I hereby sincerely state that the thesis titled "an analysis of speech anxiety in eleventh grade student of sman 04 kota bengkulu" was written by the writer himself. The purpose of this study was to determine the level of student anxiety and what caused anxiety in eleventh grade students at SMAN 04 Kota Bengkulu.
Pembimbing 2
INTRODUCTIONINTRODUCTION
Identification of problem
3 Pra-observasi Kegiatan Pembelajaran Bahasa Inggris di SMAN 4 Kota Bengkulu, dilakukan pada tanggal 11 Maret 2019, (sekitar jam 8 pagi. 4Ahmad Syakirman, guru bahasa Inggris kelas XI di SMAN 4 Kota Bengkulu, diwawancarai pada tanggal 11 Maret 2019, (sekitar jam 12.) .
Limitation of problem
Research questions
Research Objective
To find out the factors affecting students' anxiety about speaking English in the classroom.
Significance of the Study
This research can be an insight for the reader, then it can be used as literature for further research with the same title.
Definition of key terms
Speaking anxiety a. The Nature of Anxiety
From the above definition, it can be concluded that fear is a feeling of being threatened, fear, tension and worry due to a certain situation or something that may happen in the future. Speaking fear is a common problem in foreign language learning; public speaking anxiety is the subjective feeling of tension, fear, nervousness and worry associated with an arousal of the autonomic nervous system. Second language fear is defined here as a distinct complex of self-perceptions, beliefs, feelings, and behaviors associated with using a foreign second language for communication outside the language room.9.
Students who are anxious may avoid studying and in some cases skip classes altogether to reduce their anxiety.13 Krashen then stated that anxiety can be an inhibitory factor in a student's ability to learn foreign languages and shorten the language learning process itself. According to Marwan, lack of preparation contributed the most to students' anxiety.28 Lack of preparation will definitely cause students to feel anxious. Based on the above theory, the researcher concluded that speaking anxiety is a feeling that students experience when learning to use a foreign language that is not their first language, with limited abilities that cause them to experience excessive anxiety and cause symptoms such as tremors , pronunciation problems.
Speaking Skill
Speaking is a way to communicate the ideas that have been arranged and developed with the listeners need. Speaking is a tool that directly tells the listener whether the listener or speaker understands or not, when he/she is paying attention and enthusiastic or not. Finally, speaking is the communication way that produces a group of words or utterances and the listener only hears sounds or word utterances in the communication process.
From the above definitions, the writer concluded that speaking is the act of conveying ideas, thoughts and meaning directly to the listener through systematic verbal expressions. Speaking is a form of oral communication by uttering word sounds to interact with each other. From the above definition, it can be said that speaking function has many meaning, they are conversation as performance refers to public conversation.
Previous Study
The entire functions of speaking are related to guiding people in speaking activity. The second is a journal by WeniDelfiaMitha, ZulAmri and Don Narius, Department of English Language, Faculty of Language and Arts, Padang State University. The title is an analysis of students' speaking anxiety faced with the fourth semester Students in English Education Study Program of English Department OfUniversitas Negeri Padang (2018).
Based on the research analysis, it was found that the dominant type of speaking anxiety is fear of speaking tests. However, after conducting in-depth interviews about their speaking anxiety, research shows that all types of speaking anxiety are related.34 The difference between this research and research done by researchers is the object of research and the level of ability of the research object. 35 Maimunah, Causes Of The Students' Concern About English In One Senior High School In Jambi City: A Dissertation, 2015, P.
RESEARCH METHODRESEARCH METHOD
Research Method
Then, the data obtained by the researcher takes the form of numbers, which are then presented in descriptive form. A population is a group of individuals or organizations with the same characteristics that are used as objects in a study.37 The population in this study consisted of students of class XI IPS in the first semester of the city of SMAN Bengkulu in the academic year 2020. This school also managed to become the highest UN rated school in Bengkulu city for language department in 2019. In addition to the above factors, this school was chosen as the research location because this school also has clues related to the problems mentioned in the title of this study.
The sample in this study was students of class XI IPS3 of the second semester at SMAN kota Bengkulu in the academic year 2020. The samples are a group of the target population that is generalized to be studied later.38 The sample in this study were students in class XI first semester IPS3 at SMAN kota Bengkulu in academic year 2020. This class was selected by the researcher after the researcher do the preliminary observation to see the condition of the students there, then the researcher found that the students have difficulties in learning English in the class and have an indicator of anxiety that has been mentioned by horwitz as e.g. students just keep silent when asked to speak in English, students were not able to say what they know, students also try to avoid speaking in class, some students were less interested in In the learning process, students are afraid not to communicate bad in English and students forget the sentences they have prepared.
Data Collection Procedures
In order to prove that the data presented in the study is correct, the researcher used documentation in the form of RPP, photographs and transcripts of the interview process. The researcher will use a smartphone to photograph and record the audio of the interview process. In data collection, the researcher used the FLCAS questionnaire developed by Horwizt et al. and the students' speaking test score.
The interview consisted of 9 questions that the researcher used to determine the factors that cause the anxiety experienced by the students. The nine questions are adapted from the three anxiety factors that Horwitz mentions, namely fear of negative evaluation, test anxiety, communication anxiety.44 Here the researcher gave an interview to the students about their speaking anxiety. To minimize misunderstandings, the interview was done in Indonesian between the researcher and the participants.
Data Analysis
In the likert score scale table to measure the anxiety level of students, the positive statement scale ranged from 1-5, on the contrary, the negative statement scale ranged from 5-1 as shown in the table below. To analyze the data from the interview, the researcher follows the framework developed by Miles and Huberman: data reduction, data representation, and conclusion and verification. In reducing the data, the writer chose which aspects of the data presented in the interview transcripts and questionnaire should be emphasized, minimized, or completely set aside for the purposes of the study.
This phase provides an organized and compressed set of information that enables inference. The writer has shown data that has been reduced to facilitate the interpretation of the data 3. It is “an attempt to verify the veracity of the data or information obtained by the researcher from as many different perspectives as possible by reducing the bias that occurs between the data . collection and analysis'.
Findings
Based on the tabular result of the fear scale for foreign languages in the classroom, which you can see in the appendices, the author found 3 students (13%) who experience a very anxious level of anxiety with a range score of 124-165. To know what factors students have in speaking fear, the researcher thought the interview was conducted by researchers on November 21, 2020. Through face-to-face with the participants, there were seven participants in this interview who were IPS3 sophomores at SMA N 04 Bengaluru City. According to Horwitz, there are three types of public speaking fear factors, namely communication.
Horrwitz said that test anxiety is a feeling of nervousness that occurs when someone is faced with an exam situation, feeling the fear of failing the exam. From the interview process with the fourth participant, he answered that he is afraid of mispronunciation when he speaks English in class. In order to find the solution used by the teachers in Saman 04, the researcher used the rpp as the documentation used by the teacher, the researcher identified the teacher's efforts to reduce students' speaking anxiety by providing motivation and practical speaking directly in the classroom.
Discussion
From the results of these questions, the researcher gets data about the causes of the students' speaking anxiety. From the results of the interview process with the six participants, he feels nervous when speaking in front of the class because he cannot speak in English. As said by Horwitz difficult to speak on. What makes you nervous when you speak English in front of the class? ). i7s7) nergou gitu dilihat ditatap orang sekelas sekele pakai bahasa inggris yang belum lancar.
From the above data, participant 1 had a bad experience speaking in english in front of the class as horwtz said Students who have. What do you do when you are waiting for your turn to speak in English in front of the class?). i3s9). From the above data, participant 1 had a bad experience when speaking in English in front of the class, as horwtz said. Students who had unpleasant experiences on previous tests will form a negative opinion about taking the test. 54.
Conclusion
Finally, the author will clarify the results of the research on speaking anxiety in English class of eleventh grade students in SMAN 04 Kota Bengkulu. From the beginning, the teacher must recognize any anxiety that his students experience in order to overcome their language anxiety in speaking skills. It can introduce humor or motivational words into learning to make the classroom atmosphere relaxed and can reduce students' anxiety in English classes.
For students whose results on the high anxiety scale need to be a little more relaxed during class. Students should realize that making mistakes in an English language class is normal, making the future better as a learning process. The author hopes future writers will do better research on public speaking anxiety in the English classroom, and develop the research with other skills such as reading, writing and listening.
