EXPLORING EFL STUDENT’S ANXIETY IN PUBLIC SPEAKING PERFORMANCE
(A Study at the 2nd Grade Student of SMK 4 South Bengkulu in Academic Year 2022/2023)
THESIS
Submitted as A Partial in Requirements for the degree of Sarjana Pendidikan (S.Pd) in English Education Study Program
By:
SUKMA VIRGONITA NIM. 1811230130
STUDY PROGRAM OF ENGLISH EDUCATION TARBIYAH DAN TADRIS FACULTY ISLAMIC
UNIVERSITY STATE OF FATMAWATI SUKARNO
BENGKULU 2022/2023
ABSTRACT
PUBLIC SPEAKING PERFORMANCE (Study at 2nd Grade Student of SMK 4 Sukma Virgonita. (2022). EXPLORING EFL STUDENT’S ANXIETY IN South Bengkulu in Academic Year 2022/2023). English Study Program, Tarbiyah and Tadris Faculty, Fatmawati Sukarno State Islamic University of Bengkulu.
Advisor 1: Risnawati,M.Pd Advisor 2: Anita, M.Hu
Many Indonesia EFL learners show anxiety when speaking English. Therefore, the researcher were interested to conduct this study to find out the level of English-speaking anxiety experienced by those students. In this qualitative study, data were collected from 36 students through a questionnaire that was adopted from the Foreign Language Classroom Anxiety Scale (FLCAS) consisted of 10 items developed by Horwitz, et al.
(1986). The data from the questionnaire were analyzed by using the FLCAS questionnaire scale. Based on the results were described in percentages and are further elaborated in narration.
The data revealed that two out of 36 students (56%) experienced low-level anxiety, 14 out of 36 students (39%) had anxiety at a moderate level, and 20 out of two students (5,5%) got high-level anxiety. Based on the theory of anxiety in public speaking it means that most students experienced a low level of speaking anxiety. In this case, those findings can be the inputs for every English teacher, especially for the English teachers in which this study was conducted, to be aware of the level of their students’
English-speaking anxiety. It is hoped that the findings of this research can give information and add knowledge to English teachers about EFL students’ level of anxiety so that they could find an appropriate strategy to reduce their students’ speaking anxiety.
Keywords: EFL, Speaking Anxiety, Public Speaking.
ABSTRACT
PUBLIC SPEAKING PERFORMANCE (Study at 2nd Grade Student of SMK 4 Sukma Virgonita. (2022). EXPLORING EFL STUDENT’S ANXIETY IN South Bengkulu in Academic Year 2022/2023). English Study Program, Tarbiyah and Tadris Faculty,Fatmawati Sukarno State Islamic Universityof Bengkulu.
Advisor 1: Risnawati,M.Pd Advisor 2: Anita, M.Hum Banyak pelajar EFL Indonesia menunjukkan kecemasan saat berbicara bahasa Inggris. Oleh karena itu, peneliti tertarik untuk melakukan penelitian ini untuk mengetahui tingkat kecemasan berbahasa Inggris yang dialami oleh para siswa tersebut. Dalam penelitian kualitatif ini, data dikumpulkan dari 36 siswa melalui kuesioner yang diadopsi dari Foreign Language Classroom Anxiety Scale (FLCAS) yang terdiri dari 10 item yang dikembangkan oleh Horwitz, et al. (1986). Data dari kuesioner dianalisis dengan menggunakan skala kuesioner FLCAS.
Berdasarkan hasil dijelaskan dalam persentase dan diuraikan lebih lanjut dalam narasi. Data mengungkapkan bahwa dua dari 36 siswa (56%) mengalami kecemasan tingkat rendah, 14 dari 36 siswa (39%) memiliki kecemasan pada tingkat sedang, dan 20 dari dua siswa (5,5%) mendapat kecemasan tingkat tinggi. Berdasarkan teori kecemasan dalam berbicara di depan umum itu berarti bahwa sebagian besar siswa mengalami tingkat kecemasan berbicara yang rendah. Dalam hal ini, temuan tersebut dapat menjadi masukan bagi setiap guru bahasa Inggris, terutama bagi guru bahasa Inggris di mana penelitian ini dilakukan, untuk menyadari tingkat kecemasan siswa mereka yang berbahasa Inggris. Diharapkan temuan penelitian ini dapat memberikan informasi dan menambah pengetahuan kepada guru bahasa Inggris tentang tingkat kecemasan siswa EFL sehingga mereka dapat menemukan strategi yang tepat untuk mengurangi kecemasan berbicara siswa mereka.
Kata Kunci: EFL, Kecemasan Berbicara, Berbicara di Publik.
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CHAPTER I INTRODUCTION
A. Background of the Study
Speaking is the most important ability that a student will be graded on in a real-life situation. It is a vital element of everyday conversation, and most people's initial impressions are based on their ability to talk fluently and clearly comprehensively. According (Harun et al., 2022, p. 488) States
"Speaking is one of the most important aspects of communication in EFL (English as a Foreign Language) training; it requires specific attention and instruction."
Public speaking is a common activity for people. It is, as the name implies, a method of making your thoughts public-of sharing them with others and influencing them. Everyone has given a public speech. Public speaking is an activity that needs people to speak in front of an audience to communicate the major points of their speech. Although public speaking necessitates the
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speaker speaking in front of an audience, it is not the sole type of public speaking.
Anxiety is restricted to language learning conditions; it falls within the umbrella of ordinary anxiety reactions.
Psychologists use the phrase particular anxiety reaction to differentiate between persons who are typically nervous in different scenarios and those who are only aroused in certain situations. A variety of fears have been found by researchers, such as those related to schoolwork such as taking exams and with academic subjects such as math or science. Anxiety is frequently connected with language learning, according to second language scholars and theorists. Anxiety is widely acknowledged as a key barrier to overcome in learning to speak another language, and certain new techniques to foreign language instruction, including such community language learning and suggestopedia, are deliberately aimed at lowering anxiety in learners. Those involved in learning and teaching languages
should thus be able to identify the symptoms and repercussions of foreign language anxiety.
Speaking has been referred to as an effective ability that incorporates the ability to assemble meaning to get know-how from the listeners. Furthermore, . (Nur, 2021, p. 120) States that speaking is a useful skill that consists of producing structured verbal statements to deliver that means. Similarly, Richard said that ―talkingis one of the essential components of communication in EFL (English as an overseas language). It is an aspect that desires unique attention and instructions‖. The majority aren't born with public audio systems; they're educated to emerge as one. when they discover themselves in situations in which they come to be the point of interest as they need to deal with a target audience. They revel in feelings like worry and anxiousness, resulting in nausea and excessive perspiration Most of them strive to avoid circumstances in which they must perform or talk in public. However, while such situations are inescapable conditions are continued by using distress. Many people who converse
without problems in all sorts of normal conditions become apprehensive about the concept of standing up earlier than a group to make a speech. (Raja, 2017, p. 94) Such people must recognize that they are no longer the only ones who can be experiencing those emotions; in fact, practically every speaker feels the same way. It is critical that people recognize that there are more fearful speakers on the planet than those who are not.
Students in English speaking activities frequently experience trouble recalling words or replying to others, as well as anxiety when asked to speak in English by the instructor.
Anxiety is a feeling of being in a threatening or challenging situation), anxiety is a concern and fear about what that transpired. As a result, speaking anxiety may be characterized as a dread of vocally expressing oneself, which inhibits students from focusing on the speaking process. (Alghamdi & Assistant, n.d., p. 10). (Violant-Holz et al., 2020, p. 17) suggested that anxiousness would interfere with student activity A lack of mental determination in talking would prevent students from
performing effectively in foreign language class; language discomfort is also possible on the four abilities (listening, talking, reading, and writing), vocabulary, and sentence construction.
Anxious can be caused by some situations. According (Rashid et al., 2020, p. 12) It has been stated that anxiousness might be harmful if the activity is too demanding and the kids fail. The amount of difficulty, however, is proportional to the aptitude of the kids. Because the exercise is simpler for students with higher abilities than for students with lower abilities, students with higher intellect will have a more favorable experience with anxiety. Furthermore, (Erdiana et al., 2020, p.
334) It was shown that training from bad reviews at home is a major source of speech anxiety for kids.
According to prior research, there were still many pupils who were afraid to speak in front of other students or their teachers. (Erdiana et al., 2020, p. 335) claimed that pupils are apprehensive about speaking in front of others. Their research discovered that when students are required to speak in front of the
class, they are influenced by their peers. Following that, another previous study conducted by (Erdiana et al., 2020, p. 336) Six of the fifteen pupils in the twelfth grade were found to be suffering from English speaking anxiety. as well as, (Ansari, 2015, p. 48) who studied thirty pupils in the upper secondary level discovered that roughly 10 of these individuals had English language anxiety.
In the study by (Chen & Hwang, 2020, p. 817), The findings revealed that anxiousness has a negative impact on performance on the speaking test Trait anxiety considerably outperformed the other three anxiety factors, meaning that greater levels of trait anxiety might predispose test—takers to larger levels of situation-specific worries including such test anxiety or language anxiety, as well as employed capital of state anxiety.
His study's findings confirmed the concept of negative affectivity as a chronic condition proclivity to They corroborated prior study that found a high connection between concern and negative
affectivity, physiological arousal, and study habits in the learning setting..
This issue is most likely caused by the following factors:
To begin, speaking combines the elements of writing and listening. It necessitates a considerably greater understanding of language, as well as the ability to use that knowledge in real-time.
It indicates that in order to develop spoken English, a skilled English speaker must have a sophisticated linguistic element.
Second, it is most likely due to a lack of exposure to spoken English in Indonesia. As a result, language learners struggle to practice their English in a natural situation. Most pupils simply practice English in their classrooms on a very limited basis. The bulk of them did not use it outside of class since they do not live in an environment that demands them to communicate in English on a regular basis. Another factor might also relate to a feeling of anxiety experienced by an English speaker. For several reasons, an English speaker must cope with uneasiness, perspiration, and anxiety when speaking in English, including making an English
presentation in front of a class. In many circumstances, this apprehensive emotion has already entered the speaker's head before they begin.to speak up. This kind of situation is often described as speaking anxiety in the literature
As a result, the researchers are excited to conduct research largely focused on assessing the level of student speaking anxiety experienced by 2nd Grade Students at SMK 4 South Bengkulu.
The researchers fill in the blanks because no relevant this school has previously performed research. This school was chosen because it is known as one of the most prestigious schools in the city owing to the multiple accomplishments of its students;
nonetheless, early observations by the researcher indicated that their children continue to experience anxiety when studying English. As a result, it is critical to assess their level of fear in order to better understand where they are, and for teachers to plan sessions to develop their speaking skills.
B. Identification of the Problem
Based on the above background, the researcher identified the following problems:
1. The student’s emotions inhibit or disturb the concentration of the study.
2. The students in the fifth semester were show signs of anxiety in Speaking Foreign Language
3. The students were worried about making mistakes in speaking English.
C. Research Questions
Based on the focus and sub-focus of the researcher, the researcher formulated the research questions as follows:
1. How is the level of 2nd grade Students Anxiety in Public Speaking Performance in SMK 4 South Bengkulu in the academic year 2022/2023?
2. What are the factors that contributed to 2nd grade students speaking anxiety in English Foreign Language (EFL) at SMK 4 South Bengkulu?
D. Research Objectives
Based on the formulated problems above the objectives of this final project are:
1. To investigate the level of 2nd grade Students Anxiety in Public Speaking Performance in SMK 4 South Bengkulu in academic year 2022/2023.
2. To discover the factors that contributed to 2nd grade students speaking anxiety in English Foreign Language (EFL) at SMK 4 South Bengkulu.
E. Limitation of the Study
In this research, the writer on the causes of Speaking Anxiety in English Foreign Languages at the Second Grade of SMK 4 South Bengkulu.
F. Significance of the Research
The benefits of this research can be described as follows:
1. Practically
a. For English teachers at SMK 4 South Bengkulu, this study will improve students’ speaking skills so that they do not experience anxiety in speaking English.
b. For students of SMK 4 South Bengkulu, they will get the opportunity to express their opinions and enhance their speaking skills if they participate in class activities.
c. For other researcher, this research can be their reference if they will later research the same and related topics.
2. Theoretically
Theoretically, this research provides a useful contribution in providing knowledge about ways to overcome anxiety speaking English.
G. Operational Definition
The operational definition is used to avoid mistakes in interpreting the data. This study uses four variables; the details are 3 variables. The operational definition of the variables used in this study is:
1. Student Anxiety
Anxiety causes some students to experience uncomfortable emotional symptoms such as melancholy, sadness, nervousness, anger, and loneliness. Students may be upset about attending university or get extremely nervous in the presence of others, such as friends and peers. Students anxiety, among other things, is the nervousness that students have before presenting or preparing a speech in front of people or the public. It generally occurs because students are not confident in their English abilities; they are afraid and hesitant to practice the target language, in this example, English, and they are also terrified of making mistakes.
2. Public Speaking
Public speaking is defined as oral communication conducted in front of a big group of people that blends speaking skill with speaking art. Speaking talent and the art of speaking are two essential components of public speaking. These are the speech itself and the method in which it is delivered. The ability to address an audience successfully is referred to as public speaking abilities. Your capacity to speak clearly and confidently in front of a collection of individuals you already know or a throng of total strangers is recognized as your general populace speaking abilities.
3. EFL Learner
English as a Foreign Language (EFL) is the study and practice of English as a second language in a country that does not speak English. It is comparable to ESL and ESOL, which are primarily concerned with learning English as a new resident in an English-speaking country. Typically, EFL resources are created for students learning English at home or taking a brief course in
an English-speaking nation. ESL resources often concentrate on
"survival English" for persons who have relocated to an English- speaking country.
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CHAPTER II LITERATURE REVIEW
A. Theoretical Review
1. Definition of Speaking
In the Big Indonesian Dictionary, it is written that speaking is saying, speaking, speaking, or giving birth to opinions (in words, writing, etc.) or negotiation. Speaking can be defined as transmitting one's intentions (ideas, thoughts, hearts) to others through spoken language so that the meaning is perceived by others.
There are numerous definitions of speaking proposed by language learning professionals. (Kaharuddin & Rahmadana, 2020, p. 247) According to the definition, speaking refers to a scenario in which the emphasis is on what is said or done. The main attention is on the messages, as well as how they socially interact with one another. Another definition states that speaking is the use of speech to express oneself meaning to others.
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Speaking is one of the most crucial parts of language learning. Because of its enormous effect on the process of language learning, speaking anxiety has played an essential role in efl classrooms and Second Language Acquisition (SLA). As stated by (Becker et al., 2015, p. 37), Speaking is the most stressful aspect of learning for students. One of the most significant emotional variables impacting foreign language acquisition is speaking anxiety, which typically has a detrimental influence on students' oral English ability (Anwari, 2019, p. 10).
It has a detrimental influence on pupils' learning environment adaptability and success (Becker et al., 2015, p. 37). Many students may be terrified of speaking a foreign language orally.
(Becker et al., 2015, p. 38) The reasons for speaking fear were divided by personal motivations, classroom teacher conduct, learner beliefs, and testing and teaching methodologies are divided into four groups. To be effective in language acquisition, speaking anxiety must be addressed.
Another definition is from (Zyoud, 2016, p. 2) Speaking necessitates the ability to collaborate in determining who gets to speak first. It is also frequently done in real time. As a result, he claimed that speaking had three stages: conceptualization, formulation, articulation, and self-monitoring. Some of these criteria lead to the conclusion that speaking abilities are skills that a person has to convey his thoughts orally to his interlocutor, in practice speaking skills are an important component that must be done because after all, practicing speaking skills continuously can facilitate English speaking skills.
a. Aspect of Speaking
Speaking skills may appear difficult to acquire for some people, particularly those who do not know what to focus on when acquiring them. A language user must grasp what components of speaking skills he or she must acquire and how to do so. It will assist him/her in mastering the target language and conveying the intended message. Typically, specialists in
language training emphasize fluency and correctness in their talks about speaking.
Fluency is defined as the capacity to transmit ideas without having to stop and think about what the speakers are saying (Lickley, 2015, p. 445), or, in other words, our communication is seamless, rapid, and immediate. Associating speech fluency and pauses as follows: Pauses are generally filled, occur at significant transition points, and there are long trains of syllables and sentences between them.
Accurate speaking is defined as speaking without grammatical or vocabulary errors. To assess the fluency of one's speaking abilities, the speed of access or production, as well as the number of hesitations, are commonly utilized, whereas the quantity of error is used to assess accuracy.
The ability to speak a non-native speaker's accuracy is required since native speakers of the language will struggle to understand the ideas if their speaking partners do not follow the rules of the language. Paying too much attention to this element,
on the other hand, may have some negative consequences. One disadvantage of avoiding mistakes during practice is that it makes a language user reluctant to speak English, and as a result, his/her speaking fluency may not increase. This is why many people know English yet are unable to communicate in it.
Aside from fluency and accuracy issues, vocabulary and pronunciation appear to be problematic. These two issues are linked to the previous ones. The amount of a second language user's working memory in that language is affected by their knowledge of patterns of pronunciation and grammar in that language. It demonstrates how crucial pronunciation and grammatical knowledge is for language users. Mastering pronunciation and grammar aids a second language learner's ability to master the target language. To improve his or her pronunciation, pay attention to unique sound articulation as well as sound differentiating characteristics such as voicing and aspiration, voice-setting qualities, and stress and dialogue.
Finally, as previously said, a language user must master the four
parts of speaking skills. Paying too much attention to one component, on the other hand, can prevent the user from communicating properly.
b. Micro and Macro skills of Speaking
According to (Kurniawan, 2006, p. 2), Micro-skills are the ability to produce smaller language pieces such as phonemes and morphemes. The micro-skills for speaking are mentioned below:
1) Creating linguistic pieces of varying lengths.
number
2) Producing changes in English phonemes and allophonic variations orally.
3) Generating English patterns, stressed and unstressed words, rhythmic structure, and intonational outlines.
4) Creating abbreviated variants of words and sentences.
5) Using an appropriate quantity of lexical units (words) to achieve a pragmatic goal.
6) Delivering fluent speech at various rates of delivery.
7) Monitor your oral production and utilize various strategic devices to improve message clarity, such as pauses, fillers, self-corrections, and backtracking..
8) Making use of grammatical word classes (nouns, verbs, and so on), systems (such as tense, harmony, and cultural pluralism), word structure, patterns, rules, and elliptical forms.
9) Producing improper phrases, pause groups, breath groups, and sentences in natural constituents.
10) Using diverse grammatical forms to express a specific concept.
11) Using coherent devices in verbal communication.
The macro skills refer to the larger elements such as fluency, discourse, function, and style. The list of macro skills is presented as follows:
1) Carrying out suitable communicative functions based on the context, participants, and goals.
2) In face-to-face talks, use suitable registers, implicative, pragmatic conventions, and other sociolinguistic elements..
3) Communicating relationships such as the main idea, supporting thought, fresh information, supplied information, generalization, and exemplification via communicating links between occurrences.
4) In addition to spoken discourse, use facial features, kinematics, body language, and other nonverbal indicators to convey meaning.
5) Create and employ a battery of speaking methods, such as emphasizing keywords, rephrasing, offering context for interpreting word meanings, requesting assistance, and accurately measuring how well the interlocutor understands you. There are micro and macro talents that must be acquired in order to be a good speaker. These abilities must be attained as the goals of classroom speaking instruction.
c. Difficulties of speaking
Speaking, along with writing, is regarded as one of the most challenging language abilities. Brown (2001) mentions some potential challenges that a language user can face:
Clustering (how well a speech is merged into phrasal and not word by word), redundancy (expressing more than what is required), and destruction . to a small (shortened version, ambiguity, lowered vowel sounds, etc.), variables (how a bilingual performs the language skills without doubt), colloquial
language (unofficial words, idiomatic expressions, and gestures that are more suitable for speaking than writing), rate of delivery (speaking at the appropriate speed), English pronunciation and (stress, rhythm, and intonation), the presence of which is required to apply language acquisition. In short, an English language user must comprehend how native speakers act and speak in addition to understanding the grammatical item. Adequate practice is required for this. The exercise should allow him/her to improve his/her speaking abilities.
2. Speaking Anxiety
Anxiety is defined differently in the linguistic. To start, Freud defined anxious as a sensation, an unpleasant emotional state or circumstance. (Becker et al., 2015, p. 337). According to (Fitria et al., 2018, p. 3), ―Anxiety is a subjective feeling of tension, uncertainty, anxiety, and concern that is associated with activation of the autonomic nervous system‖.
Anxiety, one of the most common and pervasive emotions, can also be characterized as a state of uneasiness by
(English & Volume, 2018, p. 5). (Huda & Ma’mun, 2020, p. 45) Anxiety has been defined as Worry, discomfort, disquieting, disquietude, and inquietude are synonyms. Another interpretation is provided by (Suleimenova, 2013, p. 1860) Anxiety is described as a state of mental discomfort or uneasiness caused by a dread of danger or disaster. All of these descriptions imply that it is a sensation that is closely related to a psychological system of persons who are experiencing sentiments that are above what they would normally be experiencing.
Anxiety is restricted to language learning conditions; it falls within the umbrella of ordinary anxiety reactions.
Psychologists use the phrase specific anxiety reaction to separate persons who are nervous in all situations from those who are only uncomfortable in some situations excited in certain situations.
Researchers have identified a number of anxieties, such as those related to schoolwork such as taking exams and with academic subjects such as math or science. Anxiety is frequently connected with language learning, according to second language scholars
and theorists. Anxiety is widely recognized as a significant barrier to overcome in learning to speak another language, and several modern techniques to foreign language instruction, such as community language learning and suggestopedia, are deliberately aimed at minimizing anxiety in learners. The Those involved in language learning and teaching should thus be able to identify the symptoms and repercussions of foreign language anxiety. (Horwitz.K et al., 1986, p. 125)
Recent study in the subject of linguistics EFL has revealed three types of anxiety: trait anxiety, situation-specific anxiety, and state anxiety. as stated by (Surg, 2017, p. 347), Trait anxiety is a more persistent anxiety, whereas state and situation-specific anxiety are reported about a specific event or situation. Trait anxiety is described as a general inclination to feel worried in any setting, whereas state anxiety can arise at any time and in any situation with accompanied bodily symptoms including such sore throat, sweaty palms, and a quicker heart rate. (Naser Oteir &
Nijr Al-Otaibi, 2019, p. 309) noted that situation-specific anxiety,
like trait anxiety, is stable over time, but it may not be constant across contexts Language anxiety falls under the heading of situational anxiety (Zhu & Juan-Garau, 2001, p. 3).
According to (Hanifa, 2018, p. 230), everal students in the language classroom experience language anxiety. Language phobia is described by (Sener, 2015, p. 875) as a different set of self-perceptions, attitudes, sentiments, and actions related to classroom language acquisition that arise as a result of the uniqueness of the language learning process Likewise, (Khajavy et al., 2018, p. 605) Language anxiety is described as the worry and negative emotional reaction that arises with learning or utilizing a second language. Language anxiety was classified into three types by (MacIntyre & Gardner, 1994, p. 283) : 1) to offer teachers information about the nature of anxiety, three types of anxiety were identified: Communication anxiety, test anxiety, and dread of poor evaluation are all examples of anxiety disorders.
Communication apprehension was categorized as a form of feelings of inadequacy distinguished by a fear of or worry about
communicating with others, test anxiety as a type of performance anxiety stemming from a fear of failure, and fear of negative evaluation as anxiety about those other people's evaluations, avoidance of evaluative situations, and expectations that others would evaluate negatively.
Over the years, foreign language instructors have postulated that anxiety impacts foreign language learning learning. According to (Teimouri et al., 2019, p. 10) Language anxiety will have a negative impact on learners' proficiency unless it is addressed correctly. Foreign language anxiety plays an important role in developing L2, acquisition theories, and teaching approaches, and it has piqued the interest of many scholars working in the field of L2 acquisition and teaching. As a result, various research has looked into the relationship between anxiety and achievement. On the one hand, the majority of these studies discovered a negative relationship between anxiety and achievement.
On the other hand, a few of them came to the conclusion that there is a positive relationship between them (Nikoopour et al., 2015, p. 9). These research on anxiety reached inconclusive outcomes, due in part to the complexities of the language learning process and in part to differences in the tools employed to quantify its effect.
(Liu, 2006, p. 301) conducted a study with three distinct competence levels of Chinese undergraduate non-English majors Liu concluded from the findings that in the Oral English test, more than one-third of the pupils in each group showed nervousness. Students who were more adept tendency to be less concerned When responding to the speaker and presenting privately in front of the class, the students were the most nervous, but they were also the least nervous when working in pairs and even less anxious when speaking in front of the class. Females had higher anxiety levels than men, according to the final grade of 948 university students learning English in Korea; yet, females and students with high anxiety had higher grades than males and
students with low anxiety. As a result, that is worth noting that anxiety had a part in language learning. Another study was carried out by (Becker et al., 2015, p. 50) The association between foreign language anxiety and English speaking proficiency among primary pupils was explored. 86 elementary school pupils were given the FLCAS and 15 open-ended questions. Anxiety was found to be a significant source of poor performance, decreased learning motivation, and interference with the learning process. As a result, It was discovered that there was a link between participants' anxiety and their English speaking performance. In terms of English learning anxiety and English speaking proficiency, there was a considerable gender difference. Furthermore, Among anxiety factors, speech anxiety had the highest mean score, while fear of making mistakes had the lowest.
Language In foreign language schools, anxiety has been found as a common emotional reaction. (Desta, 2019, p. 83) Foreign language anxiety is described as a sensation of stress and
concern associated with explicit second or foreign language circumstances such as speaking, listening, and learning, or the fear and unwanted emotional reaction elicited by learning or using a second or foreign language. more precisely,(Nilsson, 2019, p. 5) Foreign language anxiety, according to the definition, that complicated psychological concept that deals with pupils' sentiments, self-esteem, and self-confidence. Similarly, (Memon, 2016, p. 5) anxiety is described as the psychological stress that a student has while undertaking a learning task. Foreign language anxiety, as defined in this study, refers to students' sentiments of insecurity and fear when speaking in public. As a result, language anxiety appears to have a substantial impact on students' success or failure in EFL learning.
a. Types of Language Anxiety
(Tran, 2012, p. 69) " communication apprehension, exam anxiety, and dread of unfavorable evaluation" were recognized as three types of Anxiety about foreign languages Communication apprehension is a
sort of shyness that is distinguished by apprehension or fear of speaking to others. Test anxiety is a type of performance anxiety that students who are terrified of failing suffer. Fear of negative evaluation is characterized as worry about other people's opinions, avoidance of evaluating situations, and the feeling that others will assess you negatively oneself.
b. Disadvantages of Anxiety
Foreign language anxiety, according to researchers, has a wide range of potential negative impacts on foreign language learning. Due to language anxiety, (Indrianty, 2016, p. 28) stated that sometimes students show their unwillingness to communicate with others in the target language. Thus, students with speaking anxiety face difficulties in acquiring the language whereas they have learned English for a long time. According to (Şenel, 2016, p. 219) language anxiety is considered to be an effective hindrance toward second language acquisition.
(Tran, 2012, p. 70) also identified that anxiety is conceptualized as a specific anxiety response toward a language learning situation. (Amal Shehadeh AlNatour, 2018, p. 5) Additionally, when pupils have linguistic anxiety, they may experience rapid heartbeat, muscle tension, dry lips, and excessive sweat. It also has an effect on various psychological symptoms such as humiliation, powerlessness, fear, and turning blank. And there is what causes anxiety in speaking English below:
a. Lack of Knowledge
Most likely due to In Indonesia, there is a dearth of exposure to spoken English. As a result, language learners find it difficult to practice their English in a natural setting situation. Most students only practice English in class on occasion. Having a very tight time frame the vast the vast bulk of them never utilize in of the classroom. Lesson because they didn’t live in an
environment this requires them to communicate in English in their everyday lives.
b. Less of vocabulary and grammar
Students' capacity to communicate in English has been hampered by a lack of English proficiency.
Especially for students studying English as a second language. Vocabulary is a common issue for English learners in Indonesia. It is logical that a restricted vocabulary would cause someone to feel concerned and decide to remain calm during a classroom speaking activity. People will be unable to communicate unless they have adequate lexical resources.
c. Mispronunciation
In addition to the grammatical difficulty, anxiety arises as a result of their concern about their lexical resources and poor pronunciation. Some individuals claimed a lack of language. They were afraid to speak up
in case they couldn't keep the conversation going because of their limited vocabulary. At the same time, they were concerned that they would be unable to pronounce words like a native English speaker.
d. Feel Nervous and Shy
Humans are essentially homo-sapiens who interact and affect one another. Favorable comments will result in positive outcomes. Negative feedback, on the other hand, will have a negative impact. Negative feedback from friends and teachers has clearly revealed that it has caused negativity toward students' physiological state of being throughout class in the context of this study. This conclusion means that teachers must create a good environment during their lessons, for example, by strictly enforcing a "no-bullying policy." This method would assist teachers in creating a good educational environment, which would lessen students' speaking fear.
3. Self Confidence
a. The Definition of Self-Confidence
Most people know what is meant by self- confidence, usually it relates to public speaking, being confident in social situations, or about self-performance.
However, whatever the situation that reveals our lack of self-confidence, the definition of self-confidence that is implicit here is always something about self-assuredness, showing self-reliance, or not being anxious.
(Zamrodah, 2016, p. 7) claimed that the concept of self-confidence is closely tied to the concept of self- esteem, and that both share a shared emphasis on the individual's appraisal of his or her own abilities as a person. As stated by (Zamrodah, 2016, p. 8) that numerous researchers interchanged the phrases self- esteem, self-esteem, self-worth, self-appraisal, and self- satisfaction It is essentially a psychological and social phenomena in which an individual assesses
himself/herself based on certain ideals, resulting in a variety of emotional states that become developmentally stable but are nevertheless prone to fluctuation depending on personal circumstances.
(Zamrodah, 2016, p. 11) People associate their self-concept with how they feel about themselves or their feeling of personal value and competence. (Zamrodah, 2016, p. 12) added that it is a collection of attitudes and judgements that a person carries with him or her herself whenever confronted with the circumstances, including views about whether success or failure is likely.
From the definition above it can be concluded that Self-confidence is a psychological and social phenomena in which a person analyzes and judges his or her own talents as a person based on specific ideals, which may result in a distinct emotional state and leads to developmentally stable behavior includes belief in if he or
she can be expected to succeed or fail which depending on personal circumstances.
b. Self-Confidence in Speaking
Cognitive and affective aspects influence language, which are the primary sources of individual variability in foreign language learning. According to (Al- Hebaish, 2012, p. 60) The emotional aspect of human conduct is encompassed by the affective domain, which comprises a wide variety of personality qualities such as emotion, motivation, attitude, personality, and self- confidence. Self-assurance is the most important of these powerful variables that influences learning. It is one of the central motivations in humans and can have a significant impact on a person's life, both positively and negatively.
(Marwaha et al., 2019, p. 68) states that general self-confidence arises early infancy, as a result of the accumulation of inter- and intrapersonal events The
literature on the development of general self-confidence comes from a variety of sources. The most essential components are: (a) personal experiences; positive experiences boost self-confidence, while negative experiences have the reverse impact; and (b) Other people's social messages The value of community, home, school, and peers in developing self-esteem cannot be emphasized. Sending wonderful vibes messages to others is seen to be detrimental However, hearing negative signals is detrimental to the development of good self- esteem diminishes self-esteem .
Self-confidence is a personal element that contributes to the success of foreign language acquisition.
According to several studies, no language learning activities will be successful without it. It can either help or hinder intellectual progress. Foreign language students with high self-confidence perform well and believe they are capable learners. When learners lack self-confidence,
they experience doubt, uneasiness, fear, and social distance. (Mardiansyah, 1970, p. 154).
Several studies on the effects of self-confidence on students' preparedness to participate in classroom communication activities have been conducted (Novawan et al., 2020, p. 32). These research found that self-assured pupils are more likely to try speaking another language, even if they make mistakes. Regardless of the topic or the number of pupils in class, they engage in a variety of speaking exercises. They learn from their mistakes, work hard, and finally gain more language experience. Low self-confidence pupils, on the other hand, frequently look away from the instructor to avoid being called on, and they feel awkward while using the language orally because they are afraid of being judged or rejected. As a result, they have a lower success rate.
B. Theoretical Framework
The goal of this study is to identify the factors and levels of anxiety among students during a classroom presentation. This research's theoretical framework characterizes it as follows.
Figure 2.1 Theoretical Framework Classroom Presentation
Exploring Students ANXIETY
Level
Factors
To find out the level and factors of the students‟
anxiety
C. Previous Studies
In this section, the researcher will present the findings of several studies that have been reviewed. The following studies provide debate on the topic covered in this thesis. They are:
(Akkar, 2015): The Effect of Fear of Negative Evaluation on EFL Learner’s Oral Performance. Samiha's thesis used a mixed-method approach that included both quantitative and qualitative methodologies. According to the findings of this study, the majority of students are afraid of receiving unfavorable feedback. Furthermore, pupils' speaking performance was negatively impacted by their dread of poor evaluation. The similarity of the research with the research that the researcher will do is that the same researches the EFL. However, what makes a difference is that in the research above, the researcher used the method described as descriptive qualitative and data collection techniques while the researcher above uses a mixed-method.
(Ansari, 2015, p. 10): Speaking Anxiety in ESL/ EFL Classrooms: a Holistic Approach and Practical Study.
Mohammad Shaukat Ansari employed qualitative research approaches in his thesis. According to the findings of this study, teachers should be aware that language learning, particularly oral production, can be stressful for some pupils. Self-confidence is one of the many factors that might trigger anxiety. Some of them are afraid of receiving an unfavorable rating from their speaking companions. They thought they were bad at public speaking.
Another worried student believes she is overly concerned about avoiding grammatical errors. Further study is needed, particularly longitudinal research that is more practical and appropriate in the context of anxiety-related teaching spoken language. The similarity of the research with the research that the researcher will do is that the same using the methods used is descriptive qualitative and data collection techniques However, what makes the difference is that in the above research, researchers use the holistic approach and practical studies.
(Alsowat, 2016, p. 193): Foreign Language Anxiety in Higher Education: A Practical Framework for Reducing FLA.
This thesis written by Hamad Alsowat used a mixed-method approach. According to the findings of this study, Saudi English majors have a moderate degree of anxiety. Worrying about the repercussions of failure, forgetting what they know, and feeling uneasy during language examinations were the most common reasons for students' anxiety. The study also discovered that instructors' personality and conduct, instructional approaches, and pedagogical practices were all drivers of classroom anxiety. The similarity of the research with the research that the researcher will do is that the same study is EFL anxiety. However, what makes a difference is that in the above research, the method used is a qualitative descriptive technique and data collection while the researcher above uses the mixed method.
Unlike the previous studies, the purpose of this research was to investigate anxiety in speaking, with the differences focusing on the level and factor of anxiety that students experience during class presentations. The author
employs qualitative research design and research samples on the
Second Grade of SMK 4 South Bengkulu.
46
CHAPTER III RESEARCH METHOD
A. Research Design
Because this is a small-scale study, the investigation will take a qualitative method to look at the students' perspectives and interpretations of the reasons for speaking anxiety in EFL lessons.
This approach was effective and practical in this study since it allowed the researcher to conduct a thorough examination of the data. This, however, does not imply that the data was modified by subjective interpretation.
The qualitative technique is a systematic subjective approach used to describe and provide meaning to life experiences. The goal of The goal of qualitative research is to get a thorough picture of a subject via the exploration of human perspectives. Qualitative research is concerned with the individual being studied unquantifiable ideas, perceptions, attitudes, or beliefs. As stated by (Bostley, 2019, p. 76), Qualitative research is a technique for exploring and analyzing
the meaning that people or groups place on a social or human event. The investigation procedure entails developing questions and processes; collecting data in the context of the participants; inductively analyzing the data, progressing from particulars to general themes; and creating interpretations of data meaning. The writing structure of the final written report is adaptable. According to (Bostley, 2019, p. 74), Qualitative approaches are classified into five types: phenomenological research, grounded theory, ethnography, case study, and narrative research. According to the statement above, qualitative methodologies were utilized to assist the writer in describing the facts. The analysis will produce a description of the research conducted through observations of the individual or group. The qualitative methods, particularly describing, are the finest way to assist the writer in data analysis. The researcher conducts qualitative study on the instrument. As a tool, the researcher must have a broad theory and insight in order to ask, analyze, picture,
and develop the social situation ; in order for it to become clearer and more relevant. This is a qualitative descriptive study.
According to (CRESWELL, 2017, p. 5) the qualitative method is a research and comprehension process based on a technique that explores a social phenomenon and human problems. The researchers create a complicated picture, analyze words, provide detailed reports based on the responses, and perform experiments in natural settings. The main characteristic of concern in qualitative research is the meaning. About the views of life from different people. The concluded that qualitative research is research that is carried out through expressions whose results are based on interviews, observations, documentation, and questions in the field.
B. Population and Sample
The subjects of this study are students of class XI SMKN 04 Bengkulu Selatan. The participant in this research is a class XI accounting and multimedia major. The English teacher said that
student XI had problems speaking this concern that the researchers considered involving the class XI accounting major students of SMKN 04 Bengkulu Selatan. The researcher also will conduct classroom observations and interviews with the English teacher and class XI accounting and multimedia major students.
When given the opportunity to speak, in English, the majority of kids displayed signs of fear. When the teacher invited them to speak in front of the class, they appeared fearful or frightened.
Only around 20% of the pupils in Some students in the class spoke English fluently, while others were terrified. When the teacher inquired as to why they were nervous about practicing English, almost all of the students answered it was because of the they make mistakes, especially in grammar and pronunciation.
Some of them had likewise hesitant to practice English.
C. Research Instrument 1. Interview
An interview is a popular method for gathering qualitative data. Its goal is to hold a discussion about the researcher's main idea (Khan, 2014, p. 11). As a result, the researcher interviewed the English teacher for replies, ideas, opinions, and expectations regarding the technique's application.
2. Questionnaire
The items on the questionnaire were modified from the Foreign Language Classroom Anxiety Scale (FLCAS), which was composed of 10 of the 33 items developed by (Gerencheal, 2016, p. 1). The researcher only answered 10 questions about speaking anxiety claims in this study. The researcher limited their selection to ten products since some had nearly identical meaning contexts. Furthermore, it may make data analysis easier for academics. The questionnaire items' data were analyzed by evaluating the amount of speaking anxiety. The FLCAS questionnaire scale (points 1–5) proposed by (Debreli &
Demirkan, 2015, p. 49) The researchers used it to analyze the study's data. Each of the ten questionnaires Agree Strongly (scale
point 5), Agreed (scale point 4), Balanced (scale point 3), Dislike (scale point 2), and Disagree Strongly (scale point 3). (Point 3 on the scale) (On the scale, point one) Students were instructed to give a checkbox list of available columns. According to (Debreli
& Demirkan, 2015, p. 48), One point for each item equals 33 points toward the total minimum score, while five points toward the overall maximum score. The levels of student anxiety were then estimated by averaging the students' questionnaire scores.
He also divided them into three categories, as seen in Table 1.
Table 1. The range of anxiety source: (Debreli & Demirkan, 2015, p. 54)
The average score Category
≤99 Low
99-132 Moderate
≥132 High
The average score range was separated into categories had 3, as shown in Table 1. It also has a cumulative average score of 99, indicating that there is little worry. The average value of 99- 132 indicates moderate anxiety, whereas 132 indicates severe anxiety.
From a psychological point of view, anxiety is divided into three levels, namely as follows:
a. Low
Low anxiety is the feeling that something isn't quite right, and those who suffer from it require particular consideration.
Mild anxiety is associated with the stress of daily life occurrences. People who experience minor anxiety have difficulty sitting still, are often annoyed, like to be alone, have wrinkled faces, trembling lips, an elevated pulse and blood pressure ,they don’t feel embarrassed and so on.
b. Moderate
Moderate anxiety is a troubling emotion caused by anything that makes people feel nervous or angry. People with mild anxiety frequently experience discomfort, sensitivity, unconsciousness, sound changes, sweating, headaches, back pain, feel less confident and other symptoms.
c. High
This is the most worried state imaginable. High anxiety is caused by the sense that something is wrong and that they are being threatened by their surroundings. This is often caused by a fear or distress response. Extreme anxiety is characterized by behaviors or sensations such as always wanting to be free, being excessively tense, irritated, perplexed, lack of eye contact, retreat, denial, a desire for more space, shivering, and so on.
D. Data Collecting Technique
In this research, it will be collected by giving questionnaires, documentation, and conducting the interview.
First, the researcher gave a questionnaire for students at SMK 4 South Bengkulu. Then the researcher will do an interview for students who have a high level. And the last researcher uses documentation. Basically, the process of collecting data is specific below.
1. The researcher evaluated the questionnaire to answer study questions about the levels of foreign language fear.
2. To answer research questions about what are the factors causing students experiencing foreign language anxiety, the researcher analyzed the questionnaire and interviews.
Data evaluation in qualitative studies is a time-ingesting and tough procedure. It is the procedure whereby researchers systematically seek and set up their records with the intention to book their information of the records and to permit giving the end result to others. (Samsudin, 2020, p. 1) nation that "records evaluation is the procedure of dealing with the records, organizing it into an awesome pattern, class and primary unit namely how to think at high levels in-class students XI SMKN 04 South Bengkulu. Apart from being obtained through informants, data is also obtained from the results of interviews, questionnaires and documentation support for data in the form of written words or actions. Sources of data in this study are related to where the data was obtained from teachers and students of class XI SMKN 04 South Bengkulu.
E. Research Procedure
Research is a systematic, directed, and purposeful scientific activity. Data collection techniques used in document studies also require procedure or steps. The procedures will take in this research are as follows:
1. Collect the data from the object of the study. The students of SMK N 04 South Bengkulu use it as the objects researcher.
2. The writer will use questionnaires for collecting the data.
3. Then the researcher gave a questionnaire for students SMK N 04 South Bengkulu.
4. Read the questions and interview thoroughly.
5. Analyzed the data carefully.
6. All the data are organized in a table to make it easier to analyze
7. The result of the data analysis will provide a detailed explanation and in the from table questionnaires.
8. And lastly, the researchers will do documentation with students at SMK N 04 South Bengkulu.
F. Data Analysis Technique
Following the paradigm of qualitative analysis defined by, the data analysis process was divided into three primary phases (Richards & Hemphill, 2018, p. 225): data reduction, data display, and formulation and verification of conclusions. Data analysis is required to answer the research questions. It addresses the students' anxiety levels in speaking English as a foreign language, their sources of anxiety in speaking English, and their solutions for overcoming it.
1. The Anxiety Level of students when speaking
Foreign language classroom anxiety scale (FLCAS) has 10 questionnaire with answers from each item contains a 5-point scale ranging from Strongly Agree (scale point 5), Agree (scale point 4), Neutral (scale point 3), Disagree (scale point 2), and Strongly Disagree (scale point 3). (scale point 1).
2. Calculate the data
The data is calculated manually, with a minimum score of 99 to 132 out of 10 questions. The results of factors and levels of
anxiety in students can be obtained after each score is collected and all questions are answered through a questionnaire.
3. Data Reduction
The data must first be organized and significantly reduced and modified first. According to (Richards & Hemphill, 2018, p.
224), The process of selecting, concentrating, abstracting, and altering data is referred to as data reduction.
In this situation, the researcher chose data that included observation interviews as well as interview questions for the students. The summary is next analyzed to determine the most essential information, organize the data, pick the data that is required, and arrange the data in the right way so that it may provide meaningful results and a conclusion.
4. Data Display
The Miles model of qualitative data analysis's second phase is data presentation. This stage provides a structured and collected collection of information that allows for the making of conclusions.
The researcher displayed data that had been reduced to make data interpretation easier. It is shown in a table with the fundamental categories such as elements that contribute to linguistic anxiety.
5. Drawing Conclusions
Drawing conclusions entails taking a step back to analyze what data analysis implies and how it relates to the research topic.
During this stage, the writer deduced meaning from facts in a display. Verification is related to conclusion drawing, which requires updating the facts as many times as needed to cross- check the emergent conclusion. The process of explaining the answer to research questions and objectives is referred to as verification.
Furthermore, The data must be examined for sturdiness and confirmability. Using the triangulation approach, the researcher validated the data. According to (Richards &
Hemphill, 2018, p. 223), When it comes to validating or confirming conclusions by using different sources and types of
evidence, triangulating is a disaster. To acquire meaningful study findings, the researcher reviews multiple sources, such as interview replies and observational data, as many times as necessary.
The researcher might complete the three processes in reporting the results of qualitative research at this step. The first step is data minimization. Its purpose is to determine the research's important points. Second, after obtaining the important aspects of the research, it describes them in the form of a story to make them more meaningful and understandable. The final point is the conclusion. The researcher concludes this stage by analyzing all of the data.
60 CHAPTER IV
RESULT AND DISCUSSIONS
In this chapter, the researcher present the finding and discussion from the research in SMKN 4 South Bengkulu to answer the two research question: (1) How is the level of 2nd grade Students Anxiety in Public Speaking Performance in SMK 4 South Bengkulu in academic year 2022/2023? And (2) What are the factors that contributed to 2nd grade students speaking anxiety in English Foreign Language (EFL) at SMK 4 South Bengkulu?. The data was taken from observation, interview, and questionnaire. The result of observation, interview, and questionnaire are explained and discussed as the following.
A. Result
This study was carried out at SMKN 4 South Bengkulu with English teacher, XI Akuntansi and XI Multimedia from 16th July to 25th June, 2022. The focus of this purpose of the study is to determine the amount of English-speaking anxiety among
61
pupils at 2nd grade SMKN 4 South Bengkulu. There is an interview with an English Teacher and the level Anxiety from Questionnaire.
1. The Level of students’ Anxiety in Public Speaking Performance.
The Table. 2 shows the results of the questionnaire on students' speaking anxiety. The lowest average score was 72, indicating a low anxiety category, while the highest score was 141, indicating a severe anxiety category. The researchers discovered that the level of the students' speaking anxiety was classified as low, moderate, or high based on the results.
Table 2. The students’ average score and anxiety category.
Student No.
Total
questionnair e
Scores
Average Score
) )
Category
1 2 3 4 5
33 24 23 28 26
108 79 75 92 85
Moderate Low Low Low Low
62
6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
30 27 23 29 31 43 22 39 23 31 22 30 35 33 30 36 39 33 41 36 38 25 36 30 30 30 28 27 35 36 38
99 89 75 95 102 141 72 128
75 102
72 99 115 108 99 118 128 99 135 118 125 82 118
99 99 99 92 89 115 118 126
Low Low Low Low Moderate High Low Moderate Low Moderate Low Low Moderate Moderate Low Moderate Moderate Low High Moderate Moderate Low Moderate Low Low Low Low Low Moderate Moderate Moderate
63
Table. 3 shows an additional comprehensive result.
According to this data, 39 % (14 students) of 36 pupils had low levels of speaking anxiety, 56 % had moderate, and 5.5 % had high. Most students reported moderate levels of speaking anxiety during a speaking activity. Meanwhile, Table. 4 depicts the situation in which the majority of students had high levels of worry.
Chart 1. Students’ Level of Anxiety
39% 56%
5%
The Level of Students' Speaking Anxiety
Low Moderate High
64
Based on the Chart 1. 39 % (14 students) of 36 pupils had low levels of speaking anxiety, 56 % had moderate, and 5.5 % had high.
Table 3. The level of students’ speaking anxiety.
Level of students’ anxiety Total students Percenta ge
Low 20 56 %
Moderate 14 39%
High 2 5.5%
Total 36 100%
Table 4. FLCAS items and students’ anxiety.
Number of responses
Items Low Moderate High
I am not comfortable speaking English in class.
When I have to stand in front of the class to talk, I get
apprehensive.
It scares me when I don't grasp what the foreign language teacher is saying.
17(47,2%)
16(44,4%)
17(47,2%)
17(47,2%)
12(33,3%)
13(36,1%)
11(30,5)
12(33,3%)
7(19,4%)
7(19,4%)
8(22,2%)
7(19,4%)
