AN ANALYSIS OF SPEAKING ANXIETY AMONG EFL LEARNERS AT AL-MAWADAH ISLAMIC BOARDING SCHOOL PONOROGO. Judul Skripsi/Thesis: An Analysis of Speaking Anxiety Among EFL Learners at Al-Mawaddah Islamic Boarding School Ponorogo.
Research Objectives
What are the factors that cause speaking anxiety among seventh grade students at Al-Mawaddah Islamic Boarding School Ponorogo. How seventh grade students at Al-Mawaddah Islamic Boarding School Ponorogo overcome their speaking anxiety.
Significances of the Study
Based on these findings, students should be able to get a better idea of students who speak with anxiety. Therefore, they may have a better understanding of how to reduce their speaking stress to achieve their language learning goals.
Organization of the Study
The result of the study is expected to help the students of the English department to conduct similar studies to make the learning process more effective.
LITERATURE REVIEW
THEORETICAL BACKGROUND
- Speaking English
- Problem in speaking
- Speaking Anxiety
- The Foreign Language Anxiety Scale (FLCAS)
- The Factors Cause Students’ Speaking Anxiety
- Learner Belief about Language Learning
- Negative Feelings
- Classroom Procedure
- Teachers
- Other factors
- The Effect of Speaking Anxiety
- Strategies to Overcome Students’ Speaking Anxiety
Thornbury defines pronunciation as the student's ability to make intelligible utterances to complete the task.9 The importance of pronunciation arises from the fact that it adds meaning to what is spoken. 28 Kitano, Kazu, “Anxiety in the College Japanese Language Classroom”, The Modern Language Journal, December 2001. concluded that the researcher should determine the type of anxiety being measured and its relationship to other factors, such as affective or cognitive variables .30.
PREVIOUS RELATED STUDIES
The third previous study is "Reducing Students' Anxiety to Speak English (A Case Study in English Education Program of STKIP PGRI Ponorogo)" by Fikri Ibnu Hajar. The aims of this study were to analyze students' strategies to overcome speaking anxiety. In general, this study also has an innovation related to research design and analysis of students' speaking anxiety.
The researcher used case study research design that collects and analyzes qualitative data to better understand a study problem. While the researcher to analyze the students' speaking anxiety used the questionnaire that combined the theories of several experts. 53Deni Asrida "Student Strategies To Eliminate Anxiety When Speaking English in Class", Jurnal bahasa lingua scientia, Vol.
54.
Research Approach and Design
The researcher used a qualitative approach and case study research design by conducting direct observation at the school and the data was collected using a questionnaire and interview technique. Data analysis builds inductively from the particular to the general theme, and the researcher makes interpretation of the meaning of the data situation.2 The researcher collected data from students who participated in this study.
Researcher's Role
Research Setting
Data Source
Data Collection Techniques
- Questionnaire
- Interview
Below is the questionnaire by Horwitz and Cope to measure the level of students' speaking anxiety levels. Below were the Indicators and questionnaire from Santoso dan Peroddin to measure the cause of students' speaking anxiety. The presentation makes it difficult for me to speak in front of the class in English.
Anxiety reasons and students' coping mechanisms for English speaking anxiety are the main topics of the interview. Do you try to talk to your friends when you are nervous during your speaking class? Do you always turn to your peers for support when you are nervous about speaking English?
Do you usually avoid eye contact to avoid the teacher asking you to speak in English.
Data Analysis Techniques
- Data reduction
- Data Display
- Conclusion
The act of displaying the data only as a sentence, paragraph or table is called. 34;display data." The term 'display of data' describes the presentation of data condensed into patterns. The data is compressed and displayed by the researcher, showing that it is produced and explained using sentences, sentences, paragraphs and tables.
Inference is the process of determining the meaning of information gathered in the form of strong statements. The verification involved in developing conclusions requires going back and cross-checking the data as many times as necessary to confirm those conclusions as they arise. Verification is a process that explains how to achieve the objectives and answers to the research questions.
Checking the Validity of Finding
According to Denzin, there are 4 different types of triangulation: 67 (a) data triangulation (involving time, space and persons), (b) investigator triangulation (involving multiple researchers in an investigation), (c) theoretical triangulation (which involves more than one theoretical scheme in the interpretation of the phenomenon), and (d) a methodological triangulation (which involves the use of more than one method to collect data such as interviews, observation, questionnaires and documents). To check the validity of this section, the researcher used one of the four types of triangulation called methodological triangulation, which includes interviewing students and asking about the factors that affect their speaking performance, observing the teaching process and the classroom environment , as well as using documents that include photos taken during the activity, a list of students' names and school documents. The triangle was first used in the social sciences to illustrate the need for some source of data proving a fact.
At Al-Mawaddah Islamic Girls' School, the researcher is investigating data related to students' speaking nervousness this time. 66Johnson Honorence, Understanding the Role of Triangulation in Research, Research Journal for Interdisciplinary Studies.
Research Procedures
- Planning
- The Procedure of Data Analysis
- Research Report
Research Background
- Vision, Mission, Motto, and Five Basic Pillars
- Language Advisory Council
This chapter provides a broad overview of the historical context of the study, a data presentation that includes information on the level of students' public speaking anxiety, its causes, students' coping mechanisms, and discussions. The boarding school's curriculum focuses on teaching for the mental and spiritual development of the students, supported by Islamic values, independence, simplicity, feminine affairs and leadership. It cannot arise from the vision and mission of the institution to achieve educational goals; constituted al-markets sholihah (virtuous), able-bodied, well-rounded, visionary thinking, sincere mind and adhering to the nature of her femininity.
For the implementation of the curriculum, which is aimed at both the boarding school and the national curriculum, the curriculum designer has set the competency standards as follows. Al-Mawaddah is one of the special Islamic educational institutions in the form of boarding schools for women, which gives students the opportunity to take the MT and MA equation exams. The main thing that all students should know is that they are not told that they will finish their studies in only 3 years, but they have to travel for 4 or 6 years until 6th grade to get their boarding certificate.
In Almawaddah, students are forced to use two common languages, they are English and Arabic as the language of daily conversation. Therefore, to improve the student's ability in
Findings
- The Level of Students' Speaking Anxiety
- The Factors Causing Students’ Speaking Anxiety
- Students’ Strategies to Overcome Their Speaking Anxiety
In the statement “Despite my best efforts, I am still unable to speak English”, 2 (9%) students choose to strongly disagree, 11 (50%) students choose to disagree, 3 (14%) students choose undecided, 6 (27). %) students choose to agree, and 0 (0%) students choose to strongly agree. In the statement "In group chats, I hardly speak English." most students choose to agree with the higher percentage of 45%. In the statement "I have a noisy class, which makes it difficult for me to practice my English." 2 (9%) students choose to strongly disagree, 4 (18%) students choose to disagree, 7 (32%) students choose undecided, 7 (32%) students choose to agree, and 2 (9%) students choose strongly agree.
With the statement "Because of the presentation, it is difficult for me to speak in front of the class in English," 1 (4%) student does not agree at all, 4 (18%) students do not agree, and 7 (32%) students are undecided. 7 (32%) students decided to agree and 3 (18%) students strongly agreed. Regarding the statement "I am nervous during role-playing when speaking in front of the class in English," 1 (4%) student disagrees at all, 6 (27%) disagree, and 6 (27%) students are undecided. , 6 (27%) decided to agree and 3 (18%) students decided to strongly agree. With the statement "I often find it difficult to understand what the teacher says in English", 2 (9%) students do not agree at all, 5 (23%) students do not agree, 7 (32%) students are undecided, 6 (27%) students decides to agree and 2 (9%) students strongly agree.
For the statement "I lack a considerable vocabulary in English." 2 (9%) students choose I strongly disagree, 6 (27%) students choose I disagree, 4 (18%) students choose undecided, 8 (36%) students choose agree, and 2 (9%) students completely agree. We can conclude that most students are not used to speaking English. With the statement "There is not much speaking in English when learning English", 2 (9%) students did not agree at all, 5 (23%) students decided not to agree, 7 (32%) students decided undecided, 7 (32%) students choose to agree and 1 (4%) student chooses to strongly agree.
Discussion
- The Level of Students’ Speaking Anxiety
According to many academics, the fear of making mistakes is one of the main reasons why students are reluctant to speak English in class. According to this statement, speaking English in front of their teacher can be so scary that most students in this situation lack self-confidence and tend to be shy. Students who speak in front of the class may have a high level of fear of failure. She noticed anxiety symptoms such as a racing heart, cold hand and forgetfulness.
Observational findings revealed the same phenomenon when some students appeared to study their English textbook before speaking English. According to the interviews, up to 12 of the 24 students were calm before speaking in English. Interview findings show that 12 out of 22 students always consider their words before speaking in English.
From the findings of the interviews, 18 out of 22 students sought out friends when they felt anxious because of their speech problems.
CLOSING
Conclusions
Meanwhile, 4 people left the class and 1 student remained silent despite being motivated to speak.
Suggestions
Therefore, students should refrain from behaviors that promote laziness, such as skipping English class or avoiding eye contact with teachers. On the other hand, students should use coping mechanisms for speaking anxiety that can increase their confidence when speaking English in front of their peers or teachers. This study can be used as a guide for relevant previous research that can be further investigated by future researchers who are interested in researching students' fear of speaking.
In the future, researchers may learn more about how speaking anxiety affects students' academic performance. It can also be used to learn more about how teachers deal with anxious students. Use audiovisual aid to develop speaking skills to the second grade students of Ensino Secundariu Cristal in the school year 2017.
Psychological factors preventing students from speaking in English class (A case study in a senior high school in South Tangerang, Banten, Indonesia).
