SKRIPSI Jurusan Sastra Inggris - Fakultas Sastra UM, 2017

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Speaking Anxiety in English Class of Eleventh Graders of SMAN 10 Malang.

Christ . Penthatesia

Abstrak


ABSTRAK

 

Penthatesia, C. 2017. Speaking Anxiety in English Class of Eleventh Graders of SMAN 10 Malang. Thesis, English Department, Faculty of Letters, State University of Malang. Advisor: 1) Dr. Mirjam Anugerahwati, M.A. 2) Nur Hayati, S.Pd, M.Ed.

 

Key words: Speaking Anxiety, Communication Apprehension, Fear of Negative Evaluation, Test Anxiety

The study was conducted to know the factors that make students anxious while speaking English in class. This study also aimed to know students’ strategies to cope with their anxiety and teacher’s strategy to reduce students’ anxiety. The researcher chose this study because there was very few studies about speaking anxiety in senior high school. The earlier this problem can be detected, the less the problem regarding to speaking anxiety that may happen for students in the next level of education.  The researcher also chose this study because based on the preliminary study, students have little interest while they have to speak in English class. Therefore, the researcher was curious about the factors behind students’ anxiety and how they cope with it. The researcher was also curious about the teacher’s strategies to help students reduce their speaking anxiety.

The research design in this study was descriptive qualitative. The participants of this study were the students of 11th grade of SMAN 10 Malang and the English teacher. The researcher acted as human instrument to collect the data. The instrument used in this study were observation sheets, a questionnaire, and an interview guide. The observation sheet was used to describe the detail activities in class. It consists of three aspects considered as the factors affecting students’ speaking anxiety. The researcher took notes both students and teacher activities when the lesson involved speaking activities. The questionnaire that was adapted from Horwitz FLCAS was used to know the factors that make students’ anxious in speaking English. It consists of 33 closed-ended questions asking about students’ feeling toward speaking activity in class. The interview guide was used to know the students’ thoughts about speaking and their strategies to cope with their speaking anxiety. The teacher was also interviewed to know the strategies to reduce the students’ speaking anxiety.

The results of this study showed that the students of 11th grade of SMAN 10 Malang experienced at least a moderate level of foreign language anxiety caused by three factors, namely communication apprehension, fear of negative evaluation, and test anxiety. The most influential factors came from their environment; peers and also themselves. There are some of the students who reported that they were afraid to speak in English in front of the class because they were shy and worried about others’ opinion when they made mistakes in speaking. Most of them also reported that they were not comfortable when their peers laughed at them when they made mistakes in speaking. Though, they felt okay to get feedback from the teacher when they made mistakes in speaking activity. Students also said that they have difficulties to arrange their words into the right sentence to express their ideas since they have lack vocabulary and grammar knowledge. Furthermore, students also showed some behavior related to the anxiety such as, stuttering, looking embarrassed, playing their hands, and confused every time they lost some word.

The teacher also knew that her students suffered from speaking anxiety. Therefore, the teacher always motivates and encourages the students to speak even though they make mistakes. For the students, students who suffer from anxiety can use some of the strategies stated in this research to overcome their anxiety. Such as preparing the materials well at least a day before the English lesson so that they will be ready anytime the teacher asks them to speak in English. Having a little conversation in English with peers can also be used to decrease the anxiety.

 

It is also suggested that the teacher should make friendly atmosphere to reduce students’ speaking anxiety by using fun speaking activies, group discussion, or games because speaking anxiety can be serious problem that lead the students to be passive in class. For future researchers, it is suggested that they develop an instrument that can study students’ anxiety more deeply. It is also suggested that they also conduct research on internal and external factors that can trigger the speaking anxiety.