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THE HIGHLY-MOTIVATED STUDENTS’ LIVED …i THE HIGHLY-MOTIVATED STUDENTS’ LIVED EXPERIENCEOF...
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THE HIGHLY-MOTIVATED STUDENTS’ LIVED EXPERIENCE
OF COMMUNICATION APPREHENSION AND FEAR OF NEGATIVE
EVALUATION
A Thesis Presented to
The Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M.Hum)
in
English Language Studies
by
Fika Apriliana
146332006
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
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ACKNOWLEDGMENTS
First and foremost, I give glory and honor to Almighty God for His
blessings, wisdom and guidance for enabling me to complete my master thesis
and my study in ELS.
I would like to express my sincere gratitude and deep appreciation to my
thesis advisor, F.X. Mukarto, Ph.D., for his helpful, warm encouragement as well
as his insightful suggestions on my work from the beginning to the end of my
thesis. I would like to thank my thesis reviewers who are also my thesis
examiners, Dr. J. Bismoko, Dr. E. Sunarto, M.Hum and Dr. B.B. Dwijatmoko.,
M.A., for their invaluable knowledge and suggestions to improve my thesis. I
would like to thank Paulus Kuswandono, Ph.D., the head of ELESP, for the
permission to obtain the data from ELESP students. I would also thank all
lecturers in ELS for the invaluable knowledge that they shared through teaching
and learning process.
I would like to thank my beloved parents, my brother and my sisters whose
love and encouragement keep me warm and lead me to achieve this dream. To my
beloved fiancé, Yohanus Fhani Purnama Adi, you have been a source of
inspiration, and the completion of this degree would not have been achieved
without your love, patience and support. I am also thankful to all my colleagues in
ELS especially batch 2014 for their togetherness and inspiration.
The completion of my thesis would not have been possible without the
cooperation from my participants, Venita and Petra (pseudonym). I am grateful to
them for their willingness to share their memorable and interesting experiences.
Finally, I express sincere gratitude to others whose names are not mentioned here.
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TABLE OF CONTENTS
TITLE PAGE ......................................................................................................i
APPROVAL PAGE ............................................................................................ii
DEFENSE APPROVAL PAGE ..........................................................................iii
STATEMENT OF WORK’S ORIGINALITY ...................................................iv
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI....................................v
ACKNOWLEDGEMENTS ................................................................................vi
TABLE OF CONTENTS ....................................................................................vii
LIST OF TABLES ..............................................................................................xi
LIST OF FIGURES ............................................................................................xii
LIST OF APPENDICES .....................................................................................xiii
LIST OF ABBREVIATION ...............................................................................xiv
ABSTRACT ........................................................................................................xv
ABSTRAK ............................................................................................................xvii
CHAPTER I: INTRODUCTION ....................................................................1
A. Background of the Study ................................................................................1
B. Problem Delimitation .....................................................................................5
C. Research Formulation .....................................................................................6
D. Research Goal .................................................................................................7
E. Research Benefits ...........................................................................................7
CHAPTER II: LITERATURE REVIEW .......................................................9
A. Theoretical Review .........................................................................................9
1. Motivation ...............................................................................................9
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a. Definition of Motivation .....................................................................10
b. Types of Motivation ...........................................................................12
c. Highly-Motivated Students ................................................................16
2. Foreign Language Anxiety (FLA) ...........................................................16
a. Definition of FLA ...............................................................................17
b. Types of FLA .....................................................................................18
1) Communication Apprehension ......................................................18
2) Fear of Negative Evaluation ..........................................................19
c. Causes of FLA ....................................................................................20
1) Personal and Interpersonal Issues ..................................................21
2) Learner’s Beliefs about Language Learning ..................................22
3) Teacher’s Beliefs about Language Learning .................................22
4) Classroom Characteristics ..............................................................23
5) Classmates .....................................................................................24
d. Manifestation of FLA .........................................................................24
e. Students’ Strategies to Cope with FLA ..............................................25
f. Effects of FLA ....................................................................................27
3. Relationship between Motivation and FLA ............................................27
4. Lived Experience .....................................................................................29
B. Framework of Pre-Understanding ..................................................................35
CHAPTER III: METHODOLOGY ................................................................39
A. Research Method ............................................................................................39
B. Nature and Source of Data .............................................................................40
C. Instruments .....................................................................................................41
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1. Questionnaire for Recruiting Participants ...............................................41
2. Interview for Investigating Participants’ Lived Experience ...................42
D. Data Collection ...............................................................................................45
E. Data Analysis .................................................................................................47
1. Data Analysis for Questionnaire .............................................................47
2. Text Description and Interpretation for In-Depth Interview ...................48
F. Trustworthiness ..............................................................................................51
CHAPTER IV: DESCRIPTION AND INTERPRETATION.......................53
A. Description .....................................................................................................53
1. Venita’s Story ..........................................................................................54
2. Petra’s Story ............................................................................................57
B. Interpretation ..................................................................................................60
1. Struggle with Communication Apprehension (CA) ................................60
a. Causes of CA ......................................................................................60
1) Classroom Activities ......................................................................61
2) Personal Traits ...............................................................................63
3) Beliefs about Language Learning ..................................................64
b. Manifestation of CA ...........................................................................65
1) Physical, Psychological and Behavioral Symptoms ......................65
2) Feeling of Incompetence ................................................................67
3) Perfectionism .................................................................................68
c. Strategies to Cope with CA ................................................................69
1) Relaxation ......................................................................................70
2) Positive Thinking ...........................................................................70
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3) Preparation .....................................................................................71
2. Struggle with Fear of Negative Evaluation (FNE) ..................................72
a. Causes of FNE ....................................................................................72
1) Lecturer’s Characteristics ..............................................................72
2) Classmates’ Characteristics ...........................................................73
b. Manifestation of FNE .........................................................................74
1) Physical Symptom .........................................................................74
2) Psychological Symptoms ...............................................................74
c. Strategies to Cope with FNE ..............................................................75
1) Relaxation ......................................................................................75
2) Positive Thinking ...........................................................................75
3) Ignoring ..........................................................................................75
3. Reasons for Choosing the Coping Strategies ..........................................76
4. Impacts of the Experience .......................................................................78
CHAPTER V: CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS ..................................................................................81
A. Conclusions ....................................................................................................81
B. Implications ....................................................................................................85
C. Recommendations ..........................................................................................86
BIBLIOGRAPHY ............................................................................................88
APPENDICES ...................................................................................................96
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LIST OF TABLES
Table 3.1. List of Questions as the Interview Guideline ....................................... 43
Table 3.2. Table for Positive and Negative Statements of Motivation, CA and
FNE ....................................................................................................... 47
Table 3.3. Interpretation of Mean Score Results................................................... 48
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LIST OF FIGURES
Figure 2.1. Construct of the Study ........................................................................ 38
Figure 3.1. Data Collection and Data Analysis ..................................................... 50
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LIST OF APPENDICES
Appendix 1. Adapted Questionnaire ...................................................................96
Appendix 2. Invitation for Interview ..................................................................99
Appendix 3. Surat Permohonan Ijin Penelitian ..................................................100
Appendix 4. Questionnaire (Venita) ...................................................................101
Appendix 5. Questionnaire (Petra) ......................................................................103
Appendix 6. Consent Form (Venita) ...................................................................105
Appendix 7. Consent Form (Petra) .....................................................................106
Appendix 8. In-Depth Interview Transcript 1 (Venita) ......................................107
Appendix 9. In-Depth Interview Transcript 2 (Venita) ......................................118
Appendix 10. In-Depth Interview Transcript 3 (Venita) ....................................121
Appendix 11. In-Depth Interview Transcript 1 (Petra) .......................................123
Appendix 12. In-Depth Interview Transcript 2 (Petra) .......................................132
Appendix 13. In-Depth Interview Transcript 3 (Petra) .......................................135
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LIST OF ABBREVIATION
CA : Communication Apprehension
EM : Extrinsic Motivation
ELS : English Language Studies
FL : Foreign Language
FLA : Foreign Language Anxiety
FLCAS : Foreign Language Learning Anxiety Scale
FNE : Fear of Negative Evaluation
IM : Intrinsic Motivation
INTRVW : Interview
WPI : Work Preference Inventory
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ABSTRACT
Fika Apriliana. 2016. The Highly-Motivated Students’ Lived Experience of
Communication Apprehension and Fear of Negative Evaluation. Yogyakarta:
The Graduate Program in English Language Studies, Sanata Dharma
University.
A series of research undertaken have revealed some interesting aspects
regarding the importance of motivation and the existence of Foreign Language
Anxiety (FLA) which can hinder students to learn foreign languages. Previous
research has been done showing that the number of students who experience FLA
is amazing. Students with high motivation are not the exception. In the foreign
language learning, it is highly likely that they also experience FLA. It is
interesting to find out how students who are closely associated with language
achievement and considered as successful learners experience FLA handle it and
give meaning to it. In this study, the type of FLA was delimited into
Communication Apprehension (CA) and Fear of Negative Evaluation (FNE) since
they are factors contributing to students’ oral communication in the classroom.
Therefore, this study was conducted to find the scientific truth of the highly-
motivated students’ lived experience of CA and FNE specifically by describing
and interpreting their lived experience of CA and FNE.
This study was a hermeneutic phenomenological study since it was an
interpretive study of the highly-motivated students’ lived experience of CA and
FNE. The data gathered for completing the study was in the form of texts
including anecdotes. The texts represented the participants’ lived experience and
their reflection on their experience. The texts were obtained from two second-year
ELESP students through in-depth interviews. The texts were interpreted
thematically by using van Manen’s (1990) approach named selective reading
approach. The trustworthiness of the study was supported by the suitability of the
participants’ criteria with the criteria set for the study, the validity of the
instruments and member checking.
The results of my study were the description of the participants’ stories and
the interpretation of their lived experience. Four major themes appeared to best
reflect the highly-motivated students’ lived experience of CA and FNE. The four
major themes were: (1) struggle with communication apprehension (CA), (2)
struggle with fear of negative evaluation (FNE), (3) reasons for choosing the
coping strategies and (4) impacts of the experience. Both participants experienced
CA as well as FNE when they had to speak in front of the class. Classroom
activities, participants’ personal traits and participants’ beliefs were found to be
factors causing their CA, while the external factors such as the lecturers and
classmates were found to be factors causing their FNE. The situations were indeed
complex phenomena. It included the participants' physical, psychological, and
behavioral aspects. Experiencing CA and FNE meant that the participants’ self-
confidence was challenged and that the participants experienced a sense of being
blocked by their negative thoughts of feelings of incompetence, by fear of making
mistakes and by fear of negatively evaluated by the lecturer and the classmates.
The participants made efforts to turn away from physical symptoms by taking a
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deep breath. They also made effort to turn their negative thoughts into the positive
ones by believing their own competence. Further, one participant made
preparations before her presentation. Interestingly, both participants tried to ignore
the thought that they would be negatively evaluated by their classmates.
Motivation seemed to have important roles in helping the participants cope with
CA and FNE in that their reasons of chosing coping strategies were related to their
motivation. About the impacts of the experience, the experience brought positive
impacts to one participant. For the other participant, the experience brought a
positive impact as well as a negative impact.
This study provided scientific, practical and humanistic benefits.
Scientifically, the findings of the study contributed to the body of knowledge in
English Language Studies (ELS). Practically, the findings of the study implied
that educators and students should be aware of the existence of CA and FNE in
teaching and learning process. Thus, educators were expected to help students
cope with anxiety-provoking situations for example by helping students recognize
their beliefs, being aware of factors related to educators that could trigger
students’ FNE, reassuring that their students had learning goals and giving
extrinsic reward if it was necessary. Humanistically, the study presented findings
that were expected to promote empathic understanding of participants’ lived
experience of CA and FNE. Moreover, this understanding was expected to lead to
self-actualization which occurs when people realize their own maximum potential
and capabilities.
Keywords: lived experience, motivation, foreign language anxiety,
communication apprehension, fear of negative evaluation
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ABSTRAK
Fika Apriliana. 2016. Pengalaman Hidup Mahasiswa dengan Motivasi Tinggi
dalam Menghadapi Kecemasan Berkomunikasi dan Kecemasan terhadap
Evaluasi Negatif. Yogyakarta: Program Kajian Bahasa Inggris, Universitas
Sanata Dharma.
Penelitian-penelitian yang telah dilakukan menunjukkan beberapa aspek
menarik berkaitan dengan pentingnya motivasi and keberadaan kecemasan
berbahasa asing yang dapat mengganggu mahasiswa dalam belajar bahasa asing.
Penelitian-penelitian yang telah dilakukan sebelumnya menunjukkan bahwa
jumlah mahasiswa yang mengalami kecemasan dalam berbahasa asing sangatlah
menakjubkan. Mahasiswa yang mempunyai motivasi tinggi tidak luput dari hal
ini. Di dalam kelas bahasa asing, mereka juga cenderung mengalami kecemasan
dalam berbahasa asing. Akan sangat menarik jika dapat mengetahui bagaimana
mereka mengalami, menghadapi dan memaknai kecemasan mereka. Dalam
penelitian ini, tipe kecemasan berbahasa asing hanya difokuskan pada kecemasan
dalam berkomunikasi dan kecemasan terhadap evaluasi negatif karena tipe-tipe
kecemasan tersebut adalah tipe-tipe kecemasan yang erat kaitannya dengan
komunikasi lisan di dalam kelas. Untuk itu penelitian ini dilakukan untuk
menemukan kebenaran saintifik tentang pengalaman hidup mahasiswa dengan
motivasi tinggi dalam menghadapi kecemasan berbahasa asing khususnya dengan
mendeskripsikan dan menginterpretasikan pengalaman hidup mereka dalam
menghadapi kecemasan berbahasa asing.
Penelitian ini merupakan penelitian fenomenologi hermeneutika karena
penelitian ini merupakan penelitian interpretasi tentang pengalaman hidup
mahasiswa dengan motivasi tinggi dalam menghadapi kecemasan dalam
berkomunikasi dan kecemasan terhadap evaluasi negatif. Data didapatkan dalam
bentuk teks termasuk anekdot. Teks merepresentasikan pengalaman partisipan dan
refleksi mereka terhadap pengalaman yang telah mereka lalui. Partisipan
merupakan dua mahasiswa Program Pendidikan Bahasa Inggris Universitas
Sanata Dharma. Teks didapat melalui wawancara mendalam antara peneliti dan
partisipan. Selanjutnya teks diinterpretasikan dengan menggunakan analisa yang
berfokus pada tema. Data di dalam penelitian ini dapat diyakini kebenarannya
karena didukung oleh kecocokan partisipan dengan kriteria penelitian, validitas
instrumen penelitian dan konfirmasi ulang kepada partisipan.
Hasil dari penelitian ini adalah deskripsi tentang pengalaman hidup para
partisipan dan interpretasi pengalaman hidup mereka. Empat tema utama yang
muncul adalah: (1) perjuangan menghadapi kecemasan dalam berkomunikasi, (2)
perjuangan dalam menghadapi kecemasan terhadap penelitian negatif, (3) alasan-
alasan di balik pemilihan strategi untuk menghadapi kecemasan-kecemasan
tersebut dan (4) dampak pengalaman hidup partisipan kepada partisipan itu
sendiri. Masing-masing partisipan mengalami kecemasan dalam berkomunikasi
dan kecemasan terhadap evaluasi negatif saat masing-masing dari mereka harus
berbicara di depan kelas. Aktivitas kelas, sifat-sifat pribadi partisipan dan
keyakinan mereka dalam pembelajaran bahasa asing merupakan faktor-faktor
yang menyebabkan kecemasan dalam berkomunikasi. Keberadaan dosen dan
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teman kelas merupakan faktor-faktor yang menyebabkan kecemasan terhadap
evaluasi negatif. Situasi yang dihadapi mereka sangatlah kompleks. Mereka
merasakan gejala fisik, gejala psikologis dan gejala yang berhubungan dengan
perilaku. Mereka merasa kepercayaan mereka diuji. Mereka melihat pengalaman
tersebut sebagai pengalaman di mana mereka merasa kesulitan karena terhalang
oleh perasaan takut membuat kesalahan dan pikiran negatif mereka terutama
pikiran negatif bahwa mereka tidak mampu untuk mengatasi keadaan pada saat
itu. Mereka menarik nafas dan menghilangkan pikiran negatif dengan cara
berpikir positif bahwa mereka mampu mengatasi situasi pada saat itu. Satu
partisipan melakukan persiapan sebelum presentasi. Untuk mengatasi kecemasan
terhadap evaluasi negatif oleh teman kelas, para partisipan berusaha untuk
mengabaikan pikiran bahwa mereka akan dievaluasi negatif oleh teman kelas.
Motivasi nampaknya memiliki peran penting dalam membantu para partisipan
dalam mengatasi kecemasan berkomunikasi dan kecemasan terhadap evaluasi
negatif. Hal tersebut terlihat dari alasan-alasan mereka dalam memilih strategi
untuk mengatasi kecemasan mereka. Pengalaman-pengalaman yang dialami
membawa dampak positif terhadap salah satu partisipan sedangkan terhadap
partisipan lainnya membawa dampak positif sekaligus dampak negatif.
Hasil dari penelitian ini diharapkan mampu memberikan keuntungan
saintifik, praktis dan humanistik. Secara saintifik, hasil penelitian ini memberikan
kontribusi terhadap ilmu pengetahuan di dalam lingkup Kajian Bahasa Inggris.
Dalam prakteknya, hasil dari penelitian ini mengindikasikan bahwa pendidik dan
mahasiswa seharusnya sadar akan adanya kecemasan berkomunikasi dan
kecemasan terhadap penilaian negatif di dalam proses belajar mengajar.
Selanjutnya, pendidik diharapkan mampu membantu mahasiswa dalam mengatasi
hal-hal tersebut misalnya dengan cara membantu mahasiswa untuk menyadari
keyakinan dalam belajar bahasa Inggris, menyadari faktor-faktor yang berasal dari
pendidik yang mampu menyebabkan kecemasan mahasiswa, memastikan bahwa
setiap mahasiswa memiliki tujuan dalam belajar dan memberikan penghargaan
jika dibutuhkan. Secara humanistik, hasil dari penelitian ini diharapkan mampu
menciptakan pemahaman empati dan selanjutnya pemahaman empati ini
diharapkan dapat mengarah pada aktualisasi diri.
Kata kunci: pengalaman hidup, motivasi, kecemasan berbahasa asing, kecemasan
dalam berkomunikasi, kecemasan terhadap evaluasi negatif
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CHAPTER I
INTRODUCTION
This introductory chapter consists of background of the study, problem
delimitation, problem formulation, research goal and research benefits. The
background section contains the underlying information of the research which
shows the readers the importance of the issues under study. The scope of the study
should be delimited and therefore is stated in the problem delimitation. The
research question which is the focus of this research is formulated and can be
found in the problem formulation section. The next section is research goal which
is closely related to the research question. In the end of this chapter, the research
benefits section describes the scientific and practical benefits of the study.
A. Background of the Study
I remember one day in the middle of a course that I took in my graduate
study, my lecturer asked a question, “What is the difference between learning and
acquisition?” What happened was none of the students answered. That situation
perhaps would make my lecturer think, “Does the silence mean they do not have
any idea, does the silence mean they are thinking or does the silence actually show
the fights in the students’ minds whether to give answer or not?” I–as one of the
students in that class–would say that it was about the fight in mind. I knew the
concept and wanted to answer, but I hesitated. This fight happened in my mind,
“Is my answer correct? What will my lecturer and other friends think if I give
incorrect answer?” I was anxious of being negatively evaluated by my lecturer
and friends. Finally, I just kept my mouth closed and did not give the answer.
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This fight in mind happened not in one course only. In another course, my
lecturer asked me and my friends to actively participate in every group discussion.
Moreover, in this course, my lecturer employed participation grade. He would
give additional grades for the students who shared their ideas. One day, the
discussion was on what we would do if our beliefs as a teacher were different with
the beliefs of institution where we worked. I thought about the answer then
formulated good statements to represent my ideas. Again and again, I was a little
bit hesitant to speak out my ideas. I was not confident enough and afraid of what
others would think of my ideas. My heart beat faster, but then I was eager for
participating in the group discussions because of the grade I would get. I took a
deep breath, then finally I raised my hand and spoke out my ideas.
My struggles above were two-real examples of situations when I
experienced language anxiety. In my first story, my anxiety caused me to remain
silent in the class. I was failed in handling my anxiety. However, sometimes like
in my second story, I could cope with my anxiety successfully. At that time, I was
motivated by the grade I could get. I am quite sure that these kinds of struggle not
only happened to me but also happened to the most students. Unfortunately,
Oxford (1999) states the idea that my first reaction–being silent or giving up–is
more frequent than my second reaction found in mostly students when they
experienced language anxiety.
Anxiety can be simply defined as “worrying or fear feeling.” Many people
feel nervous when they are speaking because they may feel anxious inside their
hearts. Anxiety is often viewed as a possible stumbling block to the language
learning process. Some students may be reluctant to deliver their opinion in
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classroom because they feel worry. Horwitz, Horwitz and Cope (1986, p. 124)
define anxiety as “the subjective feeling of tension, apprehension, nervousness
and worry associated with the arousal of the nervous system.” A study from
Worde (1998) in Zheng (2008) showed that one third to a half of students
examined were reported to experience high levels of language anxiety. It shows
that the number of students who report that they are anxious language learners is
amazing. In addition, according to McCroskey (1984), even at higher levels of
proficiency, many students may experience some level of fear and anxiety when
asked to communicate, especially in public. According to Horwitz et al. (1986, p.
126), in the foreign language context, “anxiety centers on the two basic task
requirements: listening and speaking, and difficulty in speaking in class is
probably the most frequently cited concern of the anxious foreign language
students.” Some researchers have revealed that anxiety can impede foreign
language production and achievement (Horwitz et al., 1986; MacIntyre &
Gardner, 1991, 1994). Specifically, MacIntyre & Gardner (1991, p. 86) claim that
“language anxiety is experienced by learners of both foreign and second language
and causes potential problem as it can interfere with the acquisition, retention and
production of the new language.”
Investigating further into my second experience, I could find another
variable which was motivation in my process of making the decision. At that time,
I was motivated by the participation grade employed by my lecturer. Grade
actually was also one form of motivation. Richard (1994, p. 4) states that
“motivation is concerned with one’s reasons for learning the language, the
strategies used to achieve these goals, the effort put into learning and one’s ability
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to sustain that effort.” Motivation has frequently been reported to be the most
critical factor for success in the language learning process. Motivation has been
widely accepted by teachers and researchers as one of the key factors influencing
the success of language learning (Ely, 1986; Dornyei, 1994; Williams & Burden,
1997 in Li & Pan, 2005). Brown (2007) states that motivation is a star player in
the cast of characters connected to language learning around the world. It plays an
important role of success and failure.
According to the Affective Filter hypothesis proposed by Krashen (1987),
both motivation and anxiety are important affective variables that may function as
affective filter and influence comprehensible input in the process of acquiring a
language. Affective factors are defined as “those that deal with the emotional
response and motivations of the learner” (Scovel, 1978 in Tanveer, 2007). It is
well established that second or foreign language learning is often associated with
affective factors, among which the constructs of anxiety and motivation have been
recognized as important predictors of second or foreign language achievement.
Learning more about the affective factors that may influence the process of
language acquisition and lead to ineffectual learning is crucial to prevent an
atmosphere that not only frustrates the teachers, but also causes anxiety for
students.
Numerous empirical studies have focused on the relationship between
motivation and anxiety. The researchers have found language anxiety is
negatively related to language motivation (Gardner et al., 1987; Hashimoto, 2002;
Tsai & Chang, 2013; Liu & Cheng, 2014; Tahernezhad, Behjat & Kargar, 2014).
Motivation was also shown to be served as a significant predictor of learner
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anxiety. Clement, Dornyei and Noels (1994) found that learners who are more
motivated to learn are usually less anxious learners who have better previous
experiences, who evaluate their own proficiency more highly, and who consider
the learning tasks as less difficult. According to Noels, Clement and Pelletier
(2001), the more learners feel amotivated, the less effort they will expand and the
more anxiety they will feel. However, it should not be the end of the investigation.
The important point is to explore the role of these affective filters altogether in
teaching and learning process.
As a language learner who had experienced anxious feelings aroused by
language learning situations and as a future teacher of English, I had always been
interested in exploring the role of affective factors in general and of motivation
and anxiety in particular. In this study, I went deeper exploring the motivated
students’ lived experience of anxiety and the meaning of the experience to them.
To the best of my knowledge, no published study had been yet conducted to
explore the issue. Since it was the study of lived experience, the study was a
phenomenological study in nature.
B. Problem Delimitation
Learning a foreign language required the students’ motivation to be
successful. It was worth noticing that students’ levels of motivation varied
between one and another. In my study, I focused on students who are highly
motivated since they were strongly related to high achievement, and therefore
could be considered as successful students. Exploring their lived experience of
language anxiety was a beneficial thing to do since they might provide useful self-
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reflection and guideline for other students who had similar problem and still found
out the best way to be successful in language learning.
Considering that the study was conducted in the foreign language context, I
specified the kind of anxiety into what is so-called Foreign Language Anxiety
(FLA). Horwitz et al. (1986, p. 128) define FLA as “a distinct set of beliefs,
perceptions, and feelings in response to foreign language learning in the
classroom and not merely a composite of other anxieties.” FLA is unique since it
happened in foreign language classroom which requires the learners to
communicate or use a language which they have not mastered perfectly
(Keramida, 2009).
Furthermore, Horwitz et al. (1986) and Cubukcu (2007) identify three main
types of FLA. The three types are communication apprehension (CA), test anxiety
(TA) and fear of negative evaluation (FNE). Cubukcu (2007, p. 128) defines CA
as “a type of shyness characterized by fear of and anxiety about communicating
with people”. TA refers to “a type of performance anxiety stemming from a fear
of failure” (Horwitz et al., 1986, p. 127). FNE is defined as “apprehension about
others’ evaluations, avoidance of evaluative situations and the expectation that
others will evaluate them negatively” (Horwitz et al., 1986, p. 128). In this study,
I focused on CA and FNE since they are factors influencing to students’ oral
communication in the classroom.
C. Problem Formulation
Considering the importance of the issue being studied, this study attempted
to answer the following research questions:
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What is the highly-motivated students’ lived experience of communication
apprehension and fear of negative evaluation?
D. Research Goal
The research goal of this study was closely related to the research question
of this study. By conducting this study, I aimed at finding the scientific truth of
the highly-motivated students’ lived experience of communication apprehension
(CA) and fear of negative evaluation (FNE) specifically by describing and
interpreting their lived experience of CA and FNE.
E. Research Benefits
My study of the highly-motivated students’ lived experience of CA and
FNE was expected to provide scientific, practical and humanistic benefits.
Scientifically, the description and interpretation of the result would contribute to
the body of knowledge in English Language Studies (ELS). The scientific
contribution would lead to practical benefits which was related to efficiency or
productivity.
Practically, the finding of this study might help English-medium institution
such as ELS to understand the individual difference, to understand the
psychological process of learning foreign language and to come up with effective
teaching methods to control students’ affective filter. Therefore, these practical
benefits would promote equity in the classroom. Learning equity was highly
needed to ensure that language learners got a fair opportunity at learning.
Humanistically, the study presented findings that promoted empathic
understanding of the participants’ lived experience of CA and FNE. This is what
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phenomenological psychology is about–“rich description of people’s experiences,
so that we can understand them in new, subtle and different ways and then use this
new knowledge to make a difference to the lived world of ourselves and others”
(Langdridge, 2007, p. 9). This understanding was expected to lead to self-
actualization which occurs when people realize their own maximum potential and
capabilities.
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CHAPTER II
LITERATURE REVIEW
This chapter will be divided into two sections. The first section is the
theoretical review which will provide a comprehensive knowledge of the field of
this study. By reviewing the related theories, the construct map can be
theoretically generated. The construct map serves as the basis for the framework
of pre-understanding which will be provided in the second section of this chapter.
The framework of pre-understanding functions as the rationale to predict the
relationships among variables of this study and to describe this study in the whole
picture.
A. Theoretical Review
This section presents my review of published information of some relevant
theories and previous studies related to the topic of my study. In this section, I
review the theories and previous studies’ findings of: (1) motivation, (2) foreign
language anxiety (FLA) including communication apprehension (CA) and fear of
negative evaluation (FNE), (3) relationship between motivation and FLA and (4)
lived experience.
1. Motivation
In this section, I review the theories and previous studies’ findings of
motivation. This section is divided into 3 smaller sections: (a) definition of
motivation, (b) types of motivation and (c) highly-motivated students.
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a. Definition of Motivation
“Motivation is concerned with one’s reasons for learning the language, the
strategies used to achieve these goals, the effort put into learning and one’s ability
to sustain that effort” (Richards, 1994, p. 4). Motivation has frequently been
reported to be the most critical factor for success in the language learning process.
Motivation has been widely accepted by teachers and researchers as one of the
key factors influencing the success of language learning (Ely, 1986; Dornyei,
1994; Williams & Burden, 1997 in Li & Pan, 2005). Brown (2007) states that
motivation is a star player in the cast of characters connected to language learning
around the world. It plays an important role of success and failure.
Motivation helps students get started. Sometimes, it will be hard for students
to start learning new knowledge and new skills of language through new subjects
in a new semester. Many questions will appear in students’ mind. Motivation
helps students get started because motivation involves the student’s reason for
attempting to acquire the language (Schumann, 1986). Therefore, realizing the
reason can help students to set the goal and plan strategies to achieve the goal.
Motivation helps students keep moving in language learning process. Since
motivated students have an effort put into learning and also have ability to sustain
that effort, the students can face difficulties and challenges in the process of
learning. Moreover, Hedge (2000, p. 23) emphasizes that “motivation is crucial in
the classroom, whether learners arrive with it or whether they acquire it through
classroom experience.” Motivation escorts the process of learning.
Motivation makes students do more than necessary. Motivation leads
students to have an effort to achieve the goals, consciously or unconsciously
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students will do better and more than necessary. The students will explore and use
all their knowledge and skills in language learning process. Reece and Walker
(1997) express that a less capable student who is highly motivated can achieve a
greater success than the more intelligent student who is not well motivated.
Motivation makes the journey fun. Students who do not have motivation
might think that the journey to succeed is long and difficult. Differently, students
who are motivated will see the long journey as an enjoyable travel. Donald (2008)
argues that motivation enables students to endure such difficult times. A
motivated individual will enjoy learning the language and will strive to learn the
language (Gardner, 1985).
In language learning, “motivation determines the extent of active, personal
involvement in language learning” (Oxford & Shearin, 1994, p. 121). Motivation
leads the students to be self-directed. A highly-motivated student begins to want a
greater responsibility for their own learning. “Self-directed students gradually
gain greater involvement and proficiency” (Oxford, 1990, p. 10).
Motivation has a strong effect on students’ achievement in numerous
studies. Bank and Finlapson (1980) concluded that successful students were found
to have significantly higher motivation for achievement than unsuccessful
students did. Clement, Dornyei and Noels (1994) revealed that achievement in
English language of Hungarian students was significantly related to motivational
indices. Johnson (1996) found that academic achievement was highly correlated
with students’ motivation. A quantitative study done by Sikhwari (2007) at the
University of Venda in South Africa, suggested that highly motivated students
tried to achieve academic success through attending classes regularly and
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participating in class discussions, which resulted in their getting higher marks in
tests and examination.
b. Types of Motivation
Harmer (1998) mentions that motivation can be separated into two main
types: intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation are two
major types with which college students are engaged in the process of learning
language. Intrinsic motivation basically comes from the students themselves such
as their own goals and the needs to learn (e.g. I have direction and goals in
learning English, I want my study provides me with opportunities to develop my
knowledge and skills in English). If you are motivated intrinsically, it means that
you are doing something because you want to do it or because you make your
own choice to do it. Deci and Ryan (2000, p. 56) state that “intrinsic motivation is
defined as the doing of an activity for inherent satisfactions rather than for some
separable consequences.” Dev (1997) views that student who are intrinsically
motivated will not need any type of reward or incentive to complete a task. This
type of student is more likely to complete the chosen task and triggered by the
challenging nature of an activity.
While extrinsic motivation comes from outside of the students such as
parents, environment and class condition. “Extrinsic motivation is a construct that
pertains whenever an activity is done in order to attain some separable outcome”
(Deci & Ryan, 2000, p. 60). Extrinsic motivation thus contrast with intrinsic
motivation. For students, extrinsic motivation variable is the sum of a recognition,
grades, and competition in learning (Wigfield, 1997). As suggested by Best,
Rulison, Davidson and Welsh (2008), grade was regarded as tangible reward,
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while good academic reputation, praise and recognition from others were regarded
as intangible reward.
Ormrod (2008) says that both types of motivation may not have exactly the
same effect on student learning and performance at the college level. Deci and
Ryan (1985) claim that learners who are intrinsically motivated rather than
extrinsically motivated are likely to become more successful and effective
learners. Students who are intrinsically motivated to learn are still believed to be
more persistent in language learning, and this persistence contributes to students’
achievement. According to Ushioda (1996), students who are intrinsically
motivated can experience greater pleasure and emotional involvement because the
rewards generated from intrinsic motivation are usually positive feelings such as
enjoyment, pleasure, satisfaction, and self-indulgence and students can be always
motivated by those internal rewards from the learning itself to persist learning.
While for students who are extrinsically motivated, they “may work efficiently in
the short term in response to external rewards and incentives, but their motivation
is unlikely to sustain itself autonomously if the learning experience does not
generate internal or intrinsic rewards” (ibid, p. 22). Those students who work for
extrinsic rewards are comparatively passive because if the external reinforcement
is not available, they have no reason to do it and they may remain stagnant. Even,
these students may give up learning once the external pressure no longer exists
(Noels, Clement & Pelletier, 2001).
The key of extrinsic motivation is a reward, which can either be tangible or
intangible. For example, if students excel, they will attain a good academic
reputation, receive praise and recognition from their significant others which are
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regarded as intangible rewards. Students who are perceived as having a good
academic reputation may often be asked for academic help and are associated with
students who excel (Gest et al., 2008). Deci and Ryan (1985) found that using
rewards in an academic setting resulted in a significant improvement in students’
motivational levels. Moneta and Spada (2009) suggest that individuals who are
extrinsically motivated by an expected reward increase their effort to complete the
task and earn an incentive.
Besides the controversy of intrinsic and extrinsic motivation, Lumsden and
Linda (1994) investigated that passion to learn seemed to shrink as children grew.
As children grow, learning sometimes becomes compulsion than pleasure. The
similar idea is revealed by Goldberg (1994) in Broussard (2002), who points out
that an intrinsic orientation toward education switches to a more extrinsic
orientation as children increase in age. On the contrary, Zemke and Zemke (1988)
argue that there is transition from extrinsic to intrinsic motivation in the college
classroom. The students need to come to class to learn because learning is
intrinsically motivating, rewarding, exciting and of real benefit to the students.
Research on adult learners indicated that learners are most motivated when they
see relevance to their learning, engage in the learning process and feel that they
can meet their interests and needs (ibid).
It should be noted that some studies have found significant relationship
between specific types of motivation and academic achievement. Intrinsic
motivation was found to have a significant effect on students learning and
performance in an empirical study (Deci et al., 2004). Several studies have shown
positive correlations between intrinsic motivation and academic achievement (e.g.
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Gottfried, 1985, 1990; Harter & Connell, 1984; Henderlong & Lepper, 1997;
Lloyd & Barenblatt, 1984). Afzal, Ali, Khan and Hamid (2010) found that
students who were intrinsically motivated performed much better academically
than students who were extrinsically motivated. Extrinsically motivated students
might perform very well in one semester or quiz to achieve a certain reward or
goal and then next semester might show poor performance because the reward did
not exist anymore. Their performance did not remain constant as a result. While,
intrinsically motivated students were truly interested in learning and in achieving
high goals. Their overall performance was consistent. On the other hand, recent
research conducted to with college-student populations revealed that students who
had high extrinsic motivation had positive achievement (Barron & Harrackiewicz,
2001; Elliot & McGregor, 2001; Harackiewicz, Barron, Pintrich, Elliot, & Trash,
2002 in Lepper, Corpus & Iyengar, 2005). Students who were particularly focused
on the extrinsic consequences of their behaviors did particularly well on objective
indicators of performance.
A study conducted amongst students in KwaZulu-Natal, South Africa, found
that factors leading to academic achievement occurred interactively (Dass-
Brailsford, 2005). For example, family pressure might contribute to a decrease in
students’ motivational levels. However, students who were highly intrinsically
motivated might counteract these negative factors from their families (ibid, 2005).
Muller and Louw (2004) assert that extrinsic factors, such as a supportive social
environment can foster intrinsic motivation. Davis, Muller and Middleton (2006)
state that intrinsic and extrinsic variables are likely to interact with each other to
support an individual in reaching their desired targets.
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c. Highly-Motivated Students
Previously, I have presented the definition of motivation by Richard (1994).
Richard (1994, p. 4) states that “motivation is concerned with one’s reasons for
learning the language, the strategies used to achieve these goals, the effort put into
learning and one’s ability to sustain that effort.” From this definition, it can be
inferred that highly-motivated students have their own reasons or goals in
language learning, employ some strategies used to achieve their goals and put a
big effort to achieve their goals.
A highly-motivated student wants a greater responsibility for their own
learning (Oxford, 1990). Self-directed students gradually gain greater involvement
and proficiency. Motivation has strong effect on students’ achievement in
numerous studies. Bank and Finlapson (1980) concluded that successful students
were found to have significantly higher motivation for achievement than
unsuccessful students did. Gottfried (1985) explains that students who were
reported to have high academic intrinsic motivation had significantly high school
achievement. Also, some previous research on college-student populations
uncovered that students who had high extrinsic motivation had positive
achievement (Barron & Harrackiewicz, 2001; Elliot & McGregor, 2001;
Harackiewicz, Barron, Pintrich, Elliot, & Trash, 2002 in Lepper, Corpus &
Iyengar, 2005).
2. Foreign Language Anxiety (FLA)
In this section, I review the theories and previous studies’ findings of FLA.
This section is divided into 6 smaller sections: (a) definition of FLA, (b) types of
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FLA, (c) causes of FLA, (d) manifestation of FLA, (e) students’ strategies to cope
with FLA and (f) effects of FLA.
a. Definition of FLA
Teachers and students generally feel that anxiety is a major obstacle to
overcome in learning to speak another language. In order to understand FLA, it is
important to first consider the definition of FLA. Horwitz, Horwitz, and Cope
(1986) were the first to treat FLA as a separate and distinct phenomenon particular
to language learning. According to Horwitz et al. (1986, p. 128), FLA is “a
distinct complex of self-perceptions, feelings and behaviors related to classroom
learning arising from the uniqueness of the language learning process.”. In a
similar vein, Oh (1992) in Wang (2005, p. 16) perceives FLA as a situation-
specific anxiety students experience in the classroom, which is characterized by
“negative self-centered thoughts, feelings of inadequacy, fear of failure, and
emotional reactions.”
Batumlu and Erden (2007) in Worku (2008, p. 10) add that “FLA is
different from all kinds of anxiety because it is a distinct complex of self-
perceptions, feelings and behaviors related to language learning process.” Here,
the students who feel anxious are caused by the foreign language learning process.
Moreover, “foreign language learning process is seen as a unique process because
learners are required to communicate or use a language which they have not
mastered perfectly” (Keramida, 2009, p. 39). In other words, the worry and
negative emotional reaction aroused when the students are learning or using a
foreign language that they do not have full competence. For many learners,
learning English as a foreign language can make them feel anxious and worried
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because English is something new for them. They have to use or communicate
using English that they have not mastered perfectly.
b. Types of FLA
Horwitz et al. (1986) identified three related performance anxieties. They
are communication apprehension (CA), test anxiety (TA) and fear of negative
evaluation (FNE), which are believed to “provide useful conceptual building
blocks for a description of foreign language anxiety” (Horwitz et al., 1986, p.
128). In the following part, I review two types of FLA used in this study.
1) Communication Apprehension (CA)
McCroskey (1977, p. 28) defines CA as “an individual’s level of fear or
anxiety associated with either real or anticipated communication with another
person or persons.” Meanwhile, Cubukcu (2007, p. 128) defines CA as “a type of
shyness characterized by fear of and anxiety about communicating with people.”
Horwitz et al. (1986, p. 127) state that “difficulty in speaking in dyads or groups
(oral communication anxiety) or in public (“stage fright”) or in listening to or
learning a spoken message (receiver anxiety) are all manifestation of CA.”
Gregersen and Horwitz (2002, p. 562) elaborate more by saying
people whose typical CA is high tend to encounter even greater difficulty
communicating in a foreign language class where they have little control of
the communicative situation; there exists a disparity between learners’
mature thoughts and their immature foreign language proficiency, and their
performance is constantly monitored.
Horwitz et al. (1986, p. 127) state that the inability to express oneself fully or to
understand others not only lead to frustration and apprehension in typical
apprehensive communicators but also make many otherwise talkative people
become silent in a foreign language class.
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A study by Nor and Normazla (2008) found that the participants of their
study experienced the highest level of CA when participating in meetings,
interpersonal communication and public speaking. Their study also revealed that
the major causes of CA were the personality trait of the students and their inability
to pronounce English words correctly. Likewise, Pappamihiel (2002) in her paper
wrote that students who come in with fewer language skills tend to be more
nervous and anxious about learning the English language. Therefore, anxiety is
viewed as a possible stumbling block to the language learning process of these
students. Another study conducted in Puerto Rico by Lucas (1984) revealed that
only 115 students were found to experience CA when speaking using their mother
tongue, Spanish. However, these students were found to display high CA (43%)
when speaking in English. A similar study conducted by McCroskey (1984) in
Japan found that three-fourths of the samples were classified as having high levels
of CA in both Japanese and English. Finally, in a study conducted by Shameem
and Siti (2006) in Tom et al. (2013), the researchers found that more than half of
their subjects were afraid of using English due to poor proficiency in the
language. They also found that the subjects had high levels of CA when using the
language to communicate. Similar to Nor and Normazla’s (2008) study, they also
discovered that one of the main factors causing CA was personality trait.
2) Fear of Negative Evaluation (FNE)
Fear of negative evaluation (FNE) is defined as “apprehension about others’
evaluations, avoidance of evaluative situations and the expectation that others will
evaluate them negatively” (Horwitz et al., 1986, p. 128). From the definition of
fear of negative evaluation, it can be concluded that many learners seem to be
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sensitive when they are evaluated by others because they are afraid of having
negative evaluations. Consequently, learners who are highly concerned about the
impressions of others form them to behave in ways that minimize the possibility
of negative evaluations (Gregersen & Horwitz, 2002). In foreign language
classrooms, students with FNE tend to "sit passively in the classroom,
withdrawing from classroom activities that could otherwise enhance their
improvement of the language skills" or even "cutting class to avoid anxiety
situations" (Aida, 1994, p. 157).
Young (1991) found that anxious learners thought their skills in language
were weaker than their peers’ and they were looking down at them. A study from
Hilleson (1996) showed that the awareness of performing badly in English
seemed to indicate a loss of self-esteem. The students were aware that their
performance was being evaluated by their peers and teachers, which made them
very anxious in learning.
c. Causes of FLA
Research has indicated a number of ways that learning a foreign language
can cause anxiety for language learners. Tallon (2008) comprehensively
summarize three main sources of FLA. They are learner’s characteristics,
teacher’s characteristics and classroom’s characteristics. In addition, classmates
also act as the source of main source of FLA (Horwitz et al., 1986). Learner’s
characteristics include personal and interpersonal issues and learner’s beliefs
about language learning. Teacher’s characteristics include teacher’s beliefs about
language teaching which determine teacher-learner interactions.
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1) Personal and Interpersonal Issues
Several other researchers argued that low competitiveness and self-esteem
are the two significant sources of learner anxiety. Bailey (1983) studied the diary
entries of 11 students and reported that competitiveness can lead to anxiety when
language learners compare themselves to others or to an idealized self-image.
Likewise, Price (1991) found that the majority of her subjects believed their
language skills to be weaker than those of the others in class that they weren't
doing a good job and that everyone else looked down on them.
As regards to self-esteem, Hembree (1988) in Linh (2011) implies that
students who start out with a self-perceived low ability level in a foreign or
second language are most likely to experience language anxiety. Krashen (1987)
also suggests that anxiety can arise according to one's degree of self-esteem as
those students tend to worry about what their peers or friends think, in fear of their
negative responses or evaluation.
Anxiety was, moreover, related to self-confidence gained as a result of
perceived communicative competence (Clement, 1980). Lack of anxiety is thus
viewed as a predictor of self-confidence characterizing motivated language
learners. Another personality trait that has a positive correlation with FLA is
shyness Chu (2008) in Zhang (2010). Chu (2008) in Zhang (2010) affirms that
anxiety, unwillingness to communicate and shyness function together to create a
negative impact on Taiwanese students’ in studying English.
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2) Learner’s Beliefs about Language Learning
Learner’s beliefs about language learning can also be associated with
anxiety (Horwitz et al., 1986; Horwitz, 1988, 1989; Price, 1991; Young, 1991).
Horwitz's study (1988) in Young (1991, p. 428) revealed that the students:
(1) expressed great concern over the correctness of their utterances, (2)
placed a great deal of stress on speaking with "an excellent accent", (3)
supported the notion that language learning is primarily translating from
English (4) believed that two years is enough time to become fluent in
another language and (5) believed some people were more able to learn a
foreign language than others. In addition, many students also believed that
learning a second language primarily involved memorizing vocabulary
words and grammatical rules.
According to Tallon (2008, p. 4), “when students’ unrealistic expectations
about language learning are not met, the situation can lead to negative feelings
about one’s intelligence and abilities.” Such unrealistic beliefs like what Horwitz
(1988) found may make the students later become disappointed and frustrated. I
conclude that unrealistic beliefs may make students have unrealistic expectations
about language learning process, thus leading to anxiety. In addition, Palacios
(1998) in Tallon (2008, p. 5) found that the following beliefs are associated with
FLA. They are
(1) the feeling that mastering a language is an overwhelming task, (2) the
feeling that one needs to go through a translation process in order to
communicate in the target language, (3) the difficulty of keeping everything
in one’s head and (4) the belief that learning a language is easier at an
earlier age.
3) Teacher’s Beliefs about Language Teaching
Teacher’s beliefs about language teaching determine the teacher-learner
interactions. They are further possible sources of language anxiety because the
teacher's assumption about the role of language teachers may not always
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correspond to the student's needs or expectations toward him or her (Ohata, 2005
in Linh, 2011). Young (1991) identifies the following teacher beliefs which have
been shown to evoke feelings of anxiety in students: (1) it is necessary for the
teacher to be intimidating at times, (2) the instructor is supposed to correct every
single mistake made by the students, (3) group or partner work is not appropriate
because it can get out of control, (4) the teacher should do most of the talking and
(5) the instructor’s role is that of a drill sergeant.
Besides, Palacios (1998) in Tallon (2008) found the following
characteristics of the teacher to be associated with anxiety. They are absence of
teacher support, unsympathetic personalities, lack of time for personal attention,
favoritism, absence that the class does not provide students with the tools
necessary to match up with the teacher’s expectations and the sense of being
judged by the teacher or wanting to impress the teacher. A judgmental teaching
attitude (Samimy, 1994 in Linh, 2011) and a harsh manner of teaching (Aida,
1994) are closely linked to student fear in the classroom. In addition, Ando (1999)
in Linh (2011, p. 41) argues that “having a native speaker for a teacher can cause
anxiety because the teacher may lack the sensitivity of the learning process or the
teacher’s English may be hard for students to understand.”
4) Classroom Characteristics
Young (1991) propose a list of classroom activities which are perceived as
anxiety-provoking: (1) spontaneous role play in front of the class, (2) speaking in
front of the class, (3) oral presentations or skits in front of the class, (4) presenting
a prepared dialogue in front of the class and (5) writing work on the board.
Similarly, Palacios (1998) in Tallon (2008, p. 6) found that “demands of oral
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production, feelings of being put on the spot, the pace of the class, and the
element of being evaluated (i.e., fear of negative evaluation) to be anxiety-
producing to students.” Young (1999) emphasizes that putting the learner “on the
spot” in front of their classmates without allowing adequate preparation is also
source of anxiety for many students. Moreover, Oxford (1999) emphasizes
learning and teaching styles as a potential source of language anxiety. If the
teacher’s teaching style and a student’s learning style are not compatible, “style
wars” can trigger or heighten anxiety levels.
5) Classmates
According to Horwitz et al. (1986), anxiety especially FNE is triggered not
only by the teacher as a fluent speaker but also the classmates. Koch and Terrell
(1991) similarly state that speaking in front of the peers is another source of
anxiety in learning a foreign language. In her study, Young (1990) investigated
the students’ perspectives on anxiety and speaking. The result of her study
revealed that, in a language class, the students felt most anxious when they had to
speak in front of their peers. Horwitz et al. (1986) suggest that language
classrooms are threatening in part because students are often required to
communicate in front of their peers in an unfamiliar language and are often
publicly evaluated while doing so.
d. Manifestation of FLA
According to Oxford (1999, p. 66), anxiety in general and FLA in particular
can have “physical, psychological and behavioral manifestation.” The
manifestation can differ from one to another. Physical symptoms include bodily
reactions such as rapid heartbeat, muscle tension, dry mouth, and excessive
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25
perspiration. Psychological symptoms include feelings of helplessness, problems
with concentration such as going blank and inability to concentrate, as well as
memory difficulties such as poor memory recall and retention. Moreover,
behavioral symptoms include physical actions such as squirming, fidgeting,
playing with hair or clothing nervously touching objects, stuttering or stammering
displaying jittery behavior, being unable to reproduce the sounds or intonation of
the target language even after repeated practice. More importantly, behavioral
symptoms of anxiety can be manifested in negative avoidance behaviors like
inappropriate silence, monosyllabic or non-committal responses, lack of eye
contact, unwillingness to participate, coming late, arriving unprepared, showing
indifference, cutting class, and withdrawal from the course. In addition, other
signs might reflect language anxiety depending on the culture. The symptoms are
excessive study, perfectionism, hostility, excessive competitiveness, as well as
excessive self-effacement and self-criticism (e.g. “I am so stupid”).
e. Students’ Strategies to Cope with FLA
Folkman and Moskowitz (2004) claim that coping is accomplished through
the thoughts and behaviors used to manage the internal and external demands of
situations that are appraised as stressful. Despite the absence of direct empirical
work that deals with strategies that students use to cope with their FLA, extensive
research has been done to help students cope with their anxieties in academic
setting (Kondo and Ying-Ling, 2004). Generally, three approaches to the
alleviation of anxiety are cognitive, affective and behavioral approaches
(Hembree, 1988 in Kondo & Ying-Ling, 2004). These three intervention
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approaches provide the basis for the types of strategies students may use to tackle
their language anxiety.
According to Kondo and Ying-Ling (2004), if students think that their
cognition (worry, preoccupations, and concerns) creates anxiety, they may attempt
to suppress or alter the thought processes related to language learning. Those who
believe that somatic arousal (physical responses to anxiety) is the main concern
may find ways to ease bodily reactions and tension. If students assume that
anxiety arises because they lack the necessary academic skills, they may study
harder. However, if students perceive that their anxieties are too much to cope
with, they may not invest effort in reducing the anxiety. In their study which was
designed to develop a typology of strategies that Japanese students use to cope
with English language learning anxiety, Kondo and Ying-Ling (2004, p. 258)
identified 70 basic tactics and put them into five strategy categories. Those
include:
(1) Preparation (e.g. studying hard, trying to obtain good summaries of
lecture notes), (2) Relaxation (e.g. taking a deep breath, trying to calm
down), (3) Positive thinking (e.g. imagining oneself giving a great
performance, trying to enjoy the tension), (4) Peer seeking (e.g. looking for
others who are having difficulty controlling their anxieties, asking other
students if they understand the class), and (5) Resignation (e.g. giving up,
sleeping in class) (p. 47).
According to Kondo and Ying-Ling (2004), preparation can be considered a
behavioral strategy because it focuses on behavioral components of language
learning that are related to effective performance in class. Relaxation is
characterized by its affective quality in that it aims at alleviating bodily tension
associated with emotional arousal. Positive thinking and peer seeking are attempts
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to suppress or alter problematic thought processes related to language learning,
and thus can be subsumed into cognitive strategies.
f. Effects of FLA
MacIntyre et al. (1998) lists five major effects of FLA in language learning
and performance. First, academically, FLA is one of the best predictors of
language proficiency since high levels of FLA are associated with low levels of
academic achievement in foreign language learning. The second effect is the
social effect. Students with high anxiety level are not interested to take part in
interpersonal communication with others. Third, cognitively, FLA can occur at
any stage of language acquisition. FLA can become an affective filters that
prevents certain information from entering a student’s cognitive processing
system. Fourth, FLA arousal influence the quality of communication output as the
retrieval of information may be interrupted when students get anxious. Finally,
personally, language learning experience could, under some circumstances,
become a traumatic experience. This kind of unpleasant experience may
dramatically disturb one’s self-esteem or self-confidence as a student.
3. Relationship between Motivation and FLA
Both anxiety and motivation play fundamental parts in English learning.
They are closely related to each other in second and foreign language learning
(Liu & Huang, 2011). Various levels of foreign language learners’
accomplishment might be influenced by anxiety and motivation. Motivation is
one of the factors that influence the success of language learning. Language
anxiety, however, often works against motivation to learn. It is thus important to
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review the relationship between motivation and anxiety in terms of students’
English learning achievement.
The relationship between language motivation and language anxiety has
been investigated by some researchers. Language anxiety was found to be
negatively related to motivation (Gardner et al., 1987; Hashimoto, 2002; Yang,
Liu & Wu, 2010; Liu & Huang, 2011). Clement, Dornyei and Noels (1994) found
that learners who are more motivated to learn language are usually less anxious
learners who have better previous experiences, who evaluate their own
proficiency more highly and who consider the learning tasks are less difficult.
According to Noels, Clement and Pelletier (2001), the more learners feel
amotivated, the less effort they will expand and the more anxiety they will feel.
Another study conducted by Liu and Cheng (2014) also found that Taiwanese
university freshmen’s anxiety levels were significantly lower when students had a
higher degree of motivation. The finding of Liu and Cheng’s study also revealed
that the combination of communication apprehension and fear of negative
evaluation acted as primary source language anxiety in the Taiwanese EFL
classroom.
Tahernezhad, Behjat and Kargar (2014) investigated the degree of anxiety
among Iranian intermediate EFL learners and its relation to their motivation. To
the end, a total number of 80 EFL learners (35 males and 45 females) were
selected through cluster random sampling from two language classes at Islamic
Azad University in Iran as the participants in this study. The instruments used to
collect the data from the participants were the Foreign Language Learning
Anxiety Scale (FLCAS) and Gardner’s (1985) Attitude/Motivation Test Battery
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(AMTB). The results indicated that the majority of the participants experienced a
mid to high level of language learning anxiety. Besides, it was found that the
participants with lower levels of the language learning anxiety were more
motivated to learn English while those with higher levels of the language learning
anxiety were less motivated to learn English.
4. Lived Experience
“Lived experience is the starting point and end point of phenomenological
research” (van Manen, 1990, p. 36). Van Manen (1990) points out eight important
philosophical points of phenomenology research. First, “phenomenological
research is the study of lived experience” (van Manen, 1990, p. 9). Langdridge
(2007, p. 4) points out the same way that when doing phenomenological studies,
“we aim to focus on people’s perceptions of the world in which they live and what
this means to them: a focus on people’s lived experience.” “Phenomenology is the
study of the lifeworld–the world as we immediately experience it pre-reflectively
rather than as we conceptualize, categorize or reflect on it” (Husserl, 1970; Schutz
& Luckmann, 1973 in van Manen, 1990, p. 9). Van Manen (1990, p. 9) states that
“phenomenology aims at gaining a deeper understanding of the nature or meaning
of our everyday experiences.” Phenomenology asks what this or that kind of
experience is like. What I can highlight here is that, according to van Manen
(1990), phenomenology bring us in more direct contact with the world instead of
offering us the possibility of effective theory with which we can now explain
and/or control the world.
Second, “phenomenological research is the explication of a phenomenon as
it presents itself to consciousness” (van Manen, 1990, p. 9). “The word
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phenomenon comes from the Greek phaenesthai, to flare up, to show itself, to
appear” (Moustakas, 1994, p. 26). Constructed from phaino, phenomenon means
“to bring to light, to place in brightness, to show itself in itself, the totality of what
lies before us in the light of day” (Heidegger, 1997 in Moustakas, 1994, p. 26).
The phenomena can be explained after people have been aware of their
experiences. In the other words, Langdridge (2007) explains that an object enters
our reality only when we perceive it, when it is presented to consciousness.
Langdridge (2007, p. 4) elaborates further by saying that “our perceptions varies
according to the context, the position of the perceiver in the relation to the object
and the mood of the perceiver, among other things.” Therefore, an experience may
be differently meaningful to different people and even the same person in a
different context. Going back to van Manen (1990, p. 9), he emphasizes that
“consciousness is the only access human beings have to the world.” What I can
highlight here is that, according to van Manen (1990, p. 10), “phenomenological
reflection is not introspective but retrospective meaning that reflection on
experiences that is already passed or lived through.”
Third, phenomenological research is the study of essences (van Manen,
1990, p. 10). Essence means “the structure and the internal meaning structure of
lived experience” (van Manen, 1990, p. 10). Husserl (1931) in Moustakas (1994,
p. 27) asserted that “essence provides on the one side a knowledge of the essential
nature of the real, on the other, in respect of the domain left over, knowledge of
the essential nature of the non-real (irreal).” Fourth, phenomenological research is
the description of the experiential meanings we live as we live them (van Manen,
1990, p. 11). In other words, phenomenology attempts to explain the meanings as
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we live them in our everyday existence. Fifth, phenomenological research is the
human scientific study of phenomena (van Manen, 1990, p. 11). According to van
Manen (1990, p. 11), “phenomenology claims to be scientific in a broad sense,
since it is systematic, explicit, self-critical and intersubjective study of its subject
matter, our lived experience.” Van Manen (1990, p. 11) also states that
phenomenology is a human science since the subject matter of phenomenological
research is always the structures of meaning of the lived human world. Sixth,
“phenomenological research is the attentive practice of thoughtfulness” (van
Manen, p. 12). According to Heidegger (1962) in van Manen (1990, p. 12),
thoughtfulness is described as “a minding, a heeding, a caring attunement-a
heedful, midful wondering about the project of life, of living, of what it means to
live a life.” Seventh, phenomenological research is a search for what it means to
be human (van Manen, 1990, p. 12). Van Manen (1990, p. 12) emphasizes that
“phenomenological research, as its ultimate aim, the fulfillment of our human
nature: to become more fully who we are.” Eighth, “phenomenological research is
a poetizing activity” (van Manen, 1990, p. 13). Van Manen (1990, p. 13) defines
poetizing as “thinking on original experience and is thus speaking in a more
primal sense.” Another aim of phenomenology stated by van Manen (1990, p. 36)
is that “to transform lived experience into a textual expression of its essence–in
such a way that the effect of the text is once a reflexive re-living and a reflective
appropriation of something meaningful: a notion by which a reader is powerfully
animated in his or her own lived experience.”
Dilthey (1985) in van Manen (1990, p. 35) has suggested that in its most
basic form lived experience involves our immediate, pre-reflective consciousness
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of life: a reflexive or self-given awareness which is, as awareness, unaware of
itself.
A lived experience does not confront me as something perceived or
represented; it is not given to me, but the reality of lived experience is there-
for-me because I have a reflective awareness of it, because I possess it
immediately as belonging to me in some sense. Only in thought does it
become objective.
Dithley (1985) in van Manen (1990, p. 36) also suggest that lived
experience is to the soul what breath is to the body: “just as our body needs to
breathe, our soul requires the fulfillment and expansion of its existence in the
reverberations of emotional life.” Gadamer (1975) in van Manen (1990, p. 37)
observed that the word “experience” has a condensing and intensifying meaning:
“If something is called or considered an experience its meaning rounds it into the
unity of a significant whole.” According to Dithley (1985) in van Manen (1990, p.
37), “what makes the experience unique so that I can reflect on it and talk about it
is the particular ‘structural nexus’, the motif, that gives this experience its
particular quality (central idea or dominant theme).” “Structural nexus” here
means as something that belong to a particular lived experience (something like a
pattern or unit of meaning), which becomes part of a system of contextually
related experience, explicated from it through a process of reflection on its
meaning.
According to Langdridge (2007, p. 4), phenomenologists argue that “it does
not make sense to think of objects in the world separately from subjectivity and
our perception to them.” Lived experience is a subjective experience. It is
subjective because “an experience may be differently meaningful to different
people and even the same person in a different context” (Langdridge, 2007, p. 5).
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Four factors related to the subjectivity of lived experience are ideology,
historicity, intentionality and awareness. Ideology is related to set of beliefs
characteristics of a social group or individual. Each individual has his or her own
beliefs about a certain object or event, therefore the experience between one
individual and the other is likely to be different and unique depending on the
individual’s ideology. Ricoeur (1970) believes that people always occupy an
ideological position even if they are unaware of it. Bunnin and Yu (2004) define
historicity as a term in phenomenological tradition denoting the feature of our
human situation by which we are located in specific concrete temporal and
historical circumstances. Dilthey (1900) in Bunnin and Yu (2004) argues that
historicity identifies human beings as unique and concrete historical beings. “The
term ‘intentionality’ indicates the inseparable connectedness of the human being
to the world” (van Manen, 1990, p. 181). Langdridge (2007) explains that
intentionality refers to the fact that whenever we are conscious or aware, it is
always to be conscious or aware of something. Langdridge (2007) elaborates more
by saying that an object enters our reality only when we perceive it, when it is
presented to consciousness. Furthermore, “our perception varies according to the
context, the position of the perceiver in relation to the object and the mood of the
perceiver, among other things” (Langdridge, 2007, p. 5). Marleau-Ponty (1962) in
van Manen (1990, p. 183) describes awareness as “a certain kind of attentiveness
and will to seize the meaning of the world.” As Carruthers (1996, p. 152) states
that
the subjective feel of experience presupposes a capacity for higher-order
awareness, and as he then continues, such self-awareness is a conceptually
necessary condition for an organism to be a subject of phenomenal feelings,
or for there to be anything that its experiences are like.
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Four factors above had been the basis for the fields of lived experience.
They are understanding, belief, feeling, intention and action. In investigating the
highly-motivated students’ lived experience of CA and FNE, I focused on belief,
feeling and action. First, when it comes to belief, I am very sure that every student
brings a variety of preconceived beliefs to the foreign language class. Puchta
(1999) in Arnold (2007) has stressed the importance of beliefs for any learning
experience. Puchta (1999) in Arnold (2007, p. 30) states that “beliefs are strong
perceptual filters; they serve as explanations for what has happened and they give
us a basis for future behavior.” In the other words, beliefs are likely to influence
the actions. Lonergan (1953) identifies five stages of the process of true belief.
They are (1) preliminary judgment on the value of belief in general, on the
reliability of the source, (2) a reflective act of understanding that, in virtue of the
preliminary judgments, grasps as virtually unconditioned the value of deciding to
believe some particular proposition, (3) the consequent judgment of value, (4) the
consequent decision of the will, and (5) the assent that is the act of believing.
Second, lived experience is related to how people feel the experience.
“Feeling is a state, which is in its entirety in every moment of time as long as it
endures” (Peirce, 2009, p. 363). When a person asks how someone feels, the
responses will include adjective responses expressing feelings such as anxious,
happy, afraid, confident, and so on (Patton, 2002). Since CA and FNE are closely
related to the feeling itself, the participants’ feelings are interesting to be explored.
Third, it was about action. Action involves the use of five senses and bodily
movements (Lonergan, 1985). According to Wilson (2007), action is something
that an agent does that was intentional under some descriptions. Van Manen
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(1990, p. 154) states “human science is concerned with action in that hermeneutic
phenomenological reflection deepens thought and therefore radicalizes thinking
and the acting that flows from it.” A situation that each participant had is likely to
insist his or her to take actions.
For the purpose of this study, the highly-motivated students’ lived
experience of CA and FNE is defined as their past experience that is already
passed or lived through and may include the beliefs, thoughts, feelings and actions
that represent the essence of the situation when they experienced CA and FNE. I
focus on the lived experience in which the participants are powerfully animated.
B. Framework of Pre-Understanding
Many studies have been reported that the number of students who
experience CA and FNE is amazing. Students with high motivation are not the
exception. In foreign language learning, they cannot avoid dealing with CA and
FNE. It is interesting to find out how the students who are closely associated with
language achievement and considered as successful learners experience, handle
and give meaning to CA and FNE.
Highly-motivated students tend to be motivated internally and externally
although the degrees are not exactly the same. The students have motivation
which comes from the students themselves such as their own goals and the needs
to learn. They learn foreign language in order to experience pleasure and
satisfaction such as the joy of doing a particular activity or satisfying one's
curiosity. This type of students is also triggered by the challenging nature of an
activity. The students are also eager to learn to get external reward. The rewards
can be tangible (e.g. grades) and intangible (e.g. recognition).
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Even though they have equipped themselves with such kind of motivation,
they cannot avoid dealing with CA and FNE. In the teaching learning process, CA
and FNE can be caused by some factors. The factors are from the student
themselves, the teacher, the classmates and the classroom’s activities. When they
have to face CA and FNE, they will manifest several symptoms. The symptoms
can be physical, psychological, behavioral and other symptoms. Therefore, they
have to cope with their anxieties. They will act as how they are aware of factors
contributing to their CA and FNE. They will come up with some strategies to
cope with their CA and FNE. The strategies may be one of these strategies;
cognitive, affective, behavioral and resignation. Combination of more than one
strategy is possible. One’s strategy to cope with CA and FNE may also be
different since CA and FNE are actually two different types of FLA.
The strategies might not fully represent the further decision of highly-
motivated students. Let us consider my experience that I use in the beginning of
my background of study in chapter I. When in the middle of the class, the lecturer
asks a question. The highly-motivated students may know the answer but they
experience FNE. Therefore, they have fights in minds whether to give answer or
not. The highly-motivated students probably answer the question since their
motivation is greater than their anxieties or in the other words, they cope with his
or her FNE successfully. However, the decision of not answering the question is
still possible.
In sum, in the process of foreign language learning, highly-motivated
students have high possibility in experiencing CA and FNE. Experiencing CA and
FNE covers several essential themes. They are causes of students’ CA and FNE,
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37
students’ beliefs, students’ manifestation of CA and FNE and students’ strategies
to cope with CA and FNE. These themes are bracketed off. Bracketing describes
my attempts to set aside all personal feelings, beliefs and preconceptions so that
an unbiased account of participants’ lived experience were made (Creswell,
2012). At the end, the awareness of these things will result in students’
understanding of themselves. Therefore, they may use the understanding to make
a difference to the lived world of themselves and others. The figure below
represents the construct of my study.
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STUDENT
Classmates
Characteristics Intrinsic
Knowledge
&Skills
Curiosity
Challenge
Extrinsic
Grade
Recognition
Competition
High
Motivation CA and FNE
Student’s
Characteristic
Personal trait
Belief about
language
learning
Teacher’s
Characteristic
Teacher-
learner
interaction
Classroom
Characteristic
Class activities
The Highly-Motivated
Students’ Lived
Experience of CA and
FNE
Belief
Psychological
Physical
Behavioral
Other signs
Manifestation
of CA & FNE
Affective
Behavioral
Resignation
Cognitive
Strategies to Cope
with CA & FNE
Feeling Action
Figure 2.1. Construct of the Study
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CHAPTER III
RESEARCH METHODOLOGY
This chapter explores the methodology employed to answer the research
question of this study, nature and the source of data, instruments, data collection,
data analysis and trustworthiness.
A. Research Method
This study was a hermeneutic phenomenological study. “Phenomenology
because it is the study of lived experience (phenomenon) in an attempt to enrich
lived experience by mining its meaning” (van Manen, 1990, p. 38).
“Hermeneutics because it is the interpretive study of the expressions and
objectifications (texts) of lived experience in an attempt to determine the meaning
embodied in them” (van Manen, 1990, p. 38).
Hermeneutic phenomenological method was the most appropriate method
for conducting this study since this study aimed at finding the scientific truth of
the highly-motivated students’ lived experience of CA and FNE specifically by
describing and interpreting their lived experience of CA and FNE. Hermeneutic
phenomenological method does not focus only on describing the experience but
also interpreting it. The purpose of interpretation is to understand the essential
meaning of experience (Heiddegger, 1927, 1962 in Langdridge, 2007). Heidegger
began the hermeneutic turn in phenomenological philosophy by stressing how all
understanding involves interpretation.
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B. Nature and Source of Data
The data gathered for completing the study was in the form of texts
including anecdotes−a specific story form or narrative form. The texts were
obtained from in-depth interview. The texts represented the participants’
experience and their reflections on their experience. Van Manen (1990, p. 54)
mentions that
all recollections of experience including reflections on experience,
descriptions of experience, taped interviews about experience or transcribed
conversations about experience are already the transformations of those
experience.
In order to explore highly-motivated students’ lived experience of CA and
FNE, there was a need of using beginner students as they were assumed to
experience “transition anxiety” (Schumann and Schumann, 1977). The “transition
anxiety” is the feeling experienced by learners in the beginner level, when they
feel stressed because they have to face and adapt to a new atmosphere. I decided
to ask the participation of second-year ELESP students since they might still adapt
to the new atmosphere but they had more experience to be shared than the first-
year students. Related to motivation in learning, the second-year students
probably have clearer direction in their studies. When this research was being
conducted, the second-year students began their fourth semester. Therefore, the
participants of the study should meet these three criteria: (1) they were second-
year students, (2) they had high level of motivation and (3) had high level of CA
and FNE. After some procedure of recruitments, two students met the criteria and
were willing to be my participants. Therefore, the two participants became the
source of data in this study.
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C. Instruments
Two instruments were employed in this study. First, questionnaire was used
to measure students’ level of motivation, CA and FNE. It was done in order to
make sure that the participants to be interviewed later met the criteria of this
study. Second, interview was used as the main instrument in this study in order to
get the main data to answer the research question.
1. Questionnaire for Recruiting Participants
Two questionnaires were adapted and made into one (see Appendix 1). The
first questionnaire is known as Work Preference Inventory (WPI) composed by
Amabile et al., (1994). WPI provides measurement of students’ intrinsic
motivation (IM) and extrinsic motivation (EM). The questionnaire seeks to assess
the extent to which students see themselves as either more intrinsically or more
extrinsically motivated in school or at work by asking them to report on their
usual motivations for a variety of diagnostic situations. The second questionnaire
is Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz,
Horwitz and Cope (1986). It measures students’ level of Foreign Language
Anxiety (FLA). Cao (2011) has classified each item of FLCAS into three types of
FLA, namely communication apprehension (CA), test anxiety (TA) and fear of
negative evaluation (FNE). The questionnaire items related to TA were not used
since the focus of this study was on CA and FNE.
The adapted questionnaire consisted of 38 items: 10 IM items (2, 4, 6, 7, 9,
10, 11, 13, 18, 19), 10 EM items (1, 3, 5, 8, 12, 14, 15, 16, 17, 20), 11 CA items
(21, 23, 25, 27, 28, 29, 32, 33, 34, 35, 37) and 7 FNE items (22, 24, 26, 30, 31, 36,
38). The statements were also divided into two types of statements, positive and
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negative statements. The positive statements were in the number 1, 2, 3, 4, 5, 6, 8,
9, 10, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 28, 30, 31, 33, 34, 35, 36,
37 and 38. The negative statements were in the number 7, 11, 22, 27, 29 and 32.
All the statements were written in the English in order to keep intended meaning
of each statement. The participants particularly were English major students who
could read and understand English well. The adapted questionnaire was designed
on a 5-point likert-scale ranging from strongly disagree (1 point) to strongly agree
(5 points) for positive statements and strongly disagree (5 points) to strongly
agree (1 point) for negative statements.
2. Interview for Investigating Participants’ Lived Experience
This study employed two steps of interview. The first was an initial
interview to get to know each participant’s background and each participant’s
motivation in learning English. The second was in-depth interview which was
done to capture the highly-motivated students’ lived experience of CA and FNE.
According to van Manen (1990, p. 66), interview in hermeneutic
phenomenological human science serves very specific purposes:
(1) it may be used as a mean for exploring and gathering experiential
narrative material that may serve as a resource for developing a richer and
deeper understanding of human phenomenon and (2) the interview may be
used as a vehicle to develop a conversational relation with a partner
(interviewee) about the meaning of an experience.
In other words, interview is designed to extract the perceptions and
experience as participants describe them (Lodico et al., 2010; Howitt & Cramer,
2011; Creswell, 2012 in Wildman, 2015). Fassinger (2005) in Ingiaimo (2012)
sees interviews as a valuable tool for allowing participants to tell their stories in
their own words.
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In doing in-depth interview, I prepared myself with an interview guideline
to help guide the interview. The interview guideline was used to frame the
discussion and to focus attention on the topic of interest and then worked with the
participants to explore the participants’ lived experience. In addition to this, I
believed that the participants would reflect and tell their experience freely with the
open-ended questions. The interviews were carried out in participants’ mother
tongue, Indonesian, to facilitate communication and to promote richness of the
data in less threatening way.
The interview guideline was made based on Moustakas’s (1994) general
interview guide. The questions in the interview guideline were designed for the
interview as follows.
Table 3.1. List of Questions as the Interview Guideline
No Questions Intention
1. Have you ever felt anxious while
you were learning in the
classroom?
to open the conversation, to lead
to the main topic and to make
sure that the participants had ever
experience anxiety specifically
CA in the language learning
classroom.
2. Try to remember the last time you
were anxious and tell me about the
situation.
to understand the participants’
lived experience of CA. I focused
on the latest experience since it
would be easier for participants to
recall the experience.
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3. How did you feel at that time? to indentify participants’ feeling
in a more specific way, or in the
other word, to identify
participants’ manifestation of CA
4. What bodily changes or states were
you aware of at the time?
to identify participants’ bodily
changes or states when they were
experiencing CA, or in the other
word, to identify participants’
manifestation of CA
5. What thoughts stood out for you? to identify participants’ thoughts
when they were experiencing CA
6. After having such kind of feeling
and thought, finally, what did you
do?
to explore the coping strategies
used by the participants to cope
their CA
7. Why did you do that? to explore the reasons behind
their decisions of doing what they
did or of choosing the specific
coping strategies
8. Related to situation of the
classroom, how was your teacher
and or classmates at that time?
to explore the students’ thoughts
and feelings related to the
presence of the lecturer and the
classmates
9. Did your teacher and classmates
affect your anxiousness?
to determine whether lecturer and
classmates affected the
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participants and to confirm
whether they experienced FNE or
not
10. What did you do at that time? to explore the coping strategies
used by the participants to cope
their FNE.
11. Why did you do that? to explore the reasons behind
their decisions of doing what they
did or of choosing the specific
coping strategies.
12. How did the experience affect you?
What changes do you associate
with the experience?
to explore the impacts of the
experience to the participants. It
was more related to the future
time when they had to face the
same situation.
13. Do you have other experiences of
being anxious in the classroom?
What kind of activities did make
you feel anxious?
to probe into the other
possibilities of situation that
could trigger participants’ CA
and FNE
D. Data Collection
The sampling in hermeneutic phenomenology is likely to be purposive
(Langdridge, 2007). The sample is purposive because the researcher purposely set
out to recruit only those people who share the experience being investigated. To
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46
recruit the participants, initially, I distributed the adapted questionnaire to measure
students’ level of motivation, CA and FNE. I also attached the invitation for
interview letter (see Appendix 2) along with the questionnaire. I came to two
classes in ELESP and asked the students to fill the questionnaires. I got sixty
students as my respondents.
The questionnaires filled by respondents were analyzed. Based on the result
of the questionnaires, four students met the criteria of my study. Unfortunately,
one of them forgot to fill the student number, so I was unable to contact him or
her. I tried to contact the other three students and finally two students were willing
to be my participants. The two participants willingly signed the consent form (see
Appendix 6 and 7). Therefore, I had access to conduct interviews for the study.
The two participants were interviewed three times in order to explore their
experience in depth or in the other words, to get the richness of data. They were
interviewed in depth through one-on-one interviews. One-on-one interview is a
data collection process in which the researcher asks questions to and records
answer from only one participant in the study at a time (Creswell, 2012). The
interviews were conducted in Indonesian and were audio recorded. After I had
done with the recording, I took a brief note to note down the important and
interesting point from the interview I just had. If it was not possible to meet the
participants, the online interviews were conducted through whatsapp or line
application.
E. Data Analysis
Two kinds of instruments employed in this study. Therefore, in this section,
I present the analysis for each instrument. This section is divided into 2 smaller
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47
sections: (1) data analysis for questionnaire and (2) text description and
interpretation for in-depth interview.
1. Data Analysis for Questionnaire
The results of the questionnaire were inputted and calculated on the
computer sheets. Firstly, I classified each response whether it belonged to
motivation, CA and FNE. I also classified the each response whether it belonged
to positive or negative statement. The scoring for positive and negative statements
would be different. Table below showed the scoring for positive and negative
statements.
Table 3.2. Scoring for Positive and Negative Statements of Motivation, CA and
FNE
Level of Agreement and Disagreement
Scoring
Positive
Statement
Negative
Statement
Strongly Disagree 1 5
Disagree 2 4
Neutral 3 3
Agree 4 2
Strongly Agree 5 1
The motivation mean scores of each participant were calculated
individually. The individual motivation mean score was calculated by totaling all
scores of IM and EM items of each individual participant had and divided by 20
(the total number of motivation items). The individual mean score of CA was also
the sum of all scores of CA items that each individual participant had divided by
11 (the total number of CA items). I did the same with the FNE. The individual
mean score of FNE was the sum of all scores of FNE items that each individual
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48
participant had divided by 7 (the total number of FNE items). After getting the
mean score, each of the participants was categorized into a certain level of
motivation, CA and FNE based on the following criteria by Degang (2010). The
higher mean score indicated the higher level of motivation, CA and FNE.
Table 3.3. Interpretation of Mean Score Results
Adapted from Degang (2010, p. 23)
2. Text Description and Interpretation for In-Depth Interview
The first step of analyzing the result of interview was to transcribe the audio
recorded files from the in-depth interviews. The audio files were carefully listened
to repeatedly. Each word was written and put into a word document format. After
having completed transcripts, they were read multiple times for the identification
of the specific situation faced by each participant. The situation of each participant
was described in order to give a clear and vivid picture of the situation before
arriving at the interpretation of the data.
Van Manen (1990) gives some suggestions for producing a lived-experience
description. First, it is needed to describe the experience as I lived through it. I
should avoid as much as possible causal explanations, generalizations, or abstract
interpretations. For example, it does not help to state what caused your illness,
why you like swimming so much, or why you feel that children tend to like to
Mean Score Range Motivation Level CA Level FNE Level
4.50 - 5.00 Highest Highest Highest
3.50 - 4.49 High High High
2.50 - 3.49 Moderate Moderate Moderate
1.50 - 2.49 Low Low Low
1.00 - 1.49 Lowest Lowest Lowest
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play outdoors more than indoors. Second, it is suggested to describe the
experience from the inside, as it were; almost like a state of mind: the feelings, the
mood and the emotions. Third, what should be done is focus on a particular
example or incident of the object of experience: describe specific events, an
adventure, a happening or a particular experience. Fourth, it is better to try to
focus on an example of the experience which stands out for its vividness, or as it
was the first time. Fifth, it is important to attend to how the body feels, how things
smelled, how they sounded and many others. Sixth, what is not less important is
to avoid trying to beautify your account with fancy phrases or flowery
terminology.
Data were interpreted thematically in hermeneutic phenomenology.
Auerbach and Silverstein’s (2003, p. 38) define a theme as a way to categorize a
set of data into “an implicit topic that organizes a group of repeating ideas.”
Saldana (2009, p. 139) confirmed this understanding as he stated “a theme is a
phrase or sentence that identifies what a unit of data is about and/or what it
means.” However, my goal was to uncover these themes as van Manen (1990)
proposed by reading the data multiple times in order to come up with interpretive,
insightful discoveries. Overall I followed his model to get at the “notions” of the
data to make sense of it and give it shape. My themes emerged as a “form of
capturing the phenomenon one tries to understand” (van Manen, 1990, p. 87).
I used van Manen’s (1990) approach which is called selective reading
approach. In the selective reading approach, I listen to or read a text several times
and ask what statement(s) or phrase(s) seem particularly essential or revealing
about the phenomenon or being described. The completed transcripts as the result
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50
of in-depth interviews were read multiple times for the identification of significant
sentences. The transcripts were cut out and assigned a sentence or a phrase in
order to capture the essence of the thought expressed by the participants. By
following this step, themes could be generated. The themes were examined for
similarities and links therefore attempts were made to order them into coherent
themes. The figure below summarized the data collection and data analysis of my
study.
Figure 3.1. Data Collection and Data Analysis
Constructing questions as in-depth interview guideline
List of questions
Conducting in-depth interviews Audio-recorded data
Transcribing audio-recorded data
Transcripts of in-depth interviews
Describing participants' situation
Participants' stories
Adapting questionnaires Adapted questionnaire
Distributing questionnairesQuestionnaires filled by
respondents
Analyzing mean scoresRespondents' level of
motivation and anxiety
Contacting students who had high level of motivation, CA
and FNE
2 partipants who wanted to share their experience
Conducting thematic analysis (selective reading approach)
List of themes
STEPS RESULTS
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F. Trustworthiness
The goal of trustworthiness is to support the argument that the inquiry’s
finding are “worth paying attention to” (Lincoln & Guba, 1985, p. 290). Before
ensuring the trustworthiness of the result of the analysis, I need to ensure that the
data gathered were trustworthy as well.
The trustworthiness of the data in this study was supported by two factors.
First, the data gathered from the participants who met the criteria of this study.
They were second-year students, had high level of motivation and experienced
CA and FNE. Second, the instruments employed in this study were valid and
reliable. Validity and reliability of the FLCAS and WPI have been proved by
previous studies as it is a well-known questionnaire used in the research of this
area. According to Horwitz (1986), pilot testing of the scale with seventy-five
introductory Spanish students at the University of Texas at Austin demonstrated
reliability and validity of FLCAS. In terms of internal reliability, the FLCAS
achieving an alpha coefficient of .93 with all items producing significant corrected
item-total scale correlations. Test-retest reliability over eight weeks yielded an r=
.83 (p<.001). Amabile et al. (1994) reported that WPI has meaningful factor
structures, adequate internal consistency, good short-term test-retest reliability and
good longer term stability. To maintain the construct and content validity of the
interview guideline, the interview questions were reviewed by two graduate
students of ELS at Sanata Dharma University.
The trustworthiness of the result of analysis was achieved by doing member
checking. Member checking allowed for further elaboration of questions answered
or omissions of any information collected. After the themes were established, they
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52
were sent back to two participants who read the summarized phrases and themes.
These two individuals read the documentation and concurred with the results.
They agreed that the information presented to them was true and accurate to the
best of their knowledge. By following this model, the resulting conclusions were
considered validated.
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CHAPTER IV
DESCRIPTION AND INTERPRETATION
This chapter includes the short introduction of the participants, the
exploration of the phenomena and the presentation of the themes derived from the
analysis of the data captured from the interviews. The data collected was
organized into themes portraying the the highly-motivated students’ lived
experience of communication apprehension (CA) and fear of negative evaluation
(FNE).
A. Description
This section covers the participants’ background and the description of the
participants’ experience of CA and FNE in teaching and learning process in the
classroom. At the beginning of in-depth interview, I asked each participant to try
to remember the last time each of them was anxious and to tell me about the
situation. I asked the latest experience of each participant since it would be easier
for each participant to recall the experience. Interestingly, each participant told me
that the latest experience was also the most anxious experience each of them had
ever had. I focused only on the latest and the most anxious situation since I
wanted to develop detailed description and interpretation of it. The completed
transcripts were read multiple times for the identification of the situation faced by
the participants. The description is presented in order to give a clear and vivid
picture of the situation before arriving at the interpretation of the data.
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1. Venita’s Story
My first participant was Venita (pseudonym). She had high level of
motivation (M= 3.50), high level of CA (M= 3.91) and high level of FNE (M=
3.86). She told me the situation when she experienced CA and FNE in the
teaching and learning process in the classroom. Before going to the description of
her experience, I would like to give short introduction about her.
Venita is a cheerful girl who was born 19 years ago in Jakarta. She was the
last child in her family. Her father was a businessman and her mother was a
housewife. She had two elder brothers who were also college students. She was
inspired of her hard-working father who wanted his children to be better than him.
During her spare time, she liked reading novels, singing and drawing. She
described herself as a person who was cheerful, friendly, not easy to give up but
still lack of self-confidence and emotional. She lived in Jakarta until she finished
her junior high school. After graduating, she entered a private senior high school
in Semarang.
Venita started her study in the English Language Education Study Program
(ELESP) at Sanata Dharma University in August 2014. By the time she started her
study in the ELESP, she had studied English for fourteen years. Having an enough
background in English, she told me that English was not her interest. Her interest
was on design. However, because of some consideration, she decided to enroll
ELESP. She took the program as a new challenge for her since she had to go
outside her comfort zone. She expected that she would have a better career
opportunity after graduating from the program. Therefore, she could make her
parents proud of her. When this study was being carried, she began her fourth
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semester. For the previous three semesters, she learned that all of the courses were
taught using English. In the speaking class, especially, she had to speak English
actively. In her third semester, she joined speaking class named Critical Listening
and Speaking (CLS). Once in the semester, each student was required to give an
impromptu speech. The lecturer employed a classroom activity called “hot seat”.
Each student randomly picked a topic prepared by the lecturer, then thought about
the topic for about 15 seconds and talked about the topic for 5 minutes. Venita’s
worry began when she found out about the activity and knew further that the
performance would be graded by the lecturer. She felt that she was lack of public
speaking skill. Only by imagining the situation could make her uneasy. She did
not want to make a fool of herself in front of the lecturer and her friends, nor did
she want to fail the class.
Every time she attended the speaking class, she felt anxious that her name
would be called by the lecturer. Until one day, her name was really called by the
lecturer. She picked a topic prepared by the lecturer and got “three unique ways to
use pencil except for writing and drawing”. The situation hit her in panic, made
her heart beat fast and brought her break out in a cold sweat. In 15 second, she
tried to think about what she would talk in front of the class. In the process of
thinking, she was helpless and unable to concentrate. She thought that the topic
was difficult and she was unable to handle it. However, she knew that whether she
wanted or not, she had to talk. She tried to look at her friends who previously
were also in her position. She wanted to be as good as her friends. She also
reminded herself of her own goal to get good grade in every class she took.
Therefore, she handled her anxiousness by taking a deep breath to calm down
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56
herself. Instead of thinking like the previous way, she turned her negative thought
into positive thought saying to herself that she could handle the situation. Doing
these things could lessen her anxiousness but the real war was about to begin.
She started to give the speech in front of the class. She would do the same
things when she started to feel overwhelmed with her anxiousness, but still she
was afraid of looking at her lecturer and friends directly. In the process of giving
speech, she was afraid that her lecturer would give negative feedback since her
lecturer was a person who paid attention on details. She was also distracted by
some friends who, according to her, liked to underestimate others. The lecturer
and friends made her heart beat faster than before. Again and again she took a
deep breath to calm herself down. She tried to ignore the thought that her friends
would give negative comments behind her back. Her struggle to give the speech
was not only up to that point. Many thoughts came to her mind especially about
the correctness of the grammar, vocabulary and pronunciation.
After she ended her speech, she went back to her chair and listened to her
lecturer’s feedback. The lecturer said that Venita was good in opening the speech
and in using gestures to practice what she said so that the audience would get the
information better. The lecturer reminded her to enrich vocabularies, to mind the
grammar and to reduce unneeded gestures. Not only listening to her teacher’s
feedback, Venita also reviewed her performance by herself. She felt so stupid of
forgetting some trivial things. She was not satisfied with her performance then
after that she was lack of self-confidence. In spite of that, she was determined to
prepare herself in case she had to face the same situation. According to her, the
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preparation was more about enriching vocabulary since knowing many
vocabularies would help her in doing spontaneous speech.
2. Petra’s Story
My second participant was Petra (pseudonym). She had high level of
motivation (M= 3.60), high level of CA (M= 3.64) and high level of FNE (M=
3.86). She told me the situation when she experienced CA and FNE in the
teaching and learning process in the classroom. Before going to the description of
her experience, I would like to shortly introduce her.
Petra is a friendly girl who was born 19 years ago in Yogyakarta. She was
the first child in her family. Her father was a farmer who had his own farm, while
her mother was a housewife. She had two younger brothers who studied in high
school. During her spare time, she liked reading and writing poems. She described
herself as a person who was care and responsible. On the other hand, she was still
lack of self-confidence, shy and emotional. She attended kindergarten, elementary
school and high school in Yogyakarta. Then she enrolled ELESP that was also in
Yogyakarta.
Petra had studied English since she was in the fourth grade of elementary
school. She had an unpleasant experience of studying English which motivated
her to enter ELESP. When she was in the fourth grade of elementary school, she
joined a private English course with the other two friends. Being unable to
comprehend the material, her teacher got mad and judged her of not being able to
learn English. The effect of what was said by the teacher still remained in her
heart. She decided to prove that she was able to learn even master English by
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entering the ELESP. When this study was being carried, she began her fourth
semester.
One of Petra’s goals was to learn to speak English well. Therefore, speaking
classes offered by the ELESP were the best place for her to speak English
actively. Like in the first and second semester, she joined the speaking class in the
third semester. In the third semester, the name of the speaking class was Critical
Listening and Speaking (CLS). One of the requirements to pass the class was that
the students had to give a group presentation consisted of three persons. Petra and
her friends had to give a presentation with the topic “nature school”. She and her
friends prepared themselves before their turn by looking for and arranging the
material into a good presentation. Petra personally prepared herself by practicing
and remembering her own part.
When the day came, Petra and her friends came in front of the classroom.
When one of her friend began the presentation, she started to feel anxious. Her
heart beat fast and suddenly her stomach ached. She tried to study her own part by
looking at the note she had prepared before the presentation but she went blank.
When it came to her turn, her heart beat faster than before. She said to herself, “I
cannot do this. I am afraid of making mistakes.” However, she remembered her
own goals to enhance her speaking skill. She also desired for getting good grade
in the class. Then, she took a deep breath. She tried to turn her negative thought
into positive one. She said to herself, “Yes, I can. I can. I can do this presentation
well. I have memorized all the things last night. I have to try.” Speaking in the
front of the classroom, she went blank. She wanted to be exactly the same like
what she had prepared before. However, she forgot the material that she had
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59
prepared. She tried to recall her memory yet it was not easy. She kept trying, kept
thinking positively and said what she remembered. Speaking in front of the
classroom, she consciously made small hand movements but unconsciously
played with her hair. Besides, she was unable to pronounce some words correctly.
She knew the correct ones but unconsciously mispronounced them.
She looked at her lecturer who, according to her, was too serious in listening
to her presentation. Because of this, she thought that the lecturer would evaluate
her negatively. She was also distracted by some friends who, according to her,
liked to give bad comments behind her back. She looked at the other friends then
she thought that her topic might be boring so that her friends did not listen to her
presentation well. The situation caused her to be more difficult to bring back the
material into her mind. Again and again, she convinced herself that she was able
to do the presentation well. About her friends, she was confused how to handle the
situation but finally she said to herself, “It is okay. No problem. Don’t think about
it.” She tried to ignore the thought if maybe some friends would give negative
feedback behind her back.
The presentation ended. She went back to her chair. From that moment, she
made a commitment that she would make better preparation for instance by
practicing in front of the mirror, practicing with her friends, studying
pronunciation and studying grammar. During the presentation, she indeed felt
anxious, but it did not hinder herself to be brave to speak. She thought if she did
not brave enough, she would not be able to speak English. Even, she planned to
speak in front of the class voluntarily if her lecturers asked her to.
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B. Interpretation
This section covers the interpretation of participants’ stories derived from
in-depth interviews. The completed transcripts as the result of in-depth interviews
were read multiple times for the identification of significant themes. The themes
were examined for similarities and links therefore attempts were made to order
them into coherent themes. Four major themes appeared to best reflect the highly-
motivated students’ lived experience of CA and FNE. The four major themes
were: (1) struggle with communication apprehension (CA), (2) struggle with fear
of negative evaluation (FNE), (3) reasons for choosing the coping strategies and
(4) impacts of the experience. Within these four themes were a number of
subthemes, which describe the substantive areas of the major themes.
1. Struggle with Communication Apprehension (CA)
Even though both participants had equipped themselves with high
motivation, they could not avoid dealing with CA. This section covers a big theme
dealing with their experience of CA. The theme had three subthemes which
described the substantive areas of how they struggled with CA. The three
subthemes were: (1) causes of CA, (2) manifestation of CA and (3) strategies to
cope with CA.
a. Causes of CA
Research had indicated a number of ways that learning a foreign language
could cause anxiety for language learners. Both participants in my study had the
same factors causing their CA. The factors were classroom activities and
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61
participants’ characteristics. Participants’ characteristics included participants’
personal traits and participants’ beliefs about language learning.
1) Classroom Activities
Venita experienced CA when she had to deliver five-minute impromptu
speech in the speaking class. The lecturer employed a classroom activity called
“hot seat”. At that time, she randomly picked a topic prepared by the lecturer and
got a topic “three unique ways of using a pencil except for writing and drawing.”
Then, she thought about the topic in 15 seconds and talked about it for about 5
minutes in front of her lecturer and friends. She told me that this kind of
classroom activity made her so anxious because everything was so random
meaning that she did not know everything about the speech including the topic
and the presentation schedule, so she could not make any preparations before the
speech. Venita expressed
In other presentation, I did not feel so anxious because I could make
preparations. Nah, when it came to “hot seat”, I could not make any
preparations. I did not know the topic. I did not know what I would say. I
did not know when my turn would be.
(Intrvw1_V96)
Young (1999) state that using speaking activities that put the learner “on the
spot” in front of their classmates without allowing adequate preparation is one of
sources of anxiety for many students. Generally, through preparation, students
need time to construct their ideas and make correct language choices. Wong-
Filmore (1985) argues that more preparation and practice time are similar to the
message redundancy meaning that repeating main presentation contents gives
students more opportunities to improve and master their presenting skills. In
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62
contrast, if students is not given time to prepare themselves, they may not give
fluent speech or presentation thereby causing CA in the classroom.
On the other side, Petra experienced CA when she had a group presentation
in the speaking class. Unlike Vernita, Petra could make preparations before the
presentation because she knew the topic and had fixed presentation schedule.
When I wanted to make sure whether she really anxious though she prepared
herself, she said
Yes. When I did free speech, I tended to do it well because I could speak
freely. When I knew that the presentation would be graded, I made
preparations but it turned out of my expectation. When I prepared the
presentation, I expected that the presentation would be the same like I had
prepared before. It gave a burden to me.
(Intrvw1_P72)
The situations faced by both participants showed that both of them
experienced “stage fright” which is one of the forms of CA. Both participants
experienced CA when they had to speak in front of the classroom though they had
different types of speaking activity. As Young (1991) states, speaking in front of
the class is one of the classroom activities which are perceived as anxiety-
provoking. Young (1990) in her study found that more than sixty-eight percent of
her subjects reported feeling more comfortable when they did not have to get in
front of the class to speak. Young (1990) identifies more by saying that this might
due to the fact that it is hard to be one’s self in the target language. “It is feeling of
uncertainty and threats to the ego due to the unknown element of the second
language, which can thus trigger anxiety” (Guiora et al., 1972 in Tallon, 2008, p.
3).
Both participants had different experience regarding the preparations.
Previous researchers had found and put more emphasize on the importance of
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63
preparations (Horwitz et al., 1986; Young, 1990; Aida, 1994). They found that
their subjects of research would feel less nervous if they got more preparations.
However, the participants in this study still might experience CA with or without
preparations. Petra did not try to say that a preparation was not important. She told
me that she would still to do preparations for the next presentations. The problem
might be on how she viewed the preparation itself. She said previously that she
expected herself to be the same like what she had prepared before. Thus, it gave a
burden to her. This kind of viewpoint might lead into perfectionism that would be
discussed more under the subtheme manifestation of CA.
2) Personal Traits
The second factor causing the participants’ CA was participants’ personal
traits. It was in line with the previous study findings of Shameem and Siti (2006)
in Tom et al. (2013). They discovered that one of the main factors causing CA
was personality traits. Venita and Petra perceived themselves as persons who were
lack of self-confidence. Venita said
…My heart beat fast. First, it was because I could not speak in public. I was
not confident…
(Intrvw1_V50)
When I asked Petra whether her traits had relationship with her anxiousness,
she responded
Yes, I was shy and not confident.
(Intrvw1_P93)
According to Petra, another personality trait that influenced her anxiousness
was shyness. It was in line with Chu (2008) in Zhang (2010) who found that
shyness had a positive correlation with FLA and was one of the factors creating a
negative impact on Taiwanese students’ in studying English.
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3) Beliefs about Language Learning
The third factor causing the participants’ CA was participants’ own beliefs
about language learning. I believed that language learners bring a variety of
preconceived beliefs to the foreign language class. According to Young (1991),
some beliefs may be based on unrealistic expectations. Young (1991, p. 428)
elaborates more by saying “when students’ unrealistic expectations about
language learning are not met, the situation can lead to negative feelings about
one’s intelligence and abilities.” Young (1991) also emphasizes that learner
beliefs about language learning are major contributors to language anxiety. Venita
and Petra expressed their concern over the correctness of the grammar and
pronunciation. Venita also stated the importance of memorizing many
vocabularies. Since Petra had made preparations before the presentation, she did
not express her concern greatly while she was giving presentation. On the other
hand, Venita who had not made any preparation before her speech, worried about
the correctness of the grammar, vocabulary and pronunciation. While speaking in
front of the class, she thought
Duh… Was my grammar correct? Did the others understand what I was
saying? Duh… Was there any vocabulary mistake? Duh duh duh.
(Intrvw1_V62)
When I reassured that she worried about them, she said
Yes, the grammar must be correct. I had to know many vocabularies. Oh,
the pronunciation should be correct too. In English, so many words were
written similarly but pronounced differently.
(Intrvw1_V65)
I asked her whether her thoughts had effects on her anxiousness, she
responded
Yes, they burdened me. (Intrvw1_V67)
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The participants’ experience was similar to one of Horwitz's study’s
findings (1988) in Tallon (2008) revealing that the students supported the notion
that language learning was primarily memorizing vocabulary words and
grammatical rules. Moreover, Price’s (1991) qualitative interview study also
found that students were afraid of making errors in pronunciation. According to
Young (1991) adds that most beginning students unless they are highly motivated,
will not sound like native speaker. If they believe that pronunciation is the most
important aspect of a language, they will end up frustrated and stressed. In other
words, when beliefs and reality clash, anxiety results (Young, 1991).
b. Manifestation of CA
Anxiety in general and FLA in particular can have physical, psychological
and behavioral manifestation (Oxford, 1999). It was important to remember that
CA and FNE were highly subjective experience. Not everyone would experience
the same symptom, nor would each person experience the same intensity of a
symptom. When the participant experienced CA, they would manifest several
symptoms. Both participants in this study manifested their anxieties physically,
psychologically and behaviorally. While experiencing CA, both participants
tended to underestimate their competence and showed their perfectionism.
Moreover, in Venita’s experience, her perfectionism led to self-criticism.
1) Physical, Psychological and Behavioral Symptoms
The physical symptoms include how the participants experienced CA in
their bodies. Physically, Venita experienced rapid heartbeat. The situation also
brought her out in a cold sweat. She said
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66
My heart beat fast. I broke into a cold sweat.
(Intrvw1_V58)
Like Venita, Petra experienced rapid heartbeat. Besides, she got sudden
stomachache. She stated
At that time, it was obvious that my heart beat fast…
(Intrvw1_P75)
Previously, she also said
I got stomachache. When I was in front of the class, I forgot everything. I
tried to remember what I had memorized, but it was not easy.
(Intrvw1_P73)
From Petra’s statements “I forgot everything. I tried to remember what I had
memorized, but it was not easy” (Intrvw1_P73), they showed that her CA was
manifested psychologically. Petra who had prepared herself before the
presentation went blank and had difficulty in recalling what she had memorized.
Psychologically, Venita also faced worse situation because she had not made any
preparations. She went blank, felt helplessness and was unable to concentrate.
Daly (1991, p. 12) argues that “being self-focused might result in a lower
concentration on the audience and the surrounding, which is replaced by a
reduction in speech performance.” Venita said
It was difficult to concentrate. Hopeless. “Oh my God, it is so hard. Oh my
God, it seems I cannot do this speech well.” I was afraid to speak in front of
the class. I was blank. I was afraid of looking at others’ eyes directly.
(Intrvw1_V60)
Participants’ anxieties were also manifested in their behavior. Venita
avoided eye contact because she was afraid of looking at others’ eyes directly.
Petra began to fidget specifically she began to make small hand movements. From
the lecturer’s feedback after the presentation, Petra knew that she unconsciously
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played with her hair too much and was unable to pronounce some words correctly.
She knew the correct ones but unconsciously mispronounced them.
2) Feeling of Incompetence
It was worth noticing that both participants tended to underestimate their
competence to do the speaking activities they were assessed to. Venita said
It was difficult to concentrate. Hopeless. “Oh my God, it is so hard. Oh my
God, it seems I cannot do this speech well.” I was afraid to speak in front of
the class. I was blank. I was afraid of looking at others’ eyes directly.
(Intrvw1_V60)
Petra thought
I thought I could not do the presentation well, I was afraid of making
mistakes.
(Intrvw1_P79)
By saying “I could not do this speech well” and “I could not do the the
presentation well,” both participants tended to underrate their competence in
target language production. This was supported by MacIntyre, Noels and Clement
(1998) who note that the anxious learners tend to underestimate their own
competence than less anxious ones. Horwitz (2001) and Horwitz et al. (1986)
have contended that foreign language anxiety mainly stems from students’ low
self-evaluation of competence or individual’s self-concept being challenged or
threatened in the communication. It seemed that CA affected their self-efficacy.
Self-efficacy is “people’s judgments of their capabilities to organize and execute
courses of action required to attain designated types of performances” (Bandura,
1986, p. 391).
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3) Perfectionism
The other symptom of the participants’ anxieties was perfectionism. To
have perfectionism meant that they refused to accept any standard short of
perfection. Petra said that she had to present the same way like what she had
prepared before. It showed that she had a standard for her performance. What she
had prepared was her standard and she did not want her performance to be below
it. She realized that it gave her a burden. She expressed
…When I knew that the presentation would be graded, I made preparations
but it turned out of my expectation. When I prepared the presentation, I
expected that the presentation would be the same like I had prepared before.
It gave a burden to me.
(Intrvw1_P72)
The perfectionism was also expressed by Venita. She said
I thought I was stupid because I forgot simple things. I realized it when I
came back to my seat. From that moment, if I had a presentation, I would
not be confident. If I was not satisfied with what I had presented, I became
unconfident.
(Intrvw1_V90)
Saying about satisfaction, she implied that she had a standard for her
speech. She mentioned that she regretted of forgetting simple things. Her
perfectionism might be related to her beliefs about language learning that she
concerned greatly over grammar, vocabulary and pronunciation. In the other
occasion, I had a chance to ask further what could make her satisfied with her
presentation. She said
I could deliver the ideas smoothly, could use good grammar, did not forget
the vocabulary or in other word could use as many vocabularies as possible.
I realized it when I came back to my seat “Why didn’t I say this when I was
in front of the class?”
(Intrvw3_V6)
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Puchta (1999) in Arnold (2007, p. 30) affirm “beliefs are strong perceptual
filters, they serve explanations for what has happened and they give us a basis for
future behavior.” Moreover, Gregersen and Horwitz (2002) look at the
relationship between foreign language anxiety and perfectionism. They found that
anxious language learners and perfectionists may have a number of characteristics
in common such as higher standards for their English performance, more worry
over the opinions of others, and a higher level of concern over their errors. In
Venita’s experience, the perfectionism led to self-criticism “I think I was
stupid…” (Intrvw1_V90). Based on what she believed, she might put unrealistic
demands on herself and feel that anything less than perfect performance was a
failure.
c. Strategies to Cope with CA
Having several symptoms, both participants had to handle their anxieties.
They would come up with some strategies to cope with CA they experienced.
Generally, three approaches to the alleviation of anxiety are cognitive, affective
and behavioral approaches (Hembree, 1988 in Kondo & Ying-Ling, 2004). Both
participants in my study tried to relax and to think positively. In addition, Petra
also tried to do preparation. According to Kondo and Ying-ling (2004), relaxation
is characterized by its affective quality in that it aims at alleviating bodily tension
associated with emotional arousal. Positive thinking is an attempt to suppress or
alter problematic thought processes related to language learning, and thus can be
subsumed into cognitive strategies. Moreover, preparation can be considered as a
behavioral strategy because it focuses on behavioral components of language
learning that are related to effective performance in class.
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1) Relaxation
It has been explained previously that Venita and Petra experienced physical
symptoms of CA. To cope with them, each of them tried to calm down by taking a
deep breath. When I asked what Venita did at that time, she said
I took a deep breath. It was for calming down myself. I knew, the more I
thought negatively, the faster my heart beat. And I would get more
confused. So, if my heart beat faster and faster. I made a pause to take a
deep breath then continued my speech.
(Intrvw1_V69)
When I asked what Petra did at that time, she said
I inhaled deeply then exhaled…
(Intrvw1_P80)
What my participants did was in line with what Kondo and Ying-Ling
(2004) state that if students who believe that somatic arousal (physical responses
to anxiety) is the main concern, they may find ways to ease bodily reactions and
tension.
2) Positive Thinking
When Venita had negative thought that is underestimating her competence
to do the impromptu speech, she tried to think positively specifically by trying to
be confident and believing her own competence. She added
By taking a deep breath, I was more relaxed. After I took a deep breath, I
said to myself “I can. I can. I can.” So, it was like a suggestion from the
inside that I could do the speech well. I had to be able to turn my negative
thought into positive thought.
(Intrvw1_V71)
It was revealed before that not only Venita, but Petra also underestimated
her competence to do the presentation. Interestingly, she also tried to think
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positively. She expressed that she thought positively specifically by believing her
own competence.
…I tried to put aside my negative thought with this thought “Yes, I can. I
can. I can do this presentation well. I have memorized all the things last
night.”
(Intrvw1_P80)
Believing one’s own compentence was an indicator of self-efficacy. Though
their CA seemed to affect their self-efficacy, both participants could handle with
it. The participants surely had reasons of choosing this way to cope with their CA.
The reasons would be explained in the third theme. Moreover, what my
participants did was in line with what Kondo and Ying-Ling (2004) state that if
students think that their cognition creates anxiety, they may attempt to suppress or
alter the thought processes related to language learning.
3) Preparation
Knowing that she was easy to get nervous, Petra made preparations for her
presentation. It was her benefits that she knew the topic and had fixed presentation
schedule. According to Kondo and Ying-Ling (2004), preparation can be
considered as a behavioral strategy because it focuses on behavioral components
of language learning that are related to effective performance in class. Petra told
me
Basically, I was easy to get nervous. So, I made preparations for the
presentation. It was for CLS class. I made preparations one day before the
presentation day. At that time, I thought that I would be able to do the
presentation well by doing few practices...
(Intrvw1_P67)
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2. Struggle with Fear of Negative Evaluation (FNE)
While the participants were speaking in front of the class and experiencing
CA, they were experiencing FNE as well. This section covers a big theme dealing
with their experience of FNE. The theme had three subthemes which described the
substantive areas of how they struggled with FNE. The three subthemes were: (1)
causes of FNE, (2) manifestation of FNE and (3) strategies to cope with FNE.
a. Causes of FNE
Lecturer’s characteristics as well as classmates’ characteristics became the
major causes why the participants thought that they would be negatively
evaluated.
1) Lecturer’s Characteristics
Horwitz et al. (1986) state that fear of negative evaluation is triggered by the
teacher as a fluent speaker and the classmates. According to Venita, she liked the
lecturer’s personalities but the lecturer’s attentiveness to details made her afraid of
being negatively evaluated by the lecturer. She described
My lecturer was very detail when she came to the grading. She paid
attention on the gesture. That made my heart beat faster. I thought gestures
did not always show that we were nervous. Sometimes it was just a reflex
action. But my lecturer always said in the class that it was not good to have
unneeded gestures while speaking in front of people.
(Intrvw1_V76)
Her lecturer’s beliefs were manifested in the lecturer’s way of giving
feedback. Venita said that her lecturer would correct every single mistake she or
the other friends made. According to Young’s (1991) lists of teacher beliefs which
have been shown to evoke feelings of anxiety in students, she stated that one of
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the beliefs is that the instructor is supposed to correct every single mistake made
by the students.
According to Petra’s experience, the lecturer’s way of listening to her
presentation made her feel afraid of being negatively judged by the lecturer. While
she was speaking in front of the class, she looked at her lecturer and thought
I thought my lecturer would give me a bad grade because the lecturer was so
serious. She hardly smiled.
(Intrvw2_P10)
When I asked what she expected from the lecturer’s reaction. She said
I hoped that my lecturer smiled and did not listen to me without any
reaction. If she smiled at least I knew that she was listening to my
presentation.
(Intrvw1_P84)
2) Classmates’ Characteristics
According to Horwitz et al. (1986), anxiety especially FNE is triggered not
only by the teacher as a fluent speaker but also the classmates. Koch and Terrell
(1991) similarly state that speaking in front of the peers is another source of
anxiety in learning a foreign language. In Venita’s and Petra’s experience,
classmates’ characteristics became one of the major causes why the participants
thought that they would be negatively evaluated. Venita told me that some of her
classmates liked to underestimate other friends. She explained
In my class, there were some students who were arrogant. They showed off
their abilities. When I was speaking, I thought that they would give bad
comments. They liked to underestimate others. It could be seen from the
way they looked at me at that time.
(Intrvw1_V83)
Petra said the same thing but in a different way
There were some friends who liked to give bad comments behind my back.
(Intrvw1_P87)
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b. Manifestation of FNE
Similar to their experience of CA, Venita and Petra also experienced several
symptoms when they were afraid of being negatively evaluated by the lecturer and
friends. The participants in this study experienced the symptoms of FNE
differently. Venita experienced a physical symptom whereas Petra experienced a
psychological symptom. The manifestation experienced by both participants
showed that realizing the presence of the lecturer and friends and the thought that
they might be negatively evaluated by the lecturer and friends worsened the
situations.
1) Physical Symptom
Being afraid of being negatively evaluated by the lecturer and some friends,
Venita’s heart beat faster than before. She said that her lecturer was very detail
when she came to the grading. Her lecturer paid attention on the gesture. That
made Venita’s heart beat faster. She also thought that some friends would give
bad comments since they liked to underestimate others. When I ask whether afraid
of being negatively evaluated by her classmates, she said
That made my heart beat faster than before.
(Intrvw1_V85)
2) Psychological Symptoms
Being afraid of being negatively evaluated by the lecturer, Petra told me that
she became more nervous. When she experienced CA, she went blank and had a
memory difficulty. When she experienced FNE, she went blanker. She said
What I wanted to say suddenly disappeared. I forgot the material.
(Intrvw2_P12)
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Interestingly, the symptom when she was afraid of being negatively
evaluated by her lecturer was similar with the symptom when she was afraid of
being negatively evaluated by her classmates. She said once again, “I forgot the
material” (Intrvw2_P16).
c. Strategies to Cope with FNE
The symptoms that have been explained in the previous subtheme led both
participants to handle their FNE. Generally, three approaches to the alleviation of
anxiety are cognitive, affective and behavioral approaches (Hembree, 1988 in
Kondo & Ying-Ling, 2004). Each participant in my study came up with a strategy
to cope with the FNE they experienced.
1) Relaxation
To cope with FNE caused by the lecturer, Venita used affective strategy
specifically by doing relaxation. Venita who physically experienced rapid
heartbeat tried to relax by taking a deep breath. She stated
I tried to relax. I took a deep breath.
(Intrvw2_V8)
2) Positive Thinking
Petra who experienced psychological symptoms used cognitive strategy
specifically by thinking positively. She expressed
I tried to think positively that I could do the presentation well.
(Intrvw2_P13)
3) Ignoring
Interestingly, to cope with FNE caused by the classmates, both participants
used the same strategy. They tended to ignore the thought that they would be
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negatively evaluated by their friends. It was interesting because this strategy does
not belong to one of the strategies proposed by Hembree (1988) or Kondo &
Ying-Ling (2004). Venita stated
I ignored it. It bothered me but I tried to ignore it. I tried not to think about
it. It was not the time to think about it.
(Intrvw1_V86)
Petra also similarly stated
I tried to ignore it though sometimes it distracted me.
(Intrvw2_P17)
I could conclude that both participants tended to cope with FNE in positive
ways instead of negative ways. This fact was in contrast with Aida’s (1994, p.
157) idea that in foreign language classrooms, students with FNE “tend to sit
passively in the classroom, withdrawing from classroom activities that could
otherwise enhance their improvement of the language skills or even cutting class
to avoid anxiety situations.”
3. Reasons of Choosing The Coping Strategies
The participants in this study had some reasons why they chose certain
strategies to cope with CA and FNE. When I asked why Venita chose the
strategies, she said
At that time, I was hopeless, really hopeless. I saw the other friends who had
given the speech before me. They could deliver the speech smoothly. Why
couldn’t I? I also wanted to get a good grade in the course. Those things
helped me calm down myself.
(Intrvw1_V74)
When I asked why Petra chose the strategies, she expressed
Because I wanted to be able to speak English and wanted to get a good
grade. If I kept thinking negatively, I would not be able to do the
presentation well and would not be able to speak English until the end. If I
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thought positively, at least I tried to think that I could do the presentation
well. Who knew?
(Intrvw1_P82)
Venita and Petra stated clearly that the reason was to get a good grade in the
course. Venita also stated clearly that she wanted to be as good as the other
friends who had given the speech before her. It was interesting fact since previous
researcher like Bailey (1983) and Young (1991) concluded that anxiety can be
caused and aggravated by the learners’ competitiveness when they see themselves
as less proficient than the object of comparison. In Venita’s experience, this
competitiveness helped her to cope with CA and FNE.
Getting good grades and wanting to be as good as other friends belong to
extrinsic motivation. “Extrinsic motivation is a construct that pertains whenever
an activity is done in order to attain some separable outcome” (Deci & Ryan,
2000, p. 60). According to Wigfield (1997), extrinsic motivation variable is the
sum of a recognition, grades and competition in learning.
Moreover, Petra wanted to be able to speak English. In other word, she
wanted to enhance her English speaking skill. Therefore, it could be inferred that
she was motivated intrinsically. “Intrinsic motivation is defined as the doing of an
activity for inherent satisfactions rather than for some separable consequences”
(Deci & Ryan, 2000, p. 56). In this case, the Petra’s need was to develop her skill
in speaking English.
The relationship between language motivation and language anxiety has
been investigated by some researchers. Language anxiety was found to be
negatively related to motivation (Gardner et al., 1987; Hashimoto, 2002; Yang,
Liu & Wu, 2010; Liu & Huang, 2011). Clement, Dornyei and Noels (1994) found
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that learners who are more motivated to learn language are usually less anxious
learners. However, it was worth noticing that it was also possible for the learners
to have high level of motivation and high level of anxiety at the same time like
both participants in this study. According to Venita’s and Petra’s experience, their
motivation could help them to cope with the CA and FNE they experienced.
The controversy of intrinsic and extrinsic motivation has been exposed by
many researchers (Deci & Ryan, 1985; Gottfried, 1990; Ushioda, 1996; Noels,
Clement & Pelletier, 2001; Moneta & Spada, 2009). Students who are intrinsically
motivated to learn are still believed to be more persistent in language learning,
and this persistence contributes to the students’ performances and achievements.
On the contrary, students who are extrinsically motivated by expected rewards
increase their effort to complete the task and earn an incentive. Besides the
controversy of intrinsic and extrinsic motivation, the experience of the participants
in this study suggested that both intrinsic and extrinsic motivation appeared to
help the participants to cope with CA and FNE. It was important to note that not
only intrinsic motivation, but also extrinsic motivation was found to be important
in coping with CA and FNE.
4. Impacts of the Experience
Both participants of my study told me that their experience brought impacts
to them. The experience brought a negative as well as a positive impact to Venita.
Negatively, she felt so stupid of forgetting some trivial things. She was not
satisfied with her performance then after that she was lack of self-confidence. This
kind of effect belongs to one of MacIntyre et al.’s (1998) list that, personally,
language learning experience could, under some circumstances, become a
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traumatic experience. This kind of unpleasant experience may dramatically
disturb self-confidence as a student. Venita said
I thought I was stupid because I forgot simple things. I realized it when I
came back to my seat. From that moment, if I had a presentation, I would
not be confident. If I was not satisfied with what I had presented, I became
unconfident.
(Intrvw1_V90)
Positively, she was determined to prepare herself in case she had to face the
same situation. According to her, the preparation was more about enriching
vocabulary since knowing many vocabularies would help her in doing
spontaneous speech. When I asked about what she would do after that moment,
she said
I studied more vocabularies. I read novels written in English in order to
enrich my vocabulary.
(Intrvw1_V91)
She elaborated more by saying
So, if I had to speak in front of the class spontaneously or not, knowing
many vocabularies would make me easier to do it.
(Intrvw1_V92)
The experience brought positive impacts to Petra. During the presentation,
she indeed felt anxious, but it did not hinder herself to be brave to speak in the
other occasions. She thought if she did not brave enough, she would not be able to
speak English. She said
The experience affected me. But for me, the effect was good that I wanted to
be better. It did not hinder me to speak. If I was not brave to speak, I would
not be able to speak English until the end.
(Intrvw1_P89)
From that moment, she made a commitment that she would make better
preparation for instance by practicing in front of the mirror, practicing with her
friends, studying pronunciation and studying grammar. Even, she planned to
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speak in front of the class voluntarily if her lecturers asked her to. When I asked
about what she would do after that moment, she said
After that, if I had a presentation, I did some practices like talking in front of
the mirror or practicing with friends though my friends were bored listening
to me. But at least, I tried. If there was a voluntarily speech, I was brave to
do it. I also studied pronunciation.
(Intrvw1_P90)
She elaborated more by saying
And also the grammar. It was important.
(Intrvw1_P92)
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CHAPTER V
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
This chapter is divided into three sections. The first section is the
conclusions which show how the study’s findings have fulfilled the research goal
of the study. The second section is the implications which describe the meaning of
the study’s findings in term of theory and practice in ELS. The last section,
recommendations, explores possibilities for further and future study.
A. Conclusions
The goal of this study was to find the scientific truth of the highly-motivated
students’ lived experience of CA and FNE specifically by describing and
interpreting their lived experience of CA and FNE. Through in-depth interviews,
two participants who had high level of motivation as well as high level of CA and
FNE shared their lived experience of CA and FNE. Each participant experienced
CA as well as FNE when each of them had to speak in front of the class.
However, CA and FNE were different types of FLA. Therefore, I explored the
phenomena separately in order to gain deeper understanding.
Participants’ lived experience was described then interpreted. Four major
themes appeared to best reflect the highly-motivated students’ lived experience of
CA and FNE. The four major themes were struggle with CA, struggle with FNE,
reasons for choosing the coping strategies and impacts of the experience. The first
theme, struggle with CA, included three subthemes. The first subtheme was
causes of CA. It was revealed that not only classroom activity, but the
participants' personal traits and participants’ beliefs were also factors causing CA.
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The personal traits included lack of self-confidence and shyness while the
participants’ beliefs included the concern over the correctness of grammar,
pronunciation and vocabulary. The second subtheme was manifestation of CA.
They manifested their CA physically, psychologically and behaviorally. While
experiencing CA, both participants had a tendency to underestimate their
competence and showed their perfectionism. Moreover, for one participant in this
study, the perfectionism led to self-criticism. Third subtheme was strategies to
cope with CA. In coping with CA, they did relaxation and thought positively. One
participant also made preparations.
Having the thought that they will be negatively evaluated by the lecturer and
the classmates worsened the situation. The second theme, struggle with FNE,
included three subthemes. The first subtheme was causes of FNE. Lecturer’s
characteristics such as attentiveness to details and the way of listening to the
participants as well as classmates’ characteristics that liked to underestimate
others became the major causes of particopants’ FNE. The second theme was
manifestation of FNE. One of the participants experienced increased heartbeat,
while the other experienced more difficulty in recalling what she had memorized.
The third subtheme was strategies to cope with FNE. To cope with FNE caused
by the lecturer, the participant who experienced rapid heartbeat tried to take a
deep breath to calm down herself while the other one tried to think positively. To
cope with FNE caused by the classmates, both participants tried to ignore the
thought that they will be negatively evaluated by the classmates.
I was keen on exploring the participants’ way of coping the CA and FNE as
well as the participants’ reasons of chosing the coping strategies. The third theme
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was reasons for choosing coping strategies. One participant shared that she chose
the coping strategy because she wanted to get a good grade in the speaking class
and wanted to be as good as her friends who had previously given the
presentation. The other participant told me that she wanted to get a good grade in
the speaking class and wanted to enhance her speaking skill. Their reasons
actually showed their motivation since motivation is concerned with one’s reasons
for learning the language. Getting good grades and wanting to be as good as other
friends belong to extrinsic motivation whereas enhancing English speaking skill
belongs to intrinsic motivation. The fourth theme was impacts of the experience.
The experience brought positive impacts to one participant. For the other
participant, the experience brought a positive impact as well as a negative impact.
If I could make a short conclusion here, the anxiety would be always there though
the participant had prepared themselves. Highly-motivated participats still had
high possibility in experiencing anxiety spesifically CA and FNE. Both
participants had reasons or goals in learning. Therefore, they would be able to
cope with the anxiety.
Though the speech and presentation were short in duration, their processes
were indeed complex phenomena. It includes participants' physical,
psychological, and behavioral aspects. Some findings of the study confirmed the
previous theories and other previous studies’ findings. They were related to causes
of CA and FNE, manifestation of CA and FNE and strategies to cope with CA and
FNE. First, in relation to causes of CA and FNE, my study’s findings confirmed
the previous theories and other previous studies’ findings that CA was caused by
learners’ personal traits, learners’ beliefs and classroom activity. Besides, FNE
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was caused by teachers’ characteristics and classmates’ characteristics. Previous
theories had focused on the causes of FLA in general without investigating further
which factors tended to cause which type of FLA. Second, in relation to
manifestation of CA and FNE, my study’s findings confirmed the previous
theories and other previous studies’ findings that CA and FNE were manifested
physically, psychologically and behaviorally. Third, in relation to coping
strategies of CA and FNE, my study’s findings confirmed the previous theories
and other previous studies’ findings that CA and FNE could be handled by using
cognitive, affective and behavioral strategies.
In addition, this study revealed more deeply three ideas that had been
proposed by previous researchers. First, it had been proposed that classroom
activity was one of the factors causing FLA. From this study’s findings, it was
identified that prepared or unprepared speaking activity might determine the
manifestation of CA especially the psychological ones. The participant who had
made preparations might tend to suffer from poor memory recall. Second, CA
could be manifested by underestimating self-competence. Believing self-
competence is strongly related to self-efficacy. In this case, CA seemed to affect
the participants’ self-efficacy. Third, perfectionism as manifestation of CA might
be influenced by students' beliefs. The perfectionism was not easy to be handled.
For one participant in this study, it gave negative impacts such as self-criticism
and lack of self-confidence.
Four new findings emerged from this study. They were considered new
since no previous researchers found and explored more about these aspects. First,
ignoring classmates’ negative evaluation was one possible way to cope with FNE.
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Second, the possible characters of lecturer that might cause FNE were lecturer’s
attentiveness to details and the lecturer’s way of listening to the presentation.
Third, the experience might bring a positive impact that is preparation for the
upcoming presentation or speech. The last and the most important was that
motivation seemed to have an important role in helping the participants cope with
CA and FNE. Not only was the intrinsic motivation found to be important in
coping with CA and FNE, but also the extrinsic motivation. Motivation also
seemed to help participants maintain their self-efficacy. Motivation and self-
efficacy seemed to work together especially in coping with CA.
B. Implications
The findings of the study had two implications related to theory in ELS.
First, the theory of FLA spesifically CA and FNE should be more developed by
finding out further possible causes, manifestation and coping strategies besides
the available ones. I said this based on the findings that emerged in my study. For
example, I found that my participants chose to ignore the feeling and the thought
of being negatively evaluated by their classmates. This kind of coping strategies
had not been covered in the literature. Second, the findings of the study implied
that the deeper analysis of each aspect should be achieved in order to enrich the
available theories. One of the examples was the deeper analysis of perfectionism.
Perfectionism as manifestation of CA might be influenced by students' beliefs. For
one participant in this study, it gave negative impacts such as self-criticism and
lack of self-confidence.
The findings of the study had implications related to practice in ELS. The
first thing that educators and students should do was to be aware of the existence
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of CA and FNE in teaching and learning process in the classroom. Thus,
educators were expected to help the students learn to cope with the anxiety-
provoking situations. Three possible ways would be discussed. First, for anxiety
stemming from students’ beliefs, educators might have students recognize their
beliefs and might discuss with students reasonable expectations for successful in
language learning. Second, educators should also be aware of some aspects that
might seem trivial but they could trigger students’ FNE. It was implied that
students might have some expectations toward the educators. I recommend that
the educators ask students to verbalize those expectations to minimize the feeling
of being negatively evaluated by the educators. Furthermore, the most important
thing was to be aware of the importance of motivation in coping with CA and
FNE. Educators might reassure that their students had learning goals and gave
extrinsic reward if it was necessary.
C. Recommendations
Three possible ways of conducting future hermeneutic phenomenological
studies were proposed in this section. First, since my study only focused on one
event triggering CA and FNE, a future study exploring more than one event would
be needed to develop more further and varied findings of this area of study.
Second, since my study was delimited in terms of participants who had high
motivation, a future study could be done by investigating lived experience of
students who had varied levels of motivation. It might gain more unique lived
experience and strengthen the importance of motivation in helping students cope
with FLA in general or CA and FNE in particular. Third, since my study
exclusively asked the participation from second-year students, a future study
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could be done by investigating the lived experience of students from different
years of study. It would be interesting to explore freshman, sophomore, junior and
senior students’ lived experience of FLA in general or CA and FNE in particular
since their amount of experience and proficiency differed.
The results of this study might not be generalized for other various groups
of students in different contexts, for example, students of other majors in Sanata
Dharma University or other universities. Therefore, the need to do the similar kind
of study in different context remained in order to determine the students’
particular lived experience of FLA in general or CA and FNE in particular.
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APPENDIX 1. Adapted Questionnaire
Student Number: ______________
This questionnaire features the aspects related to your motivation you have in
your study. It also help you reflect how anxious you are as the language learner. I
will keep all the information you provide to me completely confidential. Your
answer will be very helpful and greatly appreciated for the success of this
research. Thank you for your cooperation.
Instruction: Please put only one tick (√) in appropriate column. All the questions
are related to your study experience in ELESP.
Strongly Disagree – Disagree – Neutral – Agree – Strongly Agree
1 2 3 4 5
1 2 3 4 5
1 I prefer having someone set clear
goals for me in in my study.
2 I enjoy trying to solve every
challenge I face during my study.
3 I am keenly aware of the goals I
have for getting good grades.
4 I want my study provide me with
opportunities to develop my
knowledge and skills in English.
5 To me, success means doing better
than other ELESP students
6 No matter what grades I get, I am
satisfied if I feel I have gained
experience in learning English.
7 I enjoy simple, straightforward
assignments.
8 I am keenly aware of the grade
point average (GPA) goals I have
for myself.
9 Curiosity is the driving force
behind much of what I do in my
study.
10 I enjoy tackling assignments that
are completely new to me.
11 I prefer assignments I know I can
do well over assignments that
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stretch my abilities.
12 I seldom think about grades and
awards I can get in my study.
13 I am more comfortable when I can
set my own goals in study.
14 I am strongly motivated by the
grades I can earn.
15 I prefer working on assignments
with clearly specified procedures.
16 I am strongly motivated by the
recognition I can earn from other
people.
17 I have to feel that I am earning
something for what I do in teaching
learning process. (e. g. I am
earning participation grade for
asking other friend when they do
presentation)
18 I enjoy trying to solve complex
assignments.
19 I want to find out how good I really
can be at my study.
20 I want other people to find out how
good I really can be at my study.
21 I never feel quite sure of myself
when I am speaking in the class.
22 I do not worry about making
mistakes in the class.
23 It frightens me when I don’t
understand what the teacher is
saying in the class.
24 I keep thinking that the other
students are better than I am.
25 I start to panic when I have to
speak without preparation in the
class.
26 It embarrasses me to volunteer
answers in the class.
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27 I would not be nervous speaking
English with native speakers.
28 I get upset when I don’t understand
what the teacher is correcting.
29 I feel confident when I speak in the
class.
30 I am afraid that my lecturer is
ready to correct every mistake I
make.
31 I always feel that the other students
speak English better than I do.
32 I feel very self-conscious about
speaking English in front of other
students.
33 I get nervous and confused when I
am speaking in the class.
34 I get nervous when I don’t
understand every word the lecturer
says.
35 I feel overwhelmed by the number
of rules you have to learn to speak
English.
36 I am afraid that the other students
will laugh at me when I speak
English.
37 I would probably feel comfortable
around native speakers of English.
38 I get nervous when the lecturer
asks questions which I haven’t
prepared in advance.
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APPENDIX 2. Invitation for Interview
INVITATION FOR INTERVIEW
Dear ELESP students,
This letter is an invitation to consider participating in a study I am
conducting as part of my Master degree in the English Language Studies at Sanata
Dharma University. I would like to provide you with more information about this
project and what your involvement would entail if you decide to take part.
I am conducting interviews as part of a research study to increase my
understanding of how communication apprehension and fear of negative
evaluation experienced by highly-motivated students. As an English language
learner, you are in an ideal position to give me valuable first-hand information
about your own experience.
Participation in this study is voluntary. It will involve an interview of
approximately one hour in length to take place in a mutually agreed upon location.
You may decline to answer any of the interview questions if you want. Further,
you may decide to withdraw from this study at any time without any negative
consequences by advising the researcher. With your permission, the interview will
be tape-recorded to facilitate collection of information, and later transcribed for
analysis. Shortly after the interview has been completed, I will send you a copy of
the transcript to give you an opportunity to confirm the accuracy of our
conversation and to add or clarify any points that you wish. All information you
provide is considered completely confidential. Your name will not appear in any
thesis or report resulting from this study, however, with your permission
anonymous quotations may be used.
Thank you for your consideration. If you would like to participate, please
complete the information below:
Phone Number : ____________________________
Email : ____________________________
If you have any questions regarding this study, or would like additional
information to assist you in reaching a decision about participation, please contact
me at 085647459303 or by e-mail at [email protected]. I very much
look forward to speaking with you and thank you in advance for your assistance in
this project.
With kind regards,
Fika Apriliana
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APPENDIX 3. Surat Ijin Permohonan Penelitian
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APPENDIX 4. Questionnaire (Venita)
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APPENDIX 5. Questionnaire (Petra)
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APPENDIX 6. Consent Form (Venita)
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APPENDIX 7. Consent Form (Petra)
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APPENDIX 8. In-Depth Interview Transcript 1 (Venita)
Name : Venita (pseudonym)
Location : A café in Yogyakarta
Day and Date : Tuesday, 8th March 2016
Time : 11.00 – 12.30
A few parts in the transcription related to participant’s identity were not
presented for the sake of confidentiality. The parts were from R9/V9 until
R31/V31.
R: Researcher
V: Venita
Text
R1 Selamat siang, dek.
V1 Selamat siang, kak.
R2 Iya jadi kan seminggu yang lalu aku masuk ke kelasmu ya… untuk
membagikan kuesioner. Nah, setelah aku analisis datanya, kamu salah
satu mahasiswa yang memenuhi kriteria untuk penelitianku. Dan
setelah kamu mengisi kuesioner, kamu juga mengisi data di bagian
invitation for interview. Jadi aku hubungin kamu dan janjian deh sama
kamu di sini (laughing)
V2 Iya kak.
R3 Jadi terima kasih untuk waktunya ya… Sebelum kita ngobrol-ngobrol,
ini ada consent form, jadi di sini dijelaskan tujuan dan prosedur dari
penelitianku. Silahkan dibaca dulu…
V3 Oke kak. (reading the consent form). Sudah kak…
R4 Oke, jadi apa ada pertanyaan?
V4 Engga kak.
R5 Oke. Jadi hal yang terpenting adalah partisipasimu dalam penelitianku
ini bersifat sukarela dan untuk semua informasi data dirimu akan
dirahasiakan. Apakah kamu bersedia untuk jadi partisipanku?
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V5 Iya kak, oke.
R6 Oke, terima kasih ya sudah mau menjadi partisipanku… Nah tolong
tanda tangan disini.
V7 Oke
R8 Oke, jadi kita mulai ya interviewnya…
V8 Oke kak
R32 Oke kita kembali ke kehidupan kuliahmu, tadi kamu bilang masuk PBI
sejak 2014. Bulan apa ya tepatnya?
V32 Bulannya… Juni, Juli, Agustus (counting). Iya Agustus kak.
R33 Oke Agustus ya… Kalau motivasi kamu pengen masuk PBI tuh apa?
V33 Motivasinya? Sebenarnya kan ini bukan passion aku ya kak. Tapi aku
motivasinya lebih ke orang tua. Aku pengen walaupun ini bukan
passion aku, tapi kan ini mempermudah aku di masa depan nantinya
misalnya lowongan pekerjaan juga banyak. PBI tuh lowongan
pekerjaannya luas dan aku juga mau buktiin aja ke orang tuaku kalau
aku bisa di sini, aku bisa nglewatin ini dan aku bisa sukses nanti. Itu
yang jadi motivasi aku.
R34 O gitu, jadi lebih ke orang tua dan lowongan pekerjaan kalau udah
lulus. Tapi kamu bilang, bukan passion, lalu passionmu apa? Bisa
tolong diceritakan?
V34 Aku tuh pengennya jurusan desain, tapi yang namanya mikirin orang
tua mah intinya harus liat keadaan kan. Aku mikir-mikir. Papaku sih
ngebolehin. Tapi aku mikir kan aku anak terakhir, kakak-kakakku
masih pada kuliah. Papaku biayain 3 anak kuliah. Kalau aku ambil
desain, biayanya banyak banget kak. Pertama, peralatannya tuh ya harus
punya laptop yang buat desain mesti apple, beli catnya mahal-mahal
dan cuma sekali pakai. Biayanya udah tinggi banget tuh di
peralatannya. Ada kelas fotografi harus punya kamera SLR. Buset itu
biayanya udah banget. Akhirnya aku lepas lah. Terus aku bingung mau
milih apa. Papaku saranin akuntasi. Tapi papaku saranin akuntasi di
UGM. Wah susah banget kan…
R35 Iya saingannya banyak. Terus kamu coba tesnya? SNMPTN atau UM
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gitu?
V35 Iya aku coba dua-duanya tapi ga masuk. Habis itu aku bingung tuh.
Temen-temenku pada daftar Sadhar. Iseng-iseng aku daftar pake jalur
ranking. Eh masuk. Papaku bilang PBI, pendidikan? Kamu mau jadi
guru? Jaman sekarang kan guru gajinya kecil, kamu nanti malah bla bla
bla… Terus ada temennya papaku bilang “bagus kok Inggrisnya
Sadhar”. Papaku akhirnya tahu kan, terus bilang ke aku “ya udah kamu
masuk Sadhar aja” Ga mesti jadi guru juga kan. Iya kan kak?
R36 Iya lah bebas.
V36 Ya udah akhirnya, udah di Sadhar aja. Jadi sebenarnya bukan passionku
sih.
R37 Tapi sejauh ini cocok kan? Bisa mengikuti?
V37 Iya sih, Puji Tuhan bisa mengikuti.
R38 Enjoy ga sih belajar di PBI?
V38 Emmm dienjoyin (laughing)
R39 Enjoy atau ga nih? (laughing)
V39 Enjoy
R40 Enjoy ya… Enjoy karena?
V40 Karena ngikutin alur, temen-temennya juga. Sebenernya ini challenge
sih buat aku, harus keluar dari zona nyaman aku kan. Di situ aku jadi
tertantang buat nyelesin PBI ini. Berusaha lah, setidaknya aku udah
berusaha. Dan aku orangnya ga suka hidup dibawa sedih-sedih. Misal
“aduh aku tuh ga bisa” orangnya lebih ke enjoy aja lah. Kalau memang
ga bisa coba dibaca, dibaca-baca terus kalau dosen tanya masih belum
bisa ya udah main feeling aja.
R41 O ya oke. Dan setelah kamu belajar 4 semester, eh 3 setengah semester
di PBI, apakah motivasimu berubah atau ga?
V41 Ga sih, masih sama.
R42 Oke. Ada ga motivasi lain dalam belajar di PBI?
V42 Sebenernya aku lihat temen-temenku sangat termotivasi sama nilai.
IPKnya tinggi-tinggi jadi aku agak termotivasi. Aku merasa aku ga mau
kalah juga. Jadi temen aku kaya gini masa aku males-malesan. Dari situ
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aku dapet motivasi juga sih. Iya bener walaupun seenjoy-enjoynya kita,
ga boleh santai banget. Ada persaingannya. Itu sih paling. Sama temen-
temen deketku juga. Kaya ada rasa kalau bisa lebih baik kenapa ga.
R43 Jadi dengan kata lain, apakah kamu punya goal dalam belajar di PBI?
V43 Punya kak.
R44 Bisa dijelaskan apa goalmu?
V44 Ada dari awal aku mau usahain pas lulus aku bisa cumlaude.
R45 Goal itu km setting sendiri atau orang lain misalnya orang tua pengen
kamu dapet IPK segitu?
V45 Aku sendiri.
R46 Oke. Kan kamu belajar sesuatu yang baru selama di PBI, gimana
perasaanmu?
V46 Seneng. Waktu asik belajar terus dosennya juga enak ngejelasin
kuliahnya tuh ada pikiran buat baca lagi nanti abis pulang kuliah, baca
materi-materi yang akan datang dan materi-materi terkait.
R47 Kalau menghadapi challenge selama perkuliahan?
V47 Ya, misalnya aku ga suka writing. Aku orangnya ga suka nulis, lebih
suka baca. Idenya susah dan di situ aku tertantang buat belajar writing.
Aku coba nulis cerita-cerita walaupun cuma dikit kaya cerpen-cerpen
gitu.
R48 Oke gitu ya. Nah tapi ketika kamu menjalani proses belajar mengajar di
kelas, sekitar 3 setengah semester ini, kamu punya pengalaman
merasakan kecemasan ga di kelas?
V48 Pernah.
R49 Pernah ya… Oke. Terakhir kali kamu merasakan itu kapan?
V49 Waktu hari Jumat kemarin.
R50 Wah masih fresh banget. Bisa ceritain kelas apa dan gimana situasinya?
V50 Jadi kalau kelas speaking kan kita maju satu-satu. Istilahnya “hot seat”
Itu dinilai, kita ambil topik secara acak dan langsung mikir 15 detik
langsung ngomong. Nah itu aku deg-degan banget. Karna pertama, aku
ga bisa ngomong di depan umum. Ga PD juga. Terus apalagi gitu kan
panik, jadi buyar semua yang mau diomongin terus grammar acak-
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acakan. Vocabulary lupa. Semuanya yang bikin takut banget.
R51 Jadi tanpa persiapan apapun?
V51 Iya. Dipanggilnya juga asal. Acak. Jadi kita maju ke depan kelas, ambil
topik secara acak terus ngomong selama 5 menit.
R52 Terus berarti kamu dipilih acak kemarin Jumat?
V52 Ga, setiap minggu ada. Jadi setiap minggu deg-degan. Kemarin belum
ditunjuk. Waktu semester 3 aku dapet topik 3 cara unik untuk pakai
pensil.
R53 O jadi kamu alami itu dari semester 3?
V53 Itu malah dari semester 1.
R54 Semester 1 ada system “hot seat” juga gitu?
V54 Iya.
R55 Itu dosennya beda-beda atau?
V55 Beda-beda kak.
R56 Beda-beda tapi mereka pakai sistem yang sama?
V56 Iya, 3 semester ini sama tapi semester 2 itu terserah kita mau pilih topik
apa, nentuin hari apa, mau maju kapan. Yang penting hari itu udah siap
dengan topikmu. Jadi kita kaya presentasi gitu lebih tepatnya. Yang
lainnya bener-bener tanpa persiapan langsung di depan kelas gitu. Kalo
semester 1 topiknya lebih luas, Semester 3 lebih detail.
R57 Berarti kamu merasa cemas ketika tanpa persiapan?
V57 Iya kak.
R58 Perasaanmu gimana tuh?
V58 Deg-degan banget. Heart beats fast. Keringat dingin.
R59 Terus?
V59 Ga tenang. Aduh takut. Kaya orang panik gitu.
R60 O gitu. Lalu?
V60 Jadi susah konsentrasi, hopeless. Ya ampun kayanya susah banget. Ya
ampun kayanya aku ga bisa speech lancar. Aku takut ga bisa ngomong
di depan, aku blank gitu kak. Aku juga ga berani natap mata juga.
R61 Terus natap kemana?
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V61 Aku natap ke atas atau ke bawah. Pokoknya ga berani natap ke mata.
Padahal ga boleh (laughing)
R62 Terus saat itu, apa yang ada di pikiran kamu?
V62 Duh grammarnya bener ga ya. Duh aku ngomong pada ngerti ga ya.
Duh aku ada yang salah ga ya vocabnya. Duh duh duh.
R63 Itu abis kamu ngomong di depan?
V63 Ga kak, itu pas aku ngomong di depan.
R64 Padahal kamu juga harus mikir abis itu mau ngomong apalagi juga kan
setelahnya.
V64 Iya kak, jadi campur aduk gitu.
R65 Oke, kamu mikirin grammar, vocab gitu. Kamu mencemaskan
grammar and vocab?
V65 Iya. Grammar harus bener. Harus tau banyak vocab. Oh iya,
pronunciation juga kak. Kan kalau bahasa Inggris banyak kata
penulisannya sama tapi pengucapannya beda.
R66 Berarti pengucapannya harus bener ya?
V66 Iya kak.
R67 Adakah pengaruh pemikiranmu saat itu terhadap kecemasan kamu?
V67 Iya, soalnya itu beban banget.
R68 Kan ada tuh orang yang cuek-cuek aja selama orang lain ngerti apa
yang dia omong. Nah kalau itu beban buat kamu, lalu kamu gimana?
V68 Kalau aku lebih ke grammarnya si aku. Kaya ada rasa cemas banget
aduh grammar karena menurutku grammar paling susah, gimana ya
kita tuh udah pelajarin terus tapi kok ya masih bingung terus. Ribet
banget grammarnya. Kalau kaya kita ngomong bahasa Indonesia kata
kemarin kan sama aja. Ga ada penambahan apa-apa, ga ada yang
diganti ke past tense atau future. Kalau pronounce sih emang aku ga
gitu membebani ya selama orang itu ngerti apa yang kita omongin.
R69 Nah, itu yang kamu pikirkan, tadi kamu juga udah share perasaanmu
gimana pas ngrasain itu. Terus apa yang kamu lakukan, dek?
V69 Aku langsung tarik nafas dalam-dalam. Buat tenangin diri. Kalau
negative thinking gitu makin deg-degan kan. Makin bingung gitu kan.
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Jadi pas aku udah bener-bener deg-degan. Aku tarik nafas dulu baru
nglanjutin lagi.
R70 Oh gitu. Karna pas itu mau ga mau kamu harus presentasi topikmu ya?
V70 Iya.
R71 Adakah cara lainnya?
V71 Udah sih kayaknya karna dari situ jadi bikin lebih tenang. Setelah tarik
nafas dalam-dalam dan bilang “bisa, bisa, bisa” jadi kaya ada
suggestion dari dalam diri gitu kalo bisa nglewatin presentasi dengan
lancar. Aku harus bisa ganti negative thinking itu jadi positive thinking.
R72 Ini pengalamanmu bukan Jumat kemarin kan ya? Kaya yang tadi kamu
bilang.
V72 Iya bukan soalnya kemarin Jumat baru mulai dan aku belum dapet
giliran.
R73 Berarti ini recall your experience pas semester berapa?
V73 Semester 3 kak.
R74 Saat itu kenapa kamu mengatasinya dengan cara-cara itu?
V74 Di situ aku mikir waktu udah ga tenang gitu kan. Udah hopeless bener-
bener hopeless. Aku liat temen-temen sebelumnya. Duh mereka bisa
lancar masa aku ga. Dari temen-temenku itu juga dan juga aku harus
dapet nilai bagus di mata kuliah ini. Jadi karna hal-hal itu bantu aku
buat nenangin diri. Gitu.
R75 O jadi temen sama nilai gitu ya?
V75 Yap.
R76 Kalau dari situasi kelas speakingmu itu ya. Dosenmu gimana di kelas
itu saat itu?
V76 Orangnya menurutku teliti banget kalau nilai. Jadi dia itu nilai gesture
tubuhnya, jadi itu bikin deg-degan juga karena dia juga komentarin hal
itu juga. Padahal itu kan reflek kan gitu. Bukan berarti kita nervous
banget juga tapi kan itu reflek sedangkan dia tuh bilang “ga bagus kaya
gitu kalau ngomong formal di depan orang lain kaya gitu.”
R77 O gitu ya. Nah selain dia yang melarang untuk buat gesture berlebihan,
dosenmu menurut kamu gimana sih?
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V77 Dia correct every single mistake.
R78 Jadi interrupt gitu atau?
V78 Jadi abis maju gitu langsung dikasih feedback. Feedbacknya biasanya
kaya gini ke temen-temenku yang sebelumnya presentasi “saya suka
cara kamu memperluas topik itu atau mendetailkan topik itu, cara kamu
ambil ide-ide, cara kamu pembukaan, cara kamu penutupan. Jadi dia
tuh detail nilainya dan emang dia tuh bener-bener… misalnya “jangan
langsung knocking the door” Jangan langsung to the point. Harusnya
tuh ada pembukaan dulu.
R79 Oke jadi dosenmu gitu ya…
V79 Iya bagusnya tuh kasih feedback jadi kita tahu apa yang harus kita
perbaikin. Dosen-dosen sebelumnya ga. Jadi kita maju terus dinilai gitu.
R80 Jadi menurut kamu feedback itu penting ya?
V80 Yap, penting banget.
R81 Nah kalau lebih ke sifat, sifat dosenmu tuh kaya gimana?
V81 Dosenku tuh menurutku dosen yang bisa mengerti anak-anak, mengerti
murid-muridnya. Jadi dia tuh ada kemauan buat mengenal anak-
anaknya secara mendalam. Jadi kaya mau nghafalin namanya,
mukanya. Biasanya dosen kan cuek ya. Kalo dosenku ini aku liat
ngajarnya tuh dengan pendekatan mandalam dan menurutku itu paling
pengaruh sih daripada yang lainnya. Mungkin karena dia juga belajar
BK kan jadinya dia tahu cara yang pas buat muridnya tuh nyaman
belajar sama dia, seneng belajar sama dia.
R82 Nah masih tentang dosen ya. Jadi kamu kan merasa cemas ga cuma
sekali dua kali ya pastinya. Dosen seperti apa sih yang kamu harapkan
tidak membuat gugup atau bisa membantu kamu mengatasi kegugupan
itu?
V82 Ya itu sih, yang kasih feedback. Dan dosen itu mau ngajarinnya sabar.
Dan dosen yang mendekati itu ya dosenku speaking itu sih. Kalau yang
lain tuh cek cek cek gitu.
R83 Kalau classmate, temenmu sendiri, apa yang kamu pikirkan tentang
temen-temenmu waktu kamu lagi cemas di depan kelas gitu?
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V83 Kan ada beberapa anak yang di kelasku yang emang sombong gitu lah.
Show off banget kemampuannya dia. Di situ aku cuma mikir sih
mungkin anak itu mikir “apaan sih, ngomongnya gini-gini” pasti kaya
komentar gitu. Mereka agak suka ngrendahin orang gitu sih. Misal dari
tatapannya kan keliatan gitu kak.
R84 Temenmu yang show off itu emang pintar atau ga pintar tapi
meremehkan?
V84 Ga semua, jadi di kelasku ada 2 anak yang emang sering bareng juga.
Mereka berdua nih pintar cuma kadang sok tahu dan show off dua-
duanya.
R85 Berarti kamu merasa mungkin mereka menilai kamu negatif ya? Terus
efeknya pas kamu di depan kelas?
V85 Itu buat aku makin deg-degan. Bikin nervous.
R86 Gimana kamu mengatasi penilaian temen-temenmu itu?
V86 Aku cuek. Kepikiran tapi tetep berusaha cuek. Aku berusaha jangan
mikirin dulu. Itu bukan saatnya dipikirin sekarang. Kaya gitu sih.
R87 Berarti cuekin aja gitu ya?
V87 Iyap.
R88 Terus kalau temen-temenmu yang pinter yang lain?
V88 Biasa aja mereka.
R89 Overall, temen-temenmu di kelasmu itu gimana sih orangnya?
V89 Ya mereka kalo ada yang presentasi ya dengerin, kalo ada yang lucu ya
ketawa. Mereka ga menekan aku sih. Cuma kalau lagi nervous kan
pikiran negatif keluar semua tuh dan di situ tantangan aku buat ngubah
pikiran negatif itu dan ningkatin percaya diriku.
R90 Oke semua tadi kan pengalamanmu ya, nah setelah mengalami itu, ada
ga sih pengaruh ke depannya?
V90 Aku ngerasa pas hot seat itu kok aku bodoh banget, gini aja kok lupa.
Kan pas aku sadarnya pas udah selesai, pas kembali ke tempat duduk.
Di situ ke depannya kalau aku presentasi jadi ga PD. Kalau aku ga puas
sama yang aku presentasiin, jadi buat ga PD gitu.
R91 O gitu ya… Setelah kamu mengalami hal kaya gitu apa yang kamu
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lakukan ke depannya?
V91 Ini sih… belajar banyak vocab. Aku banyak baca novel Inggris biar
nambah vocab.
R92 Jadi menurutmu kuncinya vocab?
V92 Iya, jadi kalau maju spontan atau ga spontan, itu bisa mempermudah
aku kalau tahu vocabnya.
R93 Berarti kalau mau preparation berarti lebih ke vocab gitu ya?
V93 Iya paling belajar-belajar vocab.
R94 Kamu punya pengalaman yang lain ga yang mengena selain hot seat di
kelas speaking itu?
V94 Pas itu sih yang paling mengena. Pas kelas speaking.
R95 Nah kalau di kelas yang lain?
V95 Listening sih, karena listeningku ga gitu bagus. Susah buat aku denger
native speakernya ngomong cepet banget tuh. Ada cemas juga sih tapi
ga semenegangkan pas kelas speaking itu karena aku ga biasa ngomong
di depan umum. Takut banget kalau ngomong di depan umum.
R96 Sama dong (laughing). Kalau presentasi yang lain selain hot seat
gimana?
V96 Kalau presentasi yang lain ga gitu cemas karena ada persiapan. Nah
kalau hot seat kan ga ada persiapan. Ga tau topiknya, ga tau apa yang
mau diomongin. Majunya juga ga ditentuin segala macem.
R97 Oh jadi kalau di kelas lain, kalau presentasi tapi ada preparation kamu
merasa cemas ga?
V97 Cemas tapi dikit.
R98 Berarti ga secemas pas hot seat itu ya?
V98 Yap. Karena ada persiapan.
R99 Oke. Kalau kita tarik kesimpulan, aktifitas di kelas seperti apa sih yang
bisa membuat kamu merasa cemas?
V99 Kalau berbicara di depan kelas tanpa persiapan.
R100 Ada ga aktifitas lain?
V100 Mungkin kalau ujian lisan. Walaupun persiapan tapi cemasnya itu ga
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bisa jawab karna face to face sama dosen.
R101 Tapi ga setiap mata kuliah ada ujian lisan kan?
V101 Ga kak.
R102 Oke makasih banyak waktunya ya. Kurang lebih itu aja yang aku mau
tanyakan ke kamu. Makasih udah mau sharing pengalamanmu ya.
Sukses terus and keep in touch.
V102 Oke kak, sama-sama.
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APPENDIX 9. In-Depth Interview Transcript 2 (Venita)
Name : Venita (pseudonym)
Day and Date : Monday, 11th April 2016
Time : 17.38 – 19.25
The interview was done through online chatting via LINE application.
R: Researcher
V: Venita
Text
R1 Hai Ven! Apa kabar? Lagi sibuk ga?
V1 Baik kak. Engga kak.
R2 Mau nanya-nanya lagi nih, untuk melengkapi interview kita waktu
itu.
V2 Boleh-boleh tanya aja.
R3 Ven, pengalamanmu yang kamu ceritakan ke aku pas di semester 3
kan ya? Impromptu nama kelasnya apa? Spesifiknya.
V3 Iya kak. Impromptu speech itu selalu ada di kelas speaking. Dari
semester 1. Kalau yang semester 3 itu namanya Critical Listening
and Speaking.
R4 Oke siap. Di semester 3 itu kamu dapat topik apa? Bisa ceriatin
waktu itu kamu presentasinya gimana? Singkat aja.
V4 Itu aku dapat topik 3 unique ways to use pencil except for writing
and drawing. Itu aku bingung kan kak mau ngomong apa. Yaudah
aku asal ngomong aja. Aku bilang
1. Buat mengikat rambut. Ini sering banget aku lakuin soalnya.
Kaya konde orang Cina gitu. Nah terus aku praktekin di depan
kelas.
2. Aku udah bingung banget nih. Akhirnya nyeplos buat makan mie
sebagai pengganti sumpit.
3. Yang terakhir… aku udah agak speechless gitu di depan.
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Akhirnya nyeplos “you can use pencil to entertain yourselves”
terus aku jelasin deh pensil bisa jadi barang buat mainan kaya
sulap-sulapan, lempar pensil ke atas lalu ditangkap lagi. Semacam
itu deh.
R5 Pokoknya yang penting ngomong ya.
V5 Iya kak, karna kalau diem mikir gitu malah ngurangin nilai. Jadi
dibawa asik gitu.
R6 Ven, masih ingat feedback dari dosenmu saat itu?
V7 Seingetku ya kak. Katanya bagus karena di awal memulai dengan
bilang “pensil bisa dipakai buat apa aja lho selain buat gambar atau
nulis” Terus bagus juga karna aku praktekin ngiket rambutnya dan
mainin pensilnya. Yang kurang vocabnya masih kurang. Grammar
juga. Terus gesturenya juga. Katanya kebanyakan gerak-gerak.
R8 Oke-oke. Ngomong-ngomong gesture, kamu bilang kalau dosenmu
orang yang teliti banget sampai nilai gesture tubuh dan itu buat
kamu deg-degan. Cara kamu mengatasi itu gimana Ven?
V8 Iya kak teliti banget. Aku mencoba rileks aja. Tarik nafas gitu.
R9 Oke. Kenapa tarik nafas dan mencoba cuek sama penilaian negatif
teman-teman?
V9 Iya aku berusaha jangan mikirin dulu. “Itu bukan saatnya dipikirin
sekarang.” Yang penting aku bisa ngomong dulu dan gimana
caranya bisa dapet nilai bagus di kelas.
R10 Lalu apa ada feedback, komentar atau pertanyaan dari teman-
temanmu?
V10 Ga ada kak. Emang cuma kita yang ngomong terus dikomentari
dosen. Udah deh.
R11 Pas kamu struggle mengatasi kecemasanmu saat presentasi dan
berada di depan dosen dan teman-temanmu, gimana prosesnya?
Sulitkah? Mudahkah?
V11 Sulit. Soalnya cenderung mikir negatif tapi tetep berusaha buat PD.
R12 Oke dengan pengalaman-pengalamanmu mengatasi kecemasan di
dalam kelas terutama saat presentasi, pernahkah mengalami
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kegagalan buat mengatasi kecemasanmu?
V12 Ga pernah sih kak.
R13 Oke-oke. Lagi sibuk UTS ya?
V13 Iya kak.
R14 Oke semangat ya! Sorry ganggu kamu lagi persiapan UTS. Gitu aja
dulu informasi yang aku tanyakan. Thanks ya.
V14 Oke kak. Sama-sama.
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APPENDIX 10. In-Depth Interview Transcript 3 (Venita)
Name : Venita (pseudonym)
Location : A café in Yogyakarta
Day and Date : Tuesday, 17th May 2016
Time : 11.30 – 12.00
R: Researcher
V: Venita
Text
R1 Halo Ven!
V1 Halo, kak.
R2 Akhirnya kita ketemu lagi. (laughing)
V2 Iya kak. (laughing)
R3 Oke. Jadi aku mau make sure dan tanya beberapa hal nih. Dikit aja.
V3 Oke kak.
R4 Ven, waktu itu aku minta kamu ceritakan pengalaman terakhirmu
merasa begitu cemas di dalam proses belajar mengajar di dalam kelas.
Dan apakah itu juga yang paling cemas selama ini?
V4 Iya kak.
R5 Selama semester 3 atau selama semester 1 sampai 3?
V5 Selama semester 1 sampai 3. Itu gara-gara dosennya sih. Detail banget.
R6 O gitu. Oke-oke. Waktu itu kamu bilang kalau ga puas kamu jadi ga PD
kedepannya. Emang speech yang gimana sih yang buat kamu puas?
V6 Emmm… pas ngomong lancar, grammar rapi, ga lupa vocab atau pakai
vocab yang banyak dan ide-idenya tertata gitu lho kak. Kalau udah
kembali ke tempat duduk tuh baru sadar “kenapa tadi ga ngomong gini
aja.”
R7 O iya kamu mengatasi dengan cara positive thinking. Sebenernya
positive thinking seperti apa sih? Spesifiknya…
V7 Lebih kaya berusaha lebih PD sama percaya sama kemampuanku kak.
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R8 Oke gitu ya. Kalau aku bisa mengajukan pertanyaan terakhir nih ya.
What does the experience mean to you? Seperti apa dan apa artinya
pengalaman itu buat kamu?
V8 Pengalaman itu pengalaman yang memorable. Melatih aku buat PD
meskipun pada dasarnya aku ga PDan.
R9 Oke siap. Thank you Venita!
V9 Oke kak.
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APPENDIX 11. In-Depth Interview Transcript 1 (Petra)
Name : Petra (pseudonym)
Location : A café in Yogyakarta
Day and Date : Tuesday, 8th March 2016
Time : 16.00 – 17.30
A few parts in the transcription related to participant’s identity were not
presented for the sake of confidentiality. The parts were from R9/P9 until
R46/P46.
R: Researcher
P: Petra
Text
R1 Hai, dek.
P1 Hai, mbak.
R2 Minggu lalu aku masuk ke kelasmu untuk membagikan kuesioner.
Masih inget ya?
P2 Iya mbak.
R3 Nah, setelah aku analisis datanya, kamu salah satu mahasiswa yang
memenuhi kriteria untuk penelitianku. Tapi kebetulan kamu ga isi data
di invitation for interview. Jadi aku hubungin kamu lewat facebook dan
janjian deh di sini. Makasih untuk waktunya ya…
P3 Iya mbak sama-sama.
R4 Sebelum kita ngobrol-ngobrol lebih panjang, ini ada consent form, jadi
di sini dijelaskan tujuan dan prosedur dari penelitianku. Silahkan dibaca
dulu…
P4 Oke mbak. (reading the consent form)
R5 Setelah kamu baca, kamu bisa menanyakan hal-hal yang belum jelas.
Kalau hal yang terpenting itu bahwa partisipasimu ini bersifat sukarela
tanpa paksaan dan semua informasi tentang data dirimu bersifat rahasia.
Gitu…
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P5 Oh gitu. Oke…
R6 Nah setelah kamu baca nih. Apakah kamu bersedia untuk jadi
partisipanku? Karena kebetulan kamu ga isi invitation for interview
yang udah aku lampirkan waktu itu.
P7 Iya mbak bersedia.
R8 Oke, terima kasih ya sudah mau menjadi partisipanku… Nah tolong
tanda tangan disini.
P8 Oke.
R47 Kapan masuk PBI?
P47 Tahun 2014.
R48 Pas kamu masuk PBI itu, apa motivasi kamu? Kenapa kamu memilih
PBI?
P48 Emm… Sebenernya motivasinya itu dulu pas aku les kelas 4, guruku
bilang “kamu tuh ga bisa bahasa Inggris” mungkin karena saat itu aku
dijelasin ga ngerti-ngerti. Namanya juga bahasa asing ya mbak.
R49 Terus?
P49 Soalnya temen-temenku yang lain, 2 cowok itu diajarin bisa. Mungkin
gurunya agak kesal kenapa aku kok ga bisa-bisa. Kaya gitu. Terus aku
pengen buktiin kalo aku bisa bahasa Inggris.
R50 Oh gitu?
P50 Iya jadi dari kelas 4 masih kebawa sampe sekarang.
R51 Oalah sampai terbawa sampai sekarang ya. Kamu masih sering ketemu
gurumu itu?
P51 Ga sih mbak. Tapi suatu saat nanti kalau ketemu dia aku pengen buktiin
kalau “aku bisa pak”. Meskipun waktu masuk PBI tuh ternyata PBI
susah.
R52 Iya unggulan juga kan. Jadi susahnya di mana menurut kamu?
P52 Ya tugas-tugasnya. Aku juga susah bagi waktu di kampus dan gereja
kepanitiaan gitu. Sampai ada yang ditinggal. Biasanya kegiatan gereja
yang aku tinggal. Sampai dimarahin temen gerejaku. Tapi gimana acara
di kampus juga besar jadi ga mungkin ditinggalin.
R53 Gitu ya? Jadi motivasimu lebih karena gurumu pas dulu kamu kelas 4
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SD itu?
P53 Iya itu.
R54 Terus ketika kamu menjalani sampai semester 4 gitu kan. Apakah ada
perubahan terhadap motivasimu?
P54 Pengen membanggakan orang tua. Dan katanya kalau di PBI kan,
lulusannya kalau cari kerja kan terjamin. Jadi misalnya kerja jadi
translater di perminyakan atau di mana gitu. Atau kerja di perhotelan
gitu.
R55 Oh jadi karena lowongan kerja gitu ya?
P55 Iya mbak.
R56 Terus kamu enjoy ga belajar di PBI?
P56 So far sih enjoy-enjoy aja mbak. Kalau awalnya tuh kok aku sendirian
ga ada teman. Tapi semakin kita tahu, semakin kenal, tahu IPnya segini.
Ketika sharing-sharing sama teman jadi tahu “oh ga cuma aku sendiri
yang mengalami” Kalau dosennya tuh ada yang jelasinnya ga jelas. Aku
ga ngerti-ngerti. Itu dosen linguistics mbak. Jadi nilaiku C. Aduh
pusing. Terus ada dosen yang beberapa standarnya ketinggian. Kaya
gitu juga.
R57 Tp so far enjoy ya?
P57 Iya mbak.
R58 Kita spesifikkan lagi ya, kamu punya goal dalam belajar bahasa
Inggris? Oke nantinya kamu pengen membahagiakan orang tua dan
mendapat pekerjaan, tapi goal yang lebih spesifik yang paling pengen
kamu raih sekarang apa?
P58 Iya. Pengen bisa ngomong bahasa Inggris sama bule mbak. Kalau
ketemu bule, aku pengen ngobrol. Tapi kalau udah ketemu orangnya
udah nervous duluan mbak.
R59 Jadi maksudmu apa lebih meningkatkan speaking skill gitu kah?
P59 Iya bener mbak speaking skill.
R60 Siapa yang set goal itu?
P60 Aku sendiri.
R61 Sendiri ya… Oke adakah motivasi yang lain?
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P61 Mungkin IPK ya mbak. Pengennya 3,5 lulus nanti minimal. Meskipun
sebenernya aku belum pernah punya IPK 3,5 sampai semester 3
kemarin. Kadang minder juga sama temen-temen di kelas yang punya
IP bagus-bagus kayanya aku ga bisa sendiri gitu lho. Ada kakak kelas
yang bilang kalau di bawah 3,5 tuh kaya gimana gitu, ga pinter-pinter
banget. Kan aku ngerasa “selama ini aku udah usaha terus apa artinya”
kadang aku sering mikir gitu lho mbak.
R62 Ada yang lain?
P62 Pujian dari teman sih. Ketika temen-temen memuji kita tuh kaya
meningkatkan kepercayaan diriku. Kaya gitu.
R63 Lebih termotivasi mana mengembangkan skill atau mendapatkan IPK
itu?
P63 Emm… sebenernya mungkin IPK 3,5. Ga tau kepengen aja dapat IPK
segitu.
R64 IP 3,5 itu pas lulus atau IP per semester?
P64 Pengennya sih tiap semester juga.
R65 Oke, kamu udah ceritain motivasimu belajar di PBI. Nah sekarang kita
fokuskan ke pembelajaran di dalam kelas. Nah, ketika kamu menjalani
semester 1-4, ya selama 3 setengah semester ini. Pernah ga kamu
mengalami kecemasan atau ketakutan gitu?
P65 Pernah, pasti pernah.
R66 Aku tanya sekarang yang paling terakhir kamu merasakan begitu cemas
kapan ya? Bisa kamu ceritakan situasinya?
P66 Pas terakhir itu di kelas speaking.
R67 Cemasnya situasinya seperti apa kok bisa buat kamu cemas?
P67 Pada dasarnya aku orangnya gampang nervous tu lho mbak. Jadi aku
buat persiapan presentasi. Itu kelas CLS. Aku udah buat persiapan
sehari sebelumnya. Aku bisa pasti bisa, latihan dikit-dikit. Tapi pas aku
maju tuh bisa lupa semuanya gitu mbak. Lupa materi yang udah
dipelajarin.
R68 Tapi kamu dah prepare kan sebelumnya?
P68 Udah mbak tapi preparenya ya santai-santai gitu. Pikiranku pas kelas
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speaking pasti bisa tapi pada akhirnya kaya gitu.
R69 Kelas speaking itu nama spesifiknya apa? Sorry…
P69 CLS. Critical Listening and Speaking.
R70 Itu semester 4 ya?
P70 Iya semester 3 dan 4.
R71 Nah yang kamu ceritakan ini semester berapa?
P71 Semester 3. Semester 4 belum presentasi.
R72 Meskipun kamu udah ada preparation tapi masih cemas ya?
P72 Iya mbak. Malah kadang kalau ga disiapkan malah bisa. Kalau
ngomong biasa kaya gitu tu aku biasa aja. Kalau udah ambil nilai aku
persiapan tapi ya gitu tadi di luar harapan gitu. Soalnya kalau disiapkan
aku harus sama kaya yang aku siapkan jadi beban gitu.
R73 Oke berarti itu konteksnya saat kamu presentasi di kelas CLS. Gimana
perasaanmu saat itu? Selain rasa cemas itu, tapi apa yang terjadi pada
kamu saat itu?
P73 Aku sakit perut. Terus ketika maju tuh aku lupa semua. Berusaha inget
tapi ga gampang mbak.
R74 Jadi kaya going blank gitu?
P74 Iya bener mbak. Aku bawa taking note tapi paling kan kecil gitu lho
mbak. Aku pegang tapi ujungnya aku baca itu.
R75 O gitu, kalau selain itu?
P75 Yang jelas deg-degan. Terus kaya gugup pegang tangan-tangan kaya
gini (practicing in front of me).
R76 O gitu. Iya jadi kamu bayangkan aja kamu sekarang di kelas itu lagi
presentasi. Bayangkan kondisinya. Kamu presentasi sendirian atau?
P76 Ga, sama temen-temen.
R77 Jadi kamu merasakan cemas dan gugup itu pas giliranmu?
P77 Ga mbak, dari awal. Meskipun temenku lagi ngomong tetep rasanya
gerogi mbak.
R78 Dan waktu giliranmu?
P78 Semakin grogi. Semakin blank. Berusaha ngapalin terus tapi kok ga
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masuk-masuk.
R79 Iya kamu merasakan kaya gitu ya. Saat itu, apa yang kamu pikirkan?
P79 Aku mikir “aku ga bisa, ga bisa presentasi lancar, aku takut salah” Aku
tu takut mbak kalau ditatap orang secara langsung, kalau dilihat banyak
orang tuh takut. Ga tau kenapa. Takut aja gitu lho mbak.
R80 Lalu setelah itu setelah kamu mengalami perasaan dan mempunyai
pikiran kaya gitu. Akhirnya kamu gimana? Apa yang kamu lakukan
untuk mengatasi itu?
P80 Aku tarik nafas terus dibuang. Berusaha menyingkirkan pikiran negatif
itu dengan pikiran “aku bisa kok, aku bisa presentasi dengan lancar, aku
udah ngapalin semalem”
R81 Oh okay. Saat kamu presentasi, lancar?
P81 Karna the show must go on. Aku tetap presentasi sesuai yang aku inget,
yang aku bisa semampuku.
R82 Kenapa sih kamu tarik nafas dan positive thinking?
P82 Karena aku pengen bisa ngomong bahasa Inggris dengan lancar dan
pengen bisa dapet nilai bagus. Kalau aku mikir negatif kan pasti ujung-
ujungnya ya ga bisa ngomong, ga bisa presentasi. Tapi kalau mikir
positif kan seengganya aku mencoba berpikir siapa tau aku bisa
presentasi bagus.
R83 Oh ya oke. Kalau dosenmu saat itu orangnya kaya gimana?
P83 Sebenernya dosennya tuh termasuk dosen yang baik. Dia tuh
memberikan banyak masukan. Kalau maju tuh caranya kaya gini. Kalau
mau presentasi caranya kaya gini. Bukan termasuk dosen killer gitu lho
mbak.
R84 Kamu berharapnya dosenmu saat itu gimana saat dengerin
presentasimu?
P84 Ya pas aku presentasi paling ga senyum jangan datar-datar aja. Kalau
senyum kan seengganya dosennya ndengerin.
R85 Cara dosenmu menilai gimana?
P85 Abis presentasi dikasih feedback tapi dikasih beberapa minggu
setelahnya.
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R86 Oke itu dosen, kalau teman-temanmu saat kamu presentasi gimana?
P86 Iya. Aku takut mereka bosen, ngantuk. Aku jadi merasa presentasiku
kurang menarik. Kadang itu bikin distract presentasiku.
R87 Apakah ada perasaan takut dinilai negatif sama teman-teman kamu?
P87 Iya mbak. Sejujurnya iya. Ada beberapa temenku yang ngomong di
belakang gitu biasanya.
R88 Gimana kamu mengatasi penilaian temen-temenmu itu?
P88 Ya aku mikirnya gapapa. Ga masalah. Biarin aja. Meskipun aku juga
bingung mengatasinya gimana.
R89 Oh oke. Apakah presentasimu itu mempengaruhi kamu ke depannya?
P89 Iya mempengaruhi, tapi kalau aku mempengaruhinya lebih ke aku jadi
pengen lebih baik. Jadi positif ga malah ga berani ngomong. Kalau ga
berani ngomong nanti aku ga bisa ngomong terus.
R90 Lalu kedepannya kamu melakukan apa?
P90 Kalau presentasi lagi aku belajar latihan di depan cermin, berusaha
latihan sama temen meskipun temen juga bosen dengerin tapi paling ga
kita udah usaha. Gitu. Terus kalau ada maju di depan sukarela ya berani
maju. Belajar pronunciation juga.
R91 Kenapa pronunciation?
P91 Soalnya pronunciation harus bener.
R92 O gitu. Ada lagi yang harus bener dan harus disiapkan?
P92 Iya grammar juga. Itu emang penting.
R93 Oke pronunciation and grammar ya. Kalo gitu, tadi apakah hal-hal itu
terpikirkan juga sama kamu saat kamu presentasi?
P93 Iya juga sih mbak. Yang penting sama aja kaya yang aku persiapkan.
R94 Oke. Kalau dari sifatmu sendiri, apakah sifat itu ada hubungannya
kecemasan saat itu?
P94 Iya, aku pemalu dan ga PDan.
R95 Ada ga sih pengalaman yang lain yang mengena banget. Jadi rasanya
cemas banget.
P95 Di semester 2, kelas pronunciation practice. Itu dosennya mbak.
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R96 Oya?
P96 Iya kan sebenernya pronunciation kan enak ya mbak tinggal baca
phonetics atau apa tapi dosennya tuh perfeksionis. Awalnya masuk
kelasnya enak tapi pertemuan berikut-berikutnyanya kok suasananya
kaya gimana gitu jadi berasa kaya mau ujian gitu. Dulu pernah waktu
suruh maju buat nulis phonetics kan tulisanku emang ga bagus-bagus
banget. Nah ada huruf yang salah, terus dosenku bilang “kamu tuh ga
bisa jadi guru kalau tulisannya kaya gini gini gini.” Gitu bilang di depan
kelas.
R97 Terus perasaanmu gimana dibilang kaya gitu?
P97 Ya siapa sih mbak yang pengen jadi guru terus dibilang ga bisa jadi
guru kaya gitu. Meskipun kepengenan jadi guru juga belum besar gitu
lho.
R98 Lha kalau udah lulus mau jadi apa?
P98 Masih galau mbak
R99 Iya nanti bisa sambil jalan ya, tergantung interestnya juga.
P99 Iya mbak.
R100 Berarti pengalamanmu paling berkesan itu tadi ya? Kelas CLS dan
pronunciation.
P100 Iya mbak. Kalau kelas pronunciation karna dosennya tadi. Kalau kelas
CLS karena aku orangnya pemalu itu tadi.
R101 Oke. Kalau semester 1 ketika barusan masuk pernah merasakan cemas
ga?
P101 Kalau semester 1 takut ga bisa mengimbangi temen-temen. Semester 2
karena ketemu dosennya. Semester 3 karena tadi ga bisa ngomong tu
lho mbak.
R102 Oke, kalau boleh disimpulkan, aktifitas apa sih di kelas yang paling
membuat kamu cemas?
P102 Speaking mbak itu tadi.
R103 Giving presentation berarti ya?
P103 Iya mbak.
R104 Oke jadi kurang lebih garis besarnya kaya gitu, dek. Biasa orang
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ngobrol ada yang kelupaan, aku hubungin kamu lewat whatsapp atau
lewat messenger ya. Makasih udah ngrepotin.
P104 Iya mbak sama-sama
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APPENDIX 12. In-Depth Interview Transcript 2 (Petra)
Name : Petra (pseudonym)
Day and Date : Thursday, 24th March 2016
Time : 09.20 – 10.30
The interview was done through chatting on Whatsapp.
R: Researcher
P: Petra
Text
R1 Hai Petra! Apa kabar?
P1 Baik mbak. Mbak gimana kabarnya?
R2 Aku juga baik, Petra! Lagi sibuk ga?
P2 Belum sibuk mbak.
R3 Ada beberapa hal yang mau aku tanyakan lagi nih dek, ada
hubungannya dengan hal-hal yang kita obrolin beberapa minggu
yang lalu.
P3 Oya mbak, tanya aja.
R4 Oke. Pet, aku mau tanya. Waktu itu kamu share pengalamanmu pas
presentasi di kelas CLS. Waktu itu kamu presentasi apa ya
topiknya?
P4 Nature School.
R5 Itu kelompok kan ya?
P5 Iya.
R6 Sekelompok berapa orang?
P7 3 orang. Termasuk aku.
R8 Okay. Bisa kamu deskripsikan presentasimu? Secara singkat aja.
P8 Jadi presentasinya itu soal keuntungan dari nature school. Aku
lupa-lupa inget mbak.
R9 Kamu presentasikan sumbernya dari buku atau bener-bener buat
sendiri?
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P9 Kita browsing mbak.
R10 Oke oke. Saat kamu presentasi gitu, apa yang kamu pikirkan
tentang dosenmu yang saat itu mengamati dan mendengarkan
presentasimu?
P10 Aku mikir kalau dosennya bakal menilai jelek soalnya muka
dosennya seperti serius mbak. Senyumnya jarang sekali.
R11 Padahal kamu cerita kemarin itu kalau dosenmu bukan termasuk
dosen killer ya? Adakah pengaruhnya ke kamu?
P11 Iya mbak. Aku jadi tambah nervous gitu waktu presentasi.
R12 Nervous? Bisa dijelaskan gimana nervousnya?
P12 Ya jadi yang mau diomongin jadi hilang gitu mbak. Kaya lupa
sama materinya.
R13 Gimana cara kamu mengatasi itu?
P13 Aku berusaha mikir positif kalau aku tuh bisa presentasi lancar.
R14 Noted. Dan pada akhirnya, feedback apa yang dikasih oleh
dosenmu?
P14 Mispronounce sama kebanyakan benerin rambut mbak kalau ga
salah.
R15 Mispronounce memang kamu ga tau sebelumnya gimana cara
bacanya atau kamu tahu tapi tapi ga sadar kalau salah?
P15 Tau mbak pronouncenya tapi ga sadar kalau salah.
R16 Oke oke. Pas kita ngobrol-ngobrol kemarin, kamu cerita kalau ada
beberapa temenmu suka ngomong di belakang. Adakah
pengaruhnya di saat itu pas kamu presentasi?
P16 Aku jadi lupa materinya mbak.
R17 And finally, kamu gimana?
P17 Berusaha cuek aja mbak tapi kadang kedistract juga.
R18 Oke sama kaya yang kamu ceritain ke aku terakhir kali ya. Di akhir
presentasi, teman-temanmu kasih feedback, komentar atau
pertanyaan?
P18 Enggak si mbak. Mereka diem aja.
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R19 Oke oke. Jadi kalau tentang dosen kamu berusaha mikir positif dan
kalau teman-teman, kamu berusaha cuekin aja. Kenapa memilih
melakukan itu Pet?
P19 Kalau aku mikirin pandangan negatif dosen dan teman-teman kan
pasti ujung-ujungnya ya ga bisa ngomong, ga bisa presentasi
lancar. Intinya kaya aku bilang waktu itu mbak. Aku pengen bisa
ngomong bahasa Inggris dengan lancar dan pengen bisa dapet nilai
bagus di kelas. Jadi aku fokus sama apa yang bisa aku lakuin.
R20 Dan overall, presentasimu lancar ga, Pet?
P20 Ya agak kesendat-sendat sih tapi tetep lancar.
R21 Sippp. Kamu kan udah cerita beberapa cara untuk mengatasi
kecemasanmu presentasi di depan kelas, karena dosenmu dan
teman-temanmu. Sebenarnya proses untuk mengatasi itu sulit ga
sih?
P21 Ya susah tapi bisa. Tergantung dari akunya. Pada awalnya sih
buang pikiran negatif dan berani ngomong di depan kelas tapi aku
tetep usahain bisa dan sekarang sedikit-sedikit aku berubah.
R22 Pernah mengalami gagal mengatasi kecemasanmu saat presentasi
yang lain? Di kelas lain mungkin. Atau aktifitas di kelas lainnya.
P22 Sejauh ini belum mbak. Aku selalu nyiapin apa yang aku omongin
gitu biar ga salah.
R23 Oke gitu aja Petra yang aku mau tanyakan buat melengkapi
ceritamu yang lalu. Thanks banget ya! Gbu
P23 Sama-sama mbak. Gbu too.
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APPENDIX 13. In-Depth Interview Transcript 3 (Petra)
Name : Petra (pseudonym)
Location : A café in Yogyakarta
Day and Date : Tuesday, 17th May 2016
Time : 11.00 – 11.30
R: Researcher
P: Petra
Text
R1 Halo, dek.
P1 Halo, mbak.
R2 Ketemu lagi ya kita. (laughing)
P2 Iya mbak. (laughing)
R3 Ketemu gini aku mau make sure dan tanya beberapa hal. Dikit aja.
P3 Oke mbak.
R4 Pet, waktu itu aku minta kamu ceritakan pengalaman terakhirmu merasa
begitu cemas di dalam proses belajar mengajar di dalam kelas. Dan
apakah itu juga yang paling cemas selama ini?
P4 Betul mbak.
R5 Selama semester 3 atau selama semester 1 sampai 3?
P5 Selama semester 1 sampai 3.
R6 O gitu. Oke-oke. Waktu itu kamu merasa beban ya karena harus sama
dengan yang kamu presentasikan? Apakah itu bisa dibilang standarmu?
P6 Iya betul mbak.
R7 Adakah standar lain supaya kamu merasa puas dengan presentasimu?
P7 Kalau grammar udah dipersiapkan ya. Kaitannya dengan performance
sih mbak. Aku berharapnya dosen dan teman-teman lebih tertarik
dengerin aku.
R8 O iya kamu mengatasi dengan cara positive thinking. Sebenernya
positive thinking seperti apa sih? Spesifiknya…
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P8 Aku berusaha percaya sama kemampuanku mbak. Aku bilang “bisa,
bisa, bisa” ke diriku sendiri.
R9 Oke. Noted. Kalau aku bisa mengajukan pertanyaan terakhir nih ya.
What does the experience mean to you? Seperti apa dan apa artinya
pengalaman itu buat kamu?
P9 Pengalaman itu pengalaman yang tak terlupakan. Jadi istilahnya dari
situ lain kali aku harus bisa menyiapkan presentasi dengan bagus dan
percaya sama diri sendiri.
R10 Oke siap. Thank you Petra!
P10 Sama-sama mbak.
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