TITLE: An analysis of the fear of speaking English among third semester students of the Department of English at Muhammadiyah University of Makassar. Teacher Training and Education, Muhammadiyah University of Makassar, supervised by Hasnawati Latief and Farisha Andi Baso. The aim of this research is to find out the factors that cause anxiety in students when speaking English and the types of anxiety in students when speaking English in the English department of the third semester students at Muhammadiyah University of Makassar.
The respondents consisted of 15 students who experienced anxiety in class F, third semester students of the English Department at Muhammadiyah University, Makassar. Erwin Akib M.Pd.,P.Hd as Dean of FKIP also for his signature, support and motivation during her studies at UNISMUH. Ummi Khaerati Syam, S.Pd, M.Pd, Head of English Department, FKIP, also for her signature, support and motivation.
INTRODUCTION
Background
Students usually realize sometime after the test that he or she knows the correct answer, but nervously write down the wrong one. If students want to succeed in speaking, they need to be less anxious and expect to be able to master English. Based on the previous research of Putra (2018), it can be seen that the anxiety of students in class 3E in the department of English education of third semester students in.
Muhammadiyah University of Makassar in speaking English in the classroom is very disruptive to students' performance in presentation, especially in learning to speak English. In the students of Muhammadiyah University of Makassar, the researcher will examine many occasions where many participants experience a sense of anxiety and discomfort when trying to speak in an English class. Therefore, the aim of this research is to discover the factors that cause anxiety and to analyze the types of anxiety of students in the English-speaking class of the second semester students' English department at Muhammadiyah University, Makassar.
Problem Statement
In this study, the researcher tried to find out the factors and type of anxiety that cause students' anxiety in speaking English. The researcher analyzed the answers to the questionnaire and the interview to find out the types of students' anxiety in speaking English. The task became something of an anxiety provoking if. we asked the students to present the assignment to the class.
Moreover, Listriyaningsih (2018) stated that the fear of making mistakes becomes one of the factors contributing to students' fear of public speaking. Confidence was the second factor of student anxiety in speaking English found in this study. Communicative anxiety was the second type of anxiety the students experienced during the speaking practice.
Objective of Study
Significance of Study
Concept of Speaking
Meanwhile Brown in Utomo (2018) also stated that speaking is an interactive process of meaning construction that includes production, reception and processing. Furthermore, Matthew in Izumi (2017), stated that speaking is any process in which people share information, feelings, ideas. Based on the above statements, the researcher concluded that speech is the way people exchange information, convey a message or idea orally.
According to Tarigan in Utomo, speaking is related to the utterance of words whose purpose is to communicate what will be conveyed either feelings, ideas or ideas. Imitative speaking is a kind of intonation practice or trying to pinpoint a particular vowel. Intensive speaking is one step beyond imitation and includes any speech performance designed to practice some grammatical aspect of the language.
Concept of Anxiety
Certain beliefs about language learning also influence student tension and frustration in the classroom (Horwitz et al, 1968). The instructor's beliefs about language teaching can also become a source of creating language anxiety among L2 learners. For example, when a teacher believes that his role in the class is to constantly correct students' mistakes, some of the students may become quietly concerned about their performance (Ohata, 2005).
In addition, certain classroom activities such as oral presentations or oral skits in front of the class are also cited as potential for anxiety (Young in Ohata, 2005). In addition, Listriyaningsih (2018) states that in Indonesia, testing was sometimes called a technique of collecting student results. Students who usually find it difficult to speak in front of other people like being able to learn a foreign language and develop their communication skills.
Conceptual Framework
Moreover, according to Horwitz et al. in Tanveer (2007), the types of anxiety consisted of 3 types: communicative anxiety, fear of failure and fear of a negative evaluation.
RESEARCH METHOD
Research Design
Population and Sample
The sample of this study was 15 students who were taken through purposive sampling of third semester F grade students of English department of Muhammadiyah University of Makassar.
Indicator
Research Instrument
Open questionnaire was an open question to find the potential source of anxiety and also the type of anxiety in speaking English. According to Teresa et al. An open-ended or free-response question does not follow any choice and the respondent must respond by providing an answer, usually by entering a number, word or short text. Open-ended questionnaire is used to get students' answers about a factor behind their anxiety about speaking, and the type can be identified by their answers.
After distributed questionnaire, the researcher also conducted an interview to support and validate the information of students. According to Heigham and Crocker in Saputri (2017), an interview aims to delve deeper into the respondents' experiences, views and feelings. Semi-structured interview is an in-depth interview that is used to find the problem as fair, when the interviewee asks about their opinions and ideas (Sugiyono, 2012).
In addition, Heigham and Crocker in Saputri (2017) state that semi-structured interview is an interview where the interviewer has designed the topic to explore but is prepared to allow respondents to open up important new findings.
Procedure of Data Collection
Technique of Data Analysis
It indicates the different amount of physical and behavioral presence in the speaking performance that the students showed. From Table 4.2 about students' anxiety factors in English speaking, the researcher concluded that there are five classifications of students' anxiety factors with different number of students as follows: Fear of making mistakes mostly appeared in students before they went to speak in front of their friends and lecturer.
Based on the above finding, the researcher concluded that the fear of making a mistake may be the factor that makes students the worst at speaking. Students who do not have enough vocabulary would find it difficult to convey their ideas in speech. Students were distrustful because of their unrealistic or irrational expectations of their speaking abilities.
But because they have low self-esteem, they worry about what their friends think if they make mistakes in their speech. In the speaking performance, the students became anxious about the classroom situation, especially about their friends. Based on the above statements, the researcher concludes that the classroom situation, especially the evaluation of friends, would cause students' anxiety in speaking performance.
From the interview, this type of speaking anxiety was experienced by 8 students in the speaking performance. Based on the results of the questionnaire, there were 10 out of 15 students who admitted that they are anxious about speaking because they are afraid of making mistakes. Students were mostly afraid of making mistakes when speaking due to limited vocabulary, unfamiliar topic and grammatical errors.
Unsupportive friends can provoke students to fail in their speaking performance and have speaking anxiety. This was the answer regarding the factors causing students' anxiety in speaking English, the researcher also categorized it into three types of anxiety according to Horwitz et all (1986), they were communication anxiety, test anxiety and fear of negative evaluation. Based on the findings and discussion in the previous chapter, the researcher concluded that there are five factors that cause students' anxiety to speak English, the first factor that most provokes students' anxiety is the fear of making a mistake when students have the perception of their low level. skills in mastering the English language and fear of making mistakes in their performance.
Student Anxiety in Speaking English in Second Class of SMA Pesantren Mahyajatul Qurra Takalar. Anxiety of students in speaking English class in the eleventh grade of MAN 4 Bantul in the academic year 2017/2018.
FINDINGS AND DISCUSSION
Findings
Discussion
Menurut Horwitz dkk (1986), jenis ketakutan yang dialami siswa selama penampilan berbicara mereka adalah kecemasan komunikasi, kecemasan menghadapi ujian, dan ketakutan akan evaluasi negatif. AA: Aku sering kurang percaya diri karena takut salah dan kalau salah aku kadang ditertawakan. SDP: Aku takut salah pengucapan atau tata bahasanya salah sehingga teman-teman tidak mengerti, dan aku juga takut dihakimi negatif.
MY: Aku takut kalau pacarku tidak mengerti apa yang aku katakan, jadi teruslah bertanya. AA: Aku sering kurang percaya diri karena takut salah dan kalau salah aku kadang ditertawakan. SDP: Aku takut salah pengucapan atau tata bahasanya salah sehingga teman-teman tidak mengerti, dan aku juga takut dihakimi negatif.
MY: Aku takut kalau temanku tidak mengerti apa yang aku katakan, jadi teruslah bertanya. Takut evaluasi negatif 9 YMY Takut salah Tes kecemasan 10 NAD Takut salah.
CONCLUSION AND SUGGESTION
Conclusion
The second factor was lack of vocabulary experienced by 8 students who had difficulty speaking because they lack vocabulary to produce language. Based on the result analysis of factor anxiety, the most type of anxiety was test anxiety experienced by 10 students.
Suggestion
