This research aimed at knowing the strategies of students to overcome anxiety when speaking English in the tenth grade of SMK Negeri 4 Bulukumba in the academic year 2018/2019 and also to discover the strategies of students to overcome their anxiety to overcome when speaking English in the academic year 2018/2019. Students of the tenth grade of SMK Negeri 4 Bulukumba in the academic year 2018/2019. The researcher applied the descriptive method because it is referenced to describe the students' strategy anxiety. The researcher can therefore conclude that the students agreed on the strategy to overcome anxiety when speaking English. Where the strategy allows students to improve their skills, especially in speaking skills, and the students can use the strategy where they speak English. The research results showed that the students have a positive response on average.
First of all, praise to Allah SWT, who has given guidance, blessing and mercy to the researcher in completing this thesis. Director of SMK Negeri 4 Bulukumba and staff who gives the investigator several times to do research. Finally, the researcher would welcome constructive suggestions and criticism to make this thesis better.
INTRODUCTION INTRODUCTION
Problem statement
Objective of the Study
Significance of the Study
Scope of the Study
Asnur (2010) states in his journal titled “The Students' Anxiety in Delivering English Presentation” that, in overcoming the feeling of anxiety while giving a presentation, such strategies as suggested in the relevant ideas can be very valuable. are for the students, in order to get better performance. Basic (2011) his diary entitled “Fear of Public Speech”. Speaking anxiety has been found to prevent students from speaking, which has a negative effect on their oral skills. The research also shows that speaking fear is not a priority problem in schools. One reason may be that fear of speaking is not seen as a problem in language teaching, because it can be seen as a social problem.
Hidayatullah (2015) his journal titled “The Students’ Anxiety To Speak English in English Class” most students had anxiety to speak English because they were not confident; they were afraid to speak English;. Based on the above perception, the researcher can conclude that in the preparation of students, speech anxiety is overcome by many factors. This can improve English speaking, make students more confident, and they can also gain more experience and knowledge.
Some Pertinent Ideas 1. Learning Strategy
- Anxiety
- Conceptual Framework
The combative sense of strategy has fortunately declined, but control and direction of purpose remain in the modern version of the word (Oxford, 1990). So, if one of the above characteristics does not appear, speaking activities will not go smoothly. According to Scovel as an emotional state of "anticipation, a vague fear that 3 is only indirectly related to an object", and in Horwitz, et al states that "Anxiety is the subjective feeling of tension, fear, nervousness and discomfort associated with an arousal of the autonomic nervous system".
Anxiety in language learning is subdivided into situation-specific anxiety (MacIntyre in Young, 1991 and Horwitz and Cope, 1986). Research on language anxiety stated that anxiety poses potential problems for language learners “because it can interfere with the acquisition, retention and production of the new language”. In another explanation, Gardner and MacIntyre (1993:5) consider fear of foreign languages as "the fear experienced when a situation requires the use of a foreign language that the individual does not fully master".
There are reasons for anxiety, here are some of the factors that can increase the level of anxiety in language students: (1) inability to pronounce strange sounds and words, (2) not knowing the meaning of words or sentences, (3) inability to understand and answer questions, (4) the reputation of the language classroom as a place for failure, (5) peer criticism, (6) ignorance or misunderstanding of course goals or requirements, (7) testing, especially oral testing, (8) previous unsuccessful attempts at language learning, and (9) dealing with different cultural values and behaviors. In this way, students' mastery of the subject will increase and therefore the anxiety associated with the language class will be reduced. It is interesting to note here that preparation was the most used strategy. They use different ways, such as trying to be safe, imagining themselves giving a great performance, thinking about something pleasant, or not thinking about the consequences.
Peer seeking, which is characterized by the willingness of students to seek out others who appear to be suffering from language classroom anxiety just as he or she is. The research is a descriptive research that describes students' strategies to overcome English speaking anxiety. To overcome students' anxiety in learning to speak English, the researcher gains motivation and increases their confidence to speak as much as possible.
English lessons are one of the most important things that can improve students' skills. Strategy in overcoming fear. In this study, the researcher wants to know more about the strategies of the students to overcome their fear of speaking English. There are five types of anxiety when speaking English, these are; preparation, relaxation, positive thinking, peer search and resignation.
METHODOLOGY METHODOLOGY
- Research Design
- Research Subject 1. Population
- Instrument of the Research
- Data Collection Method
- Techniques of Data Analysis
- Findings
In this research the sample is one of the tenth grade classes of SMK Negeri 4 Bulukumba academic year 2018/2019. In this school there are two parallels and the number of students in each class is 30. In this research, the researcher took 30 students in the tenth grade as a sample and the total number as a sample is 30 students.
The researcher wanted to know the students' strategies for overcoming their fear of speaking English through the questionnaire. The questionnaire is intended to give the researcher the opportunity to collect data from a number of people. The beauty of a descriptive questionnaire is that it is flexible and can be worded in different ways so that the participant can provide answers. In addition, the researcher used the Likert scale for the closed questionnaire to obtain clear data from students.
The researcher provides a questionnaire for the sample consisting of 10 closed questions. The researcher gives the students 30 minutes to answer the question based on their own opinion. After the researcher who administered the questionnaire completed the questionnaire, the. The researcher counted the total response for each response category that existed in each aspect. The above interpretation score is used to measure how well the five types of anxiety strategies (preparation, relaxation, peer seeking, positive thinking, and resignation) control students' strategies when speaking English.
On the contrary, if the strategies are between 21% and 40%, the students' strategies for overcoming their fear are poor. The researcher provides a questionnaire for the sample consisting of 15 items: 1 item on preparation, 1 item on relaxation, 2 items on peer seeking, 6 items on positive thinking, and 4 items on resignation. This survey consists of closed questions. The researcher gives the students 30 minutes to answer the question based on their own ideas.
When collecting data, the researcher uses the following procedures; the first researcher gave the questionnaire to the research sample, the second researcher collected the questionnaire, the third researcher analyzed the data, the fourth researcher classified the answers based on the questions and the last researcher collects the data and draws conclusions.
Preparation
Relaxation
Table 4.2 shows that students' strategies to overcome anxiety during relaxation can be assumed that the percentage of human experience was 84% and it was categorized as excellent. Thus, the researcher concludes that the percentage of students in relaxation was 84% and categorized as excellent.
Peer Seeking
Positive Thinking
Resignation
Column chart of Students strategies to overcome anxiety in speaking English at tenth Grade of SMK Negeri 4 Bulukumba
- Discussion
- Conclusion
- Suggestion
The researcher therefore concludes that the interpretation of students' strategies to overcome anxiety by speaking English was good based on students' strategy. In this section, the researcher discussed about the result of research students' strategies to overcome anxiety in speaking in English. As presented about findings, results of the questionnaires show that respondents agreed with strategy to overcome anxiety by speaking English.
Based on the analysis of student strategies in preparation, it was found that the percentage of student strategies is 57% and can be categorized as fair. Where the strategy can improve the knowledge of English speaking students and prepare students before they start speaking English. Based on the analysis of students' relaxation strategies, it was found that the percentage of students' strategies is 84% and can be classified as excellent.
Based on the analysis of students' strategies in peer search, it showed that the percentage of students' strategies was 72%, and it can be categorized well. Based on the analysis of students' strategies in positive thinking showed that the percentage of students' strategies was 79% and it can be categorized well. Based on the analysis of students' strategies in resignation showed that the percentage of students' strategies was 68% and it can be categorized well.
The answers of the research question were the students' strategies to overcome anxiety in speaking English at SMK Negeri 4 Buukumba of grade ten are positive. Based on the questionnaire, most students believe that strategy can let the students to overcome anxiety, improve their skill, especially in English speaking. The findings of the research study revealed important points related to the students' strategies to overcome anxiety in speaking English.
Based on the collected and analyzed data from the questionnaire, it can be concluded that most students gave positive responses to the strategy to overcome the fear of speaking English. Most students indicated that they prefer to practice speaking English in front of the class. It is suggested to use strategies to overcome the fear of speaking English in learning.
