students’ anxiety in speaking english at the eleventh
TRANSCRIPT
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STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE
ELEVENTH GRADE OF SENIOR HIGH SCHOOL 1
MUARO JAMBI
THESIS
ROLI ASPARANITA
TE. 130564
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2020
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STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT THE
ELEVENTH GRADE OF SENIOR HIGH SCHOOL 1
MUARO JAMBI
Submitted as Partial Fulfillment of the Requirements to get Undergraduate Degree
(S1) in English Education Program
ROLI ASPARANITA
TE. 130564
ENGLISH EDUCATION DEPARTMENT
EDUCATION FACULTY AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2020
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Advisor 1 : Kholid Musyyadad, M.Ag
Advisor 2 : Netty Zurnelly, S.Pd., M.Pd.
Adress : The Faculty of Education and Teacher Training
The State Islamic University Sulthan Thaha Saifuddin Jambi
St. Jambi Ma. Bulian KM. 16 Simpang Sungai Duren, Muaro
Jambi. Postal Code 36363.
Dean of Education and Teacher Training Faculty
UIN Sulthan Thaha Saifuddin Jambi
In
Jambi
OFFICIAL NOTE
Assalamu’alaikum Wr. Wb
This Thesis which is entitled “Students‟ Anxiety in Speaking English at
the Eleventh Grade of Senior High School 1 Muaro Jambi by Roli Asparanita,
The student‟s number TE. 130564 has been corrected and approved to go through
the faculty for an immediate process of final examination.
Wassalamu’alaikum Wr. Wb
First Advisor Second Advisor
Kholid Musyyadad, M.Ag Netty Zurnelly, S.Pd., M.Pd.
NIP.19680111 199503 1 001 NIP:19710722 200701 2 002
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ORIGINALITY THESIS STSTEMENT
I who signed bellow stated that the thesis which is entitle “Students‟
Anxiety in Speaking English at the Eleventh Grade of Senior High School 1
Muaro Jambi’ is originally and truly my own work as the requirements to obtain
the undergraduate Degree (S1) in English Education Program of Faculty of
Education and Teacher Training of State Islamic University Sultan Thaha
Saifuddin Jambi.
Any parts of writing of which I quoted from the work of other people have
been completed with the source in clearly in accordance with the norms, rules,
and ethics of academic writing.
If the letter found that some parts of the thesis are not my own work or
identicated any element of plagiarism, I am willing to accept the cosenquences in
accordance with rules and regulation previl. Therefore, in writing this statement, I
am going in good health and mind.
Jambi, November 2020
Researcher,
Roli Asparanita
TE. 130564
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MOTTO
MOTTO
“O Messenger! Convey to the people what has been revealed to thee from the
Lord; and if you do it, you has not conveyed His Massage at all. And Allah will
protect thee from men. Surely, Allah guides not the disbelieving people.” Al-
Maidah (2): 67. (Departemen Agama, 2011, 285).
Hai rasul, sampaikanlah apa yang diturunkan kepadamu dari Tuhanmu. dan jika
tidak kamu kerjakan (apa yang diperintahkan itu, berarti) kamu tidak
menyampaikan amanat-Nya. Allah memelihara kamu dari (gangguan) manusia.
Sesungguhnya Allah tidak memberi petunjuk kepada orang-orang yang kafir.
(Departemen Agama, 2011, 285).
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DEDICATION
In the name of Allah SWT for the blessing and the merciful, with deep thanks
and proud, Shalawat to the Prophet Muhammad SAW his coming really change
the word. My parents, my beloved father (Alm M.zen Bastian,S.Pd) and my
beloved mother (Asmurni) who always gives me love, guidance, motivation and
always pray for me. My sister and brother who always pray and give me support
and motivation, especially my beloved sister (Oktavia anggreini ,S.Hut) always
help me and spirit as well as wish for my success. my beloved friends
munawaroh,S.Pd Shadiqatunnisa,S.Pd danang budi pramono,S.Pd Khildan
Syuhendra,S.Pd Arief budiman,S.Pd Meira Ana Putri,S.Pd thanks for your
support and your participant. My beloved almamater English department and
education and Kampus Biru UIN STS JAMBI thanks your support and your
participant. May Allah Subhanallahu Wata’ala bless us. Aamiin
viii
ABSTRACT
Name : Roli Asparanita
Study Program : English Department
Title :. Students‟ Anxiety in Speaking English at the Eleventh
Grade of Senior High School 1 Muaro Jambi
The aim of this study was to investigate kinds of Students‟ Anxiety in
Speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi
and factors that caused the Students‟ Anxiety in Speaking English at the Eleventh
Grade of Senior High School 1 Muaro Jambi. The object on the second year in the
academic year of 2019/2020. This a qualitative research, the research employing
observations, interviews to collect data and data analysis in this research was
descriptive analysis, data reduction, data display, conclusion or verification and
triangulation. The result of the study showed that There were three kinds of
students‟ anxiety in learning English at the Eleventh Grade of Senior High School
1 Muaro Jambi based on Elis (1994) theory, they are State Anxiety, where the
students feel panic and they could stress when they want to speak in English Trait
Anxiety, where the students feel nervous when the students could not understand
the teacher explanation and Specific-situation anxiety, where the students should
do examination about speaking. There were three factors caused the students‟
anxiety in learning English at the Eleventh Grade of Senior High School 1 Muaro
Jambi based on Horwitz (2011) theory, they are communication apprehension,
where the students could not speak English because they have weak experience
about English and they are not always practice English, test anxiety, where the
students feel anxiety because they have to do the test that the teacher give to them
of the students do examination and fear of negative evaluation, where the students
afraid if the teacher and their friends will laugh if the students make mistake.
Key words: Students‟ Anxiety, Speaking, English
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ABSTRAK
Nama : Roli Asparanita
Jurusan : Bahasa Inggris
Judul :. Students‟ Anxiety in Speaking English at the Eleventh
Grade of Senior High School 1 Muaro Jambi
Tujuan dari penelitian ini adalah untuk mengetahui jenis-jenis kecemasan
Siswa dalam Berbicara Bahasa Inggris di Kelas XI SMA Negeri 1 Muaro Jambi
dan faktor apa saja yang menyebabkan kecemasan Siswa dalam Berbicara Bahasa
Inggris di Kelas XI SMA Negeri 1 Muaro Jambi. Objeknya pada tahun kedua
tahun ajaran 2019/2020. Penelitian ini merupakan penelitian kualitatif,
penelitiannya menggunakan observasi, wawancara untuk mengumpulkan data dan
analisis data dalam penelitian ini adalah analisis deskriptif, reduksi data, penyajian
data, penarikan kesimpulan atau verifikasi dan triangulasi. Hasil penelitian
menunjukkan bahwa ada tiga jenis kecemasan siswa dalam belajar bahasa Inggris
di kelas XI SMA Negeri 1 Muaro Jambi menurut teori Elis (1994), yaitu
Kecemasan diri, dimana siswa merasa panik dan stres ketika ingin berbicara.
Kecemasan sifat, dimana siswa merasa gugup ketika siswa tidak dapat memahami
penjelasan guru dan kecemasan situasi spesifik, dimana siswa harus melakukan
ujian berbicara bahasa Inggris. Terdapat tiga faktor yang menyebabkan
kecemasan siswa dalam belajar bahasa Inggris di kelas XI SMA Negeri 1 Muaro
Jambi berdasarkan teori Horwitz (2011) yaitu kecemasan komunikasi, dimana
siswa tidak dapat berbicara bahasa Inggris karena mereka memiliki pengalaman
yang lemah tentang bahasa Inggris. dan mereka tidak selalu berlatih bahasa
Inggris, kecemasan ujian, dimana siswa merasa cemas karena harus mengerjakan
tes yang diberikan guru kepada mereka siswa melakukan ujian dan takut akan
hasil yang tidak baik, dimana siswa takut jika guru dan teman-temannya akan
tertawa jika siswa melakukan kesalahan.
Kata kunci: Kecemasan Siswa, Berbicara, Bahasa Inggris
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ACKNOWLEDGEMENTS
By saying Alhamdulillahirabbil‟alamin all veneration to Allah SWT. The
beneficence and merciful, who has given us the mercy, and blessing and guidance
to complete writing this thesis. Mat peace and solution always be given to our
prophet Muhammad SAW who has given his life moral improvement and to be
mercy to universe.
The goal of this thesis is a partial requirements for the undergraduate
degree ( S1) in English Education Study Program at The State Islamic University
of Sultan Thaha Sifuddin Jambi which is entitled “Students’ Anxiety in
Speaking English at the Eleventh Grade of Senior High School 1 Muaro
Jambi”.
The researcher would like to express my sincere gratitide to Kholid
Musyaddad, M. Ag the first advisor and Netty Zurnelli, M. Pd as the second
advisor who give me support, guidance for accomplishing this thesis. Then
researcher also would like to express many thanks to the following people who
provideed me helps in finishing this thesis, namely :
1. Prof. Dr. Su‟aidi, M. A., Ph. D as the rector of The State Islamic
University of Sultan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadillah, M. Pd, as the dean of Education and Teacher Training
Faculty of The State Islamic University of Sultan Thaha Saifuddin Jambi.
3. Dr. Rusnita, M.Pd as the vice dean of Academic fair Education and
Teacher Training Faculty of The State Islamic University of Sultan Thaha
Saifuddin Jambi. Dr. Najmul Hayat, M. Pd, as the vice dean of Finance
and administration Education and Teacher Training Faculty of The State
Islamic University of Sultan Thaha Saifuddin Jambi. Dr. Yusria, M. Pd as
the vice dean of students‟ Affairs and Cooperative Education and Teacher
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Training Faculty of The State Islamic University of Sultan Thaha
Saifuddin Jambi.
4. Wahyuni Fitria, M.Pd as chief of English Education Study Program of
Education and Teacher Training Faculty of The State Islamic University of
Sultan Thaha Saifuddin Jambi.
5. All lecturers at Education and Teacher Training Faculty in The State
Islamic University of Sultan Thaha Saifuddin Jambi who gives knowledge
to researcher.
6. The administration staff at The State Islamic University of Sultan Thaha
Saifuddin Jambi.
7. All classmates who give me support and suggestion to finish this thesis.
The researcher hopes that this thesis will give contribution to the world of
teaching English.
Jambi, November 2020
Researcher,
Roli Asparanita
TE. 130564
xii
TABLE OF CONTENTS
PAGE OF TITLE ......................................................................................... i
THESIS APPROVAL .................................................................................. iii
OFFICIAL NOTE ............................................................................................ iv
ORIGINAL THESIS STATEMENT ............................................................. v
THESIS APPROVAL/ FINAL TASK ............................................................ iv
MOTTO ........................................................................................................... vi
DEDICATION ................................................................................................. vii
ABSTRAK ...................................................................................................... viii
ABSTRACT ..................................................................................................... ix
ACKNOWLEDGMENT ................................................................................. x
TABLE OF CONTENT .................................................................................. xii
CHAPTER I INTRODUCTION
A. Background of the Study ................................................................. 1
B. Research Questions ......................................................................... 4
C. Purpose of the Study ........................................................................ 4
D. Limitation of the Study .................................................................... 5
E. Significance of the Study ................................................................. 5
CHAPTER II REVIEW OF LITERATURE
A. Theoretical Review .......................................................................... 7
1. The Nature of Anxiety................................................................. 7
2. Types of Anxiety ......................................................................... 8
3. The Causes of Anxiety ................................................................ 9
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4. Impact of Foreign Language Anxiety ......................................... 10
5. Speaking Skills ............................................................................ 13
6. Elements of Speaking .................................................................. 13
B. Previous Studies ............................................................................... 20
CHAPTER III RESEARCH METHOD
A. Research Design............................................................................... 24
B. Setting Description........................................................................... 25
C. Subject of the Research .................................................................... 25
D. Data and Sources of Data ................................................................. 26
E. Technique of Data Collection .......................................................... 26
F. Technique of Data Analysis ............................................................. 27
G. Technique of Data Verification ....................................................... 29
CHAPTER VI FINDING OF THE RESEARCH
A. Research Finding………………………………………………….. 31
1. Kinds of Anxiety Were Experienced by the Students in
Learning English……………………………………..……….. 31
2. The Factors Caused the Students‟ Anxiety in Learning
English……………………………………………….……….. 37
B. Discussion………………………………………………….……… 41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion……………………………..…………………………. 43
B. Suggestion……………………………..…………………………. 44
REFERENCES
APPENDIX
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CHAPTER I
INTRODUCTION
A. Background of the Study
Teaching of English in Senior High School covers four language skills
such as listening, speaking reading and also writing language skills and elements
of language. Speaking is very important in progress learning English. For English
language learners speaking is one of the most important skills that they need to be
developed (Paramasivam, 2013, 7). It mean that speaking is important to be learnt
by students in language learning process as speaking is one of tools in
communication. Harmer (2001) said, “Speaking involves many factors. It means
that the ability to process information and language, that makes speaking become
a complex matter in a foreign language.
In Senior high school, the students should brave to express their idea or
they can ask something if they do not understand yet with English because to have
good speaking English the students must have good grammar and vocabulary, it
will be useless because they do not interest to speak by using English (Rayani,
2012, 5). It means that the students may have a high anxiety to speak in English in
front of many people or even just with their friend. One of the factors that the
students are too afraid to speak English because if they are not preapare well
during speaking English, afraid in making mistake, the other students will laugh
and mock to that student and their anxiety will be higher than before
(Paramasivam, 2013, 7).
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Anxiety could make impact to students‟ learning. It means that if the
students have low anxiety, they will be more success on acquiring English. Rayani
(2012, 24) states that the factors which can increase to speak incorrectly and cause
an acute sense of anxiety are the lack of vocabularies, improper grammar, and
fears of mistakes. Moreover, Rayani (2012, 42) adds that the very limited chance
to practice can be the causes of being not confidence, shyness, and silence that
impede a natural communication. If they expect that they are going to be failed on
acquiring English, they will not be able to speak English well. Nunan (2000:39)
states that speaking is one of a key aspect of learning a second or foreign
language. Moreover, he further notes that the success of learning the language is
measured in terms of the ability to carry out a conversation in the target language.
It can be said that being able to speak fluently is essential in students‟ language
learning to communicate both in inside or outside the classroom.
Based on the researcher‟s observation on 13 January 2020 found that
Senior High School 1 Muaro Jambi always keeps their surround cleaned, it also
caused the students confortable to study in this school. Meanwhile, during
teacher‟s preservation in Senior High School 1 Muaro Jambi, the researcher found
the teacher did concern about what students needed in the learning English. She
presented the materials to the students then asked them to answer the question
with clear explanation. While teaching and learning process teacher also only
made good interaction with the students during the learning process. It made the
students enjoy the lesson. Moreover, the teacher gave a much time for the students
to work together.
3
The researcher chooses the students of Eleventh Grade in class B because
the students got difficulty when they study speaking. Most of the students still got
difficulties in expressing their opinion, feelings or experiences orally. They really
had a problem with their speaking skill. Many students have impact about how
they learn and how their learning patterns differed from those of their classmates.
Therefore, this showed that it is crucial that students be made aware of their
learning styles and in order to make the learning process more meaningful and
effective.
They were afraid and shy to practice with the target language, in this case
the target language is English, because they were worried about making mistake.
One of them thought if he made mistake, the teacher would get angry and his
peers would ridicule him. So he preferred to be quiet and sit passively. While
some of them also believed that English was a difficult subject. Such beliefs can
affect their self-esteem and lead them to feel worry in classroom. When they were
asked to practice, they started to stutter. Moreover, some of them were unable to
produce the sound or intonation even after a number of repetitions because they
were not sure if they can practice their English. It was quite hard for the researcher
to do proper learning activities with them.
Most of the students also had problem with vocabulary mastery and it
made them get difficulty in understanding the materials. Furthermore, Then the
students did not have motivation in speaking English. It can be seen from their
behavior during the lesson. Most of the students did not pay attention to the
teacher they talked to their classmate or played with their book.
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Based on the reasons above, the researcher analyzed this thesis entitled
“Students’ Anxiety in Speaking English at the Eleventh Grade of Senior High
School 1 Muaro Jambi.”
B. Research Questions
The researcher decided to focus on one relevant question to address for the
purpose of this study was formulated as follow:
1. What kinds of anxiety were experienced by the students in speaking
English at the Eleventh Grade of Senior High School 1 Muaro Jambi?
2. What factors that caused the Students‟ Anxiety in Speaking English at the
Eleventh Grade of Senior High School 1 Muaro Jambi?
C. Purpose of the Study
The purpose of this study is to find Students‟ Anxiety in Speaking English
at the Eleventh Grade of Senior High School 1 Muaro Jambi. Therefore, the
purpose of this study is
1. To find out kinds of anxiety were experienced by the students in speaking
English at the Eleventh Grade of Senior High School 1 Muaro Jambi.
2. To find out the factors caused the Students‟ Anxiety in Speaking English
at the Eleventh Grade of Senior High School 1 Muaro Jambi.
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D. Limitation of the Study
In this study, the researcher focused on Students‟ Anxiety in Speaking
English at the Eleventh Grade in class B with 27 students of Senior High School 1
Muaro Jambi and the object on the Eleventh Grade in the academic year of
2020/2021.
E. Significance of the Study
In this study, there are two significances of the study, namely;
1. Theoretically Contribution
The ultimate outcome of this study is expected to be input in practicing
and learning process especially for knowing the Students‟ Anxiety in Speaking
English at the Eleventh Grade of Senior High School 1 Muaro Jambi and give
additional information and knowledge to the readers especially to the students and
lectures in English Department.
2. Practically Contribution
Practically, this study is expected to have contribution for;
a) For the lectures or teachers
The researcher hopes this study can give some suggestion for classroom
interaction in English class of the Eleventh Grade in Senior High School 1 Muaro
Jambi.
b) For the researcher
The researcher hopes this study will give new knowledge to the
researcher itself about Students‟ Anxiety in Speaking English at the Eleventh
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Grade of Senior High School 1 Muaro Jambi. The researcher hopes this can be
developed the writing ability and this study will be done by the researcher as one
of requirement on getting S1 Degree in English Education, Education Faculty and
Teacher Training, The State Islamic University.
c) For Others
The researcher hopes this study will be useful as guidance of reference to
the next researcher in Students‟ Anxiety in Speaking English at the Eleventh
Grade of Senior High School 1 Muaro Jambi and it can give contribution to the
society.
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CHAPTER II
REVIEW OF LITERATURE
A. Theoretical Review
1. The Nature of Anxiety
Anxiety is one of the most well documented psychological phenomena.
In general anxiety appears from human body as a response to a particular
situation. Commonly anxiety can be identified as a feeling of being threatened,
apprehension, tension, or worry. There are several definitions of anxiety which are
found by the researcher. According to Horwitz (2011, 23). anxiety is a sense of
apprehension or doom that is accompanied by certain physiological reactions,
such as accelerated heart rate, sweaty palms, and tightness in the stomach.
Furthermore, basically when someone has got anxiety sign they do not something
normally as usual, they will get over action, easier forget the material, loss of
courage and etc.
According to Cheng (2009, 12) anxiety responses consist of emotional
component, feeling of tension; cognitive component, worry; physiological
responses, increased heart rate and blood pressure; and behavioral responses,
avoidance of certain situations. From the several theory above In can be
concluded that the researcher tell about the definition of anxiety, so the anxiety is
the expression that someone can do anything with normal condition, they easier
loss their mind, over action, be panic, and still many more.
2. Types of Anxiety
Anxiety can be divided into three types, Elis (1994: 479-480) namely:
trait anxiety, state anxiety and situation-specific anxiety.
a. State Anxiety
Most people experienced state anxiety which also known as a normal
anxiety. Anxiety is temporary feeling of anxiety elicited by a threatening situation
(Hotwitz, 2011, 31). It is nervousness or tension at a particular moment in
response to some outside stimulus. This type of anxiety arises in a particular
situation or in a stressful event and hence is not permanent. In other words, it is a
situational anxious feeling that disappears when threatening situation goes away.
b. Trait Anxiety
However, in certain cases, anxiety comes more intense and lasted for
long. This kind of anxiety is called trait anxiety. According to Hotwitz, (2011, 41)
trait anxiety is pattern of responding with anxiety even in nonthreatening
situations. Such anxiety is a part of a person‟s character. People with trait anxiety
tend to worry more than most people and feel inappropriately threatened by
several things in the environment. In other words, trait anxiety is the tendency of a
person to be nervous or feel anxious irrespective of the situation he/she is
exposed.
c. Specific-situation anxiety
Specific-situation anxiety, refers to the persistent and multi-faceted
nature of some anxieties It is aroused by a specific type of situation or event such
as public speaking, examinations, or class participation (Ellis, 1994: 480). This
situation specific anxiety is defined as an individual tendency to be anxious in a
particular time and situation. Situation specific anxiety can be seen as a
subcategory of trait anxiety experienced at a given context. Thus, language
anxiety can be included in situation specific anxiety.
The researcher will use this theory to kinds of anxiety were experienced
by the students in speaking English at the Eleventh Grade of Senior High School 1
Muaro Jambi.
3. The Causes of Anxiety
According to Horwitz et al. (2011, 127), three causes of anxiety related
to performance anxieties are (1) communication apprehension (CA), (2) test
anxiety, (3) fear of negative evaluation. This description will be used to
investigate the causes of student‟s anxiety in speaking English (foreign language)
in this study.
a. Communication Apprehension (CA)
Students‟ personality traits such as shyness, quietness, and reticence
are considered frequently precipitate CA. The feeling of shyness is different from
one individual to another individual, and from situation to situation. According to
McCroskey and Bond (1980 as cited in Tan Veer, 2007), there are seven factors
that could result in students‟ quiet: (1) Low intellectual skills, (2) low speech
skill, (3) voluntary social introversion, (4) social alienation, (5) communication
anxiety, (6) low social self-esteem, and (7) ethnic/cultural divergence in
communication norms.
b. Test Anxiety
Another source of anxiety is related to a test. Test is also relevant to the
discussion of foreign language anxiety. Test anxiety, as explained by Hotwitz et
al. (2011), refers to a type of performance anxiety stemming from a fear of failure.
In learning a foreign language, a learner may experience test anxiety that prevent
his or her performance.
c. Fear of Negative Evaluation
Fear of negative evaluation is an extension of the second component
(test anxiety) of second/foreign language anxiety because it is not limited to test
taking situations, but, it may occur in any social, evaluative situation, such as
interviewing for a job or speaking in second/foreign language class (Horwitz et al.
2011, 12). It is also broader in the sense that it pertains not only to the teacher‟s
evaluation of the students but also to the perceived reaction of other students as
well.
Based on the explanations above, it can be concluded that there are three
kinds of the causes of anxiety. The researcher will use this theory to find out the
factors caused the Students‟ Anxiety in Speaking English at the Eleventh Grade of
Senior High School 1 Muaro Jambi.
4. Impact of Foreign Language Anxiety
Basically, uneasiness feeling such anxiety will disturb students in no
doubt. It absolutely affects students‟ learning effort and performance. Anxious
students will think less clearly and probably make more mistakes. Moreover, to
perform a task they have to work harder because anxiety makes them worry and
distracts their learning process. Anxiety has long been recognized by educators as
a potential problem in foreign language classroom. Anxious student will have
difficulty in their language learning since anxiety affects cognition processing.
According to Horwitz et al. (2011, 19) anxiety can interfere with several aspects
of cognition in learning process. Anxious student may be disturbed in paying
attention to what needs to be learned, processing information effectively,
retrieving information, and demonstrating skill that have previously been learned.
In other words, foreign language anxiety belongs to debilitating anxiety because it
can hinder language learning (Richards and Renandya. (2002, 12)
Similar with Ormrod, MacIntyre as cited in Young, also believed that
anxiety can affect students‟ cognitive processing. He proposed a variation of the
Tobias model of the effects of anxiety on learning from instruction which consist
of three stages: input, processing, and output. Further, anxiety can affect students‟
cognitive performance at any or all of the three stages. It means if anxiety disrupts
the cognitive work at one stage, then information is not passed along to the next
stage. At the input stage, foreign language anxiety acts like a filter that preventing
some information from getting into the cognitive processing. This is similar to
Krashen‟s well-known concept of the “affective filter”. Wahyuni (2013, 28) state
that anxiety can raise affective filter and form of a „mental block that prevents a
comprehensible input from being used for language acquisition. For example,
anxious student may not be able to gather information of the language rules and
vocabulary because anxiety interfere their ability to process information.
During the processing stage, anxiety acts as a distraction. It distracts
student in processing information effectively. When they are worried, anxious
student may learn less and may not be able to digest new words, phrases,
grammar, and so on or may also take more time to process the lesson. While at the
output stage, anxiety can influence the quality of students‟ foreign language
performance. Students with anxiety in this stage may not be able to demonstrate
what they have learned Moreover, Oxford described that “anxiety harms learner‟s
through worry and self-doubt and also by reducing participation and creating
overt-avoidance of the language. He also mentioned certain aspects that have
negative correlation of anxiety such as: grades in language courses, proficiency
test performance, performance in speaking and writing tasks, self-confidence and
self-esteem in language learning.
Based on the description above, it could be said that the existence of
foreign language anxiety can affect the fluency of learner‟s speech and learning in
general.
5. Skills of Speaking
Speaking is one of language skills which is very important to be
mastered. Edward (2013) maintains that speaking is a verbal use of language to
communicate with others. It means that speaking is a delivery of language through
the mouth, to great the massage that is going to be delivered. Speaking is
significant to an individual‟s living processes and experiences as are the ability of
seeing and walking. Speaking is also the most natural way to communicate
(Rayhan, 2014, p. 516).
Without speaking, people must remain in almost total isolation from any
kind of society. For most people, the ability to speak a language is the same with
knowing a language since the speech is the most basic means of human
communication. Speaking is an ability that is taken for granted, learned as it is
through process of socialization through communicating. A recent study (Bashir,
Asim, & Dogar, 2011) concluded that speaking skills is one of the elements of
communication which is communication is output modality and learning is the
input of language acquisition and the use of language in ordinary voice; uttering
words; knowing and being able to use a language; expressing oneself in words.
As human in the world we need to communicate each other to express
an idea to do everything, what is more as students or learners they have to speak
with the teachers and friends as long as in learning to express the idea (Fromkin,
Rodman, Collins, & Blair, 1988, p. 237). In speaking skills teacher should teach
students how to listen to others, how to talk with others, and how to negotiate
meaning in a shared context. It means that in formal environment between
teachers and students have to always interact to make communication, because in
facts, most of our daily communication remains interactional.
Noviasari (2011) states that speaking skills is an oral communication
that gives information involves two elements, they are; the speaker who gives the
message and the listener who receives the message in the world, the
communication involves the productive skill of listening. Fromkin (1988) also
states that an act of communication through speaking is commonly perform in
face to face interaction and occur as a part of dialogue or rather than form or
verbal exchange.
From definition above, it can be concluded that speaking skills is a form
to say or talk something with expressing of ideas, opinions, views and description
to other for getting response or way of conveying message in order to make
understanding of wishes to other and to contribute to the other. To do speaking
activities, it must involve the speaker and the listener or only speaker involved.
6. Elements of Speaking
They are many elements of speaking that must be mastered by students
in order to be a good. There are five elements of speaking ability which is based
on Bahdi (2014) he divided the elements of speaking ability into five parts. It can
be been in explanations below:
a. Accuracy and Pronunciation
Recognizably, accuracy is one of the most important criteria to measure
one‟s linguistic ability and to shelter language users from communication
breakdowns. According to Richards (1992) accuracy concerns “the ability to
produce grammatically correct sentence” (p. 8). In other words, accuracy in
language means grammatical accuracy only. The terms accuracy seems to cover
more than that. Specifically, speaking English accurately means doing without or
with few errors on not only grammar but vocabulary and pronunciation, as well.
Anjaniputra (2013) also sets the clear scale for assessment of accuracy, they are;
Grammar, students use correct words order, tenses, tense agreement, etc. Students
do not leave out articles, prepositions or difficult tenses; vocabulary, students
have a range of vocabulary that corresponds to the syllabus year list and uses
words you have taught; pronunciation, students speak and most people
understand.
It means that accuracy is the ability to produce correct sentences using
correct grammar and vocabulary. So, a good accuracy in speaking is show when
people speak with good pronunciation, a correct grammar, and appropriate
vocabulary. Pronunciation is the way for students‟ produce clearer language when
students speak. Lin (2014) maintains that “pronunciation is the most important
skill of spoken English” (p. 16), the spelling of words in accordance with their
usual pronunciation. It means that in having a good pronunciation, there are four
aspects that have to be mastered by the students, they are; sound, stress,
intonation, and rhythm. If one of them missed from the speaker, it will cause
misunderstanding between the speaker and listener.
b. Grammar
It needs for students to arrange correct sentence in conversation.
Students can use their ability to manipulate structure and to distinguish
appropriate grammatical form in appropriate ones. Grammar is one of the major
language components. Bahdi (2014) states that grammar is a form of internal,
linguistic knowledge which operates in the production and recognition of
appropriately structured expression in that language. It means that grammar is the
way words are put together to make correct sentences. It pertains to sentence and
word. It figures the categories such as noun, subject, imperative clause, and so on.
There is not language without grammar, and none can be mastered without
assimilation grammar (Subasini and Kokilavani, 2013, 57). It means that a good
understanding in grammar makes students able to produce grammatical and
lexical sentences correctly. If the speakers make mistakes in using grammar in
communication, the listeners will also make mistakes to translate the meaning of
utterance.
c. Vocabulary
Achieving accuracy in terms of vocabulary refers to the appropriate
selection of words during speaking. Students often find difficulties when they try
to express what they want to say, they lack the appropriate vocabulary, and they
sometimes use words incorrectly like in the case of synonyms which do not carry
the same meaning in all contexts. Students then, have to be able to use words and
expressions accurately. One cannot communicative effectively or express their
ideas both oral speaking and written form if they do not have sufficient
vocabulary. A recent study (Larson, Dixon, & Townsend, 2013, p. 16) concluded
that vocabulary is total number of words which (with rules for combining them)
make up a language.
It consists of content words; noun, verb, adjectives, and adverb, and
function words such as preposition, conjunction, article, and pronoun. Some
vocabulary exercises need to be carefully prepared in advance or adult (Nation,
2009, p. 2). It must be planned to systematically cover a certain area of
vocabulary useful vocabulary needs to be met again and again to ensure it is
learned. Without grammar, there is a little information that can be conveyed.
Without vocabulary, nothing can be conveyed. So, vocabulary means the
appropriate diction which is used in communication.
d. Comprehension
Comprehension is having a sufficient vocabulary, or knowing the meanings
of enough words. Students who have strong comprehension are able to draw
conclusions about what they speak, what is important, what is a fact, what caused
an event to happen, and which characters are funny. Thus comprehension involves
combining reading with thinking and reasoning. For oral communication certainly
requires a subject speech as well as to initiate it. Addition, Bahdi (2014) says that
comprehensibility is the process of understanding of the utterances sent by the
speaker done by listener. Comprehensibility has two common senses (Torky,
2006, p. 49).
In its narrow sense, it denotes the building of meaning from sounds.
Comprehensibility in broader sense denotes the interpretation the meaning and
utilizes the speech act conveyed. In other words, if there are two people want to
make communication to each other, they have to be speaking because they have
different information. The activity of speaking or communication should be
understood by the speaker and listener. For example, a question, listener extracts
the importation then tries to search the answer for it. It means that comprehension
is one of the components that involve in speaking skill. In this part, the speaker
must have a good way to make the listener understand with their speech. As we
know that the function of speaking is transformation and idea from the speaker to
the listener.
e. Fluency
The main goal teachers wish to achieve in teaching the productive skill of
speaking is oral fluency being the main characteristic of the speaker performance.
Fromkin (1988) defines that fluency as the ability to express oneself in an
intelligible, reasonable and accurate way without too much hesitation; otherwise
the communication will break down because listeners will lose their interest.
Christiansen (2012) states that fluency as the ability to express oneself in an
intelligible, reasonable and accurate way without too much hesitation, otherwise
the communication will break down because listeners will lose their interest. To
achieve this goal, the teachers then should train learners to use their personal
language freely to express their own ideas and then avoid imitations of a model of
some kind. One can say, it is the ability to respond in a coherent way through
linking the words and phrases effectively, pronounce the sounds clearly, using
stress and intonation (Nation and Newton, 2009, p. 151).
Fluency can be defined as the ability to speak fluently and accurately.
Fluency in speaking is the aim of many language learners. Signs of fluency
include a reasonably fast speed of speaking and only a small number of pauses
“ums” and “ers”. These sign indicate that the spoken does not have speed a lot of
time searching the language items needs to express the massage. More
specifically, points out the criteria for assessing fluency. They are as follows: a)
lack of hesitation: students speak smoothly, at a natural speech. They do not
hesitate long and it is easy to follow what they are saying, b) length: students can
put ideas together to form a message or an argument. They can make not only the
simplest of sentence pattern but also complex ones to complete the task, c)
independence: students are able to express their ideas in a number of ways, keep
talking and ask questions, and many more to keep the conversation going
(Khadidja, 2010, p. 2).
B. Previous Studies
In this study, the researcher did the research about the Students‟ Anxiety
in Speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi.
There are some previous researchers that have discussed about students‟ anxiety,
they are;
Firstly, the student from School of Teacher Training and Education
Muhammadiyah University of Surakarta named Septy Indrianty (2007, 5) by
thesis entitled “Students‟ Anxiety In Speaking English (A Case Study In One
Hotel And Tourism College In Bandung)” This study investigated students‟
anxiety in speaking English in one Hotel and Tourism College in Bandung. This
study examined types of anxiety, and source anxiety. This study was
implementing characteristic of a case study. The data were obtained through
observation of class interaction and interview. The data were analyzed
descriptively and interpreted to answer the research question. The study revealed
two findings related to research questions. First, two types of anxiety were
evidenced, i.e. trait anxiety and state/situational anxiety. Second, the students‟
anxiety in English speaking class was derived from three main sources of anxiety,
i.e. communication apprehension, test anxiety and fear of negative evaluation.
Moreover, as the interview data revealed, lack of vocabularies and lack of
preparation have also contributed to students‟ anxiety in speaking. These findings
suggest that the teacher should be more aware of students‟ anxiety in order to
arouse students‟ motivation to speak up confidently and fluently in an English
speaking class. As such, teachers are urged to be fairly creative in devising better
technique that could encourage the students to speak more.
Second, the student from Foreign Language Speaking Anxiety: A Case
Study At English Fitriah & Hayatul Muna Department Students Of Iain
Lhokseumawe And Al Muslim University named Fitriah (2019, 5) by thesis
entitled “Foreign Language Speaking Anxiety: A Case Study At English
Department Students Of Iain Lhokseumawe And Al Muslim University”,
Language anxiety becomes an important area on language teaching and learning.
It has been a common issue in the EFL context and had a profound consequence
in language teaching. Furthermore, a feeling of anxiety has been experienced by a
number of foreign language learners in their English language classroom.
Therefore, the objective of this research was to investigate some factors
influenced the students‟ anxiety and also to find out kinds of anxiety experienced
by them. The data were collected through FLCAS (Foreign language Classroom
Anxiety Scale) from 30 English Department students of IAIN Lhokseumawe and
25 students of Al Muslim University and semi-structured interviews with 6
students as research‟s participant. The data were analyzed descriptively to answer
research questions. The findings indicated that students of IAIN Lhokseumawe
had a higher level of anxiety compared with students of Al Muslim University. In
addition, some factors causing students‟ anxiety were lack of mental readiness,
knowledge of vocabulary, pronunciation, grammar and prior knowledge of the
classroom activities, including the anxiety to take Anxiety Test.
Third, the student from STIEPAR YAPARI-AKTRIPA named Ravica
Rayani (2016, 5) by thesis entitled “Students‟ Anxiety In Speaking English (A
Case Study In One Hotel And Tourism College In Bandung)”. This study
investigated students‟ anxiety in speaking English in one Hotel and Tourism
College in Bandung. This study examined types of anxiety, and source anxiety.
This study was implementing characteristic of a case study. The data were
obtained through observation of class interaction and interview. The data were
analyzed descriptively and interpreted to answer the research question. The study
revealed two findings related to research questions. First, two types of anxiety
were evidenced, i.e. trait anxiety and state/situational anxiety. Second, the
students‟ anxiety in English speaking class was derived from three main sources
of anxiety, i.e. communication apprehension, test anxiety and fear of negative
evaluation. Moreover, as the interview data revealed, lack of vocabularies and
lack of preparation have also contributed to students‟ anxiety in speaking. These
findings suggest that the teacher should be more aware of students‟ anxiety in
order to arouse students‟ motivation to speak up confidently and fluently in an
English speaking class. As such, teachers are urged to be fairly creative in
devising better technique that could encourage the students to speak more.
From the preview related research above, most of them analyzed about the
Classroom Interaction and the same points between this research with them are in
using research method The researcher used qualitative method through
observation, interview and also documentation which were same with the
researchers above, but in this thesis, the researcher analyzed in Students‟ Anxiety
in Speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi.
31
CHAPTER III
RESEARCH METHOD
A. Research Design
In this study, the researcher used a qualitative design with a case study. In
qualitative research the researchers study things in their natural settings,
attempting to make sense or interpret phenomena (Creswell, 1997, in Sugiyono,
2017, 42). A qualitative design with a case study aimed to describe a phenomenon
accurately based on the characteristic of research. The case such as event,
problems, process, activity, program, a single person, or several people (Merriam,
1998, 4). Qualitative researchers are concerned with the perspective to explore the
ideas and perceptions of the participants. The researcher tried to examine the
experience from the participant‟s point of view in order to interpret his/her words.
The researcher therefore became involved and immersed in the phenomenon to
become familiar with it. The immersion of the researcher helped to provide dense
descriptions from the narrative data gathered from the participants, to interpret
and portray their experiences, and to generate empathetic and experiential
understanding. However, immersion cannot be obtained without a researcher-
participant trusting relationship. The relationship is built through basic
interviewing and interpersonal skills.
Based on explanations above, it can be concluded that qualitative research
is analyzing about descriptive data that is collected is in the form of the situation
of the natural object. Where descriptive data such as researcher or spoken, by
using qualitative research the researcher got the answer about the question in
analyzing Students‟ Anxiety in Speaking English at the Eleventh Grade of Senior
High School 1 Muaro Jambi.
B. Setting Description
This research was carried out Senior High School 1 Muaro Jambi. The
reason for conducting this study in Students‟ Anxiety in Speaking English at the
Eleventh Grade of Senior High School 1 Muaro Jambi because most of the
students were afraid and shy to practice with the target language, in this case the
target language is English, because they were worried about making mistake.
C. Subject of the Research
The subjects of this study were students Senior High School 1 Muaro
Jambi in the academic year of 2020/2021.
D. Data and Sources of Data
1. Types of Data
a) Primary Data
Primary data were the main data directly related to the discussion of the
study. In this research the researcher took the primary data from the students to
support the data. The primary data were from the original source, student‟s‟ words
in form of sentences and their expression while learning English and their anxiety
could be seen from the picture.
b) Secondary Data
The secondary data were taken from the teacher and the surroundings where
the researcher may get additional information (Hox and Boeiji, 2005, p. 597). The
researcher used as resources in support or data indirectly but closely related to the
discussion, the data which support this research such as also student‟s note when
they practice speaking English, photos and also the students‟ score in speaking
English.
2. Sources of Data
The sources of data in this study is students as a person who feel afraid in
speaking English at the Eleventh Grade of Senior High School 1 Muaro Jambi and
also student‟s note, photos, modules.
E. Technique of Data Collection
This research uses three kinds of technique to collect the data. They are
observations, interviews and documentation. It can be seen in the explanations
below:
1. Observation
The researcher uses this technique to observe Students‟ Anxiety in Speaking
English at the Eleventh Grade of Senior High School 1 Muaro Jambi. The
researcher comes and sits in the class to see the students‟ activities while learning
English with the teacher. In doing it, the researcher also used the videos to see
Students‟ Anxiety in Speaking English and observation field used to find out
students‟ anxiety with wring the important points on students‟ anxiety in speaking
English. From these data the researcher could see the students‟ expression while
learning English and their anxiety could be seen from the picture.
2. Interview
The interview is also used to answer the formulation of the study, related to
the objectives of the Students‟ Anxiety in Speaking English at the Eleventh Grade
of Senior High School 1 Muaro Jambi. An unstructured interview is used to
collect data and the researcher asks the students of eight grade class A. The
researcher starts with a general guiding question based on formulation and allow
the teacher and the students to talk freely and to avoid misunderstanding the
teacher and students will be interviewer in Indonesia language Later the interview
take shape as themes emerged from the information given by the teacher and
students.
3. Documentation
The last technique is documentation. Documentation is used to collect
expression in speaking English at the Eleventh Grade of Senior High School 1
Muaro Jambi, materials and photos. The researcher will collect the notes, pictures
of the conditions while teaching and learning process. The documentation of their
notes will help the researcher gets additional data.
F. Technique of Data Analysis
The technique of data analysis in this research is descriptive analysis. Using
this technique, the researcher collects, arranges and presents the data. The
qualitative method is a kind of research without using any calculation or statistic
procedures. The scheme above is the techniques in analyzing data by;
1. Data Reduction
During the field notes processes, the data gains grow much and complex. The
data need to be reduced. Data reduction means to summarize, to choose the points,
to focus on Students‟ Anxiety in Speaking English at the Eleventh Grade of
Senior High School 1 Muaro Jambi, in order to find the answer. The researcher
reduces from the whole data collected and gets the more suitable data that would
be analyzed.
2. Presentation
The data are organized and managed for they are able to be understood. Data
presentation enables the researcher to understand the teacher‟s strategies and the
whole situation. Presentation of data gives possibility of taking of conclusion and
taking action. In this study presentation of data is descriptive. Descriptive means
giving description of Students‟ Anxiety in Speaking English at the Eleventh
Grade of Senior High School 1 Muaro Jambi in the narrative way. The researcher
was collecting the information from the teacher and students based on Brown
(2000) theory about Students‟ Anxiety in Speaking English at the Eleventh Grade
of Senior High School 1 Muaro Jambi.
3. Conclusion
The conclusion needed to be verified for its credibility. Verification is some
programs to check the researcher‟s carefulness and to the accurate data. Taking
conclusion is only the part of activity in though configuration. The researcher
begins to seek supporting information, then the reduction data, presentation data,
and the last was making conclusion. After reduced and presented the data, the last
step the researcher made the conclusion about Students‟ Anxiety in Speaking
English at the Eleventh Grade of Senior High School 1 Muaro Jambi.
G. Technique of Data Verification
In this research the researcher used the source of triangulation, it causes used
many sources or participant to get the accurate of data. The researcher collects the
data by using of observation list which is supported by interview guide and the
researcher also uses documentation. Triangulation is a technique that use to
examine and check the data validity or in other word knows like “trustworthiness”
with use something other out of data for check and compare the data are collected
(Yamin, 2009, 156). It means that triangulation of data is a technique that is used
to compare and check back of time and different equipment in qualitative research
that can get the answer through the observations, interviews or documents.
Triangulation can be done by:
1. Comparing between the results of observations data with the result of
interviews.
2. Comparing about students saying in public with what he or she says in
private.
3. Comparing between students‟ opinions in front of public with researcher
observation.
4. Comparing the interviews result to the data document that related to the
object of the study.
5. Comparing between observation data and documentation at the Eleventh
Grade of Senior High School 1 Muaro Jambi.
CHAPTER IV
FINDINGS AND DISCUSSION
A. Research Finding
Based on the result of observation and interview to the subjects of the
study, the researcher found that the students‟ anxiety in learning english at the
Eleventh Grade of Senior High School 1 Muaro Jambi. The data were also taken
from documentation. The researcher presented the finding of the study below:
1. Kinds of Anxiety Were Experienced by the Students in Learning
English
The researcher found that there are three kinds of Anxiety Were Experienced
by the Students in Learning English, it can be seen below:
a. State Anxiety
The researcher found that the students feel panic when they want to speak in
English. This type is including they started to panic when have to speak English.
It came from the interview that says my feeling that cannot speak English is panic.
As the Agus Wijaya said that:
Saya terkadang merasa gugup ketika harus berdiri di depan kelas atau ketika
guru saya memberi kesempatan kepada saya untuk melakukan sesuatu seperti
membaca atau mengerjakan tata bahasa. Saya tahu itu masalah saya dan saya
biasanya merasa gugup dan berkeringat di tubuh saya. Sungguh itu membuatku
malu dan panik. Karena saya tidak bisa menerjemahkan ke dalam bahasa Inggris
dan kekurangan kosakata saya kehilangan semua yang ada di pikiran saya, saya
tidak bisa tetap fokus pada jalur. [Agus Wijaya]
Nadia Ramadiani added that:
Saya kalau cemas itu saat disuruh kedepan dan menyampaikan materi yang
sedang dipelajari. Kadang saya juga cemas kalau ada latihan berbicara bahasa
Inggris ke depan kelas, jadi saya kurang percaya diri.
Gusti Randi also added that
Ketika saya diminta untuk berbicara bahasa Inggris di depan kelas, saya
merasa gugup dan takut melakukan kesalahan. Jenis kesalahan yang takut saya
buat, itu adalah cara berbicara. Sulit untuk diucapkan karena hurufnya campur
aduk dan cara saya berbicara tidak seperti orang Inggris asli. Jadi tidak bagus.
Saya terus berpikir saya harus berbicara seperti penutur asli, meskipun bahasa
Inggris saya sangat buruk, saya terus berusaha tetapi saya tidak berhasil [Gusti
Randi]
From the data above the reason students got anxiety when the teacher asked
them to come in front of the class and doing exercise likes, reading on the text
book and doing grammars roles. The anxiety comes because of the students are
seldom to practice speaking English, because they their English is difficult
language. Form this situation the students felt uncomfortable with the teacher
when teaching in the class. As the students said that:
Saya takut kalau disuruh ke depan kelas, jadi saya harus menghapal dalam
waktu singkat, karena saya tidak mengerti betul tetnag speaking, takut nanti salah
dan ditertawakan teman bisa malau nanti saya. Jadi saya lebih memilih diam saja
di kelas, kalau ditanya siapa yang mau maju saya diam saja, jadi takut. [Imelia
Khairunisa]
Di kelas saya, guru ketap kali meminta kami untuk berbicara bahasa Inggris
pada saya dan teman-teman saya, tetapi karena saya jarang praktik berbicara
bahasa Inggris. Terkadang saya bingung untuk memahami guru bahasa Inggris
saya. Saya merasa bingung dan takut ketika guru saya meminta saya atau teman
saya untuk membaca atau menjawab pertanyaan. [Siti Nuracahyanti]
From the data above it can be known that the students felt afraid when the
teacher asked them the questions. Based on the researcher‟s observation by using
field note on September 23th
2020 the situation in the class while learning English
was passive. The students always silent and looked confuse about the material that
the teacher explained to them. The students have may problems with their English
such as vocabularies, pronunciation the words and also the grammars rules. All of
these make the students felt nervous in learning English. As the students Adeleni
also said that:
Saya memang kesulitan untuk dikosakata, jadi kosakata bahasa Inggris saya
masih minim, sehingga tidak bisa dihafal dengan baik. Kadang saya harus
megnhafalnya itu butuh ketenangan dan waktu pengulangan saya lupa
kosakatanya lagi . [Reza Noprianti]
Saya memahami materi bahasa Inggris yang diberikan guru jika mudah dan
jelas onejelasannya kepada saya. Saya tahu, saya masih menghafal kosakata untuk
memudahkan saya dalam berbahasa Inggris. Unutk mengurangi rasa cemas saya
sering berlatih berbicara bahasa Inggris dan guru saya peduli pada saya. [Adeleni]
Keterbatasan kosakata menjadi salah satu faktor penghambat dalam berbicara
saat tampil di depan teman-teman saya, melupakan arti sebuah kata dapat
membuat saya melupakan semua hal yang ingin saya katakan. Itu sangat
memalukan dan membuat saya gugup berada di depan kelas. Kosakata yang
kurang membuat saya tidak percaya diri dalam belajar bahasa Inggris. Saya juga
masih malas mengingat banyak kosakata [Siti Nuracahyanti]
From the data above it tells the students could not understand English easier,
because of they have problem with their vocabularies. During the researcher‟s
observation with videos recording on September 22th
2020 it also found that many
students have problems in vocabularies, it can be seen from their speaking where
they could not speak English and they have to see the note what the vocabularies.
b. Trait Anxiety
Trait anxiety is the tendency of a person to be nervous or feel anxious
irrespective of the situation he/she is exposed. According to the students, unclear
explanation may also contribute to their anxiety in speaking English. The
interview indicated that most of the students get so bothered when they do not
understand a lesson. They told that they started to feel uneasy when they do not
understand what teacher said. Some of them added that they fear they would not
understand all the language input which simply increased the probability of their
failure.
Kadang paham kadang tidak apa yang disampaikan oleh guru di kelas, jadi
harus Tanya lagi ke temen untuk memastikan apa yang dijelaskan oleh guru.
[Agus Wijaya]
Saya sebetulnya suka sekali belajar bahasa Inggris, tapi saat mengajar di kelas
terkadang guru menjelaskan terlalu cepat. Jadi, saya harap dia tidak mengajar
secepat itu. Dan juga teman-teman saya tidak terlalu banyak tertawa ketika saya
berbicara bahasa Inggris, jadi ketika guru bertanya kepada saya tentang materi
yang diberikan dari dia, biasanya saya tidak bisa menjawab dengan benar. Saya
terjebak saat ini dan menjadi bingung kalau diminta unutk mengerjakan tugas
bahasa Inggris apabila saya tidak mengeti. [Nadia Ramadiani].
Many complained that the students could not understand the materials
because they could get clear explanation from the teacher. Based on the
researcher‟s observation by using field note on September 22th
2020 the students
still asked to their friends about the teacher‟s explanation, it cause they could
understand the teacher‟s explanation clearly. A few even showed carelessness by
chatting with their friends next to them or drawing something maybe to reduce
their anxiousness. As the students Reza Noprianti also said that:
Saya merasa cemas kalau diminta untuk maju kedepan kelas, di sana saya
harus membacakan cerita kepada teman-teman saya, setelah itu terkadang saya
diminta untuk menjelaskan dalam bahasa Inggris tentang materi yang kami
pelajari pada hari itu, jadi kalau saya maju di depan kelas saya merasa cemas
sehingga terkadang hasilnya kurang maksimal karena cemas tadi. [Reza
Noprianti]
From the data above it tells the students felt nervous because they are asked
to come in front of the class and explain the material that they learnt today, it
make the students feel nervous because they could not understand the material
very well. As the students Imelia Khairunisa also said that:
Terkadang saya merasa gelisah karena saya memang masih dala proses
belajar bahasa Inggris, guru terus memebrikan saya semangat untuk bisa berbicara
bahasa Inggris dengan baik. Saya sangat menyukainya dan saya hanya merasa
cemas ketika saya harus berada di depan kelas, saya masih malu untuk berbicara
didepan teman-teman saya. [Imelia Khairunisa]
From the data above it tells the student felt anxious because they seldom to
practice speaking English. They are afraid to come in front of the class and they
felt anxious because the teacher ask them to explain the material in front of the
class.
c. Specific-situation anxiety
This type when the students should have the assignment of examination from
the teacher to speak about their experiences or describe about things. As the
student said:
Saya cemas itu saat waktu-waktu tertentu. Saat ujian dan saat harus
mengerjakan secara mandiri tentang menjelaskan suatu hal ataupun orang lain.
Sehingga saya tidak begitu percaya diri untuk menjawab semua arahan dari guru.
Ada pernah waktu guru kasih kita tugas untuk menceritakan suatu hal, yang jelas
berdasarkan pengalaman kami, jadi di sana kami sangat terbatas untuk
menjelaskan karena kami tidak memiliki kosakata yang banyak, soalnya masih
menghapal sediki-sedikit sekarang. [Nadia Ramadiani].
From the data above the students feel anxiety because they have to do
examination or they have practice to do by their own experience. They have to
explain the topic that the teacher gave it to them. They also fell anxiety because
they have homework about describing the things. As the student said:
Kalau sudah ujian itu kami tidak karuan rasanya, takut iya, cemas juga iya,
jadi kadang itu kami malah tidak jelas cerita yang disampaikan, saking gugupnya
itu jadi nilai kami pun gagal, jadi kami harus ulang lagi untuk ulangannya minggu
depan. [Imelia Khairunisa]
From the data above the students should have good speaking performance
when they have mid semester, they have to explain about the experiences and it
should interesting explanations.
Based on the explanations above it can be known that there are three kinds of
State Anxiety, where the students feel panic and they could stress when they want
to speak in English Trait Anxiety, where the students feel nervous when the
students could not understand the teacher explanation and Specific-situation
anxiety, where the students should do examination about speaking.
2. The Factors Caused the Students’ Anxiety in Learning English
This part presented the research findings which the researcher found in the
field
a. Communication Apprehension
Communication apprehension in foreign language learning derives from the
personal knowledge that one will almost certainly have difficulty understanding
others and making oneself understood; that is why many talkative people are
silent in the class. As the students said:
Saya sulit untuk mengeri apa yang disampaikan guru karena memang saya
agak lambat kalau untuk belajar, apalagi untuk belajar bahasa Inggris, jadi saya
terkadang itu lebih memilih diam, soalnya saya tidak paham apa yang
disampaikan oleh guru, ditambahlagi terkadang tugas yang diberikan itu memang
tidak samasekali saya pahami apa yang disuruh kerjakan. [Imelia Khairunisa]
Saya masih terbatas kemampuan untuk mengerti bahasa Inggris, karena
latarbelakang saya buka bahasa Inggris, saya dari pondok dimana pondok salafiah
jadi kajiannya kitab tidak belajar bahasa Inggris, samapi sini saya masuk SMA
dan sekarang harus ketemu bahasa Inggris jadi sekarang kesulitan untuk
memehami materi yang disampikan guru[Nadia Ramadiani].
From the data above it can be known that the students did not understand well
the subject about speaking English. They have problem in their speaking such as
vocabularies, grammar and also they seldom to practice speaking English.
Saya itu susah memahami materi yang dijelaskan oleh guru, kadang juga
teman saya yang mejelaskan itu cukup sulit untuk memahaminya, memang saya
kurang suka untuk belajar bahasa Inggris, tapi saya terus mencoba untuk bisa
bahasa Inggris dengan sedikit-sedikit menyukai dan praktek bahasa Inggris. Kelas
berbicara adalah kelas menakut-nakuti bagi saya, karena saya terlalu buruk dalam
berbicara, saya lebih cepat panik. Saat itu, ketika saya tampil untuk tes berbicara.
Saya sering merasa panik dan lupa di depan orang lain, hal itu menyebabkan saya
jarang berbicara bahasa Inggris. Di kelas saya, ketika saya berprestasi berbicara,
saya takut salah bahasa. Membuat saya gugup untuk menghasilkan kata-kata
dalam bahasa Inggris. Saya merasa takut membuat kesalahan. [Nadia Ramadiani]
Siti Nuracahyanti also added that:
Saya selalu membuat beberapa kesalahan dalam latihan bahasa Inggris.
Terkadang saya melakukan kesalahan. Memang tidak sering diminta untuk datang
ke depan kelas pada pelajaran lain tetapi jika nanti guru meminta saya untuk
datang dan berbicara, saya yakin jantung saya akan berdebar lebih kencang dan
kemudian tangan saya menjadi dingin. Berbeda ketika saya hanya berlatih
berbicara dengan teman saya di kursi kami, saya merasa lebih rileks dan saya pikir
saya bisa berbicara lebih baik. Itu adalah faktor ketika saya mencoba untuk
berlatih, saya tahu saya sangat takut ketika berlatih bahasa saya di guru saya [Siti
Nuracahyanti]
The data above show that students feel difficult to understand because they
are weak in English. They are seldom to practice English in their activities. They
feel shy when they practice speaking English in front of the class and friends,
b. Test anxiety
Test anxiety refers to a type of performance anxiety resulted from a fear of
failure. Test anxiety is believed to be one of the most important aspects of
negative motivation. It can be defined as “unpleasant feeling or emotional state
that has physiological and behavioral concomitants and that is experienced in
formal testing or other evaluative situations As the student said:
Kalau ada tes untuk mengevaluasi nilai kami, kami jadi cemas, jadi gak
karuan rasanya takut kena marah sama guru, kalau kami tidak bisa menjelaskan
dengan baik. Selain itu juga kami takur kalau tidak bibsa mengeuasai materi yang
telah diajarkan oleh guru [Nadia Ramadiani].
Imelia Khairunisa added that
Tes berbicara bahasa inggris itu hal yang menakutkan, jadi saya terkadang
lihat teman pada cemas, jadi saya juga ikut cemas soalnya yang pintar saja cemas
apalagi saya jadi saya takut kalau ada ujian gitu. [Imelia Khairunisa]
Problem terbesar di kelas adalah melakukan banyak kesalahan yang membuat
saya takut untuk menunjukkan kemampuan saya semaksimal mungkin. Saya
khawatir teman-teman saya menertawakan saya dan mereka akan mengatakan
sesuatu seperti saya tidak pintar. Saya takut jika mereka akan mengolok-olok
saya. ketika saya merasa gugup, saya biasanya melakukan gerakan yang tidak
disengaja atau menurunkan suara saya. Itu membuat kesalahan saya tidak terlihat,
saya merasa lebih baik untuk melanjutkan pembicaraan saya [Siti Nuracahyanti]
From the data above the students fell anxiety because almost the students
feels anxiety, it make the students could not be confidence to speak in front of the
class. So the students must memorize the word and also the sentences that they are
going to present in front of the class.
Pengucapannya merupakan salah satu faktor yang membuat saya tidak
percaya diri berbicara bahasa Inggris. Kesulitan ketika saya diminta untuk datang
ke depan kelas, sebenarnya saya takut jika teman-teman menertawakan saya.
Kemudian saya takut membuat kesalahan juga. Kesalahan yang saya takutkan
terjadi adalah kesalahan dalam berbicara, cara mengucapkan. Begitu pula dengan
saya. Sayang sekali ditertawakan oleh teman-teman jika saya membuat kesalahan
dalam mengucapkan kata-kata [Anita Sherly]
From the data above the student feel afraid because they could not say the
right word in English, so they afraid if they have to do the test. Actually it is good
for the students because the teacher could know the students skills in speaking,
but for the students they are not ready yes to follow the test.
c. Fear of Negative Evaluation
In case of foreign language learner, the fear occurs in a situation where
students have to speak in front of familiar audience or examiner. Students concern
about opinion from important people such as teachers, friends, or parents. This
can be clearly seen in a statement below
Kesulitan yang saya hadapi ketika diminta untuk tampil ke depan, terkadang
saya ingin menyelesaikannya dengan cepat, sebaliknya, saya lupa kata-kata
bahasa Inggris untuk apa yang ingin saya ucapkan. Ketika saya mencoba untuk
mengingat saya menjadi gugup dan merasa lebih sulit. Itu membuatku malu dan
gugup karena berdiri di depan kelas. Saya tidak bisa mengatasi rasa takut saya
untuk percaya diri, ketika saya mencoba lebih dan lebih, itu akan membuat mental
saya turun lebih cepat [Gusti Randi]
Kadang-kadang saya merasa malu atau takut melakukan kesalahan, saya takut
jika saya melakukan kesalahan, saya akan mendapat nilai buruk, saya juga takut
teman-teman saya akan menertawakan saya. Ketika saya mencoba berbicara di
depan kelas saya merasa gugup, terkadang saya lupa kalimat apa yang ingin saya
ucapkan. Aku jadi malu kalau lupa materi di pikiranku sementara teman-teman
yang lain melihatku. Itu karena saya tertawa bersama teman saya dan mereka juga
akan berkata kepada saya tentang, “kamu sangat sombong ketika berbicara bahasa
Inggris, meskipun kamu berbicara sangat buruk dan masih banyak kesalahan. [Siti
Nuracahyanti]
Based on the data above the students feel anxiety because they have to speak
in front of the class and they did not prepare well enough to speak about he topic.
Based on the explanations above it can be concluded that there are three
factors caused the students‟ anxiety in learning English, such as communication
apprehension, where the students could not speak English because they have weak
experience about English and they are not always practice English, test anxiety,
where the students feel anxiety because they have to do the test that the teacher
give to them of the students do examination and fear of negative evaluation,
where the students afraid if the teacher and their friends will laugh if the students
make mistake.
B. Discussion
This part presents the discussion of the research findings. There were two
research questions proposed in this study. This research focused on the students‟
anxiety in learning English at the Eleventh Grade of Senior High School 1 Muaro
Jambi. In this case, the students‟ anxiety in learning English at the Eleventh Grade
of Senior High School 1 Muaro Jambi considered that factors. From the research
finding, the students‟ feels an anxiety in learning English at the Eleventh Grade of
Senior High School 1 Muaro Jambi were so various;
There were three kinds of students‟ anxiety in learning English at the
Eleventh Grade of Senior High School 1 Muaro Jambi based on Elis (1994)
theory, they are State Anxiety, Elis (1994) stated that most of the students have
problems with their speaking skill which can be seen when they speak such as
nervous, stress and also confidence, this result where the students feel panic and
they could stress when they want to speak in English Trait Anxiety, where the
students feel nervous when the students could not understand the teacher
explanation and Specific-situation anxiety, where the students should do
examination about speaking. It is similar lines with the finding of (Hasanah 2007,
Satriawati Eka Wahyuni 2013, Ravica Rayani 2012).
There were three factors caused the students‟ anxiety in learning English at
the Eleventh Grade of Senior High School 1 Muaro Jambi based on Horwitz
(2011) theory, they are communication apprehension, where the students could
not speak English because they have weak experience about English and they are
not always practice English, test anxiety, where the students feel anxiety because
they have to do the test that the teacher give to them of the students do
examination and fear of negative evaluation, where the students afraid if the
teacher and their friends will laugh if the students make mistake. It is similar lines
with the finding of (Hasanah 2007, Satriawati Eka Wahyuni 2013, Ravica Rayani
2012).
43
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The finding indicated that the students‟ anxiety in learning English at the
Eleventh Grade of Senior High School 1 Muaro Jambi it can be seen below:
1. There were three kinds of students‟ anxiety in learning English at the
Eleventh Grade of Senior High School 1 Muaro Jambi based on Elis (1994)
theory, they are State Anxiety, where the students feel panic and they could stress
when they want to speak in English Trait Anxiety, where the students feel nervous
when the students could not understand the teacher explanation and Specific-
situation anxiety, where the students should do examination about speaking.
2. There were three factors caused the students‟ anxiety in learning English
at the Eleventh Grade of Senior High School 1 Muaro Jambi based on Horwitz
(2011) theory, they are communication apprehension, where the students could
not speak English because they have weak experience about English and they are
not always practice English, test anxiety, where the students feel anxiety because
they have to do the test that the teacher give to them of the students do
examination and fear of negative evaluation, where the students afraid if the
teacher and their friends will laugh if the students make mistake.
B. Suggestion
The researcher suggested that
1. Students as the ones who suffer anxiety here should be able to analyze
their own lack in speaking performance. By realizing the problem they have,
students can find the way to deal with it. They can ask for feedback from their
teachers and friends about their speaking performance. The feedback is important
to help students to analyze their own performance.
2. Teachers should be able to understand students‟ characteristics to analyze
their problem related to anxiety before finding the way to reduce it. Different
characteristic of students needs different treatment to deal with. Teachers should
give the opportunities to the students to tell the difficulties they have as well. In
addition, teachers have a responsibility to build convenient classroom
environment for students to speak comfortably with less pressure to reduce the
anxiety.
3. The description in the study is expected to be used as a consideration for
other researchers to conduct further research about anxiety on students‟ speaking
performance in the English classroom. In the next research, there should be some
methods to cope with it. Various strategies need to be discovered to improve
students‟ speaking performance. It is important to figure out how to conduct
appropriate interaction between classroom participants. To support the effort of
reducing anxiety, building suitable classroom environment is also essential. The
next researchers should be able to identify the ideal classroom atmosphere to
optimize the teaching learning activities.
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PERTANYAAN
1. Apakah Anda menyukai bahasa Inggris? Kenapa?
2. Apakah bahasa Inggris itu penting? Kenapa?
3. Kapan dan di mana belajar bahasa Inggris?
4. Faktor apa saja yang membuat anda suka bahasa Inggris?
5. Apakah Anda menyukai dia (guru) bahasa Inggris Anda? Kenapa?
6. Bagaimana dia (guru) mengajar bahasa Inggris di dalam kelas?
7. Kenapa anda tidak menyukai bahasa Inggris?
8. Kenapa anda cemas dalam belajar bahasa Inggris?
9. Apa yang menyebabkan anda cemas dalam bahasa Inggris?
10. Bagaimana solusi anda untuk mengurangi kecemasan anda?
11. Apa saya saran dari teman untuk mengurangi kecemasan anda?
12. Apa saja saran dari guru untuk mengurangi kecemasan anda?
13. Apa saja harapan anda untuk tidak cemas dalam berbicara bahasa inggris?
CONSULTATION CARD
Name : Roli Asparanita
Student ID : TE. 130564
Title : Students‟ Anxiety In Speaking English At The Eleventh
Grade Of Senior High School 1 Muaro Jambi
Advisor II :Netty Zurnelly, M.Pd.
N
o. Date Consultation Signature
1 Sebtember 23, 2019 Proposal
2 sebtember 24, 2019 Improvement of Proposal
3 October 16, 2019 Improvement of Proposal
4 january 29, 2020 Acc to Proposal Seminar
5 June 15, 2020 Permission for Research
6 September 4, 2020 Research
7 October 1, 2017 Improvement of Data
Analyses
8 November 11, 2017 Improvement of Chapter IV
9 August 25, 2020 Improvement of Chapter IV
10 November 12, 2020 Acc to Munaqasah (Thesis
Defense)
Jambi, November 12th
, 2020
Advisor I
Netty Zurnelly,M.Pd
NIP:19710722 200701 2 002
CONSULTATION CARD
Name : Roli Asparanita
Student ID : TE. 130564
Title : Students‟ Anxiety In Speaking English At The Eleventh
Grade Of Senior High School 1 Muaro Jambi
Advisor I : Kholid Musyaddad, M.Ag
N
o. Date Consultation Signature
1 Sebtember 23, 2019 Proposal
2 sebtember 24, 2019 Improvement of Proposal
3 October 16, 2019 Improvement of Proposal
4 january 29, 2020 Acc to Proposal Seminar
5 June 15, 2020 Permission for Research
6 September 4, 2020 Research
7 October 1, 2017 Improvement of Data
Analyses
8 November 11, 2017 Improvement of Chapter IV
9 August 25, 2020 Improvement of Chapter IV
10 November 12, 2020 Acc to Munaqasah (Thesis
Defense)
Jambi, November 12th
, 2020
Advisor I
Kholid Musyaddad,M.Ag
NIP.19680111 199503 1 001
CURRICULUM VITAE
Name : Roli Asparanita
Place, Date of Birth :Muara Tembesi, Mei 20, 1995
Address : sungai duren, Jambi
Sex : Female
Blood Type : O
Educational Experiences :
No Education Place Year
1. SDN 01 Muara Tembesi Batanghari 2007
2. SMPN 01 Batanghari Batanghari 2010
3. SMAN 02 Batanghari Batanghari 2013
Organisational Experiences :
No Organisation Year
1. T-SUEDE of English Education Department UIN
STS Jambi
2014-2015