STUDENTS’ ANXIETY IN SPEAKING AT EIGHTH GRADE STUDENTS OF SMP N 4 SOLOK SELATAN
Irma Dewi Handani *), Sesmiyanti, S.S, M.Pd **), Melvina, M.Ed ***)
*) English Department Student, College Of Teaching Training And Education (PGRI) West Sumatera
joimkhaaza@gmail.com
**) English Department Lecturer, College Of Teaching Training And Education (PGRI) West Sumatera
dises 09@yahoo.com
***) English Department Lecturer, College Of Teaching Training And Education (PGRI) West Sumatera
melvina.amir@yahoo.com
ABSTRAK
This study describes the anxiety of students in speaking English which is owned by the eighth grade students of SMP N 4 Solok Selatan. This research is a quantitative descriptive. This study types of anxiety that is owned by the students. Participants in this study were students of class VIII SMP N 4 Solok Selatan. Participants consisted of 17 students. In this study, the researcher used a purposive sampling techniques in participants took this. The researcher used instrumentations observation (field note) and questionnaire. The questionnaire includes 33 items representing three indicator speaking students that trait, state, and situational. The researcher also used a Likert scale. Then, the researcher presented all the results of questionnaire so that researcher found the type of anxiety. After processing the data, the researcher found the type of trait anxiety 49.80%, 43.30% state, situational 42.80%. So, the researcher concluded types of anxiety class VIII SMP N 4 Solok Selatan is a trait, state, and situational. Type of student anxiety is high trait anxiety.
Penelitian ini menggambarkan kecemasan siswa dalam berbicara bahasa Inggris yang dimiliki oleh siswa kelas VIII SMP N 4 Solok Selatan. Penelitian ini merupakan penelitian desktiptif kuantitatif. Penelitian ini hanya menggali tipe kecemasan yang dimiliki oleh siswa.
Partisipan dalam penelitian ini adalah siswa kelas VIII SMP N 4 Solok Selatan. Partisipan terdiri dari 17 siswa. Dalam penelitian ini peneliti menggunakan teknik purposive sampling dalam menggambil partisipan. Setelah itu peneliti menggunakan instrument pengamatan (catatan lapangan) dan angket. Angket ini berjumlah 33 item yang mewakili tiga indicator berbicara siswa yaitu trait, state, and situational. Peneliti juga menggunakan skala likert. Kemudian peneliti mempresentasikan semua hasil angket sehingga peneliti menemukan tipe kecemasan. Setelah mengolah data, peneliti menemukan tipe kecemasan trait 49,80 %, state 43,30 %, situational 42,80 %. Jadi dapat disimpulkan tipe kecemasan siswa kelas VIII SMP N 4 Solok Selatan adalah trait, state, and situational. Tipe kecemasan siswa yang tinggi adalah trait anxiety.
Keywords :Speaking Anxiety, Students’ Anxiety
INTRODUCTION
English is a second foreign language that learned by people in the world. That is because English was claimed as International language and demand people to learn English. By that fact, English is not only learned by people business purpose, but also for students in all stages of school. As an International language, English has important place in school subject. Almost or maybe all of schools, especially in Indonesia, used English as the subject in the final examination of their school, is like national examination.
In mastering English student must have four skill they are writing, reading, listening, and speaking. To be able to speak correctly, one must know the language rules. In speaking, we do not imply that one must be able understand everything but in speaking we must be able to make the people understand what the messages, ideas that we want to talking about. The purpose of speaking is conveying the messages, and ideas to the listener.
In teaching learning process students must have skills about speaking components to convey the message to the students, such as : vocabularies, pronunciation, grammatical structure and other aspects that have relationship with speaking. Anxiety has big fluenty to the student’s performance, automatically they will not speak fluenty so that the audience cannot get the point what the students are talking about. The researcher saw that anxiety often influences students’ speaking performance.
Based on the researcher’ pre observation at SMP N 4 SOLOK SELATAN. It can be seen some students afraid or anxiety if they want to speak in English. They were afraid because some factor that are: lack vocabulary, difficult in grammar, pronunciation is not clear. This problem makes them not confidence to speak English and they were more chose to keep silent. If the students have skill to speak in English well, they were be confidence to speak in English every time.
Especially, some of students cannot speak English well, still use Indonesia language, lazy to explore ideas, even though they know some strategies how to speak well but they cannot practice well such as: they often do silent when the teacher gives the questions, they are not self confidence to answer the question. It seen from students’
attitude that often asks their friends about the good answer.
According to Harmer (2001:129), speaking is the ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language on the spot. It means that the speakers not only think about the grammar or knowledge what the speakers knows, but also ability to deliver information clearly to someone. Also speaker should consider about the language used, the speaker speaks based on the contexts or place where the speaker speak and with whom the speaker speak.
Furthermore, Nunan (2003:48) state that speaking is the productive aural / oral skill. It means that, speaking is the oral communication between two people or more. In speaking, the speakers produces the language that way speaking is a productive skill. The speaker uses the language that speaker has acquired and produce a messagethrough speech that speakers wants others to understand about the what speaker said.
According to Luoma (2004:10), speaking is the interaction to create message of themselves to others to others orally by using pausing, pitch, volume and intonation.
It means that speaking is the interaction process that will be done by people to create message to other clearly. It is not only convey the message but also to produce if the people need volume, intonation, etc. So that, the people can understand about the message which is spoken clearly.
According to Brown (2000:151), anxiety is associated with feelings of uneasiness, frustration, self-doubt, apprehension or worry. It can be understood anxiety is feeling that felt by the someone who will speak in front of many people.
Furthermore, Koba (2000) defines that anxiety is a state of uneasiness and apprehension or fear caused by the anticipation of something threatening. It means that someone who gets anxiety they can feel scary, fear, nerveous, and worry.
That is one of anxiety cause to make students will not to speak in front of the class. They can be nerveous when the students stand up in front of the class. If the students have high feel anxiety, the students will have some problems to speaks in front of the class. Because, anxiety can make the bad effects the students performance in public speaking.
However, Mohammad Bagher Shabani (2012) states that anxiety as an affective state is defined as an uncomfortable emotional state in which one perceive danger, feel powerless, and experiences tensions in the face an expected danger. In simple words, anxiety is usually associated with unpleasant feelings and it is similar to fear. It can be understood anxiety one of bad human feelings especially when the students speak in front of the class, the speaker will feel anxious, feel nerveous, worried, and fearful. It makes the students concentration not focus to speak in front of the class. The speakers do not have self confidence and motivation to speaks in front of the audience.
Types of Anxiety
According to Amato and Patricia (2003), there are two types of anxiety such as trait anxiety and state anxiety. The first is trait anxiety, a predisposition toward feeling anxious. It can be understood trait anxiety is negative emotions that can give negative effects because its leaning to anxious toward something, especially in public speaking when the speakers will stand up in front of the audience. The second is state anxiety that anxiety produced in reaction to a specific situation. It means that state anxiety is negative feeling that happen in certain situation.
Furthermore, Awan (2010:33-34) divides the types of anxiety into three; trait anxiety, state anxiety, and situational anxiety. The First is trait anxiety which is a personality trait. Trait anxiety is negative emotions that come from the individual, like worry, fear, and afraid. Trait anxiety is all of the negative feeling that come from the personality. The Second is state anxiety, which is apprehension experienced at a particular moment in time. It can be understood state anxiety is a negative emotions that can give negative effects that happens in certain time, and place. The Third is situational anxiety, which is anxiety experienced in a well defined situation. It can be understood situational anxiety is a feeling that feel by someone who experienced this anxiety in good situation.
According to Mesri (2012:148), there are three types; Trait anxiety, state anxiety and situation specific anxiety. The First is trait anxiety, is a more permanent
disposition to be anxious. In other words, trait anxiety is the permanent feeling of anxiety that come from the personality. The Second is state anxiety, an apprehension experienced at a particular moment in time as a response to a definite situation. In other words, State anxiety is refers to someone’s nervous is influenced by his or her own experienced for certain situation. The Third is situation specific anxiety is related to apprehension unique to specific situation and events.
RESEARCH METHOD
The researcher conducted this research into descriptive quantitative research. The researcher used descriptive research because this research is not experimental research and in this research the researcher wants to describe about students’ anxiety in speaking at eighth grade and how to students solve the anxiety in speaking at eighth grade SMP N 4 SOLOK SELATAN. According to Gay and Airasian (2000:275) descriptive study determines and describes the way think are. In this research, the researcher was describe types of students’ anxiety in speaking at class eighth grade SMP N 4 SOLOK SELATAN.
In collecting the data for this research, the researcher used all of the instruments that were explained before.
There are observation (field note), questionnaire, and video. First, the researcher used observation, in this case the researcher collect the data prepare table field note. Second, the researcher came into the classroom to observe the students anxiety in speaking. Third, the researcher wrote what are the causes of students anxiety in speaking class. It is done to make sure the researcher got all of information related to students’ anxiety in speaking.
The researcher distributed the questionnaire sheets to the students to got the data. The questionnaire consist of thirty three questions related to the students’
anxiety in speaking. On the other hand, the researcher give questionnaire to students with no limited of time to answer it. Beside that, questionnaire completed in the class and not taken home. It is aim to enable students to answer seriously. After students complete the questionnaires, the researcher collect it again and from the data the
researcher analyze the students’ anxiety in speaking at eighth grade.
In analyzing data, the researcher analyzed the data gathered from observation (field note), questionnaire and video. After the researcher observed the students, and distributed the questionnaire, then the reseracher was video the students. After that, the researcher analyzed the data, there are four steps for analyzing qualitative data, reading/ memoing, description, classifying, and interpreting.
The percentage formula :
P= x100%
Note:
P : Percentage of students answer in the questionnaires
f : Total of students answer in the questionnaires
n : Total of ideal score FINDING
Speaking anxiety is very common among students especially students in the school. Speaking anxiety is a negative feeling that faced by the people when they will speak in front of the many people. They will feel fear, worry, anxiety, and stage fright. Each student has different speaking anxiety, it caused of personality types of student are different too. Every student have different way to anxiety in speaking anxiety.
In this research the researcher wanted to answer the research question that stated in chapter I. the research question about “why types of speaking anxiety are appeared students’ at eighth grade of SMP N 4 SOLOK SELATAN? The finding of this research showed that trait anxiety is favored on second year students at junior high school 4 Solok Selatan academic year 2015/2016 based on the data collected from questionnaires and observation(field note).
This questionnaire contains 33 statements.
There were : Trait anxiety (items 1,2,3,4,5,6,7,8,9,10,11), State anxiety (items 12,13,14,15,16,17,18,19,20,21,22), and
Situational anxiety (items
23,24,25,26,27,28,29,30,31,32,33). Students
were asked to indicate their student’ anxiety preferences on a five- point scale from Almost Always (SL) - (5),Often (SR) - (4), Sometimes (KD)-(3), Ever (PR)-(2) and Never (TP) - (1).
The diagrams of the result of students’ anxiety in speaking at eighth grade students of junior high school 4 Solok Selatan show bellow :
Refers to diagram above, the researcher presented that trait anxiety is 49,80 %, state anxiety is 43,30 % and situational anxiety is 42,80 %. Thus, the most Students’ Anxiety in Speaking at Eighth grade students of junior high school 4 Solok Selatan academic year 2015/2016 is trait anxiety in speaking. It had 49,80 % from 33 questionnaires of all the students.
When the student trait anxiety can be doing often doing practice and preparation, and then eliminating fear of making mistakes.
The student state anxiety can be doing take of breath, eliminating fear of making mistakes, positive thinking when in front of the class. So, when the student situational anxiety can be doing practice, preparation, positive thinking, and then eliminating fear of making mistakes.
DISCUSSION
Trait anxiety is negative emotions that come from the personality or individual, like worry, fear, and afraid. When the student trait anxiety can be doing often doing practice and preparation at home, and eliminating fear of making mistakes in front of the class. Sometimes, some of students not face audience. From the result of questionnaire there are 49,80 % students are trait anxiety from all the students.
researcher analyze the students’ anxiety in speaking at eighth grade.
In analyzing data, the researcher analyzed the data gathered from observation (field note), questionnaire and video. After the researcher observed the students, and distributed the questionnaire, then the reseracher was video the students. After that, the researcher analyzed the data, there are four steps for analyzing qualitative data, reading/ memoing, description, classifying, and interpreting.
The percentage formula :
P= x100%
Note:
P : Percentage of students answer in the questionnaires
f : Total of students answer in the questionnaires
n : Total of ideal score FINDING
Speaking anxiety is very common among students especially students in the school. Speaking anxiety is a negative feeling that faced by the people when they will speak in front of the many people. They will feel fear, worry, anxiety, and stage fright. Each student has different speaking anxiety, it caused of personality types of student are different too. Every student have different way to anxiety in speaking anxiety.
In this research the researcher wanted to answer the research question that stated in chapter I. the research question about “why types of speaking anxiety are appeared students’ at eighth grade of SMP N 4 SOLOK SELATAN? The finding of this research showed that trait anxiety is favored on second year students at junior high school 4 Solok Selatan academic year 2015/2016 based on the data collected from questionnaires and observation(field note).
This questionnaire contains 33 statements.
There were : Trait anxiety (items 1,2,3,4,5,6,7,8,9,10,11), State anxiety (items 12,13,14,15,16,17,18,19,20,21,22), and
Situational anxiety (items
23,24,25,26,27,28,29,30,31,32,33). Students
were asked to indicate their student’ anxiety preferences on a five- point scale from Almost Always (SL) - (5),Often (SR) - (4), Sometimes (KD)-(3), Ever (PR)-(2) and Never (TP) - (1).
The diagrams of the result of students’ anxiety in speaking at eighth grade students of junior high school 4 Solok Selatan show bellow :
Refers to diagram above, the researcher presented that trait anxiety is 49,80 %, state anxiety is 43,30 % and situational anxiety is 42,80 %. Thus, the most Students’ Anxiety in Speaking at Eighth grade students of junior high school 4 Solok Selatan academic year 2015/2016 is trait anxiety in speaking. It had 49,80 % from 33 questionnaires of all the students.
When the student trait anxiety can be doing often doing practice and preparation, and then eliminating fear of making mistakes.
The student state anxiety can be doing take of breath, eliminating fear of making mistakes, positive thinking when in front of the class. So, when the student situational anxiety can be doing practice, preparation, positive thinking, and then eliminating fear of making mistakes.
DISCUSSION
Trait anxiety is negative emotions that come from the personality or individual, like worry, fear, and afraid. When the student trait anxiety can be doing often doing practice and preparation at home, and eliminating fear of making mistakes in front of the class. Sometimes, some of students not face audience. From the result of questionnaire there are 49,80 % students are trait anxiety from all the students.
35,00%
40,00%
45,00%
50,00%
1
Average 49,80 43,30
STUDENTS' ANXIETY IN SPEAKING
researcher analyze the students’ anxiety in speaking at eighth grade.
In analyzing data, the researcher analyzed the data gathered from observation (field note), questionnaire and video. After the researcher observed the students, and distributed the questionnaire, then the reseracher was video the students. After that, the researcher analyzed the data, there are four steps for analyzing qualitative data, reading/ memoing, description, classifying, and interpreting.
The percentage formula :
P= x100%
Note:
P : Percentage of students answer in the questionnaires
f : Total of students answer in the questionnaires
n : Total of ideal score FINDING
Speaking anxiety is very common among students especially students in the school. Speaking anxiety is a negative feeling that faced by the people when they will speak in front of the many people. They will feel fear, worry, anxiety, and stage fright. Each student has different speaking anxiety, it caused of personality types of student are different too. Every student have different way to anxiety in speaking anxiety.
In this research the researcher wanted to answer the research question that stated in chapter I. the research question about “why types of speaking anxiety are appeared students’ at eighth grade of SMP N 4 SOLOK SELATAN? The finding of this research showed that trait anxiety is favored on second year students at junior high school 4 Solok Selatan academic year 2015/2016 based on the data collected from questionnaires and observation(field note).
This questionnaire contains 33 statements.
There were : Trait anxiety (items 1,2,3,4,5,6,7,8,9,10,11), State anxiety (items 12,13,14,15,16,17,18,19,20,21,22), and
Situational anxiety (items
23,24,25,26,27,28,29,30,31,32,33). Students
were asked to indicate their student’ anxiety preferences on a five- point scale from Almost Always (SL) - (5),Often (SR) - (4), Sometimes (KD)-(3), Ever (PR)-(2) and Never (TP) - (1).
The diagrams of the result of students’ anxiety in speaking at eighth grade students of junior high school 4 Solok Selatan show bellow :
Refers to diagram above, the researcher presented that trait anxiety is 49,80 %, state anxiety is 43,30 % and situational anxiety is 42,80 %. Thus, the most Students’ Anxiety in Speaking at Eighth grade students of junior high school 4 Solok Selatan academic year 2015/2016 is trait anxiety in speaking. It had 49,80 % from 33 questionnaires of all the students.
When the student trait anxiety can be doing often doing practice and preparation, and then eliminating fear of making mistakes.
The student state anxiety can be doing take of breath, eliminating fear of making mistakes, positive thinking when in front of the class. So, when the student situational anxiety can be doing practice, preparation, positive thinking, and then eliminating fear of making mistakes.
DISCUSSION
Trait anxiety is negative emotions that come from the personality or individual, like worry, fear, and afraid. When the student trait anxiety can be doing often doing practice and preparation at home, and eliminating fear of making mistakes in front of the class. Sometimes, some of students not face audience. From the result of questionnaire there are 49,80 % students are trait anxiety from all the students.
2 3
49,80 43,30 42,80
STUDENTS' ANXIETY IN
SPEAKING
State anxiety is a feeling that come from the danger situations, and also state anxiety will happen in a certain time, and place. For example, state anxiety happens when the name of students called by the teacher to performs in front of the class. So, when the student state anxiety can be doing take of breath, eliminating fear of making mistakes, positive thinking when in front of the class. They must be confidence and brave with situation. From the result of questionnaire there are 43,30 % students are state anxiety from all the students.
Situational anxiety, is similar with stage fright that happens because of the certain situation and experiences prefer to learn by seeing the information, they pay attention to their teacher and write down the information that they get from their teacher in their book. When the student situational anxiety can be doing practice, preparation, positive thinking, and then eliminating fear of making mistakes. From the result of questionnaire there are 42,80 % students are situational anxiety from all the students.
CONCLUSION
Speaking is the process of transferring information from the speakers into another people. The purpose of speaking is to inform, persuade, and entertain the listener. In speaking the students will express their opinion through oral communication, they will talk, give opinion, give suggestion, and also they will describe something to someone or to the listener. In addition, students who will perform speaking in the classroom they feel afraid, anxious, worry, and panic. The factors that make they like that are they have lack of vocabulary, lack of preparation, and fear of making mistake.
The researcher formulated the conclusion into; the result of all the instrument. The first, shows by the percentage of the questionnaires that the researcher want to see the describe types by the students, it begin from the trait anxiety have percentage 49,80 %, state anxiety have percentage 43,30 %, then the last is percentage from the situational anxiety is 42,80 %. It can be seen that the dominant types of anxiety that by the students is trait anxiety. It means that the students negative emotions that come from the personality or individual, like worry, fear, and afraid.
Then, the result of observation is to make
the data from the questionnaire and video recording is more valid.
SUGGESTION
The researcher suggested to the students to practice speaking English continueosly in order to improve their speaking performance and speaking ability and also to reduce their anxiety in speaking class. For the teacher, the researcher suggests to make habitual to speak English in speaking class and teacher is hoped to design the exercise in speaking skill that suitable with the skill in order to make the students are able to perform with no anxiety.
Then, related to the research finding, the researcher suggests that the students have to practice and more practice to reduce their speaking anxiety.
Overall, this research informs to the readers about the speaking anxiety. The researcher also asks additional information from the others about speaking anxiety and the factors influence in students’ speaking anxiety and it can be very useful for the readers.
ACKNOWLEDGEMENTS
Alhamdulillahirabbil’alamin. First of all, the researcher expresses her great gratitude to Allah S.W.T who is helping and blessing to finish this thesis and shalawat and salam to the prophet Muhammad S.A.W who“huswatun hasanah” for the moslem.
Then, the researcher expresses to the advisors, they are Sesmiyanti, M.Pd as the first advisor and Melvina, M.Ed as the second advisor. The researcher expresses gratitude for them about given the researcher many suggestions, advices, motivation and guidance in accomplishing this thesis.
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