CHAPTER II REVIEW OF LITERATURE
B. Some Pertinent Ideas
3. Students’ Strategies for Reducing Anxiety
According to Kondo and Ying-Ling (2004), there are 5 strategies that can reduce anxiety which can be used by students’
namely:
1). Preparation
Preparation can be considered a behavioral strategy because it focuses on behavioral components of language learning that are related to effective performance in the class. Preparation is an effective way to help students to cope with their anxiety in oral performance because they develop students’ self-esteem in speaking which can minimize the level of anxiety. Students should try to practice speaking at least once before they present it. Practice in an environment that is as similar as possible to where they will be giving the presentation. Preparation is the key to feeling confident about giving a speech or presentation in front of the class. So, preparation can improve students’ proficiency in the language helping them in decreasing anxiety. In addition, students should develop their self-confidence to diminish their anxiety. Students have to exercise their presentations inside and outside the class and prepare themselves well to reduce their fears and improve their communication in foreign language.
2). Relaxation
Relaxation is characterized by it is affecticve quality in that it aims at alleviating bodily tension associated with emotional arousal. Relaxation is one the best way to help students to cope with worry and anxiety in the classroom. Students should do this way too before performing their speeches in order to decrease their anxiety.
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A few minutes calm is a good way for the anxious students. Relaxing can be done by taking a deep breath and trying for close the eyes for a while. Students can also feel comfortable by forgetting everything that can make them feel uncomfortable and nervous.
3). Positive Thinking
Positive thinking is characterized by its palliative function of suppressing problematic cognitive processes that underlie studnets’
anxiety. These strategies are intended to divert attention from the stressful situation to positive and pleasant cues and cring relief to the anxious student. Positive thinking is one of the strategies to reduce students’ anxiety. It can be useful, especially for dealing with state anxiety which refers to students’ anxiety because of a specific evaluative situation, a test or competition and and oral performance.
Positive thinking is considered as an effective strategy for students to alleviate their speaking anxiety. Students have to stop their negative thinking.
4). Peer Seeking
Peer seeking is distinguished by students’ willingness to look for other students who have the same trouble in understanding in the class and control their anxiety. For the anxious student, the realization that other are having the same problem may serve as a source or reduce their burden because they have friends to sharing.
5). Resignation
Resignation is characterized by students’ reluctance to do anything to alleviate their language anxiety. Students reporting examples of resignation seem intent on minimizing the impact of anxiety by refusing to face the problem. Some of the actions are giving up, sleeping in the class.
or whatever they can hold when they are talking. These objects are usually as a tool to vent their anxiety.
Based on the explanation above, according to Kondo and Ying-Ling, there are 5 strategies that students can use to reduce anxiety when speaking and the researcher found 3 new strategies used by students, namely gesture/body language, socially awkard and holding things.
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C. Conceptual Framework
Based on the previous section on concept and theory of the research focus, the researcher figure the following conceptual framework figure :
Figure 2.1 : Conceptual Framework
The figure above, indicates the conceptual framework of the research. In this research it focused on speaking skill. As for what seen in speaking is a conversation. The thing that seen in students conversation is the problem of anxiety.
After that, the researcher identify the strategies used by students in reducing anxiety during conversation and students into types of anxiety.
Speaking Skill
Types of Anxiety Reducing Anxiety
Strategies
Anxiety Problems Conversation
19 CHAPTER III RESEARCH METHOD A. Research Design
In this study, the researcher used descriptive qualitative method.
Jackson (2008) stated that the descriptive research method is simply observing a behaviour. Observation involves description at its most basic level. Jackson (2008) also added that one advantage of the observational method is the flexibility to change what the researcher is studying. The researcher used this method to find strategies that students used to reduce anxiety in English speaking, and find the correct data in the field.
B. Subject of the Research
The subject of this research were the second grade students of SMA PPM Al-Ikhlash Lampoko with 10 students, to find out the strategies used to reduce anxiety in speaking. The sample criteria for students that has fluency in speaking, in addition to those who have confidence and the ability to speak.
C. Research Instrument
To collect the data, the researcher needs an instrument. Arikunto (2006: 160) states that instrument is the tools used by the researcher when conducting a research method. There are two kinds of instruments will be used, they are as follows:
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1. Observation
The form of observation that researcher used was the observation sheet. The purpose of this observation was to determine the type of anxiety of students in the classroom.
2. Interview
The form of interview that the researchers used was a semi- structured interview, there were 5 questions that has been made previously and if there were still answers that the researcher has not received, the questions would increase. The purpose of the interview was to find out the strategies used by students in reducing anxiety when speaking in front of the class.
D. Data Collection Procedure
The procedure the following steps:
1. Firstly, the researcher observed students’ speaking activity. It focus on students’ activity in conversation. All students’ speaking activity noted in observation sheet. To keep the whole data, the researcher records by using mobile phone camera. Observation conducted for three meetings.
2. The second, the researcher conducted interview to some students. The form of interview is semi structured-interview. It consists of 5 questions, students’ answer recorded.
3. The third, the recording data of interview transcribed into written form.
4. The last, the researcher analyzed and interprete the data.
E. Data Analysis
Steps in data collection are follows:
1. Data Reduction
The fndings that have been obtained are then analyzed, the researcher determines the important items. Then summarize the research data and all data are grouped so that a picture is obtained that is in accordance with the conditions in the field.
2. Data Display
After the data is reduced, the next step is to display the data,the presentation of this data can be done in the form of tables. The data is structure so that it is easy to understand.
3. Data Verification
The data obtained is the result of various previous processes. Result that were previously unclear are now clearly, visible and yielding new findings that had never existed before.
22 CHAPTER IV
FINDINGS AND DISCUSSION A. Research Findings
This research observed as many as 10 second grade students of SMA PPM Al-Ikhlash Lampoko, whose address is at Jl. Majene km 27 Lampoko, Campalagian District, Polewali Mandar District. Researchers get data by observing students directly in the classroom. The researcher used mobile phone camera and used voice recording to interview students and the strategies used to reduce anxiety when speaking in front of the class.
1. The Students’ Strategies to Reduce Anxiety a. Preparation
Extract 01 :
“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 of the class.” (MFM, Wednesday, 1 December 2021) Extract 02 :
“before coming forward I practice first repeating previous conversation and usually I have to get support from friends and when performing I usually hold my shirt to reduce anxiety” (FG, Wednesday, 1 December 2021)
Based on answered above, it was showed that the students used a preparation strategy because they must prepare themselves before start to speak English, practice and repeat the conversation before coming forward. Reducing the shyness to overcome the anxiety and keep themselves calm because it can reduce their anxiety problem.
b. Relaxation Extract 03 :
“usually before speaking I take a deep breath and continue to reflect on my self” (SA, Wednesday, 1 December 2021)
Extract 04 :
“adjust the speed of speech and not in a hurry” (FN, Wednesday, 1 December 2021)
Based on the answered above, shows that the above students use a relaxation strategy, that is they can’t rush, as much as possible should be calm and take dep breath to relax.
c. Peer Seeking Extract 05 :
“look at boy friends” (AF, Wednesday, 1 December 2021)
Based on the answered above, shows that the above students used a peer seeking strategy, where they had to look to like-minded friends for support.
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d. Positive Thinking Extract 06 :
“ee…strategy e.. sometimes at first I was really anxious when I wanted to go up I was very anxious even ee…whether one or two minutes standing in front of the class was still anxious but sometimes I feel e…I am talking in my heart ehh. .here we also learn e..no ee.. and don’t have to ee…do you demand too perfect because I am still learning and I used to say like e..my friend can do it while I can’t, then I have to be able to ee…and the anxiety is sometimes just a minute or to after it’s gone.” (NUA, Wednesday, 1 December 2021)
Based on the answered above, shows that the above students use positive thinking strategies, namely they as much as possible turn their minds in a positive direction so that the anxiety that arises can be reduce.
e. Gesture/Body Language Extract 07 :
“ehh…if the general strategy emmm…not very often either there is no particular strategy I use but at least I should train myself before… aw before…will be before…talk in front of my friends or I also have a unique habit where I have to ehh…move my hands when talking because otherwise I feel eh…stiff or I immediately forget what I said” (RAS, Wednesday, 1 December 2021)
Extract 08 :
“take a breath, don’t be in a hurry and when you talk you have to move your hands” (NFA, Wednesday, 1 December 2021)
Based on the answered above, shows that the above students use gesture/body language strategies, namely they have to move their hands or body when speaking. The purpose of this strategy is so that they don’t forget what the want to convey.
f. Socially Awkward Extract 09 :
“so far, when I speak in front of the class, I always carry myself as if I am going to eeh…calm myself down as if I think there’s no one in front of me and usually I think all my friends inanimate objects” (HAI, Wednesday, 1 December 2021)
Based on the answered above, shows that the above students use the sosially awkward strategy or assume the people around them are inanimate objects so that they can freely convey what they want to convey without having to be afraid of being wrong or anxious.
g. Holding things Extract 10 :
“before going up to the front of the class read “bismillah” and usually I carry paper and then hold it behind” (M, Wednesday, 1 December 2021)
Based on the answered above, shows that the above students used the holding things strategy, namely they had to carry objects such as paper as a tool to reduce anxiety when appearing in front of the class, they said the paper would be held or kneaded when they lost an idea.
2. Types of Anxiety Problems a. State Anxiety
Extract 01:
“not, sometimes I’m shy but I mean… if I don’t know the vocabulary, when I know it’s not too difficult” (AF, Wednesday, 1 December 2021)
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Extract 02:
“I’m also a little nervous because I am afraid that won’t match thensis and I’m afraid my friends will laugh at me if I am wrong like that” (RAS, Wednesday, 1 December 2021)
Based on answered above, it was showed that the students had a state anxiety because they said they sometimes got shy when they didn’t know the meaning of words, but when they knew it, they could speak English confidently.
b. Specific Anxiety Extract 03:
“yes, its because I am afraid of being wrong”
“what scares me apart from being afraid of being wrong eeh… is being honest, not too confident standing in front of people, shy and more embarrassed when with people you know.” (HAI, Wednesday, 1 December 2021)
Extract 04:
“afraid or anxious because the impression is more of a shock but if that’s e…planned long in advance will be asked to speak up in front of othe class ee...anxious but not really e...but can”
“the thing that makes me ee…anxious or afraid when having a conversation in front of the class is ee…sometimes I feel afraid what I will make mistakes whether its from the pronunciation or from the intonation ee… and ee…sometimes mm..feel ashamed of friends if something goes wrong”
(NUA, Wednesday, 1 December 2021) Extract 05:
“ehm… yes because ee... when I am in front of the class I am afraid of using the wrong pronunciation in the e… vocabulary” (FN, Wednesday, 1 December 2021)
Extract 06:
“I worried ehm… its not just a little fear that the pronunciation will be wrong because many in the class are better able to do that” (NFA, Wednesday, 1 December 2021)
Extract 07:
“afraid and mispronouncing” (M, Wednesday, 1 December 2021)
Based on answered above, it was showed that the students had specific anxiety because the students felt shy, afraid and not confident when standing in front of people.
c. Non Anxiety Extract 08:
“nothing.”
Extract 09:
“nothing”
Extract 10:
“nothing”
Based on answered above, it was showed that the students had not any anxiety.
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B. Discussion
This section presents a discussion of the research results. There are two quetions asked in this research. This study focused on the strategies used by students in reducing anxiety when speaking in front of the class and analyzing the types of anxiety in second grade students of SMA PPM Al-Ikhlash Lampoko.
1. The Strategies used by Students’ in Reducing Anxiety Problems in Conversation
In the opinion of Kondo and Ying-Ling , there are 5 strategies to reduce anxiety namely, preparation, relaxation, peer seeking, positive thinking, resignation and the researcher found 3 new strategies namely, gesture/body language, inanimate objects, holding things then according to Ellis (1994) there are 3 types of anxiety namely, state anxiety, trait anxiety,and specific anaxiety.
a. Preparation
One of the strategies used by students in reducing anxiety when speaking is preparation. From 10 students, 2 of them used a preparation strategy. Students who use preparation strategies said they have to do preparation first, have to practice before speaking in front of the class.
According to Zeidner (1998: 66, cited in Kondo and Ying-Ling 2004: 263), preparation is necessary before learning and speaking English in class.
Preparation is the most important aspect of the teaching and learning process, particularly when it comes to speaking English.
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
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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