CHAPTER V CONCLUSION AND SUGGESTION
B. Suggestion
Based on the conclusion above, the researcher would like to give the following suggestions for:
1. The lecturer of speaking must recognize the anxious students and give treatment based on their types of anxiety. The lecturer also can build friendly class with their students in helping students to reduce their anxiety and speak comfortably with less pressure about fear of making mistakes or being evaluated negatively.
2. The students who are have anxiety, must find their own way to deal with it.
They should asking help to their lecturer or sharing with friends about their problem in speaking. They have to build their self-confidence and bravely to speak in front of their friends or public.
3. The next research, this thesis could be an additional reference for their research.
BIBLIOGRAPHY
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Thesis: Yogyakarta State University
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Bandar Lampung.
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Thesis: IAIN Surakarta
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Alfabeta.
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LIST OF APPENDIX
APPENDIX A
Result Of Observation Checklist
APPENDIX B
List Name Of Participants
APPENDIX C
Blue Print of Open-Ended Questionnaire And Result of Questionnaire
APPENDIX D
Blue Print of Interview Guidelines and Interview Transcript
APPENDIX E Data Categorization
APPENDIX F
Documentation
Appendix A:
Result of Observations Checklist
THE RESULT OF OBSERVATION CHECKLIST
No Statement Frequency Percentage
1 Students prefer sitting on the back row than front row.
1 6%
2 Students keep silent when the lecturer asking a question (not volunteering themselves to answer firstly)
14 93%
3 Students are going blank (i.e making pause) 14 93%
4 Students using speech fillers (i.e. umm…,uh uhh…)
14 93%
5 Students making grammar mistakes 9 60%
6 Students making unnecessary movements 9 60%
7 Students making excessive laugh 11 73%
Appendix B:
List Name of Participants
Class : 3F
No Name of
Respondents 1 AP
2 AYM
3 FSS 4 RHR 5 S
6 MAA
7 MY 8 TNI
9 YMY
10 NAD 11 NP 12 SDP 13 F 14 AA 15 DAMJ
Appendix C:
Blue Print of Open-Ended Questionnaire
And Result of Questionnaire
BLUE PRINT OF OPEN-ENDED QUESTIONNAIRE
No. Anxiety Factors
Anxiety Types Questions Theory
1.
2.
Personal and Interpersonal Anxieties
Learner Beliefs about
Language Learning
Communication Apprehension
1. How long have you been
learning English and how do you feel about your
experience of leaning English?
(positive, negative, good, pleasant, stressful, anxiety- provoking, hard etc) 2. Do you
think learning and speaking English as a foreign language is very
difficult?
What kind of
difficulties or problem do you feel
Factors of anxiety:
Personal and Interpersonal people that have low self- esteem may worry about what their friends are think, in fear in their negative responses or evaluation.
Learner beliefs about language learning
Gynan in Ohata (2005) added that the most important aspect of L2 learning in learner beliefs about language learning is pronunciation, even though the other close to the other learner aspect, such as vocabulary, communication, travelling to country a country where the language is spoken, translation or making friends.
Type of anxiety:
Communication Apprehension Learners who exhibit communication apprehension do not feel comfortable communicating in the target language (TL) in front of the others, due to their limited knowledge of the language,
when speaking English?
(difficulties in learning and
rememberin g
vocabulary, grammar, accent, pronunciati on etc)
especially in relation to speaking skill.
3.
4.
Instructor Beliefs about
Language Teaching
Classroom Procedures
Fear of Negative Evaluation
1. What disturbs you the most in learning and speaking English?
(Learning
in the
classroom, when required to speak, giving presentation in the class, etc.)
2. What kind of situation cause more stress or anxiety for you? And why?
(speaking in front of
Factors of anxiety:
Instructor beliefs about language teaching
teacher believes that his role in class is constantly correct students’ errors, some of the students might become quiet anxious about their performance
Classroom procedures some of the classroom activities, such as oral presentation or oral skits in front of the class are also listed as potential of anxiety type of anxiety:
Fear of Negative Evaluation Fear of negative evaluation is the learners feeling about how other teachers or classmates may negatively evaluate their language ability
people, teacher in class and friend)
5. Language Testing
Test-Anxiety 1. What do you feel, if you are going tocalled to retell the material of learning in the
classroom?
(afraid, nervous, fear of failure)
Factor of anxiety Language Testing
sometimes students felt pressured to think they had to organize their ideas in a short period of time while caring about grammar errors at the same time.
Type of anxiety:
Test anxiety
Test anxiety is a form of performance anxiety, in which the learner feel the fear or failure and doing badly in text
Do you think are the reason of your anxiety
when you speak English?
Give answer based on your experience!
Appendix D:
Blue Print of Interview Guidelines and
Interview Transcript
BLUE PRINT OF INTERVIEW GUIDELINES
Research Problem
Questions Theory
What are the factors that causing anxiety
the third semester students’ of
English department in Muhammadiyah
university of Makassar?
1. In English Learning, there are four skills they are reading, listening, speaking and writing.
Which one do you think the mostly hard to learn for you?
2. What are the difficulties that make you hard in learning speaking?
3. Are you ever task to perform in the class like speech or oral presentation?
4. In English learning, what do you feel when you are going to task to doing oral presentation in front of your friend and lecturer? Are you feeling anxious, nervous or any others?
5. Can you explain the reason of your anxiety
based on your
experience?
6. How is your friend react if you making a mistake in speaking?
7. How do you reduce your anxiety in speaking English?
Factors of anxiety:
Personal and Interpersonal
people that have low self-esteem may worry about what their friends are think, in fear in their negative responses or evaluation.
Learner beliefs about language learning
Gynan in Ohata (2005) added that the most important aspect of L2 learning in learner beliefs about language learning is pronunciation, even though the other close to the other learner aspect, such as vocabulary, communication, travelling to country a country where the language is spoken, translation or making friends.
Type of anxiety:
Communication Apprehension
Learners who exhibit communication apprehension do not feel comfortable communicating in the target language (TL) in front of the others, due to their limited knowledge of the language, especially in relation to speaking skill.
Factors of anxiety:
Instructor beliefs about language teaching teacher believes that his role in class is constantly correct students’ errors, some of the
students might become quiet anxious about their performance
Classroom procedures
some of the classroom activities, such as oral presentation or oral skits in front of the class are also listed as potential of anxiety
type of anxiety:
Fear of Negative Evaluation
Fear of negative evaluation is the learners feeling about how other teachers or classmates may negatively evaluate their language ability
Factor of anxiety Language Testing
sometimes students felt pressured to think they had to organize their ideas in a short period of time while caring about grammar errors at the same time.
Type of anxiety:
Test anxiety
Test anxiety is a form of performance anxiety, in which the learner feel the fear or failure and doing badly in text
INTERVIEW TRANSCRIPT OF RESPONDENT
INTERVIEW 1 Interviewees:
1. Nurjannah p 2. Fajrina R = Researcher NP = Nurjannah F = Fajrina
R : Dalam pembelajarn bahasa Inggris, ada 4 skill yaitu reading, listening, speaking and writing. Menurutmu, skill yang mana yang paling susah untuk dipelajari?
NP : Kalau saya kak speaking.
R : Kalau Fajrina?
F : menurut saya speaking kak.
R : Apa kesulitan kalian dalam mata kuliah Speaking?
NP : Kesulitannya mungkin saya susuah menghafal kosa kata kak R : Fajrina:
F : kalau saya sangat sulit untuk memahami grammar dan mengaplikasikannya.
R :Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral persentasi didepan kelas? Atau yang lainnya
NP : sering kak F : sering kak
R : Nah, sebelum dipanggil untuk tampil di kelas untuk persentasi atau berbicara didepan teman-teman dan dosenta, apakah kalian merasa cemas, gugup atau takut? atau ada yang lain yg kamu rasakan?
F : Cemas kak, takutka salah
NP : kalo saya gelisah kak, apalagi kalo tiba-tiba dan saya tidak ada persiapan.
R : Dapatkah kalian menjelaskan alasan dari Anxiety atau kecemasan yang kamu rasakan?
NP : Karena pengetahuanku tentang bahasa Inggris nda terlalu dalam pi kak, apalagi vocabularyku masih kurang, jadi ketika ditunjukka naik berbicara saya merasa tidak pd kak.
R : Kalau Fajrina?
F : Kalau saya kak takutka salah, takutka gagal. Karena menemukan topik untuk diceritakan itu nda mudah.
R : bagaimana reaksinya temanta ketika naliat ki salah Nurjannah?
NP : kadang ketawa kadang diamji kak.
R : nda takut ki di nilai negative?
NP : Tidak kak, tidak masalah menurutku.
F : kadang ketawa kak, dan takutka dinilai negative.
R : Jadi bagaimana carata kurangi rasa cemasta?
NP : Harus persiapkan diri kak, haruska juga berani.
F : ketika berbicara kak, tidak saya tatap temanku.
INTERVIEW 2 Interviewees:
1. Anindia Putri
2. Nurul Asyah Dwizani R = Researcher
AP = Anindia Putri
NAD = Nurul Asyah Dwizani
R : Dalam pembelajarn bahasa Inggris, ada 4 skill yaitu reading, listening, speaking and writing. Menurutmu, skill yang mana yang paling susah untuk dipelajari?
AP : Menurut saya speaking kak. Saya senang dikelas speaking apalagi saya sangat menyukai bahasa Inggis tapi kadang untuk berbicara terasa sulit.
R : Kalau Nurul?
NAD : menurut saya speaking kak.
R : Apa kesulitan kalian dalam Speaking?
AP : Menghafal kosa kata kak R : Nurul bagaimana?
NAD : Kalau saya kak pengetahuan vocabularyku masih terbatas.
R :Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral persentasi didepan kelas? Atau yang lainnya
AP : Sering kak NAD : Pernah kak
R : Nah, sebelum dipanggil untuk tampil di kelas untuk persentasi atau berbicara didepan teman-teman dan dosenta, apakah kalian merasa cemas, gugup atau takut? atau ada yang lain yg kamu rasakan?
AP : Agak gugup kak.
NAD : kalo saya nervous kak, sama takutka salah.
R : Dapatkah kalian menjelaskan alasan dari Anxiety atau kecemasan yang kamu rasakan?
AP : kesulitannya mungkin saya kurang PD kak, karna saya belum lancar berbicara.
R : Kalau Nurul?
NAD : Kalau saya kak takutka salah dan kadang kalo salah diketawai sama teman.
R : bagaimana reaksinya temanta ketika naliat ki salah Nurjannah?
AP : kadang ketawa kadang diamji kak.
R : nda takut ki di nilai negative?
AP : Tidak sama sekali kak.
NAD : kadang ketawa kak, dan takutka dinilai negative.
R : Jadi bagaimana carata kurangi rasa cemasta?
AP : Harus persiapkan diri kak, haruska juga berani.
NAD : ketika berbicara kak, tidak saya tatap temanku.
INTERVIEW 3 Interviewees:
1. Rayhan Hanif Rasidin 2. Ahmad Yaftah Mubarak R = Researcher
RHR = Rayhan Hanif Rasidin AYM = Ahmad Yaftah Mubarak
R : Dalam pembelajarn bahasa Inggris, ada 4 skill yaitu reading, listening, speaking and writing. Menurutmu, skill yang mana yang paling susah untuk dipelajari?
RHR : Menurut saya speaking kak.
R : Kalau Yaftah?
AYM : menurut saya speaking kak.
R : Apa kesulitan kalian dalam Speaking?
RHR : Saya dari kecil sudah diajar bahasa Inggris sama mamaku, tapi saya orangnya pemalu jadi susahka berbicara apalagi di depan teman-teman.
R : Yaftah bagaimana?
AYM : Kalau saya kak kalau disuruhki speaking tiba-tiba, karena pengetahuan vocabularyku masih terbatas.
R :Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral persentasi didepan kelas? Atau yang lainnya
RHR : Pernah kak AYM : Pernah kak
R : Nah, sebelum dipanggil untuk tampil di kelas untuk persentasi atau berbicara didepan teman-teman dan dosenta, apakah kalian merasa cemas, gugup atau takut? atau ada yang lain yg kamu rasakan?
RHR : Takut salah kak.
AYM : kalo saya gelisah kak, nanti tidak sesuai topik.
R : Dapatkah kalian menjelaskan alasan dari Anxiety atau kecemasan yang kamu rasakan?
RHR : kesulitannya mungkin saya saya kurang peracaya diri, tapi saya harus berbicara jadi saya berusaha mengatasinya.
R : Kalau Yaftah?
AYM : Kalau saya kak takut tidak sesuai grammar.
R : bagaimana reaksinya temanta ketika naliat ki salah Rayhan?
RHR : kadang ketawa kadang diamji kak.
R : nda takut ki di nilai negative?
RHR : kadang takut kak, down ka biasanya.
AYM : kadang ketawa kak tapi nda masalah ji.
R : Jadi bagaimana carata kurangi rasa cemasta?
RHR : Harus percaya dna yakinkan diri dulu kak.
AYM : ketika sebelum berbicara persiapkan topiknya kak.
INTERVIEW 4 Interviewees:
1. Fitria Syahruni Syamsuddin 2. Askyah Aliah
R = Researcher
FSS = Fitria Syahruni Syamsuddin AA = Asyah Aliah
R : Dalam pembelajarn bahasa Inggris, ada 4 skill yaitu reading, listening, speaking and writing. Menurutmu, skill yang mana yang paling susah untuk dipelajari?
FSS : Menurut saya speaking kak.
R : Kalau Askyah?
AA : Menurut saya speaking kak.
R : Apa kesulitan kalian dalam Speaking?
FSS : kadang kalo tidak saya menegrti topiknya jadi sulit kurasa berkata-kata.
R : Askyah bagaimana?
AA : Kalau saya karena pengetahuan vocabularyku masih terbatas.
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral persentasi didepan kelas? Atau yang lainnya
FSS : Sering kak AA : Pernah kak
R : Nah, sebelum dipanggil untuk tampil di kelas untuk persentasi atau berbicara didepan teman-teman dan dosenta, apakah kalian merasa cemas, gugup atau takut? atau ada yang lain yg kamu rasakan?
FSS : Gelisah kak, apalagi kalau tiba-tiba AA : Kalo saya kak selalu nervous.
R : Dapatkah kalian menjelaskan alasan dari Anxiety atau kecemasan yang kamu rasakan?
FSS : Kesulitannya mungkin gugupka karena tidak pahamka topic jadi tidak ada ide untuk berbicara.
R : Kalau Askyah?
AA : Kalau saya sering sekali tidak PD karena takut salah dan ketika salah kadang diketawai.
R : Bagaimana reaksinya temanta ketika naliat ki salah?
FSS : Kadang ketawa kadang diamji kak. Biasa juga berbisik untuk membenarkan
R : Tidak takut ki di nilai negative?
FSS : Tidak kak
AA : Kadang ketawa kak. Jadi blank ka
R : Jadi bagaimana carata kurangi rasa cemasta?
FSS : Haruska kuasai konsep ku dulu kak.
AA : Membuat konsep dan memahaminya kak.
INTERVIEW 5 Interviewees:
1. Mamat Abd. Azis 2. Tri Nur Indriani R = Researcher MAA = Mamat Abd. Azis TNI = Tri Nur Indriani
R : Dalam pembelajarn bahasa Inggris, ada 4 skill yaitu reading, listening, speaking and writing. Menurutmu, skill yang mana yang paling susah untuk dipelajari?
MAA : Speaking kak.
R : Kalau Tri?
TNI : Menurut saya speaking kak.
R : Apa kesulitan kalian dalam Speaking?
MAA : Susah menghafal kosa kata baru R : Tri bagaimana?
TNI : Kalau saya susah mengaplikasikan grammar atau tenses kak.
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral persentasi didepan kelas? Atau yang lainnya
MAA : Pernah kak
TNI : Sering kak biasa setiap pertemuan
R : Nah, sebelum dipanggil untuk tampil di kelas untuk persentasi atau berbicara didepan teman-teman dan dosenta, apakah kalian merasa cemas, gugup atau takut? atau ada yang lain yg kamu rasakan?
MAA : Gugup kak.
TNI : Kalo saya takut salah.
R : Dapatkah kalian menjelaskan alasan dari Anxiety atau kecemasan yang kamu rasakan?
MAA : Kesulitannya mungkin gugupka jadi nda percaya dirika.
R : Kalau Tri bagaimana?
TNI : Kalau saya tidak pd karena grammarku kak, takut dinilai negative sama teman.
R : Bagaimana reaksinya temanta ketika naliat ki salah Mamat dan Tri?
MAA : Kadang ketawa kadang diamji kak.
R : Tidak takut ki di nilai negative?
MAA : Tidak kak
TNI : Kadang ketawa kak jadi merasa nda pd ka R : Jadi bagaimana carata kurangi rasa cemasta?
MAA : Haruska percaya kalau bisa, dan tidak peduli apa yang dilakukan teman.
TNI : Haruska berani kak. Pas tampil harus focus.
INTERVIEW 6 Interviewees:
1. Syifa Dwi Pratiwi 2. Maudy Yunita R = Research
SDP = Syifa Dwi Pratiwi MY = Maudy Yunita
R : Dalam pembelajarn bahasa Inggris, ada 4 skill yaitu reading, listening, speaking and writing. Menurutmu, skill yang mana yang paling susah untuk dipelajari?
SDP : Menurut saya speaking kak.
R : Kalau Maudy?
MY : Menurut saya speaking kak.
R : Apa kesulitan kalian dalam Speaking?
SDP : susah menguasai grammarnya kak, susah mengahafal vocabulary baru dan cara pengucapannya.
R : Maudy bagaimana?
MY : Kalau saya karena pengetahuan vocabularyku masih terbatas juga cara pangucapan kata.
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral persentasi didepan kelas? Atau yang lainnya
SDP : Pernah kak MY : Pernah kak
R : Nah, sebelum dipanggil untuk tampil di kelas untuk persentasi atau berbicara didepan teman-teman dan dosenta, apakah kalian merasa cemas, gugup atau takut? atau ada yang lain yg kamu rasakan?
SDP : Takut melakukan kesalahan kak
MY : Sama kak, takutka salah.
R : Dapatkah kalian menjelaskan alasan dari Anxiety atau kecemasan yang kamu rasakan?
SDP : Kalau saya kak takutka salah pengucapan atau salah grammarnya jadi nanti temanku nda mengerti, dan takut dinilai negative juga.
R : Kalau Maudy?
MY : Kalau saya kak takutka ketika nda mengertiki temanku apa yang saya bilang, jadi bertanya terusmi
R : Bagaimana reaksinya temanta ketika naliat ki salah Syifa?
SDP : Kadang ketawa kadang diamji kak. Biasa juga berbisik MY : Kadang ketawa kak.
R : Jadi bagaimana carata kurangi rasa cemasta?
SDP : Lebih sering belajar dan practice
MY : Membuat konsep dan memahaminya kak, dan kalo tampilka nda saya liat matanya temanku