This chapter consisted of research design, research subject, instrument of the research, procedure of data collection, and technique of data analysis.
A. Research Design
In this research, the researcher used descriptive quantitative research. The researcher chose this method because this research aims to give information about speaking anxiety in third semester English Department at Muhammadiyah University of Makassar, specifically anxiety in English language.
B. Population and Sample 1. Population
The population of this research was students in third semester English department Academic Year 2019/2020 at Muhammadiyah University of Makassar.
2. Sample
In this research, the sample were taken by Purposive Sampling Technique which the researcher selected one class that was F class and taken all of students in F class that consisted of 21 students at the class selected.
C. Instrument of the Research
Research instrument is a tool that used by researcher in collecting data in order to make the research easier and get better result in analyze. In this research, the researcher used questionnaire as an instrument to collecting the data. The questionnaire used to find out the dominant factors of students speaking anxiety.
There were 30 statements in questionnaire and students has to answer honestly what they felt about the statements.
D. Procedure of Data Collection
Questionnaire is a list of questions that writer use to get information from the students directly through a process of communication or ask questions. The researcher used the questionnaire in order to get detail information about dominant factor of students speaking anxiety in learning process. The researcher used open ended questionnaire in this research. The specifications of the questionnaire could be describe as follows:
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Table 3.1
Specification questionnaire of the students
No Component Indicator No item
1 To know students speaking anxiety in third semester English
department
To know students feeling of over self- prediction toward fear
1,8,16,21,30
To know students irrational faith 2,7,15,19,28 To know students problems in over
sensitivity toward threat
3,10,18,23,29
To know students factors make sensitivity of anxiety
4,9,14,22,27
To know students wrong attribution body signal
5,12,17,20,26
To know why students have low self- efficacy
6,11,13,24,25
(Sources: Isnaini, 2018) Before the students start to fill the questionnaire, the researcher given instruction on how to respond the questionnaire and gave 15 minutes to answer the questionnaire. After collecting the data, the researcher classified and analyzed the data from the students.
E. Techniques of Data Analysis
Analyzing the data can help the researcher to explain or present what will have discover in this research. Hence, this section presented the way the researcher analysis the data in this research.
In collecting data, the researcher analyzed dominant factor of students’
anxiety by questionnaire. After collecting the data, the data analyzed by calculating the mean score to find out the dominant factors of students speaking anxiety in learning process.
1. Calculating the Total Score of Each Respondents from Questionnaire.
Table 3.2
Likert Scale and Scoring
Items Score
Positive Negative
Strongly Agree 5 1
Agree 4 2
Neutral 3 3
Disagree 2 4
Strongly Disagree 1 5
(Sugiyono, 2017:136) 𝑃 = 𝐹
𝑁𝑥 100%
Which:
P = Percentage F = Frequency
N = Number of Sample 100% = Constant Value
(Sugiyono, 2017:135)
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2. Calculating the Mean Score of the Factors from Questionnaire.
𝑥 = ∑ 𝑥 𝑁
Which:
x̅ = Mean Score
∑ 𝑥 = Total sum of all scores N = the total number of sample
(Gay, 1991)
3. The classification of students speaking anxiety Table 3.3
Classification of Students Speaking Anxiety
Range Classification
117 - 158 Very Anxious
101 - 116 Anxious
80 - 100 Middy Anxious
59 - 79 Relaxed
30 - 59 Very Relaxed
(Mayangta, 2013)
24 CHAPTER IV
FINDINGS AND DISCUSSION
After collecting all the data, the researcher got some results. In this chapter consisted of findings and discussion of the research. The finding of the research presented the result of students’ questionnaire on the dominant factor of students speaking anxiety. The discussion of the research is further explanation of the findings.
A. Findings
As previously explained, there are three research questions that guide this research. First, do the students feel anxious when speaking English. Second, what are the factors that cause their anxiety to speak. Third, what are the dominate factors that make the students feel anxious to speak. The following was a description of the research results related to each research question:
1. Do the students feel anxious when speaking English
In this research, researcher used questionnaire to obtain the data. The questionnaire consisted of 30 statements. There were 6 factors of anxiety and it was divided into 5 statements every factors, 3 statements positive and 2 statements negative. The participants of this research, those are all the F class in third semester academic year 2019/2020 English Department at Muhammadiyah University of Makassar. They were answered the questionnaire completely. There were 21 students that answered the questionnaire.
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There were several causes or factors that make the students anxious in speaking English, such as: Over self-prediction toward fear, Irrational faith, Over sensitivity toward threat, The sensitivity of anxiety, Wrong attribution body signal, Low self-efficacy.
The table below show the answer of the first question in problem statement:
Table 4.1
The Classification Result of Students Speaking Anxiety
Range Classification Result
117 - 158 Very Anxious -
101 - 116 Anxious 4 (19.05%)
80 - 100 Middy Anxious 14 (66.67%)
59 - 79 Relaxed 3 (14.28%)
30 - 59 Very Relaxed -
From the table above, the result of this research confirmed that certain situation could trigger anxiety to speaking English in the class. So, it could be concluded that there are four students who still felt anxious when speaking English in the class.
2. The factors that cause their anxiety to speak
As researcher mention before there were six factors causes the students feel anxious to speaking English in the class. In this part, the researcher was showed the result of each indicators in this research, there were:
Table 4.2
Over Self-Prediction Toward Fear
No Questionnaire Over Self-prediction toward Fear
SD % D % N % A % SA %
1 I am confident when it is better to speak in English than the local language.
2 9.53 7 33.34 2 9.53 6 28.57 4 19.04
8 I feel fear to answer my friends’ questions using English.
1 4.76 6 28.57 5 23.81 9 42.86 - -
16 I am confident when speaking English in front of the class.
1 4.76 6 28.57 6 28.57 7 33.34 1 4.76
21 I never feel fear to answer my friends question using English.
3 14.28 11 52.38 3 14.28 4 19.04 - -
30 I am not confident when it is better to speak in English than the local language.
- - 6 28.57 5 23.81 8 38.09 2 9.53
Mean Score 1.58 8.16 4.76 7.70 1.58
From the table above shows that 1.58 out of students choose Strongly Disagree. 8.16 choose Disagree. 4.76 choose Neutral. 7.70 choose Agree and 1.58 out of students choose Strongly Agree. Data above explain that most of students choose Disagree because they though using English to speak made them unconfident and over self-prediction.
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Table 4.3 Irrational Faith
No Questionnaire Irrational Faith
SD % D % N % A % SA %
2 I feel nervous when speaking English in the class.
1 4.76 1 4.76 9 42.86 9 42.86 1 4.76
7 My heart breath fast when lecturer ask me to come forward the class to tell something in English suddenly.
1 4.76 6 28.57 - - 12 57.14 2 9.53
15 I feel good when speaking English in front of the class.
1 4.76 5 23.81 8 38.09 7 33.34 - -
19 I feel relax when I speaking English in the class.
3 14.28 4 19.04 8 38.09 6 28.57 - -
28 My heart not breath fast when my lecturer ask me to come forward the class to tell something in English suddenly.
1 4.76 8 38.09 6 28.57 6 28.57 - -
Mean Score 1.58 5.44 7.02 9.07 0.68
From the table above shows that 1.58 of students choose Strongly Disagree. 5.44 choose Disagree. 7.02 choose Neutral. 9.07 choose Agree and 0.68 of students choose Strongly Agree. Data above explain that mostly students choose Agree because they could control their suggestion for themselves that it has not disturb their plan or avoid their behavior.
Table 4.4
Over Sensitivity toward Threat
No Questionnaire Over Sensitivity toward Threat
SD % D % N % A % SA %
3 Eye contact from my lecturer make me
nervous when
speaking in front of the class.
- - 4 19.04 5 23.81 10 47.62 2 9.53
10 Eye contact views from my friends make me nervous when speaking in front of the class.
- - 4 19.04 5 23.81 11 52.38 1 4.76
18 Eye contact from my friend makes me feel comfortable to speak in front of the class.
- - 7 33.34 4 19.04 4 19.04 - -
23 I feel comfortable when my friends pay attention to me when I speak in front of class.
- - 20 95.23 4 19.04 5 23.81 - -
29 I feel confident when my lecturer pay attention to me when I speak in front of class.
- - 15 71.42 6 28.57 8 38.09 - -
Mean Score - 11.33 5.44 8.61 0.68
From the table above shows that none of students choose Strongly Disagree. 11.33 choose Disagree. 5.44 choose Neutral. 8.61 choose Agree and 0.68 choose Strongly Agree. Data above explain that most of students choose Disagree because they felt trembling or afraid when they speaking English in front of class.
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Table 4.5
The Sensitivity of Anxiety
No Questionnaire The Sensitivity of Anxiety
SD % D % N % A % SA %
4 I feel fear when my lecturer ask me to re- tell the material in English language later in the class.
- - 7 33.34 6 28.57 8 38.09 - -
9 I feel anxious when my lecturer ask me to re-tell the material in English language later in the class.
2 9.53 4 19.04 4 19.04 9 42.86 2 9.53
14 I am not feel anxious when my lecturer ask me to re-tell the material in English language later in the class.
- - 8 38.09 9 42.86 4 19.04 - -
22 I am not feel fear when my lecturer ask me to re-tell the material in English language later in the class.
1 4.76 8 38.09 7 33.34 5 23.81 - -
27 I am not feel anxious when I speaking English and make a mistake.
1 4.76 4 19.04 8 38.09 8 38.09 - -
Mean Score 0.90 7.02 7.70 7.70 0.45
From the table above shows that 0.90 choose Strongly Disagree. 7.02 choose Disagree. 7.70 choose Neutral. 7.70 choose Agree and 0.45 choose
Strongly Agree. Data above explain that most of students choose Neutral and Agree because they felt normally and did not felt fear or panic in every situation when they spoke English in speaking class.
Table 4.6
Wrong Attribution Body Signal
No Questionnaire Wrong Attribution Body Signal
SD % D % N % A % SA %
5 My body sweat advance in front of the class when I present material in English.
3 14.28 8 38.09 5 23.81 4 19.04 1 4.76
12 I feel breath unstable when come forward tell something in English.
1 4.76 6 28.57 7 33.34 6 28.57 1 4.76
17 My breath still stable when I present material in English.
2 9.53 2 9.53 10 47.62 6 28.57 1 4.76
20 I am not feel tremble when I come forward tell something in English.
3 14.28 6 28.57 7 33.34 5 23.81 - -
26 Some people sweat a lot when they present material in English suddenly, but I am not feel like that.
- - - - 14 66.66 7 33.34 - -
Mean Score 2.04 4.98 9.75 6.34 0.68
From the table above shows that 2.04 of students choose Strongly Disagree. 4.98 choose Disagree. 9.75 choose Neutral. 6.34 choose Agree and 0.68 choose Strongly Agree. Data above explain that most of students
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choose Neutral because they felt breath normally when they speaking English.
Table 4.7 Low Self-efficacy
No Questionnaire
Percentage of Low Self Efficacy
SD % D % N % A % SA %
6 Result of low score values make me feel unsure about speaking English fluently.
1 4.76 11 52.38 5 23.81 4 19.04 - -
13 Getting unsatisfactory results makes me unsure of my English abilities.
3 14.28 8 38.09 7 33.34 3 14.28 - -
11 Low score doesn't make me feel like stop to learning English.
3 14.28 3 14.28 6 28.57 7 33.34 2
24 I feel confident about my English skills even though my English scores are low.
1 4.76 4 19.04 6 28.57 10 47.62 - -
25 High score will make me more diligent in learning English.
1 4.76 1 4.76 3 14.28 11 52.38 5 23.81
Mean Score 2.04 6.12 6.12 7.93 1.13
From the table above shows that 2.04 of students choose Strongly Disagree. 6.12 choose Disagree. 6.12 choose Neutral. 7.93 choose Agree and 1.13 out of students choose Strongly Agree. Data above explain that most of students choose Agree because they felt confident to perform in speaking class.
3. The dominant factors that make the students feel anxious to speak From the classification questionnaire of the students for each indicators above, the researcher could answered the problem statement in this research that was the dominant factors that make the students felt anxious.
There were 30 statements in the questionnaire and it was divided into 2 parts, there was positive statements and negative statements. Positive statements more dominant than negative statements. The researcher made a conclusion by dividing 6 factors of anxiety: Over self-prediction toward fear, Irrational faith, Over sensitivity toward threat, The sensitivity of anxiety, Wrong attribution body signal, and Low self-efficacy.
Table 4.8
Dominant Factor of Anxiety
No Factors of Anxiety Mean Score
1 Over Sensitivity toward Threat 11.33
2 Wrong Attribution Body Signal 9.75
3 Irrational Faith 9.07
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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.
B. Discussion
The discussion section is aimed discuss the results of the data in order to conclude the answer from the research question which will be discussed in the following section.
This research was conducted at the third semester in Muhammadiyah University of Makassar with population BG3F. The objective of this research was to know the students still feel anxious, to know the factors that cause the students feel anxious, and to identify the dominant factors that makes the students feels anxious in Speaking. The researcher conducted the research by giving questionnaire to the students in order to know the dominant factor of speaking anxiety faced by the students.
Horwitz and Cope (1986), stated that there were six factors of students speaking anxiety, they are: Over self-prediction toward fear, when students feel trembling if they forward in front of the class for perform and think if the other
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
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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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