Saya selalu merasa kesulitan dan merasa akan terjadi sesuatu yang buruk ketika saya berbicara bahasa Inggris di depan kelas. Tangan dan kaki saya sering gemetar ketika saya berbicara bahasa Inggris di depan kelas. Saya tidak bisa duduk diam dan menunggu panggilan guru untuk berbicara bahasa Inggris di depan kelas.
Research Questions
Benefit of The Study
Relevant Research
Referring to previous research, the researcher wanted to investigate the factors that cause students' public speaking anxiety. Here, the researcher wanted to know if the factors causing students' anxiety were the same as previous research or different.
Theoretical Review
The Elements of Speaking
Jeremy Harmer states that the ability to speak English presupposes the following elements that are necessary for speech production:11. For this reason, students should be engaged in activities specifically designed to improve their connected speech. We often need to ask for clarification when listening to someone else, which is very important for students, for example when we ask for unclear words or names that someone has said.
Language processing: language processing involves retrieving words and putting them together into appropriate syntactic and propositional sequences. 2) Information processing (in place): in addition to our response to the feelings of others, we also need to be able to process the information they tell us as we receive it.
The Function of Speaking
The first type concerns situations in which the emphasis is on giving and receiving information and in which the participants mainly focus on what is said or achieved (for example, asking someone for directions). The third kind of talk that can be usefully distinguished is called talk as performance. This refers to public conversations, that is, conversations where information is conveyed in front of an audience, such as classroom presentations, public announcements, and speeches.
Speaking as performance tends to be in the form of monologue rather than dialogue, often follows a recognizable format (eg a speech of welcome), and is closer to written language than conversational language. Similarly, it is often evaluated according to its effectiveness or impact on the listener, something that is unlikely to happen with speaking as an interaction or transaction.
The Characteristic of Good Speaking
Types of Anxiety
State anxiety is experienced in relation to a specific event or action. 17 While state anxiety is a transient anxiety, a response to a specific stimulus that provokes anxiety, such as an important test. 18 Depending on the intensity, duration and situations, anxiety can be divided into three types: state anxiety: a feeling of fear and nervousness as a reaction to a certain situation, trait anxiety: more intense anxiety that depends on the individual regardless of the situation.
Impact of Speaking Anxiety
As with Ormrod, MacIntyre also believed, as quoted by Young, that anxiety can affect students' cognitive processing. He proposed a variant of the Tobias model of the effects of anxiety learning through instruction, which consists of three stages: input, processing, and output.20 Furthermore, anxiety can interfere with students' cognitive work at a certain stage, and then information does not pass to the next stage. 20 MacIntyre and Peter D., “Language Anxiety: A Review of The Research for Language Teachers,” in Dolly Jesusita Young (eds.), Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere , (Boston: McGraw-Hill, 1999), P.
In the entry phase, foreign language anxiety acts as a filter that prevents certain information from entering cognitive processing. Krashen claims that anxiety can raise an affective filter and form a mental block that prevents the use of comprehensible input for language acquisition. For example, the anxious student may not be able to integrate language rule and vocabulary information because the anxiety inhibits their ability to process the information.
When they are anxious, anxious students may learn less and may not be able to digest new words, sentences, grammar and so on or may also take more time to process the lesson. Furthermore, Oxford described that "anxiety harms students' worry and self-doubt and also by reducing participation and creating overt avoidance of the language".
Possible Factors Contributing to Speaking Anxiety
Price found that fear of being laughed at by others is one of the biggest sources of anxiety.24. In addition, inappropriate ways of teaching can also contribute to student anxiety, for example speaking too quickly. Oxford also noted that "harsh correction, ridicule and uncomfortable handling of mistakes in front of a class are among the main interaction issues for teachers related to language anxiety".26 Students may also feel anxious due to the excessive material demands.
So they may find that speaking English is more demanding and difficult than others. Price noted that anxious students believed that their language skills were weaker than any other students.28 This comes mainly from their learning experience. A stressful learning experience would condition students to believe that speaking English was difficult.
Eventually, this usually leads students to avoid everything about speaking English, including preparing for class activities or a test. If we agree with Marwan, the biggest contributor to the students' anxiety was the lack of preparation.29 The lack of preparation would definitely make the students feel anxious.
RESEARCH METHOD
The Characteristics and Types of the Research
Data Source
Data Collection Technique
During the research process, each researcher collected several documents to be the source of data. The data can be public documents such as newspapers or official reports or private documents such as private journals, e-mails or letters.38 Due to these explanations, the researcher would collect the data with questionnaires given by thirteen students of the eleventh grade of MA Muhammadiyah Metro in 2018.
Data Validity Procedures
Triangulation is also used when the researcher has doubts about the data they have. This triangulation is intended to pull the data from a number of different sources to form a single set of data. To collect the same data, the researcher can use multiple observers instead of a single observer.
By collecting and analyzing data from this research, the researcher uses some theories that are relevant. This kind of triangulation is used to collect data by using a different approach so that the researcher can get more accurate data. In this research, the author used theoretical and methodological triangulation to collect and enrich the data.
Data Analysis Technique
- Historical Background of MA Muhammadiyah Metro
- Mission
- Purpose
- The Condition of Teacher and Official Employees at MA Muhammadiyah Metro
- The Quantity Students of MA Muhammadiyah Metro
- The Building of MA Muhammadiyah Metro
- The Result of Interview
- The Result of Observation Table 5
The last step of data analysis, the writer would interpret the research result after completing all the steps. The conditions of teachers and official employers at MA Muhammadiyah Metro have been quite good for the learning process. Based on the table of interview results, most students talked about their fear of making mistakes and being ridiculed by their peers.
When it was his turn to go forward, he nervously stepped forward in front of the class, his hands were shaking as he spoke in front of the class, his speech was halting and stammering. He performed confidently when he came to the front of the class, smiled widely at his friends, then giggled, stood up and posed like a model when his friends laughed at his behavior, laughed when he passed the material and then forgot about the material . When it's her turn to go forward, she nervously walks up to the front of the class, her hands are shaking as she speaks in front of the class, her speech is halting and stuttering.
When it was her turn to go forward, she walked nervously to the front of the class, shaking, squirming and lowering her voice as she spoke to the class. 44 Based on the above table of observation results, it can be seen that some students, when speaking English in front of the class, looked away, squirmed, stammered, lowered their voice.
Description of Findings
- Factors Contribute to Anxiety Comes From Students a. Being Language at by Others
Most of the participants answered that they were very nervous about having to speak in front of the class. They often responded that they became anxious when their teacher asked them to practice speaking in front of the class. Furthermore, some of the participants confessed that they felt anxious because all the students were paying attention.
This discovery also showed that it is the reason why they get so nervous when they had to speak in front of the class. A similar result was found by Price that the fear of being laughed at by others as one of the greatest sources of anxiety. Furthermore, this finding is also consistent with Oxford, who noted that ridicule is one of the most important issues related to language anxiety.
Marwan found a similar result that lack of self-confidence is one of the main causes of students' anxiety. Marwan found a similar result that lack of preparation was the main cause of students' anxiety.
Conclusion
- The Students
- The English Teacher
- Principal
Akhyak, “Improving Students English Speaking Competence” in International Journal of Language and Literature, Nganjuk, December 2013. CucuSutarsyah, “An Analysis of Student's Speaking Anxiety and its Effect on Speaking Performance” in IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics ), Lampung: Lampung University, Vol. Esti Kurniasih, "An Analysis of Students' Speaking Anxiety in Public Speaking Class in the English Department of Universitas Negeri Surabya" in Retain, (Surabaya: English Education, Language and Arts Faculty, State University of Surabaya), Vol.
MacIntyre and Peter D., "Language Anxiety: A Review of The Research for Language Teachers", in Dolly Jesusita Young (ed.), Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Atmosphere , Boston: McGraw-Hill, 1999. Munther Zyoud, "Theoretical Perspective on How to Develop Speaking Proficiency among University Students" in Pune Research Scholar An International Multidisciplinary Journal, Palestine: Al Quds Open University, Vol. Oguzham, "Effects of Drama Method on Speaking Anxiety of Pre-Service Teachers and Their Opinion on the Method" in Academic Journals, Turkey: Ataturk University, Vol.
Oxford, “Anxiety and the Language Learner: In Insights”, In Jane Arnold (ed.), Affect in Language Learning, Cambridge: Cambridge University Press, 1999. Sara AtefVahid, “The Effect of English Learning Anxiety on Iranian High School Students” Achievement in English language" in BRAIN (Broad Research in Artificial Intelligence and Neuroscience), Iran: English Department, Narmak, Tehran, Vo.
APPENDIXES
The students fill the quisioner sheet
