DenganJudul: "An Analysis of the Causes of Students' Anxiety in Expressing Thought in the Speaking Class (A Descriptive Study in the Second Semester of English Department Muhammadiyah University of Makassar)". This research aimed to discover the causes of students' anxiety to express their opinion in speaking class.
Problem Statement
Objective of the Study
Significance of the study
Scope of the study
The third research "Sources and levels of foreign language speaking anxiety of English as a foreign language University Students in relation to language proficiency and gender" by Emre Debreli. The research investigates the phenomenon in an EFL context and analyzes the levels of EFL students 's speaking anxiety and the sources that make them anxious. All (2015). The research aims to investigate which factors contribute to speaking anxiety and why speaking anxiety occurs in the first year students of the English Department Faculty of Arts in Jember University.
Some Pertinent Ideas 1. Speaking
- Anxiety
- Self-perception or Self-esteem
- Presentation in the Classroom
- Fear of Making Mistakes
- Social Environment
- Gender
- Cultural Differences
- Formal Classroom Environment
This shows that shyness can be a source of problem in students' learning activities in the classroom, especially in the speaking class. Therefore, paying attention to this aspect is also quite important to help students do their speaking performance in class (Gabhard, 2000:2). In the literature it is mentioned that motivation is the key to the success of students' learning (Songsiri, 2007:24).
Robby (2010), the fear of making mistakes becomes one of the main factors of students' reluctance to speak in English in the classroom. They posited, "the importance of distinguishing between the 'true' or 'actual' self as known by the language learner and the more limited self as it may present itself at any moment in the foreign language appears to distinguish foreign language anxiety from other academic ones such as those related to mathematics or science". According to Terror Management Theory (TMT), "People are motivated to maintain a positive self-image because self-esteem protects them from anxiety" (Onwuegbuzie et al Presentation in the Classroom.
Giving a presentation in front of a class in a foreign language has been cited as one of the causal factors that could cause anxiety to exist in students, and is considered the most anxiety-inducing activity in the classroom. They feel anxious after the presentation in the classroom because they are afraid of questions from other students and the lecturer. Based on the results of the questionnaire, 4 students chose this resource as a factor of speaking anxiety in the classroom.
Onwuegbuzie et al., 1999) argues: Such expressions of fear of being judged negatively in a formal classroom setting support previous research that students feel more anxious in highly evaluative situations, especially in the second language/foreign language classroom, where their performance is constantly watched by both their teacher and peers. The students feel anxious to speak English in class because they are controlled by the teacher.
Conceptual Framework
While external factors consist of: lack of preparation, limited vocabulary, grammatical errors, friend/classmates and embarrassment. The researcher uses descriptive method in which this method will describe what actually happens with procedures about method that is useful in research. It is used as a guide to carry out the research from the beginning to the end of the work.
According to Gay L.R., et al., qualitative research is the collection, analysis and interpretation of narrative and visual data in order to gain knowledge about a particular phenomenon of interest. Furthermore, the purpose of qualitative research focuses on and is concerned with promoting an in-depth understanding of a particular phenomenon, such as an environment, a process, or even a belief. This research uses the qualitative method to describe the factors that influence students' anxiety in the speaking class.
The research uses this method to collect and analyze data suitable for the purpose of this study to get information about what factors may cause the students anxiety when speaking.
Research Subject
The participants selected participants who should actively attend classes until the end of the class and fill questionnaire with pleasure without coercion.
Research Instrument
Procedure of Data Collection
Technique of Data Analysis
According to Furchan (2007), a narrow questionnaire means an alternative answer that is already provided and the subject of the study chooses only one alternative answer that best suits the self and its experience. While unfavorable statements are statements that do not fit or do not describe the anxiety of public speaking students. Likert scale used to measure attitudes, opinions and perceptions of a person or group of people about social phenomena.
The checklist is provided in the available column and the statement is consistent with the alternative theme, the response usage is Strongly Agree (SA), Agree (A), Undecided (U), Disagree (D) and Strongly Disagree (SD) .
Findings
Based on table 4.1 and diagram 1 above, the data percentages showed that there were 31 students who responded, there were 8 students or 25.81% of the total number of students who completely agree with the statement. Meanwhile, 5 students or 16.13% of the total number of students were undecided with the statement. Based on table 4.3 and diagram 3 above, the data percentages showed that there were 31 students who responded, there were 8 students or 25.81% of the total number of students who completely agree with the statement.
Meanwhile, there were 10 students or 32.26% of the total number of students who answered undecided with the statement. Meanwhile, there were 6 students or 16.13% of the total number of students who answered undecided with the statement. Based on Table 4.8 and Chart 8 above, percentages of data showed that there were 31 students who responded that there were 8 students or 25.81% of the total number of students who strongly agreed with the statement.
Meanwhile, there were 9 students or 29.03% of the total number of students who answered undecided with the statement. Based on Table 4.9 and Chart 9 above, percentages of data showed that there were 31 students who responded that there were 7 students or 22.58% of the total number of students who strongly agreed with the statement. Meanwhile, there were 7 students or 22.58% of the total number of students who answered undecided with the statement.
The other 12 students or 38.71% of the total number of students agree with the statement. However, 8 students or 25.80% of the total number of students were not defined by the statement. While 6 students or 19.36% of the total number of students were undecided with the statement and 2 students or 6.45% responded that they disagreed with the statement.
The other 16 students or 51.61% of the total number of students agree with the statement. Based on Table 4.17 and Chart 17 above, the percentages of the data showed 31 students responded. There were 8 students or 25.81% of the total number of students who strongly agreed with the statement. Meanwhile, there were 10 students or 32.26% of the total number of students who were undecided with the statement and 1 student or 3.23% who answered that they disagreed with the statement.
The other 13 students or 41.93% of the total number of students agree with the statement. Meanwhile, there were 8 students or 25.81% of the total number of students who answered undecided with the statement and 1 student or 3.23% answered disagree with the statement. Meanwhile, there were 4 students or 12.90% of the total number of students who answered undecided with the statement.
Discussion
- The Internal Factors Students’ Anxiety in Speaking English
- The External Factors Students’ Anxiety in Speaking English
The result of this research is consistent with the result of the previous study by "Speech Anxiety: Factors Contributing to Anxiety in the Speaking Class of First Year Students of English Literature Department, Jember University, done by Imam Wahyudi Antoro et. . All (2015).” The results show that self-perception or self-esteem, classroom presentation, fear of making mistakes, social environment, gender, cultural differences, formal classroom environment are determined as the source of participants' speaking anxiety. . The result of the questionnaire shows that the external factor affecting students' anxiety in speaking English is embarrassment.
Speaking Anxiety: Factors Contributing to Speaking Classroom Anxiety of the Freshmen of the Department of Arts English, Jember University, led by Antoro et. The most internal and external factors that influence students' anxiety when speaking English differ from those reported in previous research. Study of Foreign Language Anxiety of Male and Female Elementary School Students in Learning English by ChannaSoim (2014). The results show that fear of speaking in English, exam anxiety and the fear of being less competent and making mistakes are three important constructions of the students' anxiety.
In summary, the most factors that cause students' anxiety to speak English in the second semester of Muhammadiyah University of Mkaasar English Department students are lack of confidence and embarrassment. Students never feel confident enough about themselves when speaking English and always think that other students are better than them. The second part presents some suggestions based on the findings and conclusions of this research.
Conclusion
Suggestion
To the following researchers, they can investigate more about the students' anxiety in other skills, not only about anxiety of speaking, but also in other skills such as reading, listening or writing. A study of foreign language anxiety of male and female primary school students in learning English, Yogjakarta, Universitas Negeri Yogyakarta. English as a foreign language University students in relation to language proficiency and gender.Mersin 10 Turkey.
Wahyudi dkk 2015. Kecemasan berbicara: faktor-faktor yang berkontribusi terhadap kecemasan di kelas berbicara mahasiswa tahun pertama Fakultas Seni Bahasa Inggris. Jember: Universitas Jember. Saya menjadi sangat gugup ketika guru bahasa meminta saya untuk berbicara bahasa Inggris yang telah saya persiapkan sebelumnya. Saya sangat gugup ketika guru bahasa meminta saya berbicara bahasa Inggris, yang sudah saya persiapkan sebelumnya.
Bagian tertentu dari tubuh saya terasa sangat tegang dan kaku ketika saya berbicara bahasa Inggris.
