An Analysis of Students' Strategies in Reducing Anxiety Problems in English Speaking at SMA PPM Al-Ikhlash Lampoko. What are students' strategies in reducing anxiety problems to conduct conversation in speaking class at SMA PPM Al-Ikhlash Lampoko. To find strategies that students use to reduce anxiety in speaking class at SMA PPM Al-Ikhlash Lampoko.
To classify the types of students' anxiety in the speaking class at SMA PPM Al-Ikhlash Lampoko.
INTRODUCTION
Background
According to Nunan, speaking is one of the most important aspects of learning a second or foreign language. To learn English, speaking is the most important skill because it is one of the ability to have a conversation about language.
Research Questions
Objectives of the Research
Significance of the Research
In practice, the contribution can be in the form of information related to anxiety problems and the strategies students use to reduce anxiety when conducting English conversations. This research aims to inform teachers about the obstacles students face in conducting and understanding English conversations and to be aware that students can reduce anxiety in speaking English and have more confident conversations .
Scope of the Research
Preparation is the key to confidence when giving a speech or presentation in front of the class. The purpose of the interview was to find out what strategies students use to reduce anxiety when speaking in class. The researcher used a cell phone camera and used voice recording to interview students and use the strategies to reduce anxiety when speaking in front of the class.
This study focused on the strategies students use to reduce anxiety when speaking in front of the class and analyzed the types of anxiety in second grade students of SMA PPM Al-Ikhlash Lampoko. Students using preparation strategies said that they need to prepare first, practice before speaking in front of the class. One of the strategies students use to reduce anxiety when speaking is peering.
One of the strategies students use to reduce speaking anxiety is positive thinking. One of the strategies students use to reduce speaking anxiety is gesture/body language. One of the strategies students use to reduce speaking anxiety is being socially awkward.
One of the strategies students use to reduce anxiety while speaking is holding things in place. Do you usually feel anxious when having a conversation in English in front of the class? What are the things that make you anxious when having a conversation in front of the class?
What strategies do you use to reduce anxiety when speaking in class?
REVIEW OF LITERATURE
Previous Related Study
Some Pertinent Ideas
- Concept of Speaking
- Concept of Anxiety
- Students’ Strategies for Reducing Anxiety
- Conceptual Framework
Moreover, it has been found that more than a third of students show signs of anxiety while presenting orally in English lessons. This type of anxiety arises in a certain situation or during a stressful event and is therefore not permanent. Researchers use this theory as a type of anxiety experienced by students' SMA PPM Al Ikhlash Lampoko.
The personality traits of students like this are shy, quiet and like to be alone. According to Hotwitz, (2011) this type of anxiety occurs when students are afraid of failure, in foreign language learning students will experience anxiety during exams which hinders their performance. Preparation is an effective way to help students deal with their anxiety in oral performance because they develop students' self-esteem in speaking which can reduce the level of anxiety.
This can be useful, especially for dealing with state anxiety which refers to students' anxiety due to a specific assessment situation, a test or competition and oral performance. Peer seeking is characterized by students' willingness to seek out other students who have the same difficulties in understanding in class and controlling their anxiety. After that, the researcher identifies the strategies that students use to reduce anxiety during conversation and students in types of anxiety.
RESEARCH METHOD
- Research Design
- Subject of the Research
- Research Instruments
- Data Collection Procedure
- Data Analysis
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 out of the way" so I usually never feel anxious and scared when I speaking in front of the class. ” (MFM, Wednesday, December 1, 2021) Extract 02. Based on the above described, it shows that the above students used the strategy of holding things, which is to carry objects such as paper as a tool to reduce anxiety when they appeared in front of the class, they said the paper would be held or kneaded when they lost an idea. Preparation is the most important aspect of the teaching and learning process, especially when it comes to speaking English.
Students who used the relaxation strategy said that they should not rush to retire at 2 to 3 before speaking or appearing in front of the class. Based on the results of the study, the researcher concluded that the second grade students of SMA PPM Al-Ikhlash Lampoko, some of the students still have excessive anxiety that they still had fear and lack of confidence when they appeared in front of the class, some of them were still scared and afraid of making mistakes and some of the students were quite good at controlling their anxiety. Apakah usually Anda merasa cemas/takut when doing conversation di depan kelas menggunakan bahasa Inggris?).
N: Apakah kamu biasanya merasa cemas/takut ketika berbicara di depan kelas menggunakan bahasa Inggris?
FINDINGS AND DISCUSSION
Research Findings
- The Students’ Strategies to Reduce Anxiety
Based on the above responses, it was shown that the students used a preparation strategy because they need to prepare before they start speaking English, practice and repeat the conversation before coming forward. Based on the above answers, it shows that the above students use a relaxation strategy, that is, they cannot rush, they should be as calm as possible and take deep breaths to relax. Based on the above responses, it shows that the above students used a peer-seeking strategy where they had to seek support from like-minded friends.
The above shows that the above students use positive thinking strategies, namely that they direct their thoughts in a positive direction as much as possible, so that the anxiety that arises can be reduced. From the above answer, it appears that the above students use gestural/body language strategies, namely, they have to move their hands or body while speaking. The goal of this strategy is that they do not forget what they want to convey.
Based on the above answer, it appears that the above students use the socially awkward strategy or assume that the people around them are inanimate objects so that they can freely convey what they want to convey without fear of being wrong or being anxious . Based on the above answers, it was shown that the students had state anxiety because they said that sometimes they became shy if they did not know the meaning of words, but if they knew it, they could speak English confidently. Based on the above answers, it was shown that the students had specific feelings of anxiety because the students felt shy, scared and not confident when standing in front of people.
Discussion
- The Strategies used by Students’ in Reducing Anxiety Problems in
Jadi saya biasanya menggunakan bahasa Inggris dan Arab setiap hari. di sekolah saya adalah pesantren modern Al-Ikhlash juga terkenal dengan bahasanya, jadi disinilah kami berada di sekolah ini. saya...harus bisa berbahasa Inggris dan Arab. MFM: Menurut saya kalau kita ingin belajar, tidak ada yang sulit dalam menggunakan bahasa Inggris. Jika kita ingin belajar bahasa Inggris, kita akan melakukannya. tet tit) kita tidak akan menemui kesulitan di dalamnya.
SA: Jadi, karena di pesantren kami wajib menggunakan bahasa Inggris dan Arab, maka otomatis sebagai driver bahasa saya juga menggunakan bahasa Inggris setiap hari kecuali kamis sore dan jumat sore. Bahasa inggris, karena selain pelajaran formal, bahasa inggris juga kita jumpai pada pelajaran informal ee...padahal "pondokan" itu materinya yaitu pelajaran informal, kita tetap menggunakan bahasa inggris juga eee...lebih tepatnya eee...dan ini sekolah juga merujuk kita ke ee…selalu pakai bahasa karena kalau tidak pakai bahasa kita akan dihukum dan takut kalau tidak bicara jadi eh…singkatnya disini kita pakai bahasa itu setiap hari.” FN: ini dia gunakan bahasa Inggris setiap hari tergantung situasinya. Jika kita menggunakan bahasa Inggris selama minggu bahasa Inggris setiap hari 24 jam sehari dan kapan saja.
FG: Ya, saya setiap hari menggunakan bahasa Inggris, karena di asrama ini kami terbiasa selalu menggunakan bahasa Inggris. M: Ya, disini saya menggunakan bahasa inggris karena penginapan ini terkenal dengan bahasanya jadi wajib.
CONCLUSION AND SUGGESTION
Conclusion
Some students who have strategies to reduce anxiety, they could control it so that it is not too excessive and because of their habit of always practicing and using English, so they get used to it and more confident, and students can perform without having to feel anxious. The types students used to reduce anxiety problems in conversation. There were some types of anxiety that could be concluded that the students had insecure, fear of making mistakes, shyness, worry, panic when they had signs of anxiety, the symptoms are shortness of breath, shortness of breath that prevents them from practicing speaking English.
Suggestions
HAI: Menurut saya, saat belajar bahasa Inggris, hal tersulit yang saya perhatikan ketika saya membacanya adalah perbedaan antara cara menulis dan cara membaca.
