaking skill.