Speaking Anxiety in the Presentation of Fourth Semester Students English Language Education at University of PGRI Ronggolawe (Unirow) Tuban

(1)

Speaking Anxiety in the Presentation of Fourth Semester Students English Language Education at University of PGRI Ronggolawe

(Unirow) Tuban

English Language Education, University of PGRI Ronggolawe Tuban

Abstract

This study was purposed to know speaking anxiety of English Language Education at University of PGRI Ronggolawe Tuban during the presentation. The subject of the study was fourth semester students English Language Education academic year 2020/2021.

Specifically, the researcher tries to identify the anxiety and what are the reasons that may make an anxiety in English learning based on students’ experience in the class. The method used in this study was descriptive qualitative method. The researcher was did on 22 to 24 June 2021. 13 students were selected to be participants. The data were collected through questionnaire and interviews. The most commonly used tool for assessing FLA is the FLCAS (Foreign Language Classroom Anxiety Scale) developed by Horwitz et al.

(1986). A modified version of FLCAS was used in this study. The original version of FLCAS is a 33-item, 5-point likert-scale instrument ranged from (strongly disagree to strongly agree) measuring students language anxiety. The result of the study concluded that anxiety was strongly exist in Unirow Tuban especially in fourth semester students of English Language Education. It can be seen from the result of mean score of questionnaire’s result that the average score of student anxiety existence of FLCAS is in the existing class, which is 42.93. The result of f reasons that make students anxious in speaking anxiety during presentation were nervous, lack of preparation, low self- confidence, low of vocabularies and grammar skill, and afraid of making mistakes during the presentation.

Keywords: Anxiety, EFL Students, Speaking, Presentation INTRODUCTION

Language is important to speak to others. Language can express what we fell and may interprets anything. Without language people round the world cannot communicate well. “Language is employed to speak about things, happenings, and states of affairs within the world, and way of approaching the study of meaning is to try to correlate expressions in language.” (Cruse, 2000) . English as an overseas language is extensively utilized in the tutorial system especially in Indonesia from the first up to the

(2)

university. One in every of the most goals of learning English is to enable students to speak within the language. To speak in English, speaking is found to be the foremost fundamental element in English communication. In their daily basic, speaking is one in every of the ways of communication that's mostly employed by people to interact with others. Trust growth of English as a global language communication, the utility of learning this language is increase. English may be a language which is incredibly popular language and has been spoken and learn by close people within the world. Speaking is verbal communication which is used by individuals in their social relations (Irsyad & Narius (2013). It may be said that having the ability to talk fluently is important in students’ learning to talk both inside or outside the classroom. Lastly, speaking is one among the abilities that must be mastered by foreign language learners because the standard that they reach conquering this language.

Speaking anxiety is that the nervousness that a speaker feels before or during a presentation. Oral presentation anxiety (PSA) is defined because the intense worry and fear that someone experiences when delivering or preparing to talk to an audience.

Speech making anxiety is usually brought up as fearfulness or communication apprehension. Many students get problems when faced speaking. The power to talk well is impact of mastering speaking. The complexity of speaking may influence many students in pessimist perception which brings students to induce anxious to talk. The scholars are inclined anxious to talk and explore their speaking within the class. This phenomenon essentially points to the psychological construct termed as “anxiety”.

Hotwiz citied by Mahfuzah et al. (2004) defined foreign language anxiety as “a distinct complex of self-perceptions, beliefs, feelings and behaviors associated with classroom learning arising from the individuality of the learning process”.

In their theory, (Horwitz, E. K., Horwitz, M. B., & Cope, 1986) introduced the FLCAS (Foreign Language Classroom Anxiety Scale) as an instrument to live anxiety levels. The FLCAS consists of 33 statements with significant part-whole correlations with the entire scale, about to asses’ communication apprehension, test anxiety and fear of negative evaluation relahorwitzted to language anxiety. Each item on the FLCAS is rated on a five-point The scale starting from 1 (strongly agree) to five (strongly disagree). Total millions of the size range from 33 to 165 with lower scores indicate higher levels of hysteria. Twenty-four of the things are positively worded, and nine of the things are negatively worded.

The FLCAS has been widely used as an instrument to live foreign language anxiety, although it covers quite number of things addressing students’ anxious feeling of speaking the foreign language within the classroom setting. The research conducted by Aida (1994) in second language settings tested Horwitz and associates’ construct of foreign language anxiety by adapting Horwitz’s FLCAS. Her result proved the validity of FLCAS through revealed two crucial foreign language anxiety components: speaking anxiety and fear of negative evaluation.

In fact, speaking is the most anxiety-provoking skill and it the best source of anxiety in language classrooms (Öztürk & Gürbüz, 2013) . Students feel that if they get speaking in classroom, they feel so nervous and acquire anxiety within the speaking.

They feel afraid about the grammar, pronunciation, vocabulary, fluency, and accuracy.

It implies that, from the four skills like reading, writing, listening, and speaking,

(3)

speaking is perhaps considered because the hard stress full skill for second language or foreign language learners. Maybe it's caused that in speaking, anxiety can be seen clearly at the time the learner performing their speaking skill. It’s been identified by Campbell and Ortiz (as citied in Afiqah 2015) that university students encounter language anxiety, with approxiametaly one-half of the language learners experience debilitating levels of language anxiety.

Talk as overall performance refers to public speak that transmits records earlier than an audience, including classroom presentations, public announcements, and speeches. Classroom presentation itself has the critical position in coaching and gaining knowledge of process. Teacher can transfer knowledge to students, and also students can share knowledge on each other through a presentation. The presentation is very important because it needs a skill to make someone or a group understands what we are talking about. It also needs a confident to speaker to speak in front of a group to make them understand. Giving presentation in the front of the class will be a trouble for a few college students who have lack of self –confident. Speaking anxiety gives an essential problem on speaking as performance. Teacher needs to know the sources of their anxiety to overcome the students and encourage them to do better presentation in front of the class. Considering what have been explained above, researcher attempts to measure the students’ anxiety in speaking presentation and finds out the reasons and sources of their anxiety.

From the explanation above, it is believed that students’ anxiety to speak English in front of the class is the main factor in speaking. The fact shows that anxiety determines the students’ speaking ability. The fact is that the higher students’ anxiety in EFL, the more they tend to gain low speaking proficiency (Aida, 1994; Cheng, 2012). Therefore, students cannot improve their speaking ability. Many students often feel afraid to speak English in front of the class. They are usually worried making a mistakes, so the students decide to keep silent and become afraid to speak English and express their ideas.

Based on the reseacher experience, classroom oral presentation activity becomes one of the challenging activities for students because they have to speak English in front of their friend even the lecturer. This classroom oral presentation refers to an activity in which the students display their knowledge related to a particular subject in front of the lecturer and students. It occurs in an organized setting and time allotment. In addition, Al-Isa and Al-Qubtan (2010: 227) stated that oral presentation is one of activity which can encourage students to take initiative, think beyond the mandated textbook, and the use language creatively, purposefully, and interactively and an important feature of the EFL classroom in different parts of the world. So, the students are taught to improve their creativity through the language.

Talking about classroom presentation activity, there are two major activities that related. First, presenting topic orally and the second is question answer activity. The later can improve the students’ participation in the classroom. In the classroom presentation activity, the classroom atmosphere can change spontaneously. The classroom becomes more formal and stressful for the students when they get presentation. When the students cannot answer the question from other students in question and answer activity, they decide to avoid classroom participation and losttheir confidence. It can give a bad impact in learning a foreign language when students do not have ability to present the materials

(4)

well. These kinds of problems could cause a lot of disadvantages to EFL students. Such as they will become passive students and lose their oppurtunities in using English in classroom context to enhance their speaking ability. Many students feel anxious when speak up and some are likely to keep silent because they lack of self-confidence, lack prior knowledge about topic and because of poor teacher-learner relationship.

Concerning to the anxiety in classroom presentation, the students need strategies to minimize it. The most appropriate strategies will help them in minimizing their anxiety in classroom presentation. If the students do not have the most appropriate strategies to minimize their anxiety, it will give bad impacts to them in the classroom oral presentation activity. Based on the reasons above, the researcher carries out a research entitled “Speaking Anxiety in the Presentation of Fourth Semester Students English Education at University of PGRI Ronggolawe (UNIROW) Tuban”.

So, in this research the researcher take two research questions. First, is there any speaking anxiety in the presentation of fourth semester English Language Education Students academic year 2020/2021? Second, what are the reasons of speaking anxiety in the presentation of fourth semester English Language Education Students academic year 2020/2021?

Based on the research questions above, the objectives of the study are as follow: first, to measure the speaking anxiety in the presentation of of fourth semester English Language Education Students academic year 2020/2021 and second is to know the reasons of speaking anxiety in the presentation of fourth semester English Language Education Students academic year 2020/2021.

METHOD

In this research, the researcher was choose qualitative method as main data of this research. Qualitative study was study intended for collecting information about the status of an existing indication, the statement of the phenomenon as it is at the time of the study (Arikunto, 1990). Qualitative research is composed of a variety of genres, elements, and styles, and this introductory chapter reinforces that there is not one but many possible approaches to naturalistic inquiry. Generally, the investigative methods are eclectic, heuristic, and holistic, rather than prescribed, algorithmic, and linear.

Emphasis is also placed on the researcher as human instrument, who develops not just rigorous skills but also empathetic understanding and personal creativity in the investigation and documentation of social complex life. For supporting the qualitative data, the researcher also use quantitative data that were obtained from questionnaire that used as minor data and be displayed the data in brief percentage. The data were obtained from respondents’ perception from interview and questionnaire occurred in the field.

That aim is to explore some characteristics from the certain situation. This study described the cause of anxiety. Field reason is chosen by the researcher, as researcher approach because almost all of research activities was done by the researcher in the field. This research was used descriptive-qualitative research method based in English Language Education at University of PGRI Ronggolawe (UNIROW) Tuban in academic year of 2020/2021.

(5)

This research was conducted in English Language Education at University of PGRI Ronggolawe (UNIROW). The participants of this research were all members of fourth semester in academic year of 2020/2021. The researcher divided into two parts such as interview and questionnaire.

In this research, the researcher took subject from fourth semester students in English Language Education at University of PGRI Ronggolawe (UNIROW) Tuban in academic year of 2020/2021. It has 13 students, consist of 12 female and 1 male student.

There were two kinds of source of data. The researcher was used primary data and secondary data. Primary data were obtained from analysis in depth interview with respondents, and theories from books. Secondary data were obtained from questionnaire. The questionnaire was some written questions that was used to gain information from respondent which is about some personal data or things they know.

The reseacher made the questionnaire by google form that consist of 15 questions and asked the participant to do online. The researcher share link of questionnaire on group of fourth semester students english language education via whatsapp. For interview, the researcher took 5 students to be interviewed.

This research focused on anxiety that may occurred and the factors of the anxiety in fourth semester students of English Language Education at University of PGRI Ronggolawe Tuban academic year 2020/2021 while speaking English especially in presentation.

According to Sugiyono (2013) There were two main affected aspects to the quality of the research of data results, research instruments and quality of data collection. The researcher gained the data through some techniques and instruments.

The instruments used by the researcher to get some data and information from the subject of the study. The instruments was used by the researcher are questionnaire and interview.

Qualitative data analysis usually uses integrated technique of analysis from . It consists three concurrent flows of activity: First is data reduction, the researcher summarize respondents’ answer the questionnaire by google form. Second is data display, the reseacher make a table and show the percentage and frequency of respondents’ amswer. Third is conclusion, the reseacher count the result by range from 5-1 point from strongly agree-strongly disagree.

FINDINGS

1. I am not sure with my ablity in speaking

Table 1. Questionnaire’s question result no.1

No Category Frequency Percentage

1 Strongly Agree - -

2 Agree 7 54%

3 Disagree 6 46%

4 Strongly Disagree - -

Frequency 13 100%

(6)

From the table above we can know that 54% students felt agree about their speaking ability. It means that they are not sure with their speaking ability, in other hand they are not sure with themselves when they are speaking. 46% showed that the students feel disagree, it means that they are convident with their speaking ability.

From explanation above, for students of fourth semester English Language Education Department while speaking English felt unsure with themselves. It can showed from 54% agree and 46% disagree, meanwhile no body felt strongly agree or disagree in this case.

2. I am nervous when my teacher asked me to do some presentation in English

1 Strongly Agree 3 23%

2 Agree 7 54%

3 Disagree 2 15%

4 Strongly Disagree 1 8%

Frequency 13 100%

From the data above, 23 % students were strongly nervous when the teacher asks them to do some presentation in English, 54% students were nervous when the teacher asks them to do some presentation in English, 15% students were not nervous when the teacher asks them to do some presentation in English, and 8% students didn’t felt any nervous feeling when the teacher asks them to do some presentation in English.

From the data, showed that nervous feeling appeared when the teacher asks the students to do some presentation in front of the class in English. This is from 77%

respondents answered agree and strongly agree, while respondents who answered disagree and strongly disagree only 23%. From the data, it can concluded that more than 50% students felt nervous when presentation in English.

3. When I feel nervous, I forget some vocabularies

2 Agree 6 46%

3 Disagree 3 23%

Frequency 13 100%

From the data, 31% answered strongly agree that they forgot some vocabularies when they felt nervous. 46% answered agree, 23% disagree.

It showed that forgetting some vocabularies would appear when students are anxious while doing presentation in English. People usually forget about the idea in their mind. When they felt panic or nervous they usually lose of control.

(7)

4. It is really hard to me to be volunteer to speak English in front of the class

2 Agree 6 46%

3 Disagree 6 46%

Frequency 13 100%

From the data, we know that 46% respondent agree that it is really hard for them to be a volunteer to speak English in front of the class. But, 46% respondent also said that they are disagree. It means that they are enjoy to be volunteer to speak English in front of the class, and 8% respondent answered that they are strongly agree about that. They felt that they are embarassing when speak in English in front of the class while to be a volunteer.

5. I feel worry about making mistakes in presentation.

2 Agree 6 46%

3 Disagree 6 46%

Frequency 13 100%

From the data, 46% respondent answered that they are agree and also disagree.

They said agree that they are worry about making a mistake, but for disagree they just calm down when they make a mistake. Only 8% respondent answered strongly agree about worried that they make a mistake during the presentation.

It showed that half of them said agree and disagree because as a foreign language and learn about English, they must fluently about the pronunciation, have a lot of vocabularis, and also basic good grammar. They felt that they make a mistake they will laugh with their friend.

6. I start to be panic when I have to do a presentation without preparation

2 Agree 8 61%

3 Disagree 1 8%

Frequency 13 100%

(8)

From the data we know that more than half of respondent answered agree, 61%

they answered agree. 31% answered strongly agree and 8% answered disagree.

It showed that half of the respondent felt panic if they have to do a presentation without preparation. In this case, the anxiety will increase while they have not enough time or material for presentation.

7. Sometimes I have a negative thinking when I have something to be uttered

2 Agree 10 77%

3 Disagree 3 23%

Frequency 13 100%

From table above, more than half respondents were 77% agree that they have a negative thinking when that have something to be uttered during presentation and 23%

others answered disagree.

It showed that negative thinking would appear when students want to speak up during presentation. Negative thinking is kind of factor for anxiety. Negative thinking cause anxiety if highly increase, it was proven from the table above that 77% students answered agree for the question about negative thinking that happened when the want to speak during presentation.

8. I can feel my heart pounding fast when I am going to be called in presentation

2 Agree 8 61%

3 Disagree 1 8%

Frequency 13 100%

From the data, 61% of respondent answered agree. More than half of them felt that their heart pounding when they are going to be called in presentation. 23% answered strongly agree and 8% answered for both disagree and strongly disagree.

It showed more than half of respondent felt anxiety when they are called in presentation. Heart pounding is a kind of physical response for anxiety. 84% respondent felt strongly agree and agree for this case. It is quite high percentage which anxiety does exist among students in EFL learners.

(9)

9. I always feel that the other students speak English better than I do

2 Agree 7 54%

3 Disagree 3 23%

Frequency 13 100%

From the data, half of respondent answered that they are agree. 15% answered strongly agree, 23% disagree, and for strongly disagree 8%.

It showed a half of them agree that their friends do better in speaking rather then themselves. It cause their friend have a high speaking skill, more preparation, have a lot of vocabularies, good knowlegde in grammar also pronunciation.

10. I am still anxious even though I have prepared to practice before presentation started

2 Agree 3 23%

3 Disagree 6 46%

Frequency 13 100%

From the data, the respondent answered 23% for strongly agree and also agree.

They felt that they still anxious even though they have prepared to practice before presentation. 46% respondent answered disagree and others answered 8% for strongly disagree. Most of them felt disagree about this case, they feel enjoy the presentation because they have prepared before.

11. I am afraid that the other students will laugh at me when I make a mistake in presentation

2 Agree 6 46%

3 Disagree 5 38%

Frequency 13 100%

From the data, most of them answered agree. 46% of them answered agree. 8%

for strongly agree, 38% disagree, and 8% strongly disagree.

(10)

It showed that most of them felt afraid that they make a mistake in presentation.

They afraid that their friend will laugh if they make a mistake. But, 38% of them answered disagree. It cause that they felt if they make a mistake, their friend will corret it such as mistake in pronunciation, grammar, or vocabularies.

12. Before doing some presentation I feel enjoy and relax

2 Agree 6 46%

3 Disagree 7 54%

Frequency 13 100%

From the data we know that 46% respondent answered agree and 54% answered disagree. It conclude that they felt nevous before doing some presentation. Not only during the presentation, they also felt nervous before the presentation.

13. I feel confident when I do some presentation in front of the class

2 Agree 12 92%

3 Disagree 1 8%

Frequency 13 100%

From the data, almost all respondent answered agree. They answered 92% for agree and only 8% for disagree. It means that most of the respondent felt confident in their presentation. During the presentation they felt enjoy the material to delivered to the audience. Just only 8% of them felt unconfident during the presentation.

14. I feel would be enjoy during speaking in learning process in the classroom

2 Agree 10 77%

3 Disagree - -

Frequency 13 100%

From the data, the respondent just answered for strongly agree and agree. No body felt disagree and strongly disagree with this case. Most of them answered agree for 77%

(11)

respondent and 23% for strongly agree. It showed that they felt enjoy during speaking in lerning process.

15. These are symptoms of speaking anxiety. Choose one of them if that symptoms happend to you when you speak in your presentation in front of the class

No Category (Symptoms) Frequency Percentage

1 Rapid Breathing - -

2 Heart Palpitation - -

3 Cold Sweating - -

4 Palms Sweating 1 8%

5 Tremor 1 8%

6 Forgetfulness - -

7 Worry 1 8%

8 Nervous 8 61%

9 Feeling Depressed On Chest - -

10 Lost of Concentration 2 15%

Frequency 13 100%

From several choices of symptoms of speaking anxiety, they answered for 5/10 these speaking anxiety symptoms. Palms sweating happend by 8% respondents, tremor happened by 8% respondents, worry happend by 8% respondents, nervous happend by 61% respondents, and lost of concentration happend by 15% respondents.

Most of them have nervous symptoms in speaking anxiety. It the highest symptoms that happend in fourth semester students English Language Education at University of PGRI Ronggolawe (UNIROW) Tuban academic years 2020/2021.

The table above contains manifestation of students’ speaking anxiety during presentation. From table above, we conclude that speaking anxiety in presentation does exist in fourth semester students’ academic years 2020/2021 and proven by the questionnaire result.

Table 16. Questionnaire Respondents’ Score Result of Anxiety in Presentation using

NO RESPONDENT CODE QUESTIONNAIRE RESULT

1 FR 55

2 KW 42

3 IDL 47

4 CNF 47

5 AFLM 48

6 SFC 53

7 ARA 45

8 SM 55

9 SAK 56

10 DA 50

11 DN 54

12 LAS 46

13 NDA 46

(12)

For knowing the average values about anxiety in presentation using English the researcher is used the pattern.

Mx = −

Mx = mean (average) X = Total of variable X N = Number of Cases Mx = 42,93

Table 17. Category of Anxiety Existence

NO SCORE MEANING

1 43-56 Strongly Exist

2 29-42 Exist

3 15-28 Not Exist

4 0-14 Strongly Not Exist

According the result above in 15 questions in questionnaire that given to 13 respondents of fourth semester students English Language Education at University of PGRI Ronggolawe (UNIROW) Tuban academic years 2020/2021 which questions related to anxiety in Presentation using English is Anxiety does Exist Category. It showed from result that declare from average values of questionnaire is 42,93 which mean anxiety is in strongly exist category.

Factor of Students’ Speaking Anxiety in Presentation

From the first interview on June 24, 2021 result with the respondents, the reason of the anxiety in every presentation because forget the material and lack of preparation before presentation. She feels afraid that make a mistake and her friend laugh at her.The solution to reduce her anxiety is she will make a longer time to prepare the material well, taking a deep breath during the presentation so that she have not nervous anymore, look around or pay attention to the audience, and said to herself that she can do that.

Second, the respondent feels that her English is not fluently especially for grammar and pronunciation. She considers that her grammar and pronunciation is not good. She also feels afraid make a mistake because of do not prepared the material well before the presentation. The main reason of her anxiety is about forget the vocabularies, because when she feels nervous she will forget the vocabularies. The solution is she will practice more in her free time.

Third, the respondent said that he saldom nervous during speak in English in presentation. He feels confident during the presentation. He feels nervous just only that the audience is higher than himself, like the lecturer. Also she nervous when the lecturer gives me comments. So far from the interview, he did not get more anxiety during the presentation. He just enjoy and delivered the material well.

Fourth, the respondent said that she feels nervous during the presentation. She afraid because if she did not prepared the material well and can not answer the question from the audience during the presentation. The solution is she will much prepared before presentation and study hard to get some vocabularies.

(13)

Last, the respondent feels that her skill in speaking is not fluently rather than her friends. She feels nervous when the presentation started but will enjoy during the presentation. She tried to delivered well the material to the audience. She afraid that her friend ignore her when the presentation and not interested about her as a presenter. The solution is she take a deep breath before started the presentation to make herself enjoy and rilex during the presentation.

DISCUSSION

As researcher wrote in the first chapter, this research purposed to find out the anxiety in foreign language anxiety and the reasons of the students’ speaking anxiety at fourth semester of English Language Education at University of PGRI Ronggolawe (UNIROW) Tuban academic year 2020/2021. The data were collected by using questionnaire about Foreign Language Speaking Anxiety Scale (FLSAS). This questionnaire was distributed to fourth semester students of English Language Education at University of PGRI Ronggolawe (UNIROW) Tuban academic year 2020/2021. There were 13 students, consist of 12 female and 1 male student that participate in this research. The questionnaire used to measure the level of foreign language anxiety and identify the contributory factor of foreign language anxiety in the speaking presentation.

From the analysis, the researcher got the result that the anxiety in fourth semester students of English Language Education declare from average values of questionnaire is 42,93 which mean anxiety is in strongly exist category. For reasons that happens in speaking presentatiion, they are: nervous, lack of preparation, not fluency in speaking, higher audience, afraid of making mistake, forget some vocabulary, and audience ignore them during the presentation.

CONCLUSION

Based on the data of the research result carried out in fourth semester students of English Language Education UNIROW TUBAN academic year 2020/2021, the researcher was going to draw conclusions about “is there speaking anxiety and what are the reasons and sources of speaking anxiety in presentation of fourth semester students English Language Education UNIROW TUBAN academic year 2020/2021” as followed:

1. From the data analysis result, the researcher found that speaking anxiety of fourth semester students of English Language Education UNIROW TUBAN academic year 2020/2021 was in strongly exist category. The highest score of speaking anxiety is 56, the lowest score is 42, and the average is 42.93.

2. From the interview result, the researcher found that reasons of speaking anxiety in presentation of fourth semester students of English Language Education UNIROW TUBAN academic year 2020/2021 are lack of preparation, afraid of making mistake during presentation, the audience ignore them, the audience higher than them like the lecturer, and forget some vocabulary.

(14)

REFERENCES

Alsowat, H. (2016). An EFL Flipped Classroom Teaching Model: Effects on English Language Higher-Order Thinking Skills, Student Engagement and Satisfaction.

Journal of Education and Practice, 7(9), 108–121.

Arief Pramuktiyono, Agus. W. (2016). Foreign Language Anxiety and Beliefs of EFL Learners at Indonesia. Indonesian EFL Journal: Journal of EFL, Lingusitics, and Literature, 2(1), 14–36.

Brown, G., Gillian, B., Brown, G. D., & Yule, G. (1982). Teaching the spoken language (Vol. 2). Cambridge university press.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1(1), 1–47.

https://doi.org/10.1093/applin/I.1.1

Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed methods approaches, 3rd ed.

Cruse, D. A. (2000). Meaning in Language: An Introduction to Semantics and Pragmatics. https://pdfroom.com/books/meaning-in-language-an-introduction- to-semantics-and-pragmatics/E1d4DnPpdOb

Gebhard, J. (2006). Teaching English as a foreign or second language: A teacher self- development and methodology guide ER.

Harmer, J. (2001). The Practice of English Language Teaching, 3rd Ed. London: Pearson Education Limited.

Horwitz, E. K., Horwitz, M. B., & Cope, J. d. (1986). Foreign language classroom anxiety. The Modern language journal, 70(2), 125-132.

Hymes, D. (2013). Sociolinguistics and the ethnography of speaking. Social Anthropology and Language, 47–94. https://doi.org/10.4324/9781315017617

Isnaen, A. (2015). Improvingthe Students’ Speaking Ability Through the Use of Role Playing Technique for Grade Viii Students of Smpn 1 Banguntapan in the Academic Year of 2013/2014. March.

Johnson, G. (2019). Qualitative Data Analysis. Research Methods for Public Administrators, 162–170. https://doi.org/10.4324/9781315701134-11

(15)

MacIntyre, P. D., & Gardner, R. C. (1991). Language anxiety: Its relationship to other anxieties and to processing in native and second languages. Language learning, 41(4), 513-534.

Mc Donough, J. and C. S. (2012). Materials and Methods in ELT Second Edition A Teacher’s Guide. Blackwall Publishing.

Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL Listening and Speaking. In

Teaching ESL/EFL Listening and Speaking.

https://doi.org/10.4324/9780429203114

Öztürk, G., & Gürbüz, N. (2013). The Impact of Gender on Foreign Language Speaking Anxiety and Motivation. Procedia - Social and Behavioral Sciences, 70, 654–

665. https://doi.org/10.1016/j.sbspro.2013.01.106

Richard, C. Jack, Renandya, W. (2002). Methodology in Language Teaching an Anthology of Current Practice.

Suleimenova, Z. (2013). Speaking Anxiety in a Foreign Language Classroom in Kazakhstan. Procedia - Social and Behavioral Sciences, 93, 1860–1868.

https://doi.org/10.1016/j.sbspro.2013.10.131

Wardoyo, C. H. (2018). Using Classroom Presentation Technique in Teaching Speaking Explanation Text in Senior High School. 06(1), 34–42.

Zoltán Dörnyei. (2005). The psychology of the language learner: Individual differences in second language acquisition.

https://docs.google.com/forms/d/e/1FAIpQLSfx1ff2vKBKnZdn3ynS5JUZNDu_iBQ_a DtIdGqPBngloBwvrg/viewform?usp=sf_link