Judul proposal: The reasons for the students' anxiety in speaking English (A Descriptive Study in The 1st Semester English Students of Makassar Muhammaiyah University). The causes of students' anxiety in speaking English (A descriptive study in 1st semester English students at Makassar Muhammaiyah University) in the academic year 2018/2019). Praise and great gratitude sent to the almighty god, Allah SWT who always bestows her gracious mercy and immense blessing that help the writer to complete this thesis titled is The Causes of The Students' Anxiety in Speaking English (A Descriptive Study in the 1st Semester English) Students from Makassar Muhammaiyah University).
Background
Therefore, the problem should be identified in order to have some solutions to promote students' confidence and competence. This research used descriptive qualitative and quantitative method to investigate the causes of students' anxiety in speaking English in 1st semester at Makassar Muhammadiyah University.
Problem Statements
In the recent approach such as Communicative Language Teaching (CLT), students are expected to interact with other people through pair or group work. Conversely, the demand for communication in the modern language classes can increase students' anxiety, as there are more chances for their weaknesses to be exhibitions in front of others (Tanveer, 2007: 2).
Objective of the Research
This field focuses on recognizing the causes of students' anxiety in speaking English first semester of Makassar Muhammadiyah University in the academic years 2018-2019. Gaudry and Spielberger (1971: 7) believe that "the presence of signs such as tremors in the limbs, sweating of the hands and forehead and redness of the neck and face is considered to be an indication of anxiety". MacIntyre (1999:27) defines language anxiety as "the anxiety and negative emotional response that arises when learning or using a second language".
There are some issues regarding students' learning process in speaking English in the first semester of Makassar Muhammadiyah University. Finally, the author finds it important to research the causes of the anxiety among English speaking students of Makassar Muhammadiyah University in academic years 2018-2019. This research was conducted through a descriptive quantitative and qualitative method to investigate the causes of the student's anxiety when speaking English.
The FLCAS questionnaire was used to obtain the data from the respondents and to measure the causes of students' anxiety in speaking English. According to Cross & Stewart (1995, as cited in Johnson & Christensen, 2008, p.208) “The qualitative interview process they used in their research study was followed by the open question they used to elicit information about the students' experiences” . The finding covers the causes of students' anxiety to speak English in the first semester of English students of Makassar Muhammadiyah University in the academic years 2018-2019.
They are all students in the first semester of English language B class of Makassar Muhammadiyah University in the academic years 2018-2019. However, research on Indonesian causes of students' anxiety about speaking English as a foreign language is still limited. The purpose of this study was to describe the causes of students' anxiety in studying English speaking in class B first semester of Makassar Muhammadiyah University.
Significance the Research
Scope of The Research
In research, it is very important to determine the scope of the research in order to obtain relevant data. This scope focuses on knowing the causes of students' English speaking anxiety in the first semester of Makassar Muhammadiyah University in academic years.
REVIEW OF RELATED LITERATURE
Speaking …
- The Nature of Speaking
- Speaking in EFL Learning
- The component of speaking
- Appropriate Speaking Performance
- Characteristic Of Spoken Language
- Classroom Speaking Activities
Kayi (2006) adds that speaking is the benefit of several elements related to anxiety, ductive skill in the oral mode. This idea means that speaking emphasizes more the ability of an individual to convey something whether it is in the form of expression, report, etc. with the language she has. In other words, speaking skill is the ability to use words or language to express oneself in a normal voice.
Norton (2004) cites grammar is the set of formal patterns in which the words of a language are arranged in order to convey a larger meaning. Meanwhile, Harmer (2001) states that the grammar of a language is the description of the way in which words can change their forms and can be combined into sentences in that language. Fluency can be defined as the ability to speak fluently, correctly, smoothly and readily.. from the main elements of speaking ability so that the interlocutor understands well the ideas or messages that the speaker wants to convey. e) Understanding.
It's about students' ability to express ideas and opinions in cohesive, cohesive speech. The learners' ability to maintain a coherent language flow with an appropriate range of linguistic resources across different utterances is the main concern here.
Anxiety
- The Nature of Anxiety
- Anxiety as A Psychological Factors
- Foreign Language Anxiety
- Student’s Strategies to Overcome FLA
- Teacher’s Strategies to Overcome FLA
Three main categories of anxiety can be distinguished: trait anxiety, situation-specific anxiety and state anxiety. It can have different causes and different people will experience different types of anxiety. The feeling of fear can occur anytime, anywhere and so there may be times when it can be noticed by others, especially if the fear reactions are physical.
The thoughts that play in the mind of the anxious person can be negative thoughts which then lead to the high level of anxiety. It is important to understand the role of anxiety in language learning because it is high among factors that can affect language learning regardless of whether the environment is formal or informal. One of the negative consequences of anxiety in language learning is that students with higher anxiety will achieve low performance.
Oral quizzes and oral responses in the target language are other strong sources of anxiety. This type of anxiety can prevent students from enjoying an oral report practice with their peers.
Conceptual Framework
The existence of anxiety affected students' performance in the English classroom and caused difficulties in showing their best.
Research Design
Population and Sample
In this research, the author selects 24 (3 male and 21 female) students class B in 1st semester of English department in Makassar Muhammadiyah University as a sample.
Instrument of the Research
A purposive sample was a non-probability sample that was selected based on the characteristics of a population and the purpose of the study. The author conducted face-to-face interviews with some students who had experienced anxiety about speaking English. To minimize misunderstandings, the interview was done in Indonesian between the researcher and the participants.
Procedure of Data Collection
Thus, we can conclude that most of the first semester English students of Makassar Muhammadiyah University were not sure that they feel confident speaking English. So we can conclude that most of the first semester English students of Makassar Muhammadiyah University were not sure that they get nervous and confused when they speak English. Thus, we can conclude that most of the first semester English students of Makassar Muhammadiyah University were not sure that they had no fear of speaking English.
So we can conclude that most of the students in the first semester of Makassar Muhammadiyah University English students were undecided and I feel relaxed when I speak English. So we can conclude that most of the students in the first semester are Makassar English language students. So we can conclude that most of the students in the first semester of English students of Makassar Muhammadiyah University were undecided that they face the prospect of speaking English with confidence.
So we can conclude that most students of the first semester English students from Makassar Muhammadiyah University agreed that I enjoy the prospect of speaking English. So we can conclude that most students in the first semester English students from Makassar Muhammadiyah University were unsure that they have problems coordinating my movements while speaking English.
Technique of Data Analysis
FINDINGS AND DISCUSSION
Discussion
The result of this research shows that most of the students are in (1) There were 2 students (8.3%) who experienced the "Anxious" level and the range scores for "Anxious". Knowing well the existence of students' anxiety will absolutely affect the way the teacher teaches English. Administering the FLCAS (Foreign Language Classroom Anxiety Scale) at the beginning of the semester to students will help the teacher know each student's level of anxiety.
Menyelidiki faktor-faktor yang menyebabkan kecemasan berbahasa bagi pelajar ESL/EFL dalam mempelajari keterampilan berbicara dan pengaruhnya terhadap komunikasi dalam bahasa target. Di kelas pidato, saya sangat ingin berbicara bahasa Inggris karena saya tidak mengetahui urutan kata yang benar dalam struktur kalimat. 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 kita berbicara bahasa Inggris. Bahkan ketika saya sudah sangat siap, saya takut untuk berbicara bahasa Inggris karena siswa lain menertawakan saya ketika saya berbicara dalam bahasa asing.
CONCLUSION AND SUGGESTION
Suggestion…
The teacher should be aware of fear of foreign languages in English class because fear has become an important factor influencing students' language learning process. For the students who have a lot of anxiety, they should participate to reduce the anxiety in the classroom. They should realize that making mistakes when learning a foreign language is common and natural.
Due to the limitations of this study, the author hopes that future writers will do better research on language anxiety in different skill areas, such as writing, reading, and listening. The problems of language anxiety will never go away, because most people who learn a foreign language face this problem. Therefore, further research into certain methods that can help students reduce their anxiety while learning English is urgently needed.
Young (Eds.), Affect in foreign and second language learning: A practical guide to creating a low-anxiety classroom environment. I am afraid that other students will laugh at me when I speak a foreign language.
