A. Research Design
Research design that was used in this research was descriptive quantitative method explanatory research design. It aimed to identifying students‟ mental block in public speaking class.
The type of research in this study was descriptive research. The researcher used descriptive method in which this method would described what actually happened to procedures about method which was useful in research. It was used as guidance to conducted the research from the beginning to the end of the work. The description of students‟ mental block in public speaking was exploring using this method.
This Study employes quantitative method. According to Aliaga and Gunderson (2018, as cited in Essays UK), quantitative research was an inquiry into a social problem, explain phenomena by gathering numerical data that are analyzed using mathematically based method e.g. in particular statistic.
This research used the quantitative method to described factors influencing the students‟ mental block in Public Speaking. The research employed this method to collected and analyzed data which suitable with the purpose of this research in order to get information about what the most dominant factors can cause the students‟ mental block in public speaking.
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B. Variables and Indicators
The variable of this research was single variable, students‟ mental block. The students‟ mental block refers to anxiety in public speaking learning.
C. Research Subject
The subjects of this research were students majoring in English Education in the fifth semester at Muhammadiyah University of Makassar . The students were those who had been through the learning process of public speaking class. The researcher selected all of the students in B class with the total is 30 as participants.
D. Instrument of the Research
In this study, the researcher used questionnaire and the questionnaire that used in this study was Close questionnaire which consist of 25 items.
The questionnaire was taken from PSCAS (Public Speaking Class Anxiety Scale) questionnaire adopted from Yaikhong & Usaha in Kurniawanti (2017). The reason the researcher used this questionnaire because anxiety was one of the cause of mental block.
Anxiety was reaction to stress that has psychological someone. Excessive self anxiety would cause someone to be mental block.
E. Procedure of Collecting Data
The procedure of collecting data are as follow:
1. The researcher got permission from English Department;
2. The researcher started attending class of students who would given a questionnaire;
3. The researcher explained how to answer the questionnaire;
4. The researcher gave the questionnaire;
5. The students answered and collected the questionnaire to the researcher;
6. The researcher analyzed the data.
F. Technique for Data Analysis
After collecting the data, the researcher analyzed the data by using several steps, namely:
1. Data from questionnaire a. Scoring
The data was giving the score of each students‟ of positive questionnaire and negative questionnaire. The score of questionnaire could be showed;
To calculate data from the questionnaire, this was the following formula : Table 3.1: Degree of Likert Scale
Scale Score
Strongly Agree 5
Agree 4
Undecided 3
Disagree 2
Strongly Disagree 1
(Sugiyono,2011) The researcher analyzed the data by using the percentage technique, the researcher was used the following formula:
x 100 Explanation:
P = Percentage
F = The frequency of items N = Total respondent (Gay et al,2012)
Furthermore, to find mean score of the most dominant factor influencing students‟
mental block, the researcher used the formula as below:
X
X : Mean Score
∑X : Total row score
N : The total number of participant (Gay, 2006)
b. Concluding/Interpreting
The researcher concluded the result from the questionnaire by using Likert scale formula, and then interpreting the data into the percentage form.
CHAPTER IV
FINDINGS AND DISCUSSION A. Findings
In this chapter, the researcher presented the findings. The results of the data analysis were collected by using questionnaire. The questionnaire was used to find out the most dominant factor influencing students‟ mental block in public speaking class.
The researcher took students‟ in classroom who have been through the learning process of public speaking class at fifth grade semester students, in Muhammadiyah University of Makassar. The data from questionnaire used formula in chapter 3 to know the percentage and mean score of each factor impact to students‟ mental block in public speaking. Here the researcher examined each factor then followed by determining the most dominant factor influencing students‟ mental block in public speaking class.
1. Bad Self-Image
Table 4.1. The Result of Questionnaire
No Factors Statement Percentage (%) Mean
Score
SA A U D SD
1. Bad Self- Image
Positive Statement (5) I feel confident while I am speaking English.
10 33.3 46.7 6.7 3.3
7.45
(6) I feel very self- conscious while speaking English in front of other students.
13.3 46.7 30 10 -
(10) I have no fear of speaking
English.
13.3 13.3 36.7 30 6.7
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Negative Statement
(21) It embarrasses me to volunteer to go out first to speak English.
16.7 23.3 40 13.3 6.7
(18) I feel anxious while waiting to speak English.
10 53.4 20 13.3 3.3
Based on the table 4.1, percentage of questionnaire about students‟ mental block in “Bad Self-Image” factor is that most of students‟ strongly agree (SA) and agree (A) that they feel self-conscious, anxious, and embarrassed when they speak English in front of others. In addition, although many of them are quiet doubtful about their self- confidence, they still believe that the majority of them have a fear of speaking English.
Overall, the result of mean score of “Bad Self-Image” factor was 7.45.
2. Bad Experience
Table 4.2. The Result of Questionnaire
No Factors Statement Percentage (%) Mean
Score
SA A U D SD
1. Bad Experie nce
Positive Statement (2) I tremble when knowing that I am going to be called on to speak English.
13.3 46.7 13.3 16.7 10
7.89
(3) I start to panic when I have to speak English without a preparation in advance.
33.3 43.3 - 16.7 6.7
(4) In a speaking class, I can get so nervous I forget things I know.
20 50 20 3.3 6.7
(14) I would rather work in team which will force me to speak English.
10 40 46.7 - 3.3
Negative Statement
(12) I do not want to make mistake in speaking English because it will show how poor my English is.
20 50 13.3 10 6.7
Based on the table 4.2, percentage of questionnaire toward students‟ mental block in “Bad Experience” factor is that most of students‟ strongly agree (SA) and agree (A) that they tremble, panic, and nervous when they speak English. In line with that, a big number of students also strongly agree (SA) and agree (A) that they prefer to work in team which will force them and they do not want to make mistake in speaking English. In general, the result of mean score of “Bad Experience” factor was 7.89.
3. Bad Environment
Table 4.3. The Result of Questionnaire
No Factors Statement Percentage (%) Mean
Score
SA A U D SD
1. Bad Environ ment
Positive Statement (15) I have
difficulty that I rarely use English outside the English class.
3.3 46.7 36.6 6.7 6.7 7
(11) My friends will say that I am arrogant if I speak English fluently in of the class.
10 20 6.7 30 33.3
Negative Statement
(8) I am afraid that other students will laugh at me while I am speaking English.
26.7 40 10 20 3.3
(9) I get so nervous when the language teacher asks me to speak English which I have prepare in advance.
30 36.7 13.3 10 10
(1) My lecturer will be angry me if I make mistakes in speaking English, so I am afraid of speaking English.
6.7 20 10 53.3 10
Based on the table 4.3, percentage of questionnaire about students‟ mental block in “Bad Environment” factor is that a big number of students‟ strongly agree (SA) and agree (A) thy have difficulty in using English because they rarely use it outside of the class. As many as 63.3% students disagree (D) and strongly disagree (SD) they arrogant when they speak English fluently and they afraid when their lecturer angry if they make mistake. Furthermore, as many as 66.7% students strongly agree (SA) and agree (A) they also afraid when they speaking English and they get nervous when the lecturer ask them to speak English. Overall, the result of mean score of “Bad Environment” factor was 7.
4. Bad Reference
Table 4.4. The Result of Questionnaire
No Factors Statement Percentage (%) Mean
Score
SA A U D SD
1. Bad Referen ce
Positive Statement (13) I have
difficulty in speaking English because of limited vocabulary.
16.7 56.6 16.7 10 -
8.3
(17) I have difficulty to give ideas verbally when speaking.
10 36.7 26.7 23.3 3.3
Negative Statement (7) I get nervous and confused when I am speaking English.
16.7 56.7 13.3 10 3.3
(19) I feel anxious speak in English because my vocabulary is limited.
26.7 60 13.3 - -
(20) I have trouble in responding a conversation if the speaker‟s intonation is not correct.
30 26.7 40 3.3. -
Based on the table 4.4, percentage of questionnaire toward students‟ mental block in “Bad Reference” factor is that most of students‟ agree (SA) and agree (A) that they difficulty to speak English because of limited vocabulary and ideas; they also
strongly agree (SA) and agree (A) feel nervous, confused, and anxious because of limited vocabularies; as many as 56.7% students also strongly agree (SA) and agree (A) they have trouble in responding a conversation the speaker‟s intonation is not correct. In general, the result of mean score of “Bad Reference” factor was 8.3.
5. Bad Education
Table 4.5. The Result of Questionnaire
No Factors Statement Percentage (%) Mean
Score
SA A U D SD
1. Bad Educati on
Positive Statement (22) I have a habit of using mother tongue in English class.
16.7 30 26.7 23.3 3.3
5.553
(25) I learn English just because
English is
compulsory lesson at school.
20 16.7 10 23.3 30
Negative Statement (16) The more speaking test I have, the more confused I get.
6.7 20 30 33.3 10
(24) I do not have fluent English ability, so I get ashamed to speaking English.
10 43.3 26.7 16 3.3
(23) I do not have a good pronunciation, so I get ashamed to speak English.
13.3 30 26.7 20 10
Based on the table 4.5, percentage of questionnaire toward students‟
mental block in “Bad Education” factor is that a big number of students‟ strongly agree (SA) and agree (A) use mother tongue in English class and they also strongly agree (SA) and agree (A) they get ashamed when they do not have fluent English ability an do not have a good pronunciation. In addition, most of students also disagree (D) and strongly disagree (SD) they learn English because English is compulsory lesson at campus and they confused when they get more speaking test. In general, the result of mean score of “Bad Education” factor was 5.553.
Based on the result above, the mean score of data showed that the most dominant factor influencing students‟ mental block in public speaking is bad references which have mean score 8.3. The result of mean score can be seen the pie chart below:
Figure 4.1 The Result of Mean Score
Bad Self-Image 21%
Bad Experience 22%
Bad Environment
19%
Bad Reference 23%
Bad Education 15%
THE RESULT OF MEAN SCORE
Based on the chart above that the highest mean score is Bad Reference 8.3 or 23%. The percent difference seen is not too low from the highest percent yield. From the chart it can be seen that Bad Experience 7.89 or 22%, Bad Self-Image 7.45 or 21%, Bad Environment 7 or 19%, and the lowest was Bad Education 5.553 or 15%. From the highest result the researcher can determine that Bad Reference is the most dominant factor influencing students‟ mental block in public speaking.
B. Discussion
Based on the analysis of the data in finding on the research, the researcher would like to discuss about the problem statement in this research. The researcher have to know the most dominant factor influencing students‟ mental block in public speaking by distributing questionnaire sheet, according to problem statement in the chapter one about “ What the most dominant factor influencing students‟ mental block in public speaking class?”. The researcher focused on the fifth semester English Department students, University of Muhammadiyah Makassar, the students were those who had been through the learning process of public speaking class.
There were 5 factors that influencing students‟ mental block that is, Bad Self- Image, Bad Experience, Bad Environment, Bad References, and Bad Education. From 5 factors that influencing students‟ mental block in public speaking class, one of the most dominant factor influencing students‟ mental block in pubic speaking class is Bad References.
Based on the result on the data analysis in Bad References factor showed that, on the question sheets the researcher gave statement “I have difficulty in speaking English because of limited vocabulary”, there were 17 students agree with this statement. “I have difficulty to give ideas verbally when speaking”, there were 11 students agree with this statement. ”I get nervous and confused when I am speaking English”, there were 17 students agree with this statement. “I feel anxious speak in English because my vocabulary is limited”, there were 18 students agree with this statement. “I have trouble in responding a conversation if the speaker’s intonation is not correct”, there were 12 students undecided with this statement. Based on the mean score that obtained from the data showed that Bad References have a mean scor3 8.3, while Bad Self-Image 7.45, Bad Experience 7.89, Bad Environment 7, and Bad Education 5.553. Bad references was one of the factors of students‟ mental block that very dominant because without there were references well the students can not speak in public. That made students have a mental block.
Based on the results obtained the most dominant factor influencing students‟
mental block in public speaking class was Bad Reference. It is said that this Bad Reference was the most dominant factor influencing students mental block in public speaking class because of limited vocabularies or the students lack vocabularies. They feel anxious ad difficulty to speak English because their vocabularies were limited. The lack vocabularies of students that causes them not able to speak well in public, and this can cause students‟ mental block due to negative thoughts in their minds that they can
not speak well in public due to the lack of vocabulary that they have. It is cause them to suffer mental block in public speaking.
As explained in the previous findings section, in Indriyanti (2016) in her study, she found that lack of vocabularies and lack of preparation have also contributed to students‟ anxiety in speaking. There is significant between students‟ anxiety and students‟ mental block because the researcher know that the students‟ anxiety is one of the cause mental block. In her observation showed that when the students was asked to present his speaking tasks he could not produce a world at all. Then, he was allowed to see his outlines/notes, but he spoke with poor articulation, perform many “uhh”, “euu”,
“umm” delays in speaking and could not maintain eye contact with either the teacher or the other students‟. From her study the researcher can see that he had a bad references, which the researcher knew that bad references was an inability in the filter or reject unequivocally the actual references can not be delivered to the gate of success and the most sad thing is if someone is not aware that during He has resources that inhibits her to succeed and advance. References can be said that as information or references that can be used as a guide in thinking, making decision, and others. In this case the references included are parents, teachers, siblings, other family members, knowledge materials originating from print and electronic media, and so on.
In summary, the most dominant factor influencing students‟ mental block in public speaking class in the fifth semester students English Department University of Muhammadiyah Makassar is Bad References because of limited vocabularies or the students lack vocabularies.
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the findings and discussion, the researcher put conclusion is presented according with the data which have analyzed in the previous chapter. From all the data analysis about identifying factor influencing students‟ mental block in public speaking class (A Descriptive study at fifth semester students of English Education Department in Muhammadiyah University of Makassar) it could be concluded that the most dominant factor influencing students‟ mental block in public speaking class was bad references, although the difference in the data obtained is not too far away from other factors but bad reference is still the most dominant factor influencing students‟ mental block in public speaking class remains the result, because bad references have the highest mean score among others. From the mean score of data analysis showed that bad reference have mean score 8.3, bad self-image 7.45, bad experience 7.89, bad environment 7, and bad education 5.553
B. Suggestions
In line with the conclusion above, the researcher puts forward the following suggestions:
1. It is suggested for the students to know and learn about the factor influencing students‟ mental block in public speaking class.
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2. It is suggested for the lecturer to help the students avoid mental block at students with give the manner a good learning especially in public speaking.
3. It is suggested for further researcher to help give a valuable contribution for the next researchers as the reference to make further research.
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