CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
1. The Strategies used by Students’ in Reducing Anxiety Problems in
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b. Relaxation
One of the strategies used by students in reducing anxiety when speaking is relaxation. From 10 students, 2 of them used relaxation strategies. Students who used the relaxation strategy said they should not be in a hurry to withdraw in 2 to 3 before speaking or appearing in front of the class.
Grasha (1987, cited in Ravica 2016: 2) suggests that deep in-and-out breathing for three to five minutes is an effective way to reduce tension. If one is well prepared but still experiences anxiety and fear, relaxation, which consists of tactics aimed at reducing anxiety symptoms, is recommended. When speaking English, students should take a deep breath or relax. This strategy aims to reduce students' fear of speaking English in class.
c. Peer Seeking
One of the strategies used by students in reducing anxiety when speaking is peer seeking. From 10 students, 1 of them used a peer seeking strategy. Students who used the peer seeking strategy said they should look to their peers or friends who have the same anxiety.
According to Kondo and Ying-Ling (2004: 262), Peer Seeking is defined by students' willingness to seek out other students who appear to be having difficulty understanding the class and/or controlling their anxiety. The realization that others are experiencing the same problem may serve as a source of emotional regulation through social comparison for the anxious student. In other words, students feel better when they find someone else who is going through the same thing they are. When both students feel the same way about a problem, their
30
anxiety decreases compared to when they did not find the other person. That is common in English classes when students believe that peer seeking is more comfortable.
d. Positive Thinking
One of the strategies used by students in reducing anxiety when speaking is positive thinking. From 10 students, 1 of them used positive thinking strategies.
Students who use positive thinking strategies said they have to think positively and eliminate negative thoughts to reduce anxiety. They have to think that they can be like any other friends.
In this case, positive thinking was used as a psychological factor to help cope with language anxiety and overcome a fear of being anxious in class.
According to Horwitz et al. (1986, cited in Ravica 2016: 5), language anxiety shared some common mental characteristics, such as fear of being ridiculed in class, being too shy to communicate with others, and being concerned about under-performing in comparison to other learners.
e. Resignation
One of the strategies used by students in reducing anxiety when speaking is resignation. From 10 students, there is no used this strategies.
Resignation is defined by students' unwillingness to do anything to alleviate their language anxiety" (e.g. giving up, sleeping in class). Students reporting examples of resignation appear to be attempting to minimize the impact of anxiety by refusing to confront the issue" (Kondo and Ying-Ling 2004: 262). It means that
some students give up when they try to speak English and choose to have anxiety in themselves. They are afraid of more stress, so they do not want to try and retry after failing.
f. Gesture/Body Language
One of the strategies used by students in reducing anxiety when speaking is gesture/body language. From 10 students, 2 of them used gesture/body language strategies. Students who use gesture/body language strategies said they should move their hands of feet to reduce anxiety while speaking.
g. Socially Awkward
One of the strategies used by students in reducing anxiety when speaking is socially Awkward. From 10 students, 1 of them used socially awkward strategies.
Students felt socially awkward or anxious because they are afraid to make a mistake when speaking, as a result these socially awkward people avoid crowded environments.
h. Holding Things
One of the strategies used by students in reducing anxiety when speaking is holding things. From 10 students, 1 of them used socially awkward strategies.
Students who use gesture/body language strategies said they sould hold something like pen, book, or paper to reduce anxiety when speaking.
2. The Types used by Students’ in Reducing Anxiety Problems in Conversation a. State Anxiety
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From 10 students, 2 of them are included in the type of state anxiety.
State anxiety can be defined as a transitory emotional state consisting of feelings of apprehension, nervousness, and physiological sequale such as an increased heart rate or respiration.
b. Specific Anxiety
From 10 students, 5 students are included in specific anxiety.
Situation specific anxiety is triggered by a particular type of situation or event, such as public speaking. Anxiety is a prevailing psychological reactions which occurs across multiple situations, like employment interviews and tests, but also when learning.
c. Non Anxiety
From 10 students, 3 students said that they don’t feel anxiety when having a conversation. They feel are used to having conversation without feelings anxious or afraid.
Nur Aeni (2020), An Analysis Students’ Strategies in Overcoming Anxiety in Speaking English (A Descriptive Research of The Third Semester English Department at Muhammadiyah University of Makassar). On her research, the interview was distributed to 21 students from class BG3B, based on her result of interview there were 4 students who had not anxiousand and 17 students had anxious to give questioner. She found that the students preferred to relaxation strategy to overcome their anxiety in speaking english. The percentage of relaxation were 97,5%. The second strategy was preparation there were 93,01%. The third
strategy was positive thinking there were 75,2%. The fourth strategy was peer seeking there were 63,5% and the lowest strategy was resignation there were 34,3%.
While this research focused on strategies in reducing anxiety and types of anxiety problems in students’ English speaking. According to the interview the researcher took 10 students as subject. Based on the result of interview for the strategies, the researcher found seventh strategies, those are preparation, relaxation, peer seeking, positive thinking, gesture/body language, socially awkard, holding things. There were 2 students had preparation, 2 students had relaxation, 1 student had peer seeking, 1 student had positive thinking, 2 students had gesture, 1 student had socially awkward, and 1 student had holding things. While for the types of anxiety problems the researcher found three strategies, those are state anxiety, specific anxiety, and non anxiety. There were 2 students had state anxiety, 5 students had specific anxiety, and 3 students had non anxiety.
34 CHAPTER V
CONCLUSION AND SUGGESTIONS
This chapter present the conclusion and suggestion of the research. The conclusion summarizes the research result based on the research problem. So, in this chapter, summarizes the strategies used by students’ in reducing anxiety problems when speaking and classify students into types of anxiety in the second grade of SMA PPM Al-Ikhlash Lampoko.
A. Conclusion
1. The Strategies used by Students’ in Reducing Anxiety Problems in Conversation
Based on the results of the study, the researcher concluded that second grade students of SMA PPM Al-Ikhlash Lampoko, some of the students still have excessive anxiety they were still afraid and lack confidence when appearing in front of the class, some of them were still shy and afraid of being wrong and some of the students were quite good at controlling their anxiety.
Some students who have strategies to reduce anxiety, they could control it so that is not too excessive and because of their habit of always practicing and using English so that they get used to it and more confident and students can perform without having to feel anxious.
2. The Types used by Students’ in Reducing Anxiety Problems in Conversation There were some kinds of anxiety could be concluded that the students had unconfident, fear of mistake, shyness, worry, panic when having signs of anxiety, the symptoms are out of breath, short breath that hinder them from practicing their speaking in English.
B. Suggestion
1. It is suggestion for students, to realize that mastering English is not easy. This study proves that speaking anxiety is not easy to get rid of but can be controlled so that it does not interfere when speaking and is not seen by other.
Students should always practice every day and increase vocabulary.
2. It is suggested for teacher, should be able to understand students’
characteristic to analyze their problem related to anxiety before finding the way to reduce it. Different characteristic of students needs different treatment to deal with. Teachers should give the opportunities to the students to tell the difficulties they have as well. In addition, teachers have a responsibility to build convenient classroom environment for students to speak comfortably with less pressure to reduce the anxiety.
3. It is suggested for next researcher, the researcher hopes that this research can be an inspiration for other researchers in following up students’ strategies in reducing anxiety in speaking English.
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BIBLIOGRAPHY
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A P P E N D I C
E
S
Interview :
1. Do you use English every day? Explain.
(Apakah Anda menggunakan bahasa Inggris setiap hari?
2. What do you think is the most difficult in learning English?
(Apa yang menurut Anda sulit dalam bahasa Inggris?
3. Do you usually feel anxious when having conversation in front of the class in English?
(Apakah biasanya Anda merasa cemas/takut ketika melakukan percakapan di depan kelas menggunakan bahasa Inggris?)
4. What are the things that make you anxious when having a conversation in front of the class?
(Hal apa saja yang membuat Anda cemas/takut ketika melakukan percakapan di depan kelas?)
5. What strategies do you use to reduce anxiety when speaking in front of the class?
(Strategi apa yang Anda gunakan untuk mengurangi rasa cemas /takut saat berbicara di depan kelas?)
Data from Speaking Test
Extract 1 : MFM from XI MIPA
N : ok terimakasih atas kesempatannya jadi kalau boleh tau sebelumnya nama anda siapa?
“ok, thanks for the chance that given to me, I’m sorry what is your name?”
MFM : nama saya Muhammad Fachryan Muqarram dari kelas XI MIPA
“my name is Muhammad Fachryan Muqarram from class XI MIPA”
N : apakah Anda menggunakan bahasa Inggris setiap hari?
“do you use English every day? Explain”
MFM : di sekolah saya adalah sekolah pondok pesantren modern al-ikhlash yang notabennya yang terkenal dengan bahasa, jadi disini di sekolah kami kita di… di… wajibkan untuk berbahasa inggris dan arab. Jadi biasanya saya menggunkana bahasa inggris dan arab setiap harinya.
“at my school is a modern Islamic boarding school Al-Ikhlash incidentally is famous for its language so here at our school we are… in…required to speak English and Arabic. So usually I use English and Arabic every day”
N : apa yang menurut Anda sulit dalam bahasa Inggris?
“what do you think is the most difficult in learning English?”
MFM : menurut saya jika kita ingin belajar tidak ada yang sulit dalam penggunaan bahasa Inggris. Jika kita ingin mempelajari bahasa Inggris kita akan… kita akan… (tet tit) kita tidak akan menemukan kesulitan di dalamnya.
“I think if we want to learn there is nothing difficult in using English. If we want to learn English we wil… we will… (tet tit) we will find no difficulty in it.
N : apakah biasanya Anda merasa cemas/takut ketika melakukan percakapan di depan kelas menggunakan bahasa Inggris?
“do you usually feel anxious when having conversation in front of the class in English?”
MFM : tidak karena... karena… dari dulu orang tua saya memang pernah mengajarkan saya bahwa kita tidak harus takut dan cemas apabila kita berbicara didepan kelas dan berbicara didepan forum.
“not because… because…my parents always thaught me that we don’t have to be afraid and anxious when we speak in front of the class and speak in front of the forum”
N : hal apa saja yang membuat Anda cemas/takut ketika melakukan percakapan di depan kelas?
“what are the things that make you anxious when having a conversation in front of the class?”
MFM : tidak ada.
“nothing”
N : strategi apa yang Anda gunakan untuk mengurangi rasa cemas /takut saat berbicara di depan kelas?
“what strategies do you use to reduce anxiety when speaking in front of the class?”
MFM : oh… saya selalu berusaha untuk latihan dan mengurangi rasa malu dan saya selalu mengingat bahwa… jika… karena… saya selalu mengingat bahwa sebuah pepatah yang mengatakan “ malu bertanya sesat dijalan”
jadi saya biasanya tidak pernah merasa cemas dan takut ketika berbicara didepan kelas. (suara burung).
“oh… I always try to practice and reduce shyness and I always remember that…if…because…I always remember a saying that says ”embarrassed to ask astray on the way” so I usually never feel anxious and afraid when speaking in front the class.
Extract 2 : AF from XI MIPA
N : ok terimakasih atas kesempatannya jadi kalau boleh tau sebelumnya nama anda siapa?
“ok, thanks for the chance that given to me, I’m sorry what is your name?”
AF : nama saya Arham Faturrahman dari kelas XI MIPA
“my name is Arham Faturrahman from class XI MIPA”
N : apakah Anda menggunakan bahasa Inggris setiap hari?
“do you use English every day? Explain”
AF : eeh… tidak setiap hari pake bahasa Inggris tapi nda setiap bicara begitu tapi satu harinya setiap harinya itu pasti ada bahasa Inggris keluar.
“eeh.. not every day using English but not speaking every day but one day there must be English used”
N : apa yang menurut Anda sulit dalam bahasa Inggris?
“what do you think is the most difficult in learning English?”
AF : tensis, rumusnya tidak bisa dihafal, ituji kayaknya, thensis rumus.
“thensis, the formula can’t be memorized that’s all thensis formula”
N : apakah biasanya Anda merasa cemas/takut ketika melakukan percakapan di depan kelas menggunakan bahasa Inggris?
“do you usually feel anxious when having conversation in front of the class in English?”
AF : tidak, kadang-kadang biasa malu tapi maksudnya ka…kan tidak ditaupi kosakatanya begitu kalau ditauji nda terlalu anuji.
“not, sometimes I’m shy but I mean… if I don’t know the vocabulary, when I know it’s not too difficult”
N : hal apa saja yang membuat Anda cemas/takut ketika melakukan percakapan di depan kelas?
“what are the things that make you anxious when having a conversation in front of the class?”
AF : nda fasih penyebutannya nda anunya lupa kosakata vocabulary.
“not fluent in pronunciation and forget vocabulary”
N : strategi apa yang Anda gunakan untuk mengurangi rasa cemas/takut saat berbicara di depan kelas?
“what strategies do you use to reduce anxiety when speaking in front of the class?”
AF : balek ke teman, teman yang laki-laki
“look at boy friends”
Extract 3 : SA from XI MIPA
N : ok terimakasih atas kesempatannya jadi kalau boleh tau sebelumnya nama anda siapa?
“ok, thanks for the chance that given to me, I’m sorry what is your name?”
SA : nama saya Sukma Ayu dari kelas XI MIPA
“my name is Sukma Ayu from class XI MIPA”
N : apakah Anda menggunakan bahasa Inggris setiap hari?
“do you use English every day? Explain”
SA : jadi, karena di pondok kami diwajibkan kepada santri untuk menggunakan bahasa Inggris juga bahasa Arab jadi otomatis saya juga sebagai penggerak bahasa saya menggunakana bahasa inggris setiap hari kecuali hari kamis siang dan jum’at sore.
“so, because in our cottage it is required for students to use English as well as Arabic so automatically I am also a language driver I use English every day except Thursday afternoon and Friday afternoon”
N : apa yang menurut Anda sulit dalam bahasa Inggris?
“what do you think is the most difficult in learning English?”
SA : kesulitan dalam bahasa Inggris menurut saya itu ketika kita belajar thensis dan dalam pengaplikasian nya dalam sehari-hari, soalnya rumus- rumus nya itu kadang tertukar-tukar kak, selain itu juga pronunciation nya sedikit (ketawa) menyulitkan dan sebagai penggerak bahasa juga harus disesuaikan dengan thensis karena jadi contoh juga bagi santri
“in my opinion, the difficulty in English is when we learn thensis and its daily application, the problem is that the formulas are sometimes mixed up, besides that the pronunciation is a little difficult and as a language driver it must also be adapted to the thensis because its also an example for students”
N: apakah biasanya Anda merasa cemas/takut ketika melakukan percakapan di depan kelas menggunakan bahasa Inggris?
“do you usually feel anxious when having conversation in front of the class in English?”
SA : tidak soalnya sudah terbiasa
“there is no problem because you’re used to it”
N : hal apa saja yang membuat Anda cemas/takut ketika melakukan percakapan di depan kelas?
“what are the things that make you anxious when having a conversation in front of the class?”
SA : tidak ada
“nothing”