CHAPTER IV FINDINGS AND DISCUSSION
B. Discussion
This research had been done by early observation, conducted questionnaire and doing interview. To make discussion clear, the researcher described the result of data analyzed as follow:
1. The factors causing students’ anxiety in speaking
The discussion consisted of the factors students’ anxiety in speaking English that divided with gave open-ended questionnaire and interview, in order to know the factors caused students’ anxiety in speaking English in class 3F at the third semester students of English Education Department of Muhammadiyah University of Makassar.
There were some factors that causing students’ anxiety in speaking English.
Referrering to the findings, the researcher classify those factors in to 5 categories,
they were fear of making mistakes, lack of vocabulary, lack of confidence, friends/classmates and type of task.
a. Fear of making mistakes
Based on finding there were 8 students experienced it in their speaking performance. The kinds of making mistakes are when the students making wrong pronounce or using appropriate grammar and still have a lack vocabulary. The lack vocabulary also found as one factor that students experienced in speaking anxiety. Moreover, Listriyaningsih (2018) stated that fear of making mistakes become one of factors that contributing students’ anxiety in speaking.
b. Lack of vocabulary
Based on findings, there were 8 students showed that the most of their difficulties in speak is because they have lack vocabulary. Sometimes, the lecturer asked them out of the topic but the students were lack vocabularies to express their idea. Lack vocabulary contributed the students to be anxious to speaking English. The previous research also found the lack of vocabulary as one of factors that caused anxiety. Herwanto (2013) stated that the anxiety which made he forgot the whole idea he (participant) wanted to say appeared when he tried to remember one word he wanted t use express his idea.
c. Lack of confidence
Based on the result analysis, the researcher found 6 students which have lack of self-confident as the students experienced personal and interpersonal anxiety.
They were unconfident to speak because of their self and there were unconfident because the outside factors. Nervous, shy, unconfident and low knowledge about English proficiency becoming insides factors that provoked them to be anxiety.
Self-confidence was the second factors of students’ anxiety in speaking English that found in this research.
d. Friend/Classmate
Based on the result, the researcher found that there 5 of students who afraid to being evaluated negatively by their friend. They experienced when the unsupportive friends made them performance going to be worst. For example, when the students making mistakes in pronounce or grammar, their friends constantly laugh or whisper to each other. Those conditions made the students feel blank and feel bad of their selves. The previous researcher by Listiyaningsih (2018) state that peer related fears or worries, it came light, were not the result or consequences of actual negative experiences with classmates, such as friends laugh when making mistakes, this is actually psychological disorder because they think other people greater and considered doing the wrong thing is big problem.
But mostly of the students didn’t put attention to much to their friends’ negative evaluation.
e. Type of task
The previous finding by Herwanto (2013), stated the tasks became something that causes anxiety if the students were asked to present the activities in front of
the class. When they practiced to speak in front of their friends, their confidence had certain effect to their performance.
Based on the result, there 3 students experienced it in their speaking performance. Type of task like speaking in front of friends and lecturer such as giving presentation or impromptu speech made the students quite anxious. The students mostly anxious because they were tasked in unexpectedly by lecturer, they constantly fear of making mistakes and afraid of being evaluated negatively by friends or lecturer.
2. The types of students’ anxiety in speaking English
Based on the result of the answer of open-ended questionnaire that researcher has been conducted which related to the research questions. Those was answer about the factors that caused students’ anxiety in speaking English, the researcher also categorized it into three types of anxiety according to Horwitz et all (1986), they were communication apprehension, test anxiety and fear of negative evaluation.
a. Test anxiety
According to Horwitz in Saputri (2017), test anxiety is an anxiety of performance evaluation by others emerging from a fear of failing the performance and fear of making mistakes.
Based on the findings, test anxiety was the most type that students experienced in their speaking performance. There were 10 students become
anxious when the lecturer asking them to speak unexpectedly in from of the others. Most of them think they afraid to fail in their speaking performance, besides because of lack preparation, it also because they have lack knowledge of English proficiency in speaking such as pronunciation, vocabulary and grammar.
Those also happen in students who afraid of to making mistakes.
b. Communication apprehension
Communication apprehension was the second type of anxiety that the students experienced in speaking performance. Based on the findings above, there were 8 students who were typically shyness and unconfident to speak in front of the other people. There were students unconfident because their proficiency in English is lack, there also students anxiety because they rarely speaks in front of their friends. There also students who are afraid if their speech doesn’t delivering the message clearly. Communication apprehension has a great influence on students’
communication competence. Learners who typically have difficulty speaking in front of the other people are liked to be able to learn a foreign language and develop their communication skill (Horwitz, 1986).
c. Fear of negative evaluation
The lowest type of students’ anxiety in speaking English was fear of negative evaluation. Fear of negative evaluation is similar with test anxiety. The 6 students who experienced fear of negative evaluation is anxious because of the unsupportive friends which give them negative vibes when they were making mistakes, such as laughing or whispering.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presented the conclusion and suggestion based on the findings and discussion for the data analysis.
A. Conclusion
Based on the findings and discussion on the previous chapter, the researcher concluded there are five factors that causing students’ anxiety in speaking English, the first factor that mostly provoking students to be anxiety is afraid of making mistake when the students have perception about their low ability in English proficiency and afraid to going wrong in their performance. There were 8 of 15 students experienced it. The second factor was lack of vocabulary that experienced by 8 students who were hard to speak because of they have lack vocabulary to produce language. The third was lack of confidence, which 6 students experienced it. Most of students anxious because they were un-confident of their ability in speaking. The fourth was friends/classmates which 5 students experienced it. Unsupportive friends provoking students to become anxious. The lowest factor was types of anxiety which 3 students experienced it.
The types of anxiety that students experienced in their speaking performance according to Horwitz et al (1986) are communication apprehension, test anxiety and fear of negative evaluation. Based on the result analysis of factors anxiety, the most type of anxiety was test anxiety that experienced by 10 students. The second
was communicaton apprehension experienced by 8 students and the lowest was fear of negative evaluation with 6 students.
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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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.