“ This thesis is dedicated to beloved my parents, Kamaruddin and Faisah

The interview was distributed to 21 students of class BG3B, based on the result of the interview the researcher took 4 students who were not anxious and 17 students who were anxious to give questionnaire. The researcher expresses her highest gratitude to the almighty Allah SWT, who has given her His guidance, blessing and grace in completing this thesis. The researcher expresses her sincere deepest gratitude to her parents Kamaruddin and Faisah who always pray, motivate and sacrifice everything for her success.

Furthermore, the researcher expresses her gratitude to her sister Norma Yanti for her support in education. The researcher has realized that in carrying out the research and writing this thesis, many people have contributed their valuable suggestion, guidance, assistance and advice for the completion of this thesis. The wonderful best friends: Rafiqah Nur Rahman and Nurul Sri Setiawati for the good cooperation, support and sharing in studying and writing this thesis.

The support system, HN team, especially Aisyah who always help her, remain loyal every time and support her to complete this thesis.

Table 4.2 The result of students strategies in overcoming their anxiety in

Background

According to Sulastiani (2018), there are several effects of students' anxiety, such as students forgetting their preparation, students getting confused and stopping to talk. In addition, there are strategies students can use to overcome their fear of speaking English. The third, positive thinking, is characterized by its palliative function: suppressing problematic cognitive processes underlying students' anxiety.

The fourth strategy, peer seeking, is distinguished by the students' willingness to seek out other students who seem to be struggling to understand the class and/or control their anxiety. Based on the reason above, the researcher was interested in doing research without title "An analysis Students' Strategies in Overcoming Anxiety in Speaking English".

Problem Statment

Objective of the Research

Significance of the Research

Scope of the Research

Previous Related Research Findings

Speaking anxiety Confronted by yhe fourth semester students of English education study program of English Department of Universitas Negeri Padang” talk about there are three types of speaking anxiety such as communication fear, fear of speaking test, and fear of feedback by peers and lecturer, the dominant type speaking anxiety is in the fear of speaking test. They do not know to say anything during the speech because of their understanding about the topic, the lack of vocabulary, their pronunciation and their speed of speech during the speech or conversation. Based on the previous research findings above, the researcher assumes that there are many factors that influence the students to speak English.

First, performances namely the students who are shy to speak English, lack of confidence and lack of preparation. Finally, English language practice factors, where the students do not apply to practice their English in the classroom.

Some Pertinent Ideas

The Concept of Speaking a. Definition of Speaking

Its form and meaning depend on the context in which it occurs, the participants and the purposes of the speech. According to Harmer (2007), speaking is a complex skill because at least it has to do with the components of grammar, vocabulary, pronunciation and fluency. According to Ur P, vocabulary can be roughly defined as the words you learn in your foreign language.

According to Ur P, the concept of pronunciation includes the sound of the language or phonology, stress and rhythm and intonation. According to Marcel in Johan, fluency is defined as someone's way of speaking that deals with how to produce words in a certain tone period without missing any word in one's speech.

The Concept of Anxiety a. Definition of Anxiety

From a behavioral perspective, anxiety (communicative apprehension) is a reduction in the frequency, strength, and likelihood of engaging in a communicative transaction. In general, trait anxiety is a type of anxiety in which the subject is generally worried about many things. According to Zeidner, trait anxiety is a relatively stable state of an individual that is best understood as a latent tendency or likelihood to respond under stress with elevated levels of state anxiety.

According to Abdillah V (2018) states that feelings of anxiety are more intense and depend on the individual regardless of the situation. State anxiety is defined as a type of fear that arises when a person accepts a state as dangerous, harmful and threatening to him/her (Spielberg, 1992). In this case, the students who have problems speaking in a group usually have difficulty speaking in the foreign language class.

The students who feel anxious about the test of the foreign language class can have a difficulty test and quizzes since the test. Fear of a negative evaluation is defined as the students who do not only get fear when taking the test. Moreover, the way of teaching can also make students feel anxious in the learning process.

According to Marwan (2007), lack of preparation is a major problem for students' concerns about speaking English. Horwitz, Horwitz and Cope (1986) also clarified the factors that contribute to students feeling anxious in speaking English. Moreover, low self-esteem, stressful learning experience and lack of preparation also often become factors towards students' anxiety in speaking performance.

Strategy to Overcome Anxiety

The excessive level and difficulty of the teaching material strongly affects students' concerns in the speaking activity in the classroom. There are some typical things like: take a deep breath, try to relax, try to calm down, close your eyes, pretend to be calm, shake your body, touch your hair, play with your hands, look at the clock, write "people". Positive thinking is characterized by its palliative function to suppress problematic underlying cognitive processes in students.

The items of positive thinking are; try to be confident, tell yourself that English is not that important, try to think positive, tell yourself that we will be fine, try not to think about the people around you, believe in yourself, try to enjoy the tension, think of your favorite song, cheer up , imagine. These strategies are designed to shift attention from the stressful situation to positive and pleasant cues and bring relief to the anxious learner. Peer seeking is characterized by students' willingness to seek out other students who appear to be having difficulty understanding the class and/or managing their anxiety.

For the anxious student, the realization that others have the same problem can serve as a source of emotional regulation through social comparison. The typical items of peer search are: tell ourselves that difficult problems for us are also difficult for others, tell ourselves that others must also be anxious, look for others who struggle to understand the class, look for others who struggle to controlling their anxiety, asking students around us if they understand the class, talking to friends around us, looking around and deliberately performing poorly. This category is characterized by students' reluctance to do anything to alleviate their language anxiety.

Students who report examples of resignation appear intent on minimizing the impact of anxiety by refusing to face the problem.

Conceptual Framework

In the speaking class, the students felt that they could not speak English, which made the students worried. So that the researcher refers to the strategies that the students use to overcome their fear of speaking English.

Research Design

Research Variables and Indicators

Population and Sample 1. Population 1.Population

Sample

According to D Basri M (2016:74) Purposive sampling is that the researcher must know the characteristics of informants and assume that the selected informants will be able to give information or data related to the research problems based on the research design. The researcher took only one class (3B), each consisting of 21 students as respondents to conduct an interview and based on the result of the interview, sample the students with anxiety and then gave questionnaire.

Research Instrument

Data Collection

The researcher gave explanations to the students about the purpose of the questionnaire and how to answer the questionnaire.

Data Analysis

This chapter deals with the result of the research which is divided into three main sections. These were the data descriptions, the findings of the research and discussion of research findings.

Data Description

Findings

Students’ anxiety in speaking English as the sample of the research
Students’ strategies in overcoming their anxiety in speaking English To describe the students strategies in overcoming their anxiety in
Students with anxiety as the sample of the research collected by interviewed
Students’ strategies in overcoming their anxiety in speaking English based on the questionnaire

There were 20 students who chose strongly agree, use a deep breath to reduce their anxiety, there was 1 student who agreed and there was no student who decided, disagree and disagree. There were 19 students who chose strongly agree to prepare themselves better before speaking English. There were 2 students who chose agree, and there were no students who decided, disagree and disagree.

There were 12 students who agreed with this, and no students chose undecided, disagreed and strongly disagreed. Based on the rate percentage, there were 75.2% of students who used a positive thinking strategy to overcome their anxiety in speaking English. 3 students strongly agreed with that, 4 students agreed, 14 students disagreed with it, and the students did not choose, disagree and strongly disagree.

There were 4 students who strongly agreed, there were 5 students who agreed, there were 12 students who did not fully agree and there were no students who disagreed and strongly disagreed goods. On a percentage basis, there were 63.5% of students who used a peer search strategy to overcome their fear of speaking English. There were 4 students who strongly agreed, there was no student who agreed, there was 1 student who was still undecided, there were 14 students who disagreed and there were 2 students who strongly disagreed.

There were 3 students who chose strongly agree, 18 students who agreed with it, and there were no students who chose undecided, disagreed and strongly disagreed. There were no students who strongly agreed, 2 students agreed, there was no student choice undecided, 14 students disagreed and there were 5 students who strongly disagreed about it. No students strongly agreed, 3 students agreed, 3 students decided, 1 student disagreed, and 14 students strongly agreed.