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In this chapter will describe the results of the data collections and data analysis to answer the research question in this chapter. The researcher got the data from Foreign Language Classroom Anxiety Scale questionnaires that have been distributed to all respondents. Afterwards, the researcher gets the descriptions of the final result.
A. Findings
1. Levels of speaking anxiety in English Classroom
Horwitz et al have developed “Foreign Language Classroom Anxiety Scale”
(FLCAS) to measure the amount of anxiety by students. The scale has 33 items scored on a 5 point Likert scale ranging from strongly agree; agree; nether agree nor disagree; disagree; and strongly disagree.
The participants of this research, those are all the second students in MTsN Parepare in academic year 2020/2021 were answered the questionnaire completely.
There are 159 students that answer the question but the researcher taken just only 60 students as a sample in this research. The table below shows the result of students’
response toward FLCAS questionnaire.
Table 4.1 : Profil Respondent
Gender Frequency (Percentage)
Male 30 (50%)
Female 30 (50%)
From the table above the writer divide the respondent into two groups male and female Male 30 (50%) and female 30 (50%).
Figured 4.1 Map Person of Anxiety
Person - MAP - Item <more>|<rare>
2 + | | | | | X | | |
| I0011 1 XX T+
XX |T I0005 |
X | I0008 I0018 I0028 I0032 XXXX S|
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XXXXXXXX | I0002 I0007 0 XX +M I0006 I0015
XX | I0021 I0027 I0030
X S| I0001 I0003 I0023 I0024 I0026 XX | I0010 I0019 I0020 I0029 I0031 XX | I0004
XX |S I0012 I0016 T| I0033
X | I0009 X | I0025 |T
-1 +
<less>|<frequ>
High anxiety
Mildly anxiety
Low anxiety
Table 4.2 : Table map of picture
Level of Anxiety Frequency
High Anxiety 9 (15%)
Mildly Anxious 5 (8,33)
Low Anxiety 46 (76,67%)
Based on the table above showed that 9 (15%) students have a high level of anxiety that they occurred when speaking in English classroom. 5 (8,33) students have a mildly anxious when speaking in the English classroom and 46 (76,67%) students have a low anxiety when speaking in English classroom. It can be conclude that the students have a low anxiety when they are speak in English classroom. If their level anxiety is low it means that most of student relaxed when they are speak in English classroom. They are doesn’t any problem when speak in English classroom.
Figured 4.2 Map of item
Map below to see which items are the most cursed and which items are difficult for students to curb.
Person – MAP – Item
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| I0011
0 XX T+
XX |T I0005 |
X | I0008 I0018 I0028 I0032 XXXX S|
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XXXXXXXX | I0002 I0007 0 XX +M I0006 I0015
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X S| I0001 I0003 I0023 I0024 I0026 XX | I0010 I0019 I0020 I0029 I0031 XX | I0004
XX |S I0012 I0016 T| I0033
X | I0009 X | I0025 |T
-1 +
<less>|<frequ>
Table 4.3 : Table Map Item of Picture
Item level Score
Easy to approve 21 (63,67%)
Difficult to agree 12 (36,33)
From the table above, it can be seen that the items most approved by students are “Easy to approve” in number 21 (63,67%) it means that from the item most of students answer 5 and “difficult to agree” with 12 (36,33%). To seen an overview of question that are easy to agree on number 11 (I don’t understand why some people get so upset over English classes) it means that actually this students are feel not anxious with English classroom. From the several items, this item was the least approved by respondents because they thought that English was not make them feel anxious. In item number 5 (it wouldn’t bother me at all to take more English classes) it means that the students actually feel worried to take more English class and the last is 8 (I am usually at ease during tests in my English class) it means that actually the students feel not ease during a test English class.
And from the item that difficult to agree in number 25 (English class move so quickly I worry about getting left behind) it means that the students feel worried if their teacher give the materials quickly because it will make them missed the materials.
In item number 9 (I start to panic when I have to speak without preparation in English class) it means that they are agree that most of people will be panic when speak in English classroom without preparation before and most of the students agree with this item. And the last in item 33 (I get nervous when the English teacher asks
questions which I haven’t prepared in advance) it means that the students are agree that they will be nervous when the English teacher asks them without preparation.
Figured 4.3 Item Map of Dominant Type Speaking Anxiety Person - MAP - Item
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| I0011 1 XX T+
XX |T I0005 |
X | I0008 I0018 I0028 I0032 XXXX S|
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XX | I0021 I0027 I0030
X S| I0001 I0003 I0023 I0024 I0026 XX | I0010 I0019 I0020 I0029 I0031 XX | I0004
XX |S I0012 I0016 T| I0033
X | I0009 X | I0025
|T
-1 + <less>|<frequ>
From the map above, the item colored red is test anxiety, the green color is communication apprehension and the blue color is fear of negative evaluation. From the map above, it can be seen that the dominant type is test anxiety. It means that most of student are feel anxious when test anxiety shown by the most dominant color in the map. And the next is communication apprehension and the last is fear of negative evaluation.
2. Differencess anxiety between male and female in English Classroom a. Assumption test
1) Uji Normalitas
Normality test is needed in order to know whether the distribution for a variable under study is normal or not, because this is closely related to the type of statistic that will be used, whether parametric or nonparametric. normality test using Shapiro Wilk. the criteria used: if p> 0.05 then the distribution of items is said to be normal.
Table 4.4 : Test of Normality (Shapiro-Wilk) Score of Anxiety
W P
0,964 0,073
Note. A low p-value suggests a violation of the assumption of normality
Based on the normality table above found the value Shapiro-Wilk(w) is 0,964 and the value of probability (p) is 0,073. Because the value p>0,05 so it can be conclude that the data is normally distributed. Means the conditions are met.
Table 4.5 : Test of Equality of Variances (Levene's)
F Df Df2 P
Score of Anxiety 1,17 1 58 0,285
Note. A low p-value suggests a violation of the assumption of equal variances Based on the table above, the homogeneity is obtained F= 1,17 and P= 0,285.
Because the value of P>F so the data is homogeneity. Because the data is normally distributed and is homogeneous, the prerequisite test for the t test has been fulfilled.
So we can continue to t test.
Table 4.6 : the table of Independent Samples T-Test Independent Samples T-Test
95%
Confidence Interval
stati
stic df p
Mean differ
ence
Low
er Upper
Coh en's
d Student’s
Score
0.76 0
58 .0
0.4 51
0.07 90
- 0.1 29
0.28 7
0.19 6
Based on the table above, the t-test students scored = 0.76 and P = 0.451.
because the P > 0.05, it can be concluded that H1 is rejected, and H0 is accepted.
Means, there is no significant difference level in speaking anxiety between male and female in the English classroom.
Table 4.7 : Table of Group Descriptives Group Descriptives
Group N Mean SD SE
Score Female 30 0.280 0.369 0.0673
Anxiety Male 30 0.201 0.434 0.0793
However, based on the descriptive table above, the level of anxiety in female (mean = 0,280; SD = 0.369) is higher than male’s anxiety (mean = 0.201; SD = 0.434).
Figured 4.4 Differencess anxiety between male and female in English Classroom
A : Female
B : Male
B. Discussion
In this part the researcher explained the discussion of the students speaking anxiety in English classroom at the second year students of MTsN Parepare. This research did on 19th October 2020. The researcher had been prepared the questionnaire in goggle form and send to their teacher to sending to her student for answering.
The researcher gave the questionnaire as the instrument in this research. This questionnaire helped the researcher to know the students level speaking anxiety in English classroom, to know the dominant type of anxiety that the students occurred in English classroom and the last is to know the differences level of students speaking anxiety between male and female. In obtaining research data, researchers used questionnaire adopted from Foreign Language Classroom Anxiety Scale with a totals item of the questionnaire is 33 items.
Every students has a different level of anxiety when speak in English classroom, there are three the level of anxiety that explain in this research. The first is high anxiety, mildly anxiety and low anxiety. High anxiety is when the students feel very anxious speak in the English classroom. Mildly anxiety is relate to tensions in everyday life and causing someone to be alert and raises the land perception. The ability to see and hear increases as well mild anxiety can motivate learning and generate creativity and the last is low anxiety is when the student feel more relaxed speak in English classroom. They are doesn’t have any problems when speak in English classroom.
From the research, to answer the first research question about speaking anxiety in English classroom, the result showed that 9 (15%) students have a high level of anxiety that they occurred when speaking in English classroom. It can be seen in the picture map of anxiety, 5 (8,33) students have a mildly anxious when speaking in the English classroom and 46 (76,67%) students have a low anxiety when speaking in English classroom. It can be conclude that the students have a low anxiety when they are speak in English classroom. If their level anxiety is low it means that most of student relaxed when they are speak in English classroom. They are doesn’t any problem when speak in English classroom.
Every students being is capable of speak, but not every students being able to speak well with each other. Talking is a person’s way of communicating to express that meaning implied. Communication can also determine the quality of human life and capable effective communication to reveal something that is will be well expressed.
One of that the students face at school is anxiety speaking in front of the class. Anxiety is a subjective experience of mental tension and who disturbs as a general reaction and inability to face problems or feel relax when speak in front the class. Anxiety is a kind of anxiety that the students faced in the classroom, worries and fear of something unclear. In principle, the anxiety is important to increase motivation in gaining a goal, but the problem is that when the anxiety experienced by the students is too high will have a negative impact. Anxiety is a psychological problem indicated by a worried attitude towards something that is perceived not good by individuals.
In the second research question, the writer asked the dominant type of anxiety that occurred in English classroom. In this research explain about type of the students speaking anxiety that the students occurred in English classroom. There are three types of the students speaking anxiety that students occurred in English classroom the first is communication apprehension, text-anxiety and fear of negative evaluation.
Communication apprehension is an obstacle faced by some students is when communicating in public, in communicating the individual experiences anxiety in communicating that is the form of difficulty in expressing the aims and objectives.
But is a common thing when it occurs among students and will become ineffective when inhibited. Fear speaks up in front of common people, fear of talking on the phone, fear of conversing in person, fear of talking to other people.
Test-anxiety is excessive anxiety when facing certain tests, like daily tests, or semester exams. For some students, exams are something scary. They are very afraid of not doing well in the test questions. One of the causes that make the students feel anxious of test-anxiety is the students doesn’t have any preparation about the test, fear of failure, and others. Anxiety can lead to panic attacks. This is the beginning of the intense fear of the test. Students who experience test-anxiety will show symptoms that can be seen from changes in their physical, emotional and behavioral conditions.
Fear of negative evaluation as apprehension about others’ evaluations, avoidance of evaluative situations, and the expectation that others would evaluate one negatively. They found that there was a moderate correlation between fear of negative evaluation and language anxiety. Students are afraid of making mistakes, especially in oral pronunciation and communication, because they are afraid of negative
evaluations from their colleagues or teachers. If students are anxious, they will try to avoid all forms of communication, or reduce them to a minimum, to avoid negative evaluations. Students regard each communicative situation or learn language as the case of stress and tension
In this the second question asked about the dominant type that students occurred in English classroom the result showed that the dominant type that most of student occurred in English classroom is test-anxiety. Horwitz stated that test anxiety refers to a type of performance anxiety stemming from a fear of failure. Tests are common measurement of progress, and performance evaluation is an ingoing feature of most foreign language classes. The importance of testing is emphasized since the beginning of one’s education. Therefore, it is not unusual that most students experience some level of anxiety when it comes to testing.
In the third research question, the writer asked the differences students’
speaking anxiety between male and female. The result showed that the t-test students scored = 0.76 and P = 0.451. because the P > 0.05, it can be concluded that there is no significant difference in anxiety between male and female. However, in the descriptive table showed that, the level of anxiety in female (mean = 0,280; SD = 0.369) is higher than male’s anxiety (mean = 0.201; SD = 0.434). it can be concluded that H1 is rejected, and H0is accepted. Means, there is no significant difference level in speaking anxiety between male and female in the English classroom.
