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AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY AT ENGLISH LEARNING CLASSROOM
( A study at SMN 13 Padang Academic year2015/2016 )
Eksi Rembulan *) Syayid Sandi Sukandi, M.A*) dan Lili perpisa, S.S, M.Pd ***)
*) MahasiswaProgram Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat [email protected]
**) Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
***) Staf Pengajar Program Studi Pendidikan Bahasa Inggris STKIP PGRI Sumatera Barat
Abstract
The purpose of this research is to desccribe the students’ speaking anxiety at English learning classroom.
This research found information about types and factors that influence students’ speaking anxiety at English learning. Thus, types of this reseaech is descriptive research and data is gotten from students X.4. The amount of the students 33 students in SMAN 13 Padang. In collecting the data researcher uses video, observation ckeclist and interview, when do observation by using video recording, observation cheklist, researcher see the students speaking activity in English learning so, the researcher gets data, types of students speaking anxiety at English learning classroom. Meanwhile, interview is used to know factors that influence students’ speaking anxiety at English learning classroom. After analyze the data, the researcher find that types of students’ speaking anxiety at English learning classroom are Trait Anxiety, State Anxiety and situational Specific Anxiety and researcher also find six factors that influence students speaking anxiety at English learning classroom.
Abstrak
Penelitian ini bertujuan untuk mengetahui tipe dan factor kecemasan berbicara siswa dalam belajar bahasa Inggris didalam kelas. Pelaksanaan penelitian ini untuk menemukan informasi mengenai tipe apa saja dan faktor apa saja yang mempengaruhi kecemasan berbicara siswa dalam belajar bahasa Inggris. Lebih lanjut, penelitian ini adalah penelitian deskriptif dan data di peroleh dari siswa X.4 yang berjumlah 33 orang di SMAN 13 Padang. Dalam mengumpul kan data peneliti menggunakan video, observasi ceklis dan wawancara. Ketika melakukan pengamatan, dengan menggunakan video dan observasi ceklis, peneliti melihat aktivitas berbicara siswa dalam belajar bahasa Inggris. Sehingga peneliti mendapatkan data, apa saja tipe kecemasan berbicara siswa dalam belajar bahasa Inggris.
Sedangkan wawancaradi gunakan untukmengetahui faktor apa saja yang menyebabkan siswa cemas dalam berbicara bahasa Inggris. Setelah menganalisa data, peneliti menemukan bahwa tipe kecemasan berbicara siswa dalam belajar bahasa Inggris adalah Trait Anxiety, State Anxiety dan Situational Specific Anxiety dan peneliti juga menemukan enam faktor penyebab kecemasan berbicara siswa dalam belajar bahasa Inggris.
Key Words: students’ speaking anxiety, English learning
2 INTRODUCTION
Speaking is the oral communication between two people or more. Then, speaking is expressing ideas, opinion, or feeling to other by using words or sound of articulation. The purpose of speaking is to inform, persuade, and entertain the listener.
Therefore, through speaking students can give opinion, suggestion, and ask questions to someone or listener orally.
In addition, speaking is a skill that should be learned by students in learning English where the students are asked to practice to speak English in daily life, especially in classroom. Learning to speak will help students to get habitual and fluency so that they can improve their speaking ability, because leaning by doing will give big contribution toward improvement of students’ ability in speaking.
Eventhough,some students are afraid to speak. It is caused by pronunciation of the student is not clear, the students have less vocabulary, they do not understand about the materials and they are less confidence. Therefore, the students anxiety in speak because their friends will laugh when they do mistake in speak English. So, the students will be nervous, confuse, and anxiety to speak well.
Anxiety is a feeling afraid, fear, uneasiness or doubt in speaking. In teaching- learning process, many students get anxiety such as giving opinion, answer the question and speaking performance in learning English. It can be seen when the teacher asks the students to formulate a question, speaking performance and giving opinion in english learning, but the students just keep silent even only bow so that the teacher does not choose them.
Learning English is activities done by students in english subject in the classroom. In English, teacher demand the students to be active in learning, such as active in formulate questions, speak in english, giving and asking opinion, and give command and suggestion. Thus, teaching- learning process will be effective if the students active in learning english.
The purpose of the research is to find what types of students’ speaking anxiety at English learning classroom and what the factors that influence students’ speaking anxiety at English learning classroom. According to Gregersen in Masoud (2012) anxiety is learner who feel anxious in their foreign language learning may find their study less enjoyable. It maens that anxiety is a feeling unpleasant or fear of some one who will ask question in English language.
Based on the researcher’s preobservation at SMAN 13 Padang, the researcher found that several phenomena in students’ speaking anxiety in learning
English. The first problem was in learning english, teacher asked students to be active in asking question, but the students were afraid to ask question. It can be seen when the teacher asked the students to asking question, the students only silent. The second problem was the teacher asked students to active in answer the question but, they were afraid and anxious when they answer the question. The third problem was when the teacher asked students to speaking performance, it can be seen if the students got nervous during speaking english, the students forgot what the students wanted to speak then they lost concentration. Each students have different factors that make their anxiety in speaking english learning classroom.
Referring to the phenomena above, it can be concluded that speaking is very important in English learning classroom because speaking is very useful for the students to develop their English language. By speaking the students can ask question, deliver their ideas. If the students are not active in speaking at English learning classroom then interaction among teacher and students, students and students are not create. In fact, many students arestill anxious in speaking English learning classroom. Thus, the researcher is interestedto analyzing students’
speaking anxiety in English learning classroom at SMA 13 Padang in 2015/ 2016 Academic Year.
RESEARCH METHOD
In this research, the researcher conducts this study as descriptive research, because the researcher would find out the data at the field based on the fact, would described students’ speaking anxiety at English learning classtoom. Ari et all (2010:453) state that basic qualitative study also called basic interpretative study by some, provide rich descriptive accounts targeted to understanding a phenomenon, a process, or a particular point of you from perspective of those involved. The researcher used this research design because the researcher wanted to analyze types and factors of students’ speaking anxiety in English learning classroom.
According to Gay (2000:122), population is the group of interest to the researcher to which she or he likes the result of the study to be generalized. Thus the population of this research was the tenth grade students of SMAN 13 Padang Academic Year 2015/2016.
As states by Gay (2000:121) that sampling is the way for selecting a number of individuals representing the large group from which they are selected. Consequently, the degree to select sample
3 which representing population is the degree to which the result are generalized.
In this research conducted purposive sampling.
Gay and Airasian (2000: 138) state that purposive sampling referred to as judgment sampling, the researcher selects a sample based on his or her experience or knowledge of the group to sample. In short, researcher only focused to observes the students who only had speaking anxiety in English learning classroom at the tenth grade of SMAN 13 Padang year 2015/2016 which contains 32 and 33 participants per classes, they were (X 1, X 2, X 3, X 4, X 5, X 6, X 7, X 8, X 9). Then, the researcher will choose one class as a sample. Researcher choose one class X 4 because researcher had did pre-observation and saw that students in that class anxiety in English learning classroom.
In this research the researcher the researcher uses the instruments to collect the data. According to Gay and Airasian (2000: 145), instrument is tool or something that used in collecting the data. In this research the researcher used observation checklist and interview as a instrumentation in order to get many sources to support this research, so this research is accurate In analyzing the data, the researcher analyzed the data gathered from observation checklist and Interview.
After the researcher observed the students, the researcher interviewed the students, then, the researcher analyzed the data to make conclusion in order to answer the research questions whether it was answer or not. According to Gay and Airasian (2000:239) there are four step of analyzing data.
reading/memoing, describing, classifying and interpreting.
FINDING
1. Types of anxiety that are encountered by tenth grade students at SMAN 13 Padang
In this research research the researcher has found the data about the types of students’ speaking anxiety at English learning classroom through the observation checklist. In the data, the researcher found that state anxiety and situation specific anxiety is the big number of students’ speaking anxiety at English learning classroom of SMAN 13 Padang.
Those data has been analyzed by the researcher and it was such State Anxiety and situational Specific Anxiety are the big number. Then, Trait Anxiety is the low number of students’ speaking anxiety.
Based on the data above, the researcher found that State anxiety and situational specific anxiety are the big number, it means the students felt anxiety because of danger situation and because of the other poeple like the teacher asked them to speak without preparation, it was made the students panic and did not know what would they talked. Then, and also because of situation in stage fright it can be seen the students worry, panic and apprehension when the teacher called her/ his name and performance in front of the class. Meanwhile, state anxiety and situational specific anxiety are the big number types that encountered by the students at English learning classroom because the number of those anxiety are 6 items.
Furthermore, at English learning classroom the students embarressed to performed in front of the class because they afraid to make the mistake. When the teacher call his/her name to performed in front of the class, the students spontaneous tremble and did not know what would they talked. Actually, they had preparation before their name was called.
Moreover, every students had different anxiety at English learning classroom, but based on the result of observation checklist about the speaking anxiety, it was showed that state anxiety and situational anxiety are the big number of students’
speaking anxiety at English learning classroom that encountered by the students in class X. 4. In each types of anxiety they had not big difference. It can be seen the result of this researcher state anxiety and situational specific anxiety had the big number then the trait anxiety. After state anxiety and situational specific anxiety were followed by trait anxiety that anxiety come from the students personality. The students felt anxiety because they did not have self- confidence and they were not surely with their ability, so they felt anxious at English learning classroom.
Thus, it can be concluded that the tenth grade students of SMAN 13 Padang realize that the anxiety at English learning classroom because of the danger situation and stage fright. For the example when the teacher suddenly asked them to performence in front of the class without preparation before, they choose to silent rather than speak without preparation. Then, the students embarressed to volunteer to performed in front of the class at English learning classroom
.
4 2.Factors that influence students’ speaking anxiety at English learning classroom
According to analysis of the result of interview, the researcher found the factors of students’ speaking anxiety, they were Lack of Vocabulary, Low English proficiency, Lack of preparation, Lack of practice, Fear of making mistakes and being laughed at, Fear of losing face, Fear of being focus of attention, Fear of unable to follow and understand others and Inability to express ideas. Based on the indicators on the chapter II, there were many factors of students speaking anxiety related to each of their encountered.
But not all of each indicators found during the researcher doing the research. They are; ; lack of vocabulary, low English profeciency, lack of preparation, fear of making mistake and being laughed at, fear of losing face, fear of being focus of attention and inability to express ideas.
First, for this kind of speaking anxiety factor, the students was anxious when they would speak English, because they did nobt have enough of vocabulary. They confused to speak because they had limited vocabulary to speak with other. This case also supported by the interview that the researcher has conducted. In the interview, the students told that they did not have enough vocabulary, so they did not know what would they said. They got nervous, panic, and also tremble their hand because no other words that could be said.
Second, for this kind of speaking anxiety factors, the students had low comprehension about what the other people said. The students also had low fluency in speaking English. It made the students afraid to speak English. This case also supported by the students answer the question from the interview, that they were anxious when they speak English, because they did not understand about the other people said, so they could not response well what the other people said.
Third, another common reason for students, why they felt nervous was they lack of practice.
Based on the students’ answer the question of interview that the students felt anxious in speaking class because they were not had good preparation before. They should practice before they speak English. For example, when the teacher called his/her name to speak in front of the class, they would nervous, panic and worry because they were not had preparation before and also they never practice before, so they afraid to made a mistake.
Fourth, the next factor that made the students anxiety in speaking class was they fear of making mistakes and the other friends being laughed at, so they fear of losing face to speak infront of the class .fear of making mistakes and the other friends being laughed at, is similar with the fear of losing face. So researcher just explain in one part. Based on the result of interview the students said that, they did not confidence to speak English because they would not make a mistake and also they fear that the another students would laughed. It means, the students did not want to speak without preparation before, if they had preparation they never think that they would made a mistake.
Fifth, the factors that made the students anxiety at English learning classroom was inability to express ideas. They confused to speak because they do not have ability to express ideas. This case also supported by the interview, the researcher has conducted. In the interview, the students told that they could not know to express it. They got nervous, panic, and apprehension so, they speak was not clear.
Furthermore, at English learning classroom the students could not say anything because the have not habitual to speak with their friends or their teacher. So, they will shock or panic if suddenly the teacher asked them to speak. Based on the data analysis above the researcher also find that the students always think that the other students was more better in speaking then she/he. It made they anxiety in speaking class.
Thus, it can be concluded that the factors influence in students speaking anxiety were the students lack of preparation, they never practice to pronounce the words in English, and also they never practice to speak English, so if the teacher asked them to speak, they would panic and getting the nervous, it was make the anxious at English learning classroom.
CONCLUSION
To collect the data based on the purpose of the research, the researcher had conducted a rerearch at SMAN 13 Padang. The purpose of this research was describe types of students’ speaking anxiety at English learning classroom and the factors that influence students’ speaking anxiety at English learning classroom. To describe types of students’
speaking anxiety researcher used indicators of types
5 of students’ speaking anxiety at English learning classroom and used interview to describe the factors that influence students’ speaking anxiety at English learning classroom was purposed expert in chapter II.
Students speaking anxiety is the feeling of worry, nerfous, apprihension and anxious that face by the students in speaking actyvity at English learning classroom. There are three types of students’
speaking anxiety at English learning classroom, they are Ttrait Anxiety, State Anxiety and Situational Specific Anxiety and six factors that influence students’ speaking anxiety at English learning classroom. They are; lack of vocabulary, low English profeciency, lack of preparation, fear of making mistake and being laughed at, fear of losing face, fear of being focus of attention and inability to express ideas.
ACKNOWLEDGEMENT
The researcher would like to express her gratitude to Allah for the mercy and bless the researcher finally completed her thesis. Then, the researcher would like to thanks to Prophet Muhammad SAW by his struggle to bring people from darkness to the world of civilized.
The researcher express her gratitude to her advisors, Syayid Sandi Sukandi, S.S, M.A and Lili Perpisa, S.S, M.Pd who have given advice and helped the researcher to complete her thesis.
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Nunan, David. 2003. Practical English Language Teaching. McGraw-Hill: Harper Collins Publisher.
Shabami, M.B. (2012). Levels and Sources of Language Anxiety and Fear of Negative Evaluation Among Irian EFL Learners. Vol 2, No.11.http//www.tpsl.org.levelanxiety.html.
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