Penelitian Deskriptif pada Mahasiswa Semester Dua Jurusan Bahasa Inggris Universitas Muhammadiyah Makassar) Skripsi yang saya serahkan kepada tim penguji adalah hasil karya saya sendiri, tidak disalin dan tidak dikerjakan oleh siapapun. Alhamdulillah Rabbil Alamin, peneliti mengucapkan banyak terima kasih karena telah mengucap syukur kepada Allah Subhanahu wa ta'ala atas rahmat dan rahmatnya kepada peneliti selama proses pengerjaan hingga selesainya skripsi ini. Peneliti menyadari bahwa banyak pihak yang telah memberikan saran-saran yang bermanfaat dan berguna untuk menyelesaikan skripsi ini.
Ummi Khaerati Syam, S.Pd., M.Pd, as the Head and Ismail Sangkala S.Pd., M.Pd, as the Secretary of English Education Department Faculty of Teacher Training and Education Muhammadiyah University of Makassar for their clear academic guidance. Special thanks to the English Education Department students of 2017/2018 academic year in second semester especially Class D who sincerely helped the researcher in this study by filling the questionnaire. Students' Anxiety in Speaking English A Descriptive Research at the Second Semester Students of the English Education Department in Muhammadiyah University of Makassar.
Under the thesis of the English Department of the Faculty of Teacher Training and Education, Muhammadiyah University of Makassar under the guidance of Syamsiarna Nappu and Hj. This study used factor analysis via the PSCAS questionnaire. The population consisted of the second semester students of the English Education Department of Muhammadiyah University of Makassar. It means that embarrassment was the biggest factor influencing students' anxiety when speaking English at the Second Semester English Education Department of Muhammadiyah University of Makassar.
INTRODUCTION
- Problem statement
- Objective of the study
- Significance of the study
- Scope of the Research
Based on table 4.2, the researcher found that there were five factors that influenced students' anxiety about speaking English. Based on Figure 4.2 above, it shows that there were five factors to students' anxiety in speaking English. It shows that there were different number of factors for students' anxiety in speaking English.
The number of students' embarrassment was highest than all the factors of students' anxiety about speaking English. The discussion consisted of the factors students' anxiety about speaking English, which was divided into internal and external factors. This means that shyness was the most internal factors affecting students' anxiety about speaking English.
This means that insufficient preparation was a sufficient factor affecting students' anxiety about speaking English.
REVIEW OF RELATED LITERATURE
Anxiety
According to Chaplin (2006), anxiety is a mixed feeling of fear and concern about future feelings without any specific reason for the fear. It is that anxiety is a feeling of fear and anxiety about something that will be faced in the future without any obvious reason for fear and concern. According to Nevid, et al (2005) anxiety has characteristics of physically dependent, tense feeling that is not fun, and feeling that it is apcipipated.
This means that anxiety is a condition where one is physically dependent due to an unpleasant feeling of tension and a feeling of fear that something bad will happen. According to Freud, S (Feist&Feist 2008), anxiety is an emotionally unpleasant state and its power is felt very deeply, accompanied by a physical sensation that warns a person of an approaching danger. This means that anxiety is an unpleasant condition that is felt by a person and gives rise to certain feelings and that feeling becomes strong so that a person experiences physical sensation.
According to Durand & Barlow (2006) anxiety is a future-oriented mood characterized by anxiety because individuals cannot predict and control future events. Based on the above explanation, the researcher can conclude that anxiety is an unpleasant condition and causes fear, tension, worry and worries that something bad will happen which has resulted in a person becoming unable to convey his message to perfectly in front of many people. Therefore, it is clear that lack of preparation becomes one of the issues that contributes to students' anxiety in the speaking class.
This means that lack of self-confidence is one of the important factors to be concerned about, because it is determined for a successful lesson. This shows that shyness can be a source of problem in students' learning activities in the classroom, especially in the speaking class. Therefore, paying attention to this aspect is also quite important to help students do their speaking performance in class (Gabhard, 2000:2).
In line with this, Baldwin (2011:13) further explains that public speaking in one of the most common phobias that students encounter and the feeling of shyness takes their toll. Robby (2010), the fear of making mistakes becomes one of the main factors of students' reluctance to speak in English in the classroom.
Speaking
Speaking is the ability to utter articulatory sounds or words to express, express and convey thoughts, ideas and feelings. Tarigan speaking is related to pronunciation words that aim to convey what feelings, ideas or ideas will be conveyed. Someone speaking them must be able to express their feelings in order to get the target language communication.
Brown identifies six categories that apply to the type of oral production that students are expected to perform in the classroom. It is not performed for the purpose of meaningful interaction, but to focus on a particular element of the language form. It is aimed at conveying or exchanging specific information, an extended form of responsive language.
It is meant to maintain social relationships than to transmit facts and information. Here is the summary purpose of each element: imitative to focus on a particular element of the language form, intensive to practice.
Conceptual Framework
RESEARCH METHOD
- Population and Sample
- Indicator
- Research Instrument
- Data Collection
- Technique of Data Analysis
The indicator of this study is the internal and external factors that can cause students' anxiety in speaking English. The PSCAS itself contains 14 statements that aim to know what causes students' anxiety in speaking English. The researcher observed the students' anxiety during the speaking lessons and then collected data and analyzed them using a questionnaire. The Factors Causing Students' Anxiety in Speaking English in Second Semester Students of English Education Department at Muhammadiyah University of Makassar.
The researcher gave questionnaire and analyzed used a final version PSCAS questionnaire adopted in 2012 from Yaikhong & Usaha to know the factors that students' anxiety in English speaking namely: lack of preparation, limited vocabulary, grammatical mistake, friends/classmate, embarrassment. Based on Table 4.1, the research found that there were four factors that influence students' anxiety in speaking English, namely: lack of self-confidence, shyness, motivation and fear of making mistakes. It shows that the different numbers were factors of students' anxiety to speak English.
Student shyness rates were highest than all factors of student anxiety when speaking English. It means limited vocabulary was the second highest score on the internal factor affecting students' fear of speaking English. It means that lack of preparation was the moderating factor affecting students' fear of speaking English.
It means that grammatical errors were the fewest factors affecting students' fear of speaking English. Based on the results of the analysis, there are two factors that influence students' anxiety when speaking English: internal and external factors. And of all the factors influencing students' anxiety when speaking English, shame scores the highest of all factors.
This means that embarrassment is the factor that most affects students' anxiety to speak English. And of all the factors affecting students' anxiety in speaking English, fear of making mistakes has the lowest score of all factors.
FINDINGS AND DISCUSSIONS
Discussions
Discussion of the research that was discovered to develop the questionnaire and the analysis used the final version of the PSCAS questionnaire adopted by Yaikhong & Usaha in 2012 to know the impact of students' internal and external anxiety in speaking English on the second semester students of the English department education by Muhammadiyah University of Makassar. Shyness is part of the factors that influence students' anxiety and focuses on internal factors. Motivation included an internal factor because the factor loading with a strong internal factor that reached a score of 289 means that motivation was the second highest score on the internal factor affecting students' anxiety to speak English.
Lack of self-confidence is one of the factors influencing student anxiety, which focuses on internal factors. Lack of self-confidence included an internal factor, because the loading factor with a strong internal factor (score 169) means that lack of self-confidence was the moderate factor affecting students' fear of speaking English. The fear of making mistakes is one of the factors that influence students' anxiety, which focuses on internal factors.
The fear of making mistakes included an internal factor, because the loading factor with a strong internal factor (the score of 160) means that the fear of making mistakes was the fewest and low factors than all the factors affecting students' fear of learning English. affect speaking. It means that shame was the biggest factor influencing students' fear of speaking English. In order to know whether there is anxiety in speaking English, which is experienced by students, we need to carefully consider factors that influence it.
Exploring Emotional Factors Affecting the Teaching of Spoken English [Online]. Available: http://okarticle.com/html/Thesis html (19 February 2011). Even if I am very well prepared, I worry about speaking English because other students would laugh at me when I speak in a foreign language.
CONCLUSIONS AND SUGGESTIONS
Suggestion
In the speaking class, I am eager to speak English because I am less familiar with the wording of good and true in the composition of the sentence. I get so nervous when the language teacher asks me to speak English that I have prepared beforehand. 9 I get so nervous when the language teacher asks me to speak English that I have prepared beforehand.
