i

AN ANALYSIS OF SPEAKING ANXIETY IN THE PRODUCTION OF

ENGLISH IN SPEAKING CLASS

(A Study in the 2nd

Semester Students of International Class Program (KKI)

of IAIN Salatiga in the Academic Year 2015/2016)

A GRADUATING PAPER

Submitted to the Board of Examiners as a Partial Fulfillment of the

Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in English and

Education Department of Teacher Training and Education Faculty

Written by:

ATI SAIDATUL ULA

NIM: 113 12 164

ENGLISH AND EDUCATION DEPARTMENT OF

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

SALATIGA

2016

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iii

iv

MOTTO

“I never stop learning, because life never stops teaching”

“We should work on our process, not the outcome of our processes”

- W Edwards Deming -

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MOTTO

“I never stop learning, because life never stops teaching”

“We should work on our process, not the outcome of our processes”

- W Edwards Deming -

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DEDICATION

This graduating paper is honorably dedicated for:

1. My beloved Mother (Ibu Sri Ratna Wati) and my beloved Father (Bapak

Muzamil). I want to be the reason of your smile Bu, Pak. May Allah

Ta‟ala keeps you healthy and unite us in His Jannah.

2. Mr. Achmad Darojat Jumadil Kubro, one of the nicest human I‟ve ever

met. Thank you Pak Ach for your helping hand. May Allah Ta‟ala always

bless you and reward you best.

3. All the people in my life journey that I can‟t mentioned one by one. Thank

you for every single talk and kindness that gives so many lessons in my

life.

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ACKNOWLEDGEMENT

Alhamdulillahirobbil’alamin. All praises to Allah Subhanahu wa Ta‟ala

for all blesses, guidance, and affection so that the writer can accomplish this

graduating paper. Also, may Peace and Salutation be given to the Prophet

Muhammad Sallallahu‟alaihi wa Salam, the best Model for all Muslims in the

world.

The writer realizes that without prayer, support, and advices from people

around her, she cannot finish this graduating paper on time. With deep humility,

the writer would like to express sincere gratitude to:

1. Mr. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for

Islamic Studies (IAIN) Salatiga.

2. Mrs. Noor Malihah, Ph.D., as the Head of English Education Department

of Teacher Training and Education State Institute for Islamic Studies

(IAIN) Salatiga.

3. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed., as my advisor. Thanks for all

advices, guidance, and corrections during the completion of this

graduating paper.

4. Mr. Ruwandi, S.Pd., M.A., thanks for your help, suggestions, and

corrections in the last minute, Sir.

5. Mrs. Sari Famularsih, S.Pd.I., M.A., as the Director of International Class

Program (KKI) State Institute for Islamic Studies (IAIN) Salatiga. Thanks

for her permission to conduct research in KKI class.

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6. Mr. Stamma Amin, M.Pd.I, the lecturer of Speaking in KKI Class, thanks

for helping the writer get the students‟ score in speaking test.

7. All the Lecturers in English and Education Department that the writer

cannot mention it one by one. Deeply gratitude for all knowledge,

motivation, attentions, and values given to the writer from the beginning

until she finishes her study.

8. The second semester students of International Class Program of IAIN

Salatiga, thank you for become the respondents of this graduating paper.

9. My beloved family, my Mother (Ibu Sri Ratna Wati, my Father (Bapak

Muzamil), my Brother and Sisters (Aan, Asa, and Akifa), my

Grandmother (Ny. Pontini), and my big family. I love you all.

10. All friends in English and Education Department 2012 and all friends from

various departments in IAIN Salatiga.

11. My „family‟ in “Komunitas Belajar Qaryah Thayyibah” and all Wushu

Putra Nusantara friends.

12. The special one, my future-partner of life (InsyaAllah), Aa‟ Bob Zeussa.

The writer realizes that this research is far from being perfect. Therefore, any

constructive criticism and suggestion will be gladly accepted.

Salatiga, August 5th

2016

The writer,

Ati Saidatul Ula

113 12 164

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TABLE OF CONTENTS

DECLARATION……………………………………………………….. i

ATTENTIVE COUNSELOR NOTES………………………………… ii

STATEMENT OF CERTIFICATION………………………………... iii

MOTTO…………………………… …………………………………..... iv

DEDICATION………………………………………………………….. v

ACKNOWLEDGEMENT……………………………………………… vii

TABLE OF CONTENTS……………………………………………….. ix

LIST OF CHARTS……………………………………………………… xii

LIST OF TABLES……………………………………………………… xiii

ABSTRACT…………………………………………………………….. xiv

CHAPTER I: INTRODUCTION

1.1. Background of the Study…………………………………… 1

1.2. Research Questions…………………………………………. 3

1.3. Objectives of the Research…………………………………. 4

1.4. Previous Research………………………………………........ 4

1.5. Benefits of the Research……………………………………. 5

1.6. Limitations of the Research………………………………… 6

1.7. Definitions of the Key Term………………………………… 6

1.8. Paper Organization………………………………………….. 8

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CHAPTER II: THEORITICAL REVIEW

2.1. The Nature of Speaking……………………………………. 9

2.1.1. Definition of Speaking………………………….. 9

2.1.2. The Component of Speaking…………………... 11

2.1.3. The Importance of Speaking………………….... 11

2.1.4. Kinds of Speaking Activities……………………. 12

2.2. The Nature of Anxiety……………………………………… 14

2.2.1. Definition of Anxiety……………………………. 14

2.2.2. Categories of Anxiety…………………………… 15

2.3.Foreign Language of Anxiety……………………………….. 16

2.3.1. Definition of FLA………………………………... 16

2.3.2. The Component of FLA………………………… 17

2.3.3. FLA in The Speaking Skill………………………. 18

2.4. Levels of Anxiety…………………………………………… 20

2.5. Strategies to Overcome Language Anxiety………………… 20

2.5.1. Student‟s Strategies to Overcome FLA………….. 21

2.5.2. Teacher‟s Strategies to Overcome FLA…………. 23

CHAPTER III: METHODOLOGY OF RESEARCH

3.1. Research Design…………………………………………….. 26

3.2. Population, Sample, and Sampling………………………… 26

3.3. Research Instrument………………………………………... 28

3.3.1. FLCAS Questionnaire…………………………… 28

3.3.2. The Score of Speaking Test……………………... 33

3.4. Data Collection Procedure…………………………………. 33

3.5. Data Analysis……………………………………………….. 34

3.5.1. Students‟ Anxiety Level………………………… 34

3.5.2. Score of Speaking Test………………………….. 36

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CHAPTER IV: FINDING AND DISCUSSION

4.1. Data Presentation…………………………………………... 39

4.1.1. FLCAS Questionnaire…………………………… 39

4.1.2. The Final Score of Students‟ Speaking Test……. 48

4.2. Data Analysis……………………………………………….. 49

4.2.1. The Students‟ Anxiety Level……………………. 49

4.3. Discussion…………………………………………………… 53

4.3.1. The Level of Students‟ Anxiety in Speaking Skill 53

4.3.2. The Final Result…………………………………. 54

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

5.1. Conclusions…………………………………………………. 58

5.2. Suggestions………………………………………………….. 59

REFERENCES

CURRICULUM VITAE

APPENDIXES

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LIST OF CHARTS

Chart 4.2.1 The Summary of students‟ response in FLCAS …………….. 43

Chart 4.3.1 The Summary of students‟ preference in FLCAS …………... 47

Chart 4.6.1 The Summary of Student Anxiety Level ……………………. 54

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LIST OF TABLES

Table 3.1 Name of Respondents ………………………………………… 28

Table 3.2 Foreign Language Classroom Anxiety Scale …………………. 29

Table 3.3 Likert‟s Scoring Table Adopted from Horwitz et al. ….……… 35

Table 3.4 FLCAS Anxiety Scale adopted from Oetting‟s Scale ………… 36

Table 3.5 Individual Assessment Indicators …………………………….. 37

Table 4.1 The Result of Students Questionnaire‟s Answer ……………... 40

Table 4.2 Summarizing Students‟ Response …………………………….. 42

Table 4.3 The Percentage of Students Preference ……………………….. 44

Table 4.4 Students‟ Final Score in Speaking Class ……………………… 48

Table 4.5 Students‟ Scoring and Categorizing …………………………… 50

Table 4.6 The Summary of Students‟ Scoring and Categorizing ………... 53

Table 4.7 The Summary of the Highest and the Lowest Score ………….. 55

Table 4.8 The Final Result ……………………………………………….. 55

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ABSTRACT

Ula, Ati Saidatul (2016): “AN ANALYSIS OF SPEAKING ANXIETY IN THE

PRODUCTION OF ENGLISH IN SPEAKING CLASS (A Study in the

2nd

Semester Students of International Class Program (KKI) of IAIN

Salatiga in the Academic Year 2015/2016”. Graduating Paper. Teacher

Training and Education Faculty. English Education Department. State

Institute for Islamic Studies. Counselor: Hanung Triyoko, S.S., M.Hum.,

M.Ed.

To speak in foreign languages students certainly will experience various

obstacles. One of the barriers is from psychological aspect, which is anxiety. This

study is intended to know the level of students‟ anxiety and figure out how the

students‟ speaking ability can be described from their anxiety level. The subject of

this research, the researcher takes a class of 2nd

semester students of International

Class Program (KKI) of IAIN Salatiga in the academic year 2015/2016. This

research used a descriptive quantitative approach. The writer used two kinds of

instruments to collect the data. The first instrument is Foreign Language

Classroom Anxiety Scale questionnaire, developed by Horwitz et al. (1986). It

consists of 33 items with 5 point Likert-Scale. The second instrument is the final

score from speaking test. The result of this research show that most of the students

are at “Mildly Anxious” level with no “Very Anxious” student. There are 5 (29%)

students who experience “Anxious” level, 9 (53%) students are in “Mildly

Anxious” level, 2 (12%) students have “Relaxed” level, and only 1 (6%) student

from 17 students is in “Very Relaxed” level. This research also gives a description

that; anxious students are not necessarily having low score, and mildly anxious

students might not always have good score.

Keywords: Level of Anxiety, Speaking Ability.

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CHAPTER I

INTRODUCTION

This chapter presents and introduces the background of the study, research

problems, objectives of the research, previous research, benefits, limitations, and

followed by the definitions of key terms. At last, this chapter also presents the

organization of this research.

1.1. Background of the Study

Language is a tool of communication among all of the people in this

universe. Sapir (1921) state that language is a purely human and non-instinctive

method of communicating ideas, emotions, and desires by means of voluntary

produced symbols. Based on the renewal data, there are 7.102 living languages

around worldwide. Because languages are dynamic, variable, and constantly

changing, the total number of living languages in the world cannot be known

precisely. Therefore that number changes as knowledge of the world‟s languages

improves, Lewis (2005). Later, among those of many languages, English is

considered to be a global lingua franca.

In Indonesia nowadays, English has been taught at schools from the

various levels. English is the first foreign language that becomes one of

compulsory subject in final examination (UAN). The government arranges the

English curriculum even at the very early stage. They prepared their students to be

able to communicate with people around the world by mastering English as an

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International language. By learning that language, the students are expected to

keep pace with the development of science and technology.

The success of mastering foreign language can be said when people are

capable to carry out the conversation at ease. Therefore the students must enhance

their speaking ability along with the other skills. But then, to speak in foreign

languages students certainly will experience various obstacles. The obstacles can

be the difficulties of mastering grammar, the lack of vocabulary mastery, and

problems in pronunciation and fluency.

Beside the grammatical problems, students also get the barrier from

psychological aspect such as self-esteem, motivation, and anxiety. Among them,

anxiety is an important facet on the affective domain (Balemir, 2009). The

students tend to feel shy and not confident in speaking foreign language especially

English.

According to Horwitz, Horwitz and Cope (1986) language anxiety is a

distinct complex of self-perceptions, feeling and behaviors related to classroom

language learning process. MacIntyre & Gardner (1993:284) define language

anxiety as the feeling of tension and apprehension specifically associated with

second language context including speaking, listening, and learning. Anxiety is a

situation where the student feels anxious, shy, and afraid to make mistake in

speaking in front of the class. Anxiety will give negative influence toward

students‟ behaviors. The lack of courage in speaking will definitely impede

students to get success in foreign language classroom.

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Anxiety can be classified as trait anxiety, situation-specific anxiety, and

state anxiety. Trait anxiety can be relatively stable in individuality trait; a student

who have anxious trait is possibly feel anxious in a variety of condition. Situation-

specific anxiety occurs in specific type of situation or event such as public

speaking, test-taking, or class participation. On the other hand, state anxiety is

occurs temporarily at particular situation. Further, many previous researches have

been revealed some factors that causes language anxiety. It can be from students‟

self-perception, social environment, cultural differences, social status, gender, and

classroom environment (Tseng, 2012:75-90). Those researches indicate that

anxiety has an enervating effect on language learning process.

By those all of anxiety factors, learning a foreign language seem quite

difficult for students. Thus, based on the problem identification above the writer

wants to analyze the level of students‟ anxiety and figure out how the students‟

speaking ability can be described from their anxiety level. The subject of this

research is the second semester students of international class program (KKI) of

IAIN Salatiga in academic year of 2015/2016.

1.2. Research Questions

Based on the background and the problem identification, the writer has

formulated the following questions in this research:

1. What levels of anxiety are experienced by the 2nd

semester students of

International Class Program of IAIN Salatiga in English speaking

class?

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2. How the students‟ speaking ability can be described from their anxiety

level?

1.3. Objectives of the Research

Based on the research questions above, this research has aims to find out

the following:

1. To investigate the level of anxiety experienced by the 2nd

semester

students of International Class Program of IAIN Salatiga in English

speaking class.

2. To figure out the description of students‟ speaking ability from their

anxiety level of the 2nd

semester students of International Class

Program of IAIN Salatiga.

1.4. Previous Research

To help compiling her research, the writer takes a previous research

entitled The Correlation between Student’s Anxiety and Their Ability in Speaking

Class by Yuliana Mauludiyah. She took a class of 4th

semester students of English

Department at IAIN Tulungagung as her research subject. This research used

correlation design with quantitative approach. The result of her research indicated

that there is no correlation between two variables, those are student‟s anxiety and

their speaking test.

The second previous research is come from Tesalonika Mayangta entitled

Students’ Speaking Anxiety in an EFL Classroom. She has been conducted her

research by taking some of second grade students of a junior high school in

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Bandung as her respondents. This research used descriptive qualitative method as

its design. The purpose of the research is to knowing the level of anxiety

experienced by students in junior high school in English speaking classroom.

Two previous researches above focused in English speaking anxiety in

speaking classroom, and both researches were using FLCAS (Foreign Language

Classroom Anxiety Scale) as their instrument, likewise the researcher. The

different is, this research used descriptive quantitative approach, and the

researcher only investigated the level of students‟ anxiety and the description of

students‟ speaking ability from their anxiety level. The researcher also calculated

the data manually, not using SPSS program.

1.5. Benefits of the Research

By the completion of this research, the writer deliriously that it will give

contribution for:

1. Institution (IAIN)

This writer hopes that this result will become one of study that

considered by the institution and it can enrich the treasure of research

paper about foreign language in this institution.

2. Speaking lecturer

The output of this study can be an idea for speaking lecturer to develop

their teaching strategies. Still, the lecturer can help their students

reduce the anxiety when they are performing their speaking skill

within and outside the classroom.

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3. Future researchers

This research can be a reference for the future researchers who have

similar topic of study. Moreover, this research will help the next

researchers to generate a better study.

4. Students

This paper may become a basic knowledge for foreign language

students who were learning to sharpen their oral skill.

1.6. Limitation of the Research

Although there are other language skills (listening, reading, and writing)

that have to be studied, the writer limits the research focus on speaking skill.

Therefore, the writer only focuses on speaking anxiety in English language. There

might be a different result about this research for previous and future study, it

caused by different subject used in the research.

The research will be done in the second semester students of International

Class Program (KKI) IAIN Salatiga in academic year of 2015/2016. To

completing the data, the writer will not organizes the speaking test, yet by

collecting the students‟ score from the speaking lecturer.

1.7. Definition of the Key Term

1. Analysis

Analysis is the process of breaking a complex topic or substance into

smaller parts in order to gain a better understanding of it (Wikipedia).

Another definition about analysis is a systematic examination and

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evaluation of data or information, by breaking it into its component

parts to uncover their interrelationships.

2. Speaking

Speaking is the ability to express the sounds of articulation in order to

convey messages, ideas, and purpose orally. Brown (1994) defines

speaking as an interactive process of constructing meaning that

involves producing and receiving, and processing information.

3. Foreign Language Anxiety

According to MacIntyre (1999) foreign language anxiety is a condition

when students feel worry and have negative emotional reaction during

learning or using a second language.

4. English

English is a West Germanic language that becomes official language in

almost 60 sovereign states in the world. Modern English is described

as the first global lingua franca, which is the world‟s most widely used

language in book publishing, newspaper publishing, scientific

publishing, international communications, international trade, mass

entertainment, and diplomacy (Northrup, 2013).

5. Foreign Language Classroom Anxiety Scale (FLCAS)

An instrument consists of 33 item questionnaire developed by Horwitz

et al. (1986). It is used to measure language anxiety in students.

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1.8. Paper Organization

In writing the research, the writer divided into five chapters. This research

paper will be organized as follows:

1. Chapter I: This chapter comprises the background of the study, research

problems, and objectives of the research. Along with previous research,

benefits, limitations, the definitions of key terms, and the organization of

this research.

2. Chapter II: This chapter contains the theoretical review related to this

research. This part will discuss the following subtopics: the nature of

speaking, definition of anxiety, speaking foreign language anxiety, and

level of anxiety.

3. Chapter III: This chapter discusses the methodology used in this research.

It explains how the research was conducted. It consists of research design,

population and sample, research instrument, data collecting method, and

technique of data analysis.

4. Chapter IV: This chapter includes the findings and discussion of the

research. It contains the data collections and the result of the analysis to

answer the research problems.

5. Chapter V: This chapter consists of conclusion and suggestions based on

the research findings. Subsequently, there are bibliography and appendix

as the attachments.

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CHAPTER II

THEORETICAL REVIEW

This chapter will elaborate on some of related theories used in this

research. This chapter discusses the following topics: the nature of speaking,

nature of anxiety, foreign language anxiety, and level of anxiety.

2.1. The Nature of Speaking

2.1.1. Definition of Speaking

In learning English as a foreign language, there are four important skills

that people should be mastered of. Those are divided into productive skills

(speaking and writing) and receptive skills (listening and reading). These skills are

interconnected. The qualification in each skill is needed to become a good

communicator, but the ability to speak skillfully will give several benefits for the

speaker. One of which, the speaker can deliver his idea, opinion, or thoughts

directly and this can be more effective way to communicate with other people.

Numerous experts of language learning have proposed plenty definitions

of speaking. Speaking is an interactive process of constructing meaning that

involves producing and receiving and processing information (Brown, 1994;

Burns & Joyce, 1997). While Chaney (in Kayi, 2006) states that speaking is the

process of building and sharing meaning through the use of verbal and non-verbal

symbols, in a variety of contexts. Kayi (2006) adds that speaking is the productive

skill in the oral mode. It, like the other skills, is more complicated than it seems at

first and involves more than just pronouncing words.

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According to Nunan (2003:48) speaking is the productive aural/oral skills;

it consists of producing systematic verbal utterances to convey meaning. Other

definition about speaking comes from Lado (1961: 240) describes speaking as the

ability to express oneself in life situation, or the ability to report acts or situations

in precise words, or the ability to converse, or to express a sequence of ideas

fluently. This idea means that, speaking emphasizes more to the ability of an

individual to convey something whether it is in the form of expression, report, etc

with the language he has.

Van Lier, 1995:88 (in Nunan 2003:48) gave some key contrasts that

differentiate spoken language and written language:

Spoken language Written language

Auditory Visual

Temporary; intermediate reception Permanent; delayed reception

Prosody (rhythm, stress intonation) Punctuation

Immediate feedback Delayed or no feedback

Planning and editing limited by channel Unlimited planning, editing, revision

From the definitions above the writer can conclude that speaking is the

action of conveying ideas, thoughts, and meaning directly towards the listener

through systematic verbal utterances. Speaking is a form of oral communication

by pronouncing sounds of words to interact with each other.

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2.1.2. The Component of Speaking

Vanderkevent (1990:8) state that there are three components in speaking.

These components are comprised of:

a. The speaker

Speaker is a person who creates the utterances or sounds of words. When

the speaker starts to speak, they immediately deliver their messages to the

hearer. There will be no feeling or expression being stated if there is no

speaker.

b. The listener

Listener is a person who accept the message or meaning from the speaker.

The speakers will express their thought in written form if there are no

direct interlocutors.

c. The utterances

Utterances are words or sentences. Speakers will produce utterances when

they want to make a statement or express their opinion. The speakers and

the listener will use sign, if there are no utterances produced by the

speaker.

2.1.3. The Importance of Speaking Skills

English has become one of lingua franca in this world, because it is

spoken, learnt, and understood by many countries as a second language or as a

foreign language. To be able to communicate with other using English, people

should sharpen their speaking skill continuously. Further, people should learn how

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to speak correctly and effectively in order to communicate well with one another.

This will prevent to any misunderstanding and problems.

In order to become a qualified communicator, someone needs to be

proficient in each of four language skills; listening, reading, writing, and speaking.

But then, the ability to speak skillfully will give many benefits to the speaker. The

capability to speak accurately and clearly will help the speaker to be more

understood by other people.

Speaking skill is also important for career success; it can increase

someone‟s self-confident when they have to interact with others. When we speak

to others we come to have a better understanding of our own selves, as Robert

Frost once said: ‘‘I am a writer of books in retrospect, I talk in order to

understand, I teach in order to learn.’’ Undoubtedly, the clarity in speech reflects

clear thinking.

An effective speaker can get the audience‟s attention and catch all

completion of his message. How good someone‟s ability to speak can be

measured as how well the information can be transmitted and received to a hearer.

2.1.4. Kinds of Speaking Activities

To increase students‟ speaking motivation, teachers should engage their

student into various speaking activities. Teacher has to set up kind of enjoyable

speaking activities, so the student can fully participate on it. Harmer (2001:88)

said that speaking activities can give the student enormous confidence and

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satisfaction, and with sensitive teacher guidance can encourage them into further

study.

According to Nunan (2003:56) there are several speaking activities that

lead students to speaking mastery. These activities are designed to increase

students' fluency in speaking English.

a. Information Gap

Information is a useful activity which one person has information that the

other lacks. They must use the target language to share that information.

Harmer (2001:88) states that information gap is one type of speaking

activity where two speakers have different parts of information making up

a whole. Because they have different information, there is a „gap‟ between

them.

b. Role-plays

This activity is kind of speaking activity that relatively safe environment

of the classroom. In a role-play, students are given particular roles in the

target language. Teacher can prepare the students to play a role as a

policeman, doctor, tourist, etc. The student will be practice the target

language effectively before they have to do the conversation in the real

life.

c. Simulation

Simulation is more complicated than role-plays. Because in a simulation

requires the props to make somewhat realistic environment to support

students‟ language practice. For example, if the students have to practice

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transactional speaking with the cashier in the bookstore, the teacher might

provide some stuff such as: book, pen, rules, even using money for their

purchases. So the situations are created by the teacher as if it is real.

d. Contact Assignment

The purpose of this activity is to get the students talk to people using the

target language by sending them out of the classroom. The teacher sends

the students to find information as many as they can. The students are

provided with a worksheet and they can fulfill the information by asking

the questions. Afterwards, the students compile the result of the survey

and report what they have learned.

2.2. The Nature of Anxiety

2.2.1. Definition of Anxiety

Anxiety can be said as one of factor that impedes people in learning a

language. Anxiety is a negative feeling when someone feels anxious,

apprehensive, or uneasy in a specific time and feels hesitate with their ability. In

English as Foreign Language (EFL), language anxiety is also possible found on

the four skills (listening, speaking, reading, and writing), vocabulary, and

grammar. Each student may be having more than one of anxiousness, and this will

influence student‟s language learning process. Anxious learners write, speak, and

participate less than relaxed learners in language classes (Spolsky, 1989).

Numerous researchers have provided some definition about anxiety.

Hilgard et al. (1971 cited in Scovel, 1991:18) describe anxiety as a vague fear that

15

is only indirectly associated with an object. Anxiety is a psychological construct,

commonly described by psychologist as a state of apprehension On the other

hand, Leary (1983) describes anxiety as a state of apprehension or dread with

regard to an impending, possibly negative outcome that a person believes cannot

be prevented.

Speilberger (1983) proposed that anxiety is the subjective feeling of

tension, apprehension, nervousness, and worry associated with an arousal of the

autonomic nervous system. It has been found that anxiety would intrude many

types of learning, including second language learning (Horwitz, 2001:113).

2.2.2. Categories of Anxiety

Three main categories of anxiety can be distinguished as trait anxiety,

situation-specific anxiety, and state anxiety. More explanation about these types

will be defined below by some experts.

a. Trait Anxiety

According to Speilberger (1983) trait anxiety refers to a stable inclination

to become nervous in a variety of situations. People who have high level

of trait anxiety are commonly nervous people; they lack of emotional

stability (Goldberg, 1993). Furthermore, Speilberger defined that student

who has anxious trait is possibly felt anxious in any condition. On the

other hand, people with low anxiety are disposed to be calm and relax and

more emotionally stable.

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b. Situation-specific Anxiety

Anxiety in language learning is categorized into situation-specific anxiety

(MacIntyre in Young, 1991 and Horwitz et al. 1986). It refers to the

persistent and multi-faceted nature of some anxieties (MacIntyre &

Gardner, 1991a). It is occurs in specific type of situation or event such as

public speaking, test-taking, or class participation (Ellis, 1994). Each

situation is different, therefore, a person may be nervous in one situation

but not in others.

c. State Anxiety

MacIntyre defines state anxiety as “moment-to-moment experience of

anxiety. This anxiety is the transient emotional state of feeling nervous

that can fluctuate over time and vary in intensity”. It has an effect on

learner‟s emotion, cognition, and behavior. In terms of cognition, when

people experience state anxiety, they are more sensitive to what other

people are thinking of them (Carver & Scheier, 1986).

2.3. Foreign Language Anxiety

2.3.1. Definition of FLA

Foreign language anxiety is a form of situation-specific anxiety from a

theoretical perspective. MacIntyre (1999:27) defines language anxiety as “the

worry and negative emotional reaction aroused when learning or using a second

language”. Another definition of language anxiety is stated by MacIntyre &

Gardner (1994:284) as “the feeling of tension and apprehension specifically

17

associated with second language contexts, including speaking, listening, and

learning”.

It is important to understand the role of anxiety in language learning

because it ranks high among factors that can influence language learning,

regardless of whether the setting is formal or informal. Foreign language anxiety

is common among foreign language learners (Young, 1991) and it is seen as one

of the great obstacles of foreign language learning and achievement. One of

negative effects of anxiety in language learning is student with higher anxiety will

get low achievement.

2.3.2. The Component of FLA

In foreign language anxiety, there are three primary components identified

by Horwitz, Horwitz, & Cope (1986). They are communication apprehension

(CA), test anxiety, and fear of negative evaluation. More definitions will be

explained below.

a. Communication Apprehension (CA)

Communication apprehension according to Horwitz et al. (1986) is a type

of shyness characterized by fear or anxiety about communicating with

people. It is arises when someone has to talk with others in everyday

communication situations. Apprehensive people will have difficulty in

speaking in public or listening to a spoken message. Besides of that, they

have inability to understand others and make their self understood

(MacIntyre & Gardner, 1989).

18

b. Test Anxiety

The second component in language anxiety refers to test anxiety. When

someone is confronted with test-taking situation, they feel afraid of failure

in a test (Brown, 1994). Students might have unpleasant experience in

previous test, and this will lead to negative opinion about taking a test

(Chan & Wu, 2004). Learners who are experience this type of performance

anxiety; they will get difficulties in facing test or quizzes.

c. Fear of Negative Evaluation

The next constituent in language anxiety is fear of negative evaluation.

This type of apprehension is broader than test anxiety situation (Horwitz et

al. 1986). Students feel worried about others‟ evaluations; there also

avoidance of evaluation situations and expectations of being evaluated

negatively (Watson & Friend, 1969). It may happen in any social

condition such as interviewing for a job. In foreign language class, the

evaluation appears from teacher and peers.

2.3.3. FLA in the Speaking Skills

The literature suggests that the speaking skill is extremely anxiety-

provoking in many language students and it is generally seen to arouse more

anxiety than the other skills. Indeed, Daly (1991, cited in Von Worde, 2003)

reported that in some individuals “fear of giving a speech in public exceeded such

phobias as fear of snakes, elevators, and heights” (p.3). Anxiety reactions suffered

by many students when speaking or when being asked to speak by the teacher in

19

foreign language classroom include “distortion of sounds, inability to reproduce

the intonation and rhythm of the language, „freezing up‟ when called on to

perform, and forgetting words or phrases just learned or simply refusing to speak

and remaining silent” (Young, 1991:430).

Horwitz et.al (1986) pointed out that students said that they had most

problems in the listening and speaking skills, with “difficulty in speaking in class

being probably the most frequently cited concern of anxious foreign language

students” (p.126). Learners said they did not feel too apprehensive during drills or

about speaking if they had time to plan their spoken interventions, but would

„freeze‟ if they had to speak spontaneously.

Classroom activities and the learning/teaching environment seem to have a

direct impact on students‟ anxiety and on their performance in speaking. Koch &

Terrel (1991) found that Natural Approach activities (which paradoxically are

designed to minimize stress), such as role-plays and charades, caused a great deal

of anxiety in their students.

Horwitz et al. (1986) noted that students who are afraid about making

mistakes in front of others “seem to feel constantly tested and they perceive every

correction as a failure” (p.130). The same researchers explained how anxious

language students often forget what they know in a test or in a speaking activity.

Indeed, speaking tests seem to be particularly anxiety-provoking, they might be

arouse the three components of language anxiety; communication apprehension,

test anxiety, and fear of negative evaluation.

20

2.4. Levels of Anxiety

Anxiety can be categorized into three levels; low, moderate, high anxiety.

To measure the levels of students‟ anxiety, Horwitz et al. (1998) developed a test

called Foreign Language Classroom Anxiety Scale (FLCAS). This test consist of

33 items questionnaires, and the students have to answer the questionnaires by

checking one of five points scale (start from Strongly Agree to Strongly Disagree)

which suitable with their answer.

By knowing students‟ level of anxiety, teacher can determine what

methods can be used for the students in teaching speaking skill. For instance,

teacher can motivate students with low anxiety to maintain their confidence. On

the other side, they can give special treatment for students who have high anxiety.

Indeed, an appropriate method is required to create successful language learning

2.5. Strategies to Overcome Language Anxiety

Learning a new language is not easy for many students. They probably

face various obstacles during learning foreign language. The obstacles can be lack

of confidence, fear of doing failures, limited vocabulary, pronunciation error, and

the difficulties of grammar vocabulary. Empirical research shows that anxious

foreign language students are less willing to participate in learning activities, and

have lower performance than non-anxious students (Aida 1994, MacIntyre &

Gardner 1991). So, foreign language anxiety will negatively impact the quality of

learning and it will impede learners‟ success in mastering foreign language. That

is why; both students and teacher should find strategies to reduce students‟

language anxiety.

21

2.5.1 Student’s Strategies to Overcome FLA

Many students are dealing with state anxiety, which might occur when

they have to perform speaking task in class or in real life situations. This kind of

anxiety might prevent students from enjoying practicing with peers, doing oral

reports in class, or engaging in conversations with other English speakers

(Woodrow, 2006). As the subject of learning, students itself must find ways to

help them reduce the anxiety. According to Li-Shih Huang (Associate Professor

of Applied Linguistics and Learning and Teaching Centre Scholar-in-Residence at

the University of Victoria, Canada), there are some strategies that students can

used to overcome their anxiety:

1. Allow for planning, preparation, and practice time. First, the students

can make planning what, when, and where they can practice their

speaking. Adequate planning time and enough preparation enable learners

to become familiar with what they want to say and build success. In

practice time, students can work individually, in pairs, and in small groups

before proceeding with speaking in a whole class, so that students can

rehearse and modify what they want to express.

2. Take a few deep breaths. To release tension and slow down the heart

rate, students should try relaxing their shoulders and breathing through the

nose, holding the breath and tightening the stomach muscle, fists, and toes.

It can give composure and relaxing effect towards their mind and body. If

the students feel calm, students can memorize the things they want to say.

So they can speak fluently and clearly to the audience.

22

3. Know the first 60 seconds like the back of your hand. This idiom means

knowing something very well. The learners make sure that they remember

all the details of the opening because a smooth start will increase learners‟

confident. The opening is usually the most nerve-wracking phase. When

learners mastered the first 60 seconds of speech well, the process usually

gets much easier as they move along.

4. Think positively. Students should think positively, imagine the good

things and rule out the fear. They can visualize themselves as fluent and

confident speakers, so that they can deliver the speech to the audience

well, because no one wants to spend time listening to an unimportant talk

or engaging in a bad conversation. Also when students accidentally doing

a mistake. As a speaker, students may mispronounce something or stumble

over some words, but do not let that bother us. They can just let go of the

mistakes, because most the audience will not even notice.

5. Dress appropriately for the presentation. To boost up learners‟

confident when they are giving a presentation, they should dress nicely for

the occasion. Wear something that makes us confident yet comfortable. If

the students are seems too uncomfortable, instead of focus on students‟

speech, the audience will give attention to their inconvenience.

Also, there are ten strategies to deal with language anxiety offered by

Hauck & Hurd (2005). The strategies are listed below:

1.Use positive self-talk (e.g. I can do it; it doesn‟t matter if I make mistakes;

other mistakes).

23

2. Actively encourage myself to take risks in language learning, such as

guessing meanings or trying to speak even though I might make some

mistakes.

3. Imagine that when I am speaking in front of others, it is just a friendly

informal chat.

4. Tell myself when I speak it won‟t take long.

5. Give myself a reward or treat when I do well.

6. Be aware of physical signs of stress that might affect my language

learning.

7. Write down my feelings in a day or notebook.

8. Share my worries with other students.

9. Let my tutor know that I am anxious.

10. Use relaxation techniques e.g. deep breathing, consciously speaking more

slowly, etc.

2.5.2. Teacher’s Strategies to Overcome FLA

It is necessary for language teachers to assist the students overcome their

discomfort feelings, not only recognize that anxiety is one of major problem that

cause students‟ lack of success in mastering foreign language. Tanveer (2007)

noted that the consideration of language learners‟ anxiety reactions by a language

teacher is deemed highly important in order to assist them to achieve the intended

performance goals in the target language. The following recommendations should

be considered by language teacher in alleviating anxiety in language class:

24

1. Language teacher should acknowledge the existence of anxiety and stress

among the language learners and should apply quick and effective

strategies to help them cope with those destructive feelings.

2. A truly communicative approach in language teaching should be adopted

to provide those language learners who have limited exposure to English

language with more chances to fully practice their speaking skills.

3. Creating a friendly, informal, and learning-supportive environment for

language learning by teachers‟ friendly, helpful, and cooperative behavior,

making students feel comfortable when speaking in the class. This can also

reduce the effect of social and status difference between students and

teachers to a considerable extent (Tanveer. 2007). A “collaborative

atmosphere” can help reduce fear of errors (Gregersen, 2003:30).

4. Teachers should encourage those learners who are afraid of making

mistakes to feel free to make mistakes in order to acquire communication

skills. Teacher should use both verbal (use of humor, use of students‟ first

names) and nonverbal (eye contact, positive gestures) types of immediacy

behavior were employed, since they can reduce anxiety and impact

positively on motivation to learn (Christophel, 1990; Frymier, 1993).

5. Sometimes language teachers should initiate discussion in the class about

the feelings of anxiety and should take measures to reduce the sense of

competition among them (Tanveer, 2007).

6. Familiarity with the culture and ethnic background of the language

learners and awareness of their previous language learning experiences can

25

also assist language teachers to understand and decode anxiety-related

behaviors in some learners. Teachers should specifically make the effort to

create a sense of friendship and cooperation among the students. This will

help them to speak more confidently and with less anxiety in the class

(Tanveer, 2007).

7. Short-term projects were used due to the following benefits of project

work in foreign language settings cited in the literature: a) students are

more personally involved, so they usually have increased motivation (Lee,

2002), b) they do not feel that they are constantly assessed, and c) it is

easier for them to focus on communication, rather than on accuracy, and

are less concerned with language errors and the consequences of

“imagined failure” (MacIntyre et al., 1997:269).

8. Teacher-students relations. A set of classroom rules and norms was

negotiated with the students. Making fun of a wrong answer was not

accepted, and a norm of “mistake tolerance” was ratified. Errors were

considered a natural part of learning a foreign language, and students were

encouraged to ask for help without running the risk of embarrassment

(Dornyei, 2001).

9. Providing indirect, rather that direct correction. Teacher better avoided

direct, on the spot correction in speaking activities. Since it can undermine

students‟ confidence, and because it discourages learners who are anxious

about “sounding silly” to experiment with new language (Lightbown &

Spada, 1999).

26

CHAPTER III

METHODOLOGY OF RESEARCH

This chapter presents the methodology of the research and explains how

the research was conducted. It consists of research design, site and respondent,

research instrument, data collection procedure and technique of data analysis.

3.1. Research Design

This research used a descriptive quantitative approach in order to answer

the proposed question. Descriptive research describes the current status of an

identified variable. These research projects are designed to provide systematic

information about a phenomenon. Creswell (1994) said that quantitative research

is a type of research that is explaining phenomena by collecting numerical data

that are analyzed using mathematically based methods (in particular statistics).

3.2. Population, Sample, and Sampling

1. Population

Population is the group of interest to the researcher, the group to which she

or he would like the result of the study to be generalizable (Gay 1992: 125).

Indeed, population is all subject in a study is going observed. In this research, the

populations were the all second semester students of English Department of IAIN

Salatiga which consist of five classes A-E, and also one International Class

Program (KKI).

27

2. Sample

Sample is a part of population which wants to be analyzed. Therefore

sample shall be seen as a notion to population and it is not population itself

(Bailey, 1994: 83). Shortly, sample is a part of population that being observed. In

this research, the respondents were the second semester students of international

class program (KKI) IAIN Salatiga in academic year 2015/2016. International

class program (KKI) is one of special program in IAIN Salatiga. This program has

been operated since 2010. There is only one of KKI class in each academic year.

To enter this program, the students should pass the selection test where they are

demanded to mastering two international languages; English and Arabic. A total

of 17 (5 males and 12 females) students took part in this research. They originally

came from various departments; 8 students are from Arabic Department, 5

students are from English Department, and 4 students are from Islamic

Department.

3. Sampling

The sampling is technique to take sample. According to Gay (1992: 123)

sampling is the process of selecting a number of individual for a study in such as a

way that the individuals represent the large group from which they were selected.

The purposive sampling was applied in this research. Purposive sampling is the

process of selecting a sample by taking the subject that is not based on level are,

but it is taken based on the specific purpose (Arikunto, 2010: 183)

28

Table 3.1

Name of Respondents

No Student Number Name of Respondent Code

1 KKI-23010150046 Robikhah Khoiriyah RK

2 KKI-23010150018 Mahadewi Putri Intan MPI

3 KKI-23010150098 Sultan Fani Al Ansori SF

4 KKI-23010150079 Ni‟matul Hikmah NH

5 KKI-23010150012 Ismi Farihatul Wahidah IFW

6 KKI-23010150013 Suharsono SH

7 KKI-23010150016 Bilal Yanuar Sugrindo A. BYS

8 KKI-23010150032 Mustafiqul Hilmi MH

9 KKI-23010150034 Risa Udayani RU

10 KKI-23010150043 Muhammad Izza Rifqi MIR

11 KKI-23010150046 Ulil Miftakhurrohmah UM

12 KKI-23010150049 Nikmah Hilyatul Khoiri NHK

13 KKI-23010150012 Siti Faizza Turrohman SFT

14 KKI-23010150040 Fajar Purwaningsih FP

15 KKI-23010150055 Ridhaningtyas Fadlilah RF

16 KKI-23010150064 Syifa Lum‟atuddina SL

17 KKI-23010150098 Amaliyatul Fikriyah AF

3.3.Research Instrument

3.3.1 FLCAS Questionnaire

The first instrument used in this research were 33 items of questionnaire

developed by Horwitz et al. (1986) called FLCAS (Foreign Language Classroom

Anxiety Scale). FLCAS questionnaire used to gain the data from the respondents

and to measure students‟ level of anxiety in language class. This close-ended

questionnaire presented in form of Likert‟s scale, which is consist of 1-5 options

of answer. This scale provided five responses ranging from “Strongly Agree

29

(SA)”, “Agree (A)”, “Neither Agree nor Disagree (NA)”, “Disagree (D)”, and

“Strongly Disagree (SD)”.

Table 3.2

Foreign Language Classroom Anxiety Scale (FLCAS)

Adapted from Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign

language classroom anxiety. The Modern Language Journal, 70 (2), 125-132

No Questionnaire Strongly

Agree

Agree Neither

Agree Nor

Disagree

Disagree Strongly

Disagree

1 I never feel quite

sure of myself

when I am speaking

in my foreign

language class.

2 I don‟t worry about

making mistakes in

language class.

3 I tremble when I

know that I‟m

going to be called

on in language

class.

4 It frightens me

when I don‟t

understand what the

teacher is saying in

the foreign

language.

5 It wouldn‟t bother

me at all to take

more foreign

language classes.

6 During language

class, I find myself

thinking about

things that have

nothing to do with

the course.

7 I keep thinking that

the other students

are better at

30

languages than I

am.

8 I am usually at ease

during tests in my

language class.

9 I start to panic

when I have to

speak without

preparation in

language class.

10 I worry about the

consequences of

failing my foreign

language class.

11 I don‟t understand

why some people

get so upset over

foreign language

classes.

12 In language class, I

can get so nervous I

forget things I

know.

13 It embarrasses me

to volunteer

answers in my

language class.

14 I would not be

nervous speaking in

the foreign

language with

native speakers.

15 I get upset when I

don‟t understand

what the teacher is

correcting.

16 Even if I am well

prepared for

language class, I

feel anxious about

it.

17 I often feel like not

going to my

language class.

18 I feel confident

when I speak in

31

foreign language

class.

19 I am afraid that my

language teacher is

ready to correct

every mistake I

make.

20 I can feel my heart

pounding when I‟m

going to be called

on in language

class.

21 The more I study

for a language test,

the more confused I

get.

22 I don‟t feel pressure

to prepare very well

for language class.

23 I always feel that

other students speak

the foreign

language better than

I do.

24 I feel very self-

conscious about

speaking the

foreign language in

front of other

students.

25 Language class

moves so quickly I

worry about getting

left behind.

26 I feel more tense

and nervous in my

language class than

in my other classes.

27 I get nervous and

confused when I am

speaking in my

language class.

28 When I‟m on my

way to language

class, I feel very

sure and relaxed.

32

29 I get nervous when

I don‟t understand

every word the

language teacher

says.

30 I feel overwhelmed

by the number of

rules you have to

learn to speak a

foreign language.

31 I am afraid that the

other students will

laugh at me when I

speak the foreign

language.

32 I would probably

feel comfortable

around native

speakers of the

foreign language.

33 I get nervous when

the language

teacher asks

questions which I

haven‟t prepared in

advance.

In FLCAS, there are three components of language anxiety which are

including in its questions.

- The eight items for communication apprehension were 1, 9, 14, 18, 24,

27, 29, and 32.

- The five items related to test anxiety were 2, 8, 10, 19, and 21, and

- The nine items related to fear of negative evaluation were 3, 7, 13, 15,

20, 23, 25, 31, and 33.

The other 11 items were placed in a group which could be described as

anxiety of second language classes (Na, 2007 cited in Azizifar et al., 2014).

33

Furthermore, the researcher calculated each point of each statement to get the total

score of students‟ anxiety. The lowest score is 33, and the highest score is 165.

The highest of the total score, means that the respondent is getting more anxious.

3.3.2. The Score of Speaking Test

The second instrument is the students‟ total score of the final speaking

test, and it is collected from the speaking lecturer. In a whole individual

assessment, there are four indicators; fluency, vocabulary, grammar and

comprehensibility, and content. The students with good speaking performance

will get good grade based on those indicators. Further, the researcher will figure

out the description about students with various anxiety levels and their score of

speaking ability.

3.4. Data Collection Procedure

In collecting the data, the researcher used FLCAS questionnaire developed

by Horwizt et al. (1986) and the score of students‟ speaking test. FLCAS is the

most well-known instrument to measure the level of students‟ anxiety. Many

previous researchers that studied language anxiety were using this questionnaire

to gain the data on their research, such as Aida (1994), Cheng (2012), Mayangta

(2013), and Faridian et al. (2014).

The data collection procedure was held in two section of speaking class, in

May 25th

and June 1st 2016. Firstly, the FLCAS questionnaire was administrated

to all participants during class hours, who were briefed about the research‟s

purpose. Half an hour was given to the participants to answer the questions.

34

During the speaking class took place, the researcher helped the participants by

clarify any uncertainties. Afterwards, the researcher obtained the final score of

students‟ speaking test from the lecturer.

The researcher also took some photos as a part of documentation. This

method used to completing and strengthening the data. After all the data were

collected, the researcher analyzed and processed the data based on the theory. The

distributed questionnaires were analyzed manually using Oetting‟s scale to

categorize the level of students‟ anxiety. The result of the data will be presented

by the researcher in chapter IV.

3.5. Data Analysis

Analysis of data is a process of inspecting, cleaning, transforming, and

modeling data with the goal of discovering useful information, suggesting

conclusions, and supporting decision-making (Wikipedia). Data analysis is needed

to answer the research questions.

3.5.1. Students’ Anxiety Level

The researcher analyzes the students‟ anxiety level using FLCAS (Foreign

Language Class Anxiety Scale) which consist of 33 items of questionnaire. It has

5 point of answer ranged from “Strongly Agree” to “Strongly Disagree”. 2

responses refer to agreement to the questions; Strongly Agree and Agree, 1

response refers to neutrality, and 2 responses related to disagreement to the

questions.

35

FLCAS has two forms of statements which are positive and negative.

Positive statements in the questionnaire are in number 2, 5, 8, 11, 14, 18, 22, 28,

32. While, negative statements are in number 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16,

17, 19, 20, 21, 23, 24, 25, 26, 27, 29, 30, 31, and 33. The positive statements scale

will be ranging from 1-5, on the contrary negative statements scale ranged from 5-

1 as in table below.

Table 3.3

Likert’s Scoring Table Adopted from Horwitz et al. (1986)

Statement

Scoring

Strongly

Agree

Agree Neither

Agree nor

Disagree

Disagree Strongly

Disagree

Positive 1 2 3 4 5

Negative 5 4 3 2 1

Further, the data were calculated manually with range of score started

from 33 up to 165. After the researcher found the result of each students‟ anxiety

level, it will categorized into some levels started from “Very Relaxed”,

“Relaxed”, “Mildly Anxious”, “Anxious”, and “Very Anxious”. The scoring table

was adapted from Oetting‟s Scale (cited in Mayangta, 2013)

36

Table 3.4

FLCAS Anxiety Scale Adopted from Oetting’s Scale

Range Level

124-165

108-123

87-107

66-86

33-65

Very Anxious

Anxious

Mildly Anxious

Relaxed

Very Relaxed

3.5.2. Score of Speaking Test

The lecturer used the rubric from Language Service Unit (IAIN Salatiga)

to determine the students‟ score. This rubric adapted from Bill Heller by Cherice

Montgomery (2000). The SIBI (English Language Intensive Program) at IAIN

Salatiga is also used this instrument to assess the students‟ speaking skill. Each

point in this rubric has it definition that explains the indicator of assessment. The

highest point of each indicator is 1, and the lowest point is 0.25. The student who

has good speaking performance will get the maximum score that is 4 (100).

37

Table 3.5

Individual Assessment Indicators

Adapted from Bill Heller by Cherice Montgomery, 2000

(Language Service Unit, IAIN Salatiga)

No Indicator 0.25 0.5 0.75 1

1

Fluency

You pause so

frequently, it is

difficult for the

listener to remain

interested.

Your speech is

marked with

hesitations that

indicate a lack

of practice. The

use of

repetitions and

fillers such as

“um” and “uh”

disrupt the flow

of

communication

Your minor

hesitations do

not interfere

with your

ability to

maintain the

attention of the

listener.

Your speech is

fluid and natural,

allowing you to

maintain the

flow of

communication

and the attention

of the listener

without

difficulty.

2

Vocabulary

Your limited

vocabulary may

make parts of

your message

incomprehensible

Your

vocabulary is

adequate to

allow you to

communicate

some of your

thoughts, but

your words are

often imprecise

and repetitious.

Your speech

reflects a broad

vocabulary that

allows you to

communicate

most of your

thoughts pretty

clearly,

however, there

are still many

high frequency

words that you

do not know

Your speech

reflects an

extensive

vocabulary that

allows you to be

expressive,

precise, and to

circumlocute

with facility and

style when

necessary.

3

Grammar &

Comprehensibility

The volume of

serious grammar

errors present in

your speech

would make your

message difficult

(if not nearly

impossible) to

understand.

The grammar

errors present in

your speech

would

frequently

create confusion

in the mind of

the listeners.

The grammar

errors present in

your speech,

although

sometimes

glaring, would

not generally

interfere with a

listeners‟ ability

to comprehend

your message.

The grammar

errors present in

your speech are

so minor that

your message

would be easily

comprehended

by the listeners.

4 You use short, Your speech is Your speech is Your expressive

38

Content

incomplete, and

often unrelated

sentences. There

are so many basic

elements missing

that it is difficult

to follow your

message.

quite basic,

repetitious, and

really lacks

details. As a

result, many of

your thoughts

seem

incomplete and

the ideas you

express often

seem very

unrelated.

quite varied and

contains some

elaboration, but

still needs more

detail. While

you make some

attempts to link

your ideas

together, the

lack of

transitional

words makes

some of your

thoughts seem a

little

disconnected.

speech is filled

with descriptive

details that make

it interesting and

highly

personalized.

You connect

ideas very

skillfully using

transitional

words.

39

CHAPTER IV

FINDING AND DISCUSSION

This chapter describes the result of data collections and data analysis to

answer the research questions in chapter I. The researcher got the data from (1)

FLCAS questionnaires that have been distributed to all respondents and (2) the

final score of speaking test from each respondent. Afterwards, the researcher will

get the description of the final result, whether the high anxiety students will have

low score or the low anxiety students will get high score.

4.1. Data Presentation

4.1.1. FLCAS Questionnaire

The researcher used a close questionnaire called Foreign Language

Classroom Anxiety Scale (FLCAS) questionnaire as the first instrument in this

research. The questionnaire adopted from Horwitz, Horwitz, & Cope (1986)

which assessed the degree of learner‟s anxiety during English class. The FLCAS

consists of 33-item questionnaire on how anxious foreign language learners feel in

the classroom. The respondents of this research, those are all the second semester

students of International Class Program of IAIN Salatiga in academic year

2015/2016 were answered the questionnaire completely. The table below shows

the result of students‟ response toward FLCAS questionnaire.

40

41

42

To make the readers easy to understanding students‟ responses, the

researcher summarize the result and divided into positive and negative responses

as followed in the table below:

Table 4.2

Summarizing of Students’ Response

No Name Code Positive Statement

153

Negative Statement

408

SA A NA D SD SA A NA D SD

1 RK 3 6 15 9

2 MPI 6 1 1 1 1 3 1 3 16

3 SF 2 3 1 3 5 13 4 2

4 NH 2 7 1 6 12 5

5 IFW 3 6 14 9 1

6 SH 5 4 4 6 7 5 2

7 BYS 1 5 3 8 16

8 MH 7 1 1 1 6 7 10

9 RU 1 7 1 7 15 2

10 MIR 3 1 2 3 4 8 9 2 1

11 UM 1 7 1 6 5 11 2

12 NHK 2 7 1 6 11 6

13 SFT 2 7 14 7 3

14 FP 2 4 3 8 10 6

15 RF 1 7 1 5 7 11 1

16 SL 1 6 2 8 6 10

17 AF 1 2 3 3 6 9 6 3

TOTAL 24 57 49 22 1 28 144 129 86 21

Positive statements are in number : 2, 5, 8, 11, 14, 18, 22, 28, and 32

Negative statements are in number : 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19,

20, 21, 23, 24, 25, 26, 27, 29, 30, 31, and 33

43

Chart 4.2.1

(The summary of students’ response in FLCAS in positive and negative

statement)

Based on the table and the chart above, the researcher found out that: the

positive statement has the highest score in “Agree” (51 responses) and the lowest

score in “Strongly Disagree” (1 response). Then, the negative statement has the

highest score in “Agree” (144 responses) and the lowest score in “Strongly

Disagree” (21 responses).

Furthermore, the researcher will show another data about the percentage of

students‟ preference towards 33 items of FLCAS. This is to gain the most

students‟ responses for each statement in FLCAS questionnaire. It present in the

following table.

0

20

40

60

80

100

120

140

160

POSITIVE STATEMENT NEGATIVE STATEMENT

Strongly Agree

Agree

Neither Agree nor Disagree

Disagree

Strongly Disagree

44

Table 4.3

The Percentage of Students’ Preference

No Questionnaire The Percentage of Students’ Preference

SA % A % NA % D % SD %

1 I never feel quite

sure of myself when

I am speaking in my

foreign language

class.

- - 11 64% 4

23% 2 11% - -

2 I don‟t worry about

making mistakes in

language class.

3 17% 11 64% 1 5% 2 11% - -

3 I tremble when I

know that I‟m going

to be called on in

language class.

1 5% 4 23% 8 47% 3 17% 1 5%

4 It frightens me when

I don‟t understand

what the teacher is

saying in the foreign

language.

-

- 5 29% 7 41% 4 23% 1 5%

5 It wouldn‟t bother

me at all to take

more foreign

language classes.

2 11% 8 47% 5 29% 2 11% - -

6 During language

class, I find myself

thinking about things

that have nothing to

do with the course.

- - 5 29% 7 41% 5 29% - -

7 I keep thinking that

the other students are

better at languages

than I am.

2 11% 8 47% 4 23% 2 11% 1 5%

8 I am usually at ease

during tests in my

language class.

2 11% 6 35% 7 41% 2 11% - -

9 I start to panic when

I have to speak

without preparation

in language class.

3 17% 6 35% 3 17% 3 17% 2 11

%

45

10 I worry about the

consequences of

failing my foreign

language class.

1 5% 9 52% 6 35% 1 5% - -

11 I don‟t understand

why some people get

so upset over foreign

language classes.

1 5% 4 23% 7 41% 5 29% - -

12 In language class, I

can get so nervous I

forget things I know.

- - 9 52% 4 23% 3 17% 1 5%

13 It embarrasses me to

volunteer answers in

my language class.

3 17% 3 17% 6 35% 3 17% 2 11

%

14 I would not be

nervous speaking in

the foreign language

with native speakers.

3 17% 3 17% 10 58% 1 5% - -

15 I get upset when I

don‟t understand

what the teacher is

correcting.

2 11% 9 52% 5 29% - - 1 5%

16 Even if I am well

prepared for

language class, I feel

anxious about it.

- - 9 52% 3 17% 5 29% - -

17 I often feel like not

going to my

language class.

- - 3 17% 5 29% 8 47% 1 5%

18 I feel confident when

I speak in foreign

language class.

3 17% 6 35% 8 47% - - - -

19 I am afraid that my

language teacher is

ready to correct

every mistake I

make.

- - 4 23% 6 35% 6 35% 1 5%

20 I can feel my heart

pounding when I‟m

going to be called on

in language class.

1 5% 6 35% 6 35% 3 17% 1 5%

21 The more I study for

a language test, the

more confused I get.

3 17% 2 11% 6 35% 5 29% 1 5%

22 I don‟t feel pressure

to prepare very well

2 11% 7 41% 6 35% 1 5% 1 5%

46

for language class.

23 I always feel that

other students speak

the foreign language

better than I do.

2 11% 7 41% 6 35% 2 11% - -

24 I feel very self-

conscious about

speaking the foreign

language in front of

other students.

1 5% 10 58% 4 23% 2 11% - -

25 Language class

moves so quickly I

worry about getting

left behind.

- - 5 29% 8 47% 2 11% 2 11

%

26 I feel more tense and

nervous in my

language class than

in my other classes.

1 5% 6 35% 4 23% 5 29% 1 5%

27 I get nervous and

confused when I am

speaking in my

language class.

2 11% 7 41% 4 23% 3 17% 1 5%

28 When I‟m on my

way to language

class, I feel very sure

and relaxed.

4 23% 5 29% 4 23% 4 23% - -

29 I get nervous when I

don‟t understand

every word the

language teacher

says.

- - 7 41% 5 29% 4 23% 1 5%

30 I feel overwhelmed

by the number of

rules you have to

learn to speak a

foreign language.

1 5% 2 11% 9 52% 4 23% 1 5%

31 I am afraid that the

other students will

laugh at me when I

speak the foreign

language.

3 17% 2 11% 2 11% 9 52% 1 5%

32 I would probably

feel comfortable

around native

speakers of the

1 5% 4 23% 7 41% 5 29% - -

47

foreign language.

33 I get nervous when

the language teacher

asks questions which

I haven‟t prepared in

advance.

2 11% 5 29% 7 41% 2 11% 1 5%

Chart 4.3.1

By which:

SA: Strongly Agree NA: Neither Agree nor Disagrees

A : Agree D : Disagree SD: Strongly Disagree

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

SA

A

NA

D

SD

48

In the previous table and chart shows the result of the highest and the

lowest percentage of students‟ preference in FLCAS questionnaire. The researcher

found that 64% respondents give the highest response “Agree” to the statement

number 1 (I never feel quite sure of myself when I am speaking in my foreign

language class) and number 2 (I don‟t worry about making mistakes in language

class). While 29% respondents give response “Agree” to the statement number 28

(When I‟m on my way to language class, I feel very sure and relaxed).

4.1.2. The Final Score of Students’ Speaking Test

In this part, the researcher presents the data related to the final score of

each student‟s speaking test. As it said before, this individual assessment is

collected from speaking lecturer in KKI (International Class Program) class. The

lecturer used the rubric from Language Service Unit (IAIN Salatiga) to determine

the students‟ score. This rubric adapted from Bill Heller by Cherice Montgomery

(2000). It consist of 4 indicators; fluency, vocabulary, grammar and

comprehensibility, and content.

Table 4.4

Students’ Final Score in Speaking Class

No Student

Number

Name Indicators Total Score

1 2 3 4

1 KKI-

23010150046

Robikhah

Khoiriyah

0.75 0.75 0.75 0.75 3 75

2 KKI-

23010150018

Mahadewi Putri

Intan

0.75 0.75 0.75 0.75 3 75

3 KKI-

23010150098

Sultan Fani Al

Ansori

0.75 0.75 0.75 0.75 3 75

49

4 KKI-

23010150079

Ni‟matul Hikmah 0.75 0.75 0.75 0.75 3 75

5 KKI-

23010150012

Ismi Farihatul

Wahidah

0.75 0.75 0.75 0.75 3 75

6 KKI-

23010150013

Suharsono 0.5 0.5 0.75 0.75 2.5 62.5

7 KKI-

23010150016

Bilal Yanuar

Sugrindo A.

0.75 0.5 0.75 0.75 2.75 68.75

8 KKI-

23010150032

Mustafiqul Hilmi 0.75 0.75 0.5 0.75 2.75 68.75

9 KKI-

23010150034

Risa Udayani 0.75 0.75 0.75 0.75 3 75

10 KKI-

23010150043

Muhammad Izza

Rifqi

1 0.75 0.75 0.75 3.25 81.25

11 KKI-

23010150046

Ulil

Miftakhurrohmah

0.75 0.75 0.75 0.75 3 75

12 KKI-

23010150049

Nikmah Hilyatul

Khoiri

0.75 0.75 0.75 0.75 3 75

13 KKI-

23010150012

Siti Faizza

Turrohman

0.75 0.75 0.75 0.75 3 75

14 KKI-

23010150040

Fajar Purwaningsih 0.75 0.75 0.75 0.75 3 75

15 KKI-

23010150055

Ridhaningtyas

Fadlilah

0.75 1 0.75 1 3.5 87.5

16 KKI-

23010150064

Syifa Lum‟atuddina 0.75 1 0.75 1 3.5 87.5

17 KKI-

23010150098

Amaliyatul

Fikriyah

0.75 0.75 0.75 1 3.25 81.25

4.2. Data Analysis

4.2.1. The Students’ Anxiety Level

To figure out the level of students‟ anxiety while in speaking performance,

the researcher done the scoring and categorize each student based on their

responses in FLCAS questionnaire, as followed by table 4.5 below:

50

51

52

53

In the table 4.6 below shows the result of scoring and categorizing in

students‟ anxiety level:

Table 4.6

Range Level Result

124-165 Very Anxious Anxious: 5 Respondents (29%)

Mildly Anxious: 9 Respondents

(53%) Relaxed: 2 Respondents (12%)

Very Relaxed: 1 Respondent (6%)

108-123 Anxious

87-107 Mildly Anxious

66-86 Relaxed

33-65 Very Relaxed

4.3. Discussion

As the researcher wrote at the first chapter, this research purposed to

answer the proposed questions those are: investigating the level of students‟

anxiety and to figure out the description of the final result between students‟

anxiety level and their speaking ability. In this discussion section, the researcher

admits that she did not figure out the influence of students‟ anxiety level toward

their speaking performance. The researcher also calculates the data manually, not

using SPSS program.

4.3.1. The Level of Students’ Anxiety in Speaking Skills

Based on 33 items of statement in FLCAS questionnaire, there were

varieties of responses from the all respondents. The researcher found out that,

there were 17 students who had different levels of anxiety in speaking skill. [1]

There were 5 students (29%) who experience “Anxious” level, and the range score

for “Anxious” level started from 108-123. [2] There were 9 students (53%) are in

54

“Mildly Anxious” level, it means a half of the respondents are in range score 87-

107. [3] There were 2 students (12%) that had “Relaxed” level, and the range

score of this level is started from 66-86. [4] Only 1 student (6%) from 17 students

is in “Very Relaxed” level, which the range score started from 33-65. The

researcher found that there were no respondents who are in “Very Anxious” level

in this research.

Chart 4.6.1

From the chart above, it can be seen that most of the students had level of

anxiety in high and middle level (anxious and mildly anxious). It means that many

students have problem in reducing anxiety. Only 3 students are in low level of

anxiety (relaxed and very relaxed). These students had best level to face anxiety

0

1

2

3

4

5

6

7

8

9

10

Very Anxious

Anxious Mildly Anxious

Relaxed Very Relaxed

The Level of Students' Anxiety (2nd Semester Students of KKI Program IAIN Salatiga)

55

when they are performing English. Later on, the researcher also shows the higher

and the lowest score in each level of anxiety in the following table.

Table 4.7

No Level of Anxiety The

Highest

Score

Name

Code

The Lowest

Score

Name Code

1 Anxious 120 SF 109 IFW

2 Mildly Anxious 107 MIR 91 BYS & MH

3 Relaxed 85 SL 82 UM

4 Very Relaxed 60 MPI - -

4.3.2. The Final Result

The table below shows the final result that each student has different level

of anxiety, and each student also has different score of speaking ability.

Table 4.8

No Name Code Level of Anxiety Speaking

Score

1 Robikhah Khoiriyah RK Anxious 3

2 Sultan Fani Al Ansori SF Anxious 3

3 Ismi Farihatul Wahidah IFW Anxious 3

4 Siti Faizza Turrohman SFT Anxious 3

5 Amaliyatul Fikriyah AF Anxious 3.25

6 Ni‟matul Hikmah NH Mildly Anxious 3

7 Suharsono SH Mildly Anxious 2.5

8 Bilal Yanuar Sugrindo A. BYS Mildly Anxious 2.75

9 Mustafiqul Hilmi MH Mildly Anxious 2.75

10 Risa Udayani RU Mildly Anxious 3

11 Muhammad Izza Rifqi MIR Mildly Anxious 3.25

12 Nikmah Hilyatul Khoiri NHK Mildly Anxious 3

13 Fajar Purwaningsih FP Mildly Anxious 3

56

14 Ridhaningtyas Fadlilah RF Mildly Anxious 3.5

15 Ulil Miftakhurrohmah UM Relaxed 3

16 Syifa Lum‟atuddina SL Relaxed 3.5

17 Mahadewi Putri Intan MPI Very Relaxed 3

By which:

3.50 – 4.00 : Excellent 2.50 – 2.99 : Average

3.00 – 3.49 : Satisfactory 2.00 – 2.49 : Minimum pass

Most studies are already revealed a negative relationship between anxiety

and students‟ performance. Researches show that high anxiety will impede

students in learning foreign language such as Young (1986) and Aida (1994). But,

in this study, the researcher found that students with high anxiety are not

necessarily will get low score. Instead, the anxious students in this research are

having satisfactory score.

From the total of 17 respondents, only 5 students (29%) experience the

“Anxious” level and the most of the respondents are in the normal level of

anxiety. It can be seen from the table above, although these students are having

anxiety feeling, but their score are good enough. The researcher found that in this

case, anxious feeling might not occur when they are performing speaking in test

situation.

Later on, more than a half of the students (53%) are in the level of mildly

anxious. It can be a normal condition when many people are also feeling tense or

nervous when they have to perform something in front of other people (especially

57

the lecturer/ teacher). Five students are having satisfactory score from the lecturer

and 1 student get excellent score; it means that a little feeling of anxiousness

might not hamper them in performing English. But then, the score of the rest

students (3 students) are in average categorize, which their score are a bit lower

than the other even the anxious students. It describes the condition that, the

students with mildly level of anxiety are not necessarily having good score and

good speaking ability.

Meanwhile, there are 3 students (18%) which in the level of “Relaxed” and

“Very Relaxed” and their score are in satisfactory and excellent category. It

means, they have no problem with their anxiety level. They have low stress level

in performing speaking, so that their English productions are good.

58

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter divided into two parts, conclusion and suggestion. In the

conclusion, the researcher will clarify the result about anxiety level in the 2nd

semester students of International Class Program of IAIN Salatiga. The

suggestions part contains the researcher‟s view and suggestion for the students,

future researchers, and teacher/ lecturer.

5.1. Conclusions

Based on the data analysis and the result of the study, it can conclude as

followed:

1. The result of this research show that most of the students are at

“Mildly Anxious” level with no “Very Anxious” student. There are 5

(29%) students who experience “Anxious” level, 9 (53%) students are

in “Mildly Anxious” level, 2 (12%) students have “Relaxed” level, and

only 1 (6%) student from 17 students, is in “Very Relaxed” level.

2. The result of this research gives a description that; anxious students are

not necessarily having low score, and mildly anxious students might

not always have good score. In this research, 5 anxious students are

having satisfactory score; it shows that they have good speaking ability

although they are in high level of anxiety. Meanwhile, 3 students with

mildly anxious level on the contrary having average score where their

score are a bit lower than the other even the anxious students. It

59

indicates that students with moderate level of anxiety are not always

having good speaking performance.

5.2. Suggestions

Although this study was carried out with a small number of participants

within a short period of time, the findings provide some useful information that

can be used by student, teacher and future researcher to improve the quality of

English teaching and learning especially in speaking skill.

1. For teacher/ lecturer

The teacher should be aware of foreign language anxiety in English

class, because anxiety has become important factor which affects

student‟s language learning process. Therefore, it is necessary for

English teacher (lecturer) to knowing the level of students‟ anxiety at

the beginning in order to treat the students properly during the learning

process. Good acknowledgement of the existence of students‟ anxiety

will absolutely influence the teacher‟s way in teaching English.

Administrating FLCAS (Foreign Language Class Anxiety Scale) at the

beginning of the semester to the students will help the teacher knowing

the anxiety level from each student. Thus, the teacher can find the

solution to help student reducing anxiety. Moreover, they can arrange

the material which suitable with the students, so it can improve the

quality of English learning process.

60

2. For Student

Each student is definitely has anxiety feeling in different level. For the

students who have high anxiety, they need to get involved to reduce

anxiety in classroom. The students should cooperate with one another

in order to create a comfortable environment in the class. The students

with low anxiety level should not ridicule other students with high

anxiety; they should to help them when they get difficulties. They

should realize that making mistakes in learning foreign language is

common and it is naturalness.

3. For Future Researcher

Due to the limitations of this study, the researcher hopes that the future

researchers will conduct a better research about language anxiety in

different skills area such as writing, reading, and listening. The issues

about language anxiety will never be expired, because most of foreign

language learners are definitely face this problem. Therefore, further

investigations about certain methods that can help students reduce their

anxiety in learning English are extremely needed.

61

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64

CURRICULUM VITAE

Name : Ati Saidatul Ula

Student Number : 113 12 164

Faculty : English Education Department

Sex : Female

Place & Date of Birth : Salatiga, July 9th

1994

Address : Raden Rahmad Street, Kalibening, Salatiga

Email : atisaida@gmail.com

Educational Background :

TK Miftahul Jannah (1998-2000)

SD Kutowinangun 12 (2000-2006)

Komunitas Belajar Qaryah Thayyibah (2006-2012)

IAIN Salatiga (2012-2016)

65

APPENDIXES

66

67

68

69

70

71

72

73

74

75

76