This study aimed to find out the influence of students' anxiety on speaking English, especially in terms of fluency and accuracy of pronunciation. Both data were analyzed using the mean score and the personality formula to calculate the questionnaire and speaking test data on the influence of students' anxiety on speaking in terms of fluency and accuracy. It can be concluded that there was a very strong influence of student anxiety among students.
INTRODUCTION INTRODUCTION
Problem Statement
Objectives of the research
The scope of the research
The significance of the study 1. The students
Previous Related Literature
- Speaking
The conclusion of the above result is that students' anxiety will show when they have to speak English individually in class. Reasons for students' anxiety to speak English in and out of the classroom: are low speaking skills, fear of negative reactions from others, low self-esteem to speak English, fear of failure to speak English with teachers. With these negative connotations, anxiety is one of the important factors in all types of learning.
Language anxiety can be rhetorically described as "the feeling of tension and apprehension specifically associated with second language text, including speaking, listening and learning" (Maclntyre & Gardner as cited in Ansari, 2015:40). Feeling uncomfortable when other students stare at them while they speak is one of the sources of anxiety that language learners often experience. Robby (2010), the fear of mistakes becomes one of the male factors of students' reluctance to speak English in the classroom.
Moreover, Chaney in Sarah (2017: 9) defines speaking as "the process of constructing and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts", this means that speaking is the most important skill among the others are. skills, without speaking, there will be no communication and this makes the language useless. 1). the ability to articulate phonological features of the language intelligibly .. 2). mastery of stress, rhythm, intonation patterns 3). an acceptable degree of fluency. In the play scripts, it is important that the students teach it as real acting.
The games are made according to the information gap principle, so one student has to talk with a partner to solve a puzzle, draw a picture, put things in the right order or find similarities and differences between pictures. Teachers can choose an activity that is related to the topic and objective of the lesson. In addition, they must take into account the situation, the condition of the students and the material to be taught.
Conceptual framework
Teachers can ask them to write some dialogues and then they have to act them out in front of the class. These activities can be used as a way to measure how far students can speak, say and express their feelings in English. This research is descriptive qualitative and described the skill of speaking English and how speaking English can affect students' anxiety.
In this chapter, the researcher explained research design, population and sample, research instrument, method of data collection and technique of data analysis.
Research Design
The researcher used purposive sampling technique because the classes in SMP Negeri 02 Arungkeke are ranked in order, therefore the researcher chose class VII.2 as the sample because it was in the middle class.
Research Instrument
In this research, after getting the data from the questionnaire, the researcher gives the participants who have the anxiety of speaking.
Procedure of collecting data
Data analysis
The positive statement is number 4 "I feel relaxed while speaking English in class", 8 "I have no fear to speak English in front of the class", 10"I feel confident to speak English in front of the class because I want to know my mistakes when I speak", 13 "I always feel better speaking English than other students", 16 "I always actively ask when I do it", while the negative statement is 1 "I always feel quite sure of my even while I speak English", 2 "although I am nervous just before I start speaking English in front of the class, I soon calm down after I start", 3 " I tremble when I know I will be called on in English classes", 5 "I don't feel confident when I speak English in class", 6 "while preparing to speak English in front of people, I feel tense and nervous", 7 "I am afraid of making mistakes in English classes", 9 "I feel anxious while waiting to speak English", 11 "It discourages me to answer voluntarily in English classes", 12 "I start to panic when I have to speak without preparation in English classes", 14 "I feel shy while speaking English with native speakers", 15 "when I make a mistake while giving an English speech, I find it difficult to concentrate on the next part", 17 "I find it difficult to get the audience into my eyes while I speak English", 18"I am afraid that the other students will laugh at me when I speak English" and 20. After each score of students' results from FLCAS (foreign language classroom anxiety scale. are categorized into some level of anxiety starting from "very anxious". anxious”, and “very relaxed” based on Oetting's scale.
FLCAS and likert Scale were administered by the research the collected data were analyzed by manual calculation. To find the levels of language anxiety, the average score was calculated to determine the language anxiety. The average score was calculated to determine the questionnaire where the following formula was used.
Students' classification from the speaking test will be aggregated. The data were analyzed by manual calculation with classification of sorting fluency and classification of sorting accuracy. There is no evidence of mastery of any of the language skill areas practiced in the course. The chapter was divided into two main sections; they are research findings and research discussion.
The findings presented the result of data analysis collected through questionnaire and speaking test on the Influence of students.
Findings
- The result of Questionnaire a. Lack of confidence
So we can conclude that most of the students in the eighth grade at SMP Negeri 02 Arungkeke agreed that they always feel quite confident about themselves while speaking English. So, we can conclude that most of the students in the eighth grade at SMP Negeri 02 Arungkeke agreed that they trembled when they knew they would be called to the English class. So, we can conclude that most of the students in the eighth grade at SMP Negeri 02 Arungkeke strongly agreed that they did not feel confident when speaking English in class.
So we can conclude that most students of group 8 of SMP Negeri 02 Arungkeke agree that they are not afraid to speak English in front of the class. Thus, we can conclude that most of the 8th grade students of SMP Negeri 02 Arungkeke were not sure to confidently speak English in front of the class because they want to know their mistakes when they speak English. Thus, we can conclude that most eighth grade students of SMP Negeri 02 Arungkeke did not know that they were embarrassed to answer voluntarily in English class.
So we can conclude that most of the students in the eighth grade in SMP Negeri 02 Arungkeke were indecisive that they start to panic when they have to speak without preparation in English class. So we can conclude that most of the students in the eighth grade at SMP Negeri 02 Arungkeke agreed that they always feel better in speaking English than other students. So, we can conclude that most of the students in the eighth grade in SMP Negeri 02 Arungkeke agreed that they feel shy when they speak English with the native speaker.
So we can conclude that most students in the eighth grade of SMP Negeri 02 Arungkeke disagreed that they were active in the class. So, we can conclude that most students at the grade eight at SMPN Negeri 02 Arungkeke agree that they feel confident when speaking English when they know more vocabulary. So, we can conclude that most of the students at the grade eight at SMPN Negeri 02 Arungkeke were unsure that they get nervous and confused when speaking in the English class.
Discussion
Based on the table above, it was found that the influence of students' fear of speaking English in terms of fluency was greater than accuracy. After calculating the score analysis of the influence of anxiety in students on fluency and accuracy, it turned out that the percentage of influence of anxiety on fluency was reasonably close to 5.8. That's why they were nervous when they wanted to speak in front of people.
It can show by looking at the results of the research that the percentage was high as the main cause of the students who were anxious to speak English on learning process. Secondly, the students' anxiety in English-speaking class is derived from three main sources of anxiety, i. Furthermore, as the interview data revealed, lack of vocabulary and lack of preparation also contributed to studnets' anxiety in speaking.
According to Maimunah (2015), there were five themes related to the reasons for students' anxiety about speaking English in and outside the classroom: They have poor speaking skills. The study revealed that a significant number of students experienced anxiety when speaking English in the communicative English classrooms, and students reported being the most anxious when speaking English in class individually. Finally, some suggestions were discussed to help students reduce anxiety and become more confident in speaking English in communicative English classrooms.
This chapter consists of two sections, first section deals with the conclusion of the findings and second one deals with proposal which covers recommendations on the implication of the findings and for further related to the researcher.
Conclusion
Suggestion
Factors affecting students' anxiety in English speakers (A Descriptive Study At The Eleventh Grade Students' of SMAN 10 MAKASSAR). Students' anxiety about speaking English in English in 11th grade of MAN Model Palangka Raya, Palangka Raya. Humaerah.(2018)Students' Speaking Ability and Factors Affecting Their Ability, Makassar: Department of English Education, Faculty Teacher Education and Training, Muhammadiyah University of Makassar.
The Impact of Emotional Intelligence on Speaking Skills, Makassar: Department of English Education, Faculty of Teacher Training and Education, Muhammadiyah University of Makassar.
