5 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 no ticing 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-
6 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:
7 What is the highly-motiv
ated 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-motiv ated 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 cont rol 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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8 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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
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.
