50 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter is divided into two parts, conclusions and suggestions. In conclusion, the writer will clarify the results of investigated speaking anxiety in English classroom of the second year students Madrasah Tsanawiayah Negeri Parepare. The advice section contains the views and suggestions of researchers for students, future researchers, and teachers/lecturers.
A. Conclusion
Based on the data analysis and the results of the study, the writer can conclude as followed:
1. In the first research question, the researcher asked about the level of speaking anxiety in English classroom. The result of the research found 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.
2. In the second research question, the researcher asked about the dominant type that the students occurred in English classroom and the researcher found that in the map in the chapter iv, the item colored red is test anxiety, the green color is communication apprehension and the blue color is fear of negative evaluation.
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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.
3. 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.
B. Suggestion
Based on the conclusion above and based on the research that has been done, the writer wants to offer some suggestion to English teacher, students, and for the next researcher.
1. Teacher
From the beginning the class, the teacher must be able to understand any anxiety experienced by students so that the learning process runs well. After knowing the speaking anxiety of the students, a teacher can start the learning process and when the learning process is starting the teacher can gives the motivation to the students.
And also the students can give the positive energy so that students are more relaxed during the learning process.
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2. For Students
Based on the finding, each student has a different level in speaking anxiety.
For the students who have a high anxiety in speaking, try to relaxed when speak in front of each other, students also do not mock or laugh at each other when their friends make a mistakes because it will makes them feel very anxious when speak in front of the class. The students also may try to give a supporting and motivating to their friend who have a high anxious when speaking. Students must realize that when make a mistake in English class it is a normal condition that make the future as a learning to be better.
3. For further researcher
The writer hopes that the future writers conduct a better research about speaking anxiety in English Classroom, and develop the research with other skills such as reading, writing and listening.
