The researcher used a quantitative descriptive research as the design method and administered a questionnaire for data collection. The sample of this research was the BG.IIIF class of Muhammadiyah University of Makassar which consists of 21 students. Based on the analysis, the researcher concluded that the research result showed that "Oversensitivity to threat" was the dominant factor that made students' speaking anxiety.
Alhamdulillah, the researcher expressed his deepest gratitude to Allah SWT for the blessing and grace on the writer during the process to the end of writing this thesis. When writing the thesis, the researcher encountered many problems, so she realized that the thesis has many errors and weaknesses. My sincere and best congratulations to Erwin Akib, M.Sc. Pd., Ph.D. as Dean of FKIP Muhammadiyah University in Makassar.
Grateful researcher present to all Makassar Australia Study members who always support me, Science Three, Passisama.
INTRODUCTION
- Background
- Research Question
- Objective of the Research
- Significance of the Research
- Scope of the Research
This condition will make students feel anxious in the classroom and it will affect their speaking ability. What are the dominant factors that make the students feel anxious about speaking in the third semester. To know that the students feel anxious or not when they speak English in the third semester.
To identify the dominant factors that make students feel anxious about speaking in the third semester. Scope of the research, the researcher limits the study to find out the dominant factors that influence the speaking anxiety in the third semester of English.
REVIEW OF RELATED LITERATURE
Previous Related Research Findings
Naghadeh et al (2014) noted that the higher the students' oral communication anxiety, the lower the speaking ability of these students. Fourth, according to Isnaini (2018), the result of this research showed that the factors of students' speaking anxiety in English as a foreign language (EFL) students are excessive self-announcement, irrational belief to say something in English, sensitivity anxiety, misattribution of body signals because they do not able to express their ideas well in English, and low self-efficacy, these factors inhibit the practice of speaking English as a foreign language (EFL). Some types of anxiety can be concluded that the students had lack of self-confidence, fear of making a mistake, shyness, worry, fear, panic, when they have signs of anxiety, heart breathing, shortness of breath, which hinders them from practicing speaking in English.
Further, the researcher can conclude that every student and teacher must know the factor that affects speech anxiety. The similarities between the above research and this research study on students' speaking anxiety, but in this research we will focus on the dominant factor affecting the students' speaking anxiety in the third semester of the English Department at Muhammadiyah University, Makassar.
Pertinent Ideas
- Concept of Speaking
- Concept of Anxiety
Moreover, it would be good if students are able to speak naturally like native speakers themselves. It is difficult for students to master speaking English if they are not confident in their speaking ability. But when students become anxious, students will feel less confident about the situation in it.
In addition, it can affect students' self-esteem, such as the fear of being laughed at by other students. Students can plan to change the way they think, change the way they communicate and improve relationships, meet new people, learn how to present themselves. First, communication anxiety, in this case students feel anxious about the feeling of being hugged when speaking in front of the class.
Second, test anxiety means that students are anxious when facing an English test, which is due to the level of difficulty of the test. In this case, students will have less control in the communication situation when they feel difficulties. In this case, students feel anxious in the foreign language test lessons because they are given the difficulty of the test and quizzes.
Students who fear negative evaluation are not the only ones who experience anxiety when taking a test. First, communication anxiety, when students feel anxious because they would like to speak in front of the class. Secondly, test anxiety: the students feel anxious when they have to take an English test.
Conceptual Framework
On self-prediction to fear, irrational belief, on threat sensitivity, anxiety sensitivity, body signal misattribution and low self-efficacy. Therefore, in order to know the dominant factors of students' speaking anxiety, the researcher analyzed the dominant factors that affect students' speaking anxiety with a questionnaire.
METHODOLOGY
- Research Design
- Population and Sample
- Instrument of the Research
- Procedure of Data Collection
- Technique of Data Analysis
The researcher used the questionnaire to get detailed information about the dominant factor of students speaking anxiety in the learning process. After collecting the data, analyzed the data by calculating the average score to find out the dominant factors of students who speak anxiety in the learning process. The result of the research presented the result of the students' questionnaire about the dominant factor for students' speaking anxiety.
As the researcher mentioned earlier, there were six factors that make the students feel anxious about speaking English in class. From the above data, most of the students choose Disagree because although they used English to speak, it made them insecure and overly self-predictive. The above data shows that most students choose Disagree because they felt trembling or scared when speaking English in front of the class.
Data above explains that most students choose Neutral and Agree because they felt normal and did not feel fear or panic in every situation when they spoke English in the speaking class. Data above explains that most students choose Agree because they felt confident to perform in the speaking class. Horwitz and Cope (1986), said that there were six factors of students speaking anxiety, that is: About self-prediction versus fear, when students feel trembling as they move forward in front of the class to perform and think than the others.
Berdasarkan hasil angket, peneliti mengidentifikasi faktor dominan kecemasan berbicara siswa. 4 Saya takut ketika dosen saya meminta saya mengulangi materi dalam bahasa Inggris nanti di kelas. 9 Saya khawatir ketika dosen saya meminta saya mengulangi materi dalam bahasa Inggris nanti di kelas.
FINDINGS AND DISCUSSION
Findings
The participants of this study are all the F class of the third semester of the academic year 2019/2020, Department of English at Muhammadiyah University of Makassar. From the above table, the result of this study confirmed that certain situations can cause anxiety when speaking English in the classroom. So it can be concluded that there are four students who still feel anxious when speaking English in class.
7 My heart is breathing fast when the lecturer asks me to come to the front of the class to suddenly tell something in English. 28 My heart was not breathing fast when my lecturer asked me to come to the front of the class to suddenly tell something in English. Data above explains that students mostly choose agree because they could control their proposal themselves that it does not disturb their plan or avoid their behavior.
10 Eye contact from my friends makes me nervous when I speak in class. 18 My friend's eye contact makes me feel comfortable speaking in front of the class. 4. I feel anxious when my teacher asks me to retell the material in English later in class.
9 I feel anxious when my lecturer asks me to retell the material in English later in class. 14 I don't feel anxious when my lecturer asks me to retell the material in English later in class. 22 I don't feel scared when my lecturer asks me to retell the material in English later in class.
Discussion
There is "oversensitivity to threats", students find it difficult to speak in English in front of the class because they were afraid of making a mistake, they were shy when they wanted to speak English, they felt nervous, less confident because they were laughed at by the teacher and other students, so that before the teacher called them, the students felt anxious. According to Isnaini (2018), the result of this conducted research showed that the factors of English as a Foreign Language (EFL) students' speaking anxiety were excessive self-prediction, irrational belief to say something in English, sensitivity to anxiety, misattribution bodily signal because they cannot express their ideas well in English, and low self-efficacy, these factors inhibit the practice of speaking English as a foreign language (EFL). There were similarities in the results between my research and other researches that also investigate the factors of anxiety, but in my research I focused on finding the dominant factor that makes students feel anxious.
Faktor dominan yang membuat siswa merasa cemas dalam berbicara adalah “oversensitivitas terhadap ancaman”, siswa kesulitan berbicara bahasa Inggris di depan kelas karena takut melakukan kesalahan, merasa malu saat hendak berbicara. Bahasa Inggris, dia merasa gugup, kurang percaya diri karena ditertawakan oleh guru dan siswa lainnya, sehingga sebelum dipanggil oleh guru, siswa merasa cemas. 5 Tubuh saya berkeringat di depan kelas ketika saya menyajikan materi dalam bahasa Inggris. 6 Nilai berbicara yang rendah membuat saya merasa tidak percaya diri dalam berbicara bahasa Inggris dengan lancar.
7 Jantung saya berdebar kencang ketika tiba-tiba dosen meminta saya berdiri di depan kelas dan bercerita dalam bahasa Inggris. 21 Saya tidak pernah takut menjawab pertanyaan teman saya dalam bahasa Inggris 22 Saya tidak takut ketika menjadi dosen. 23 Saya merasa nyaman ketika teman saya memperhatikan saya ketika saya berbicara di depan kelas. 24 Saya merasa percaya diri.
26 Ada orang yang banyak mengeluarkan keringat ketika tiba-tiba diberikan materi dalam bahasa Inggris, tapi menurut saya tidak. 27 Saya tidak merasa cemas ketika berbicara bahasa Inggris dan melakukan kesalahan 28 Jantung saya tidak berdebar kencang. 29 Saya merasa percaya diri ketika dosen saya memperhatikan saya ketika saya berbicara di depan kelas. 30 Saya merasa tidak percaya diri ketika lebih.
CONCLUSION AND SUGGESTION
Conclusion
Suggestion
Instrument of the Research (Questionnaire)
The Result of Students Questionnaire Answer
Students Response
Documentation
Curriculum Vitae
