Title: Factors affecting students' anxiety in English speaking in eighth graders at MT. With the help of a questionnaire, we determined the factors that influence students' anxiety when speaking English. Based on Table 4.2, the researcher found that four factors influence students' English speaking anxiety.
It was previously said that there were four factors that influence the students' anxiety in speaking English. This means that shyness was the biggest factor affecting students' anxiety in speaking English. This means that motivation was rather the factor that influenced students' anxiety to speak English.
This means that lack of self-confidence was the least factor affecting students' anxiety in speaking English.
INTRODUCTION
- Problem Statement
- Objective of the Research
- Significance of the Research
- Scope of the Research
2 extensive research has focused on the concept of anxiety, it cannot be defined by purely objective or concrete means. Students' anxiety about speaking English in class is a problem commonly found in teaching speaking. From the above story, the writer is interested in doing research titled Factors affecting students' anxiety in speaking English in eighth grade students of MT.
Based on the background above, the researcher wants to formulate the research question as follows: "What factors cause students' anxiety to speak English in the eighth grade students of MTs. Based on the research question, the objectives of the research are followed "to find out the factors that cause the students' anxiety to speak English in the eighth grade students of MTs. The result of the research is hoped to benefit for reference to knowledge of factors of students' anxiety in English speaking, for other writers interested in the analysis of anxiety, this research can be a reference.
Based on the above research question, the researcher will focus on analyzing the external and internal factors of students' speaking anxiety, especially in class VIII D MT.
REVIEW OF RELATED LITERATURE
Concept of Speaking
- Speaking
- Speaking goal
- Kinds of speaking performance
Another definition is from Richards and Renandya (2002:2) who say that effective oral communication requires the ability to use language appropriately in social interactions requires the ability to use language appropriately in social interactions that includes not only communication verbal, but also the prelinguistic elements of speech such as tone, stress and intonation. According to Brawan in (Alam, 2007:9) that speaking is an interactive process of meaning construction that involves the production and retrieval of a processing information. Based on the above definition, the writer can conclude that speaking is always related to communication.
As the author said before speaking, the main point in the success of learning language. Harmer notes, "Whatever activity the students are involved in if it is truly communicative and if it truly promotes language use, the student must have a desire to communicate." When using a communication activity, it is important to strive from the classroom in which students feel comfortable and confident, feel free to take a risk and have an opportunity to speak. This category includes the ability to practice intonation and focus on certain elements of language form.
This is the speaking performance of students who are practicing some phonological and grammatical aspects of the language. Students are usually assigned to perform the task in pairs (group work), for example, reading aloud that includes reading a paragraph, reading a dialogue with a partner in turn, reading information from a chart, etc. It is performed more for the purpose of maintaining social relations. than for the transmission of facts and information.
The students should at least know the pronunciation, vocabulary and language functions they will be using.
Anxiety
- Types of anxiety
- Factors happening the students make anxiety
Zeidner argues that state anxiety is current research distinguishing between the individual's actual experiences of anxiety in a specific situation. According to the spielberger, Zeidner states that state anxiety refers to a transient emotional state of tension and excitement, determined by the interaction between one's trait and the current situation. Spielberger argues in Zeidner that trait anxiety refers to a stable tendency to respond with anxiety in different contexts.
Many previous studies have shown that preparation becomes one of the main factors that make students anxious (Liu also mentions "preparation" in his top lists of how to overcome anxiety. So it is obvious that lack of preparation becomes one of the problems that contribute to students k anxiety in speaking lessons The unpleasant feeling of other students staring at you while you are speaking is one of the sources of anxiety that often occurs in language learners.
One of the factors that students' concerns in Speaking is fear of making mistakes. As Liao reported, “I like to speak English, but I am in front of others, I will be nervous and cannot say any words because I am afraid others will laugh at me if I make some mistakes” (such as cited in Liu, 2007:130). In line with this, Baldwin (2011:13) further explains that speaking in front of people is one of the more common phobias that students encounter and feeling shy makes their mind go blank or that they will forget what to say. It is mentioned in the literature that motivation is a key to students' learning success (Songsiri, 2007:24).
17 Based on the conceptual framework, the researcher will use descriptive research to analyze the factors that influence students' anxiety about speaking English from the perspective of its external and internal factors.
RESEARCH METHOD
- Research Variable and Indicator
- Population and Sample
- Research Instrument
- The Procedure of Collecting Data
- Technique of Data Analysis
Instrumen yang digunakan dalam penelitian ini adalah angket untuk mengumpulkan data mengenai faktor-faktor penyebab ketakutan siswa berbicara bahasa Inggris. Dalam menganalisis faktor-faktor yang mempengaruhi belajar berbicara siswa, peneliti menggunakan analisis faktor melalui SPSS 16.0. 1 Saya ingin berbicara bahasa Inggris karena saya tidak mengetahui urutan kata yang benar dalam kalimat (tata bahasa).
5 Saya tidak sabar untuk berbicara bahasa Inggris karena saya tidak menguasai bahasa Inggris dengan baik dan benar. Saya tidak pernah merasa percaya diri sepenuhnya ketika berbicara bahasa Inggris di kelas. 1 Saya tidak sabar untuk berbicara bahasa Inggris karena saya tidak begitu mengetahui teks yang baik dan benar dalam teks tersebut (grammar).
4 I am anxious that other students will laugh at me when I speak a foreign language. I don't like learning English, so I have been lazy to learn and practice English at home. I am anxious to speak English for fear of making mistakes in the use of tenses.
Investigating the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence they have on communication in the target language.
FINDING AND DISCUSSION
Discussion
The discussion of the research tracked to give the questionnaire and the analysis of used factor analysis by SPSS 16.0 to know the factors that influence students' anxiety in external and internal factors in English speaking in the second grade students of MTs. Based on the result of the factor analysis by SPSS 16.0, the researcher found that friends/classmates were the most factors affecting students' anxiety to speak English, followed by limited vocabulary, next lack of preparation and grammatical errors. This means that lack of preparation was enough factor that affected students' anxiety to speak English.
Based on the result of the factor analysis through SPSS 16.0, the researcher found that shyness was the factors that most affected students' anxiety to speak English, followed by motivation, then fear of making mistakes and lack of self-confidence. Shyness is part of the factors that influence students' anxiety to guide with a focus on internal factors. Afraid of making mistakes is part of factors that influence students' anxiety that focused on internal factors.
It means that the fear of making mistakes were the moderate factors influencing students' fear of speaking English. Lack of self-confidence is one of the factors that influence student anxiety. It means that friends/classmates were the biggest factor influencing students' fear of speaking English in the eighth grade students of the MTs.
This means that shyness was the most factor affecting students' anxiety about speaking English in the eight grade students at MTs.
CONCLUSION AND SUGGESTION
Suggestion
The students of MTs.Muhmmadiyah Bontorita will reduce their anxiety in speaking English, maximize their skills and perform better in speaking English. By knowing that there is anxiety in speaking English, which is experienced by the students, teachers are expected to be able to reduce their anxiety in speaking English. The study also examines teachers' perspectives and responses to student anxiety and examines student speaking.
Kashani and Vahid (2011) in their journal, "The Effect of English Learning Anxiety on Iranian High School Students' English Language Achievement" The purpose of their research was to examine English language learning anxiety among 38 third-year high school students in English classrooms and the relationship with overall English achievement . Naci and Diao's findings relate to students' perceptions of language anxiety in the speaking class and their aims to investigate learners' perceptions of language anxiety in speaking classes. Kashani finds the effect of English learning anxiety on students' language performance to investigate English language learning anxiety.
7 express the language accurately to express meaning in order to transfer or get knowledge and information from other people in the whole life situation. There are two factors that cause the students' anxiety, they are the internal and external factors. Regarding linguistic problems, grammar is the second most important for ESL/EFL learners when learning to speak second/foreign language (Tanveer, 2007:49). In short, grammar has a great opening to learners' anxiety in learning a second/foreign language.
Yet, even this was a natural sense, classmates still become factors that contribute to students' anxiety in the learning process. Therefore, attention to this aspect is also quite important to help the students to do their best in their speaking performance in the classroom (Gebhard, 2000:2). In other words, it can be said that shyness plays an important role in speaking performance done by the student.
