STUDENTS’ ANXIETY IN CLASSROOM PRESENTATION AT ENGLISH EDUCATION DEPARTMENT OF UMY
Students’ Anxiety in Classroom Presentation at English Education
Department of UMY
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree of
Sarjana Pendidikan
Irfan Maulana
20120540035
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
December 2016
i
Students’ Anxiety in Classroom Presentation at English
Education Department of UMY
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree of
Sarjana Pendidikan
Irfan Maulana
20120540035
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
December 2016
Approval Page
Students’ Anxiety in Clasroom Presentation at English Education Departement of
UMY
We here by approve the Skripsi of
Irfan Maulana
20120540035
Candidate for the degree of Sarjana Pendidikan
December 21th, 2016
Dr. Suryanto
The Skripsi Supervisor
December 21th, 2016
Evi Puspitasari, S.Pd., M.Hum.
The Examiner I
December 21th, 2016
Ika Wahyuni Lestari, S.Pd., M.Hum
The Examiner II
Accepted
Yogyakarta, December 21th, 2016
Gendroyono, S.Pd., M.Pd
Dean
Faculty of Language Education
STATEMENT OF AUTHENTICITY
I hereby certify that this skripsi is definitely my original work. I am
completely responsible for the content of this skripsi. Any theories, findings, and
research techniques which are not my own are quoted or cited in accordance with
the standard referencing practices. Theoretical contribution and findings in this
skripsi are truly my original words and have not been submitted for any degrees in
other University or Institution.
Yogyakarta, 21 December 2016
The researcher,
Irfan Maulana
Acknowledgement
Bismillahirrahmanirrahim
Alhamdulillah, Thanks to Allah Subhanahu Wata’ala, who always bless
strength, gives mercy and gives me opportunity to complete this final project
entitled ‘Students’ Anxiety in Classroom Presentation at English Education
Department of Universitas Muhammadiyah Yogyakarta’.
Firstly. I would like to express my sincere gratitude and appreciation to
my best supervisor, Dr. Suryanto for his time, support, suggestions, guidance,
patience, motivation and excellent atmosphere for doing research.
I also want to thank Ibu Evi Puspitasari, S.Pd., M.Hum and Ika Wahyuni
Lestari, S.Pd., M.Hum for they time, suggestion and motivation to write this
skripsi. They gave solutions when I got lost in doing my skripsi. Moreover, the
researcher would like to say thank to all the lecturers and staffs of English
Education Department of Universitas Muhammadiyah Yogyakarta for their time,
support, guidance, information and suggestion during the completion of this
research project.
I am grateful to the respondents of this study, my friends in English
Education Departement of 2013. Thank you for providing me the time and
valuable information. I am also thankful to my friends who support and help me.
Deepest thanks to my parents, Hapidin and Siti Muasiroh, also little sister,
Hana Haerina Muhafidah for their cooperation, encouragement, constructive
suggestion and full of support for the report completion. They are support me in
doing reaserach from beginning until the end.
Yogyakarta, 21 December 2016
Irfan Maulana
Table of Contents
Cover ........................................................................................................................ i
Approval Sheet ........................................................................................................ ii
Statement of Work’s Originality ............................................................................ iii
Acknowledgement.................................................................................................. iv
Table of Contents ................................................................................................... vi
List of Figure ........................................................................................................ viii
List of Appendices ................................................................................................. ix
Abstract ....................................................................................................................x
Chapter One .............................................................................................................1
Introduction ..............................................................................................................1
Background of the Reasearch ..............................................................................1
Statement of the Problem .....................................................................................4
Limitation of the Problelm ..................................................................................4
Research Question ................................................................................................4
Objective of the Reasearch ..................................................................................4
Significance of the Research ...............................................................................5
Chapter Two .............................................................................................................6
Literature Review .....................................................................................................6
Definition of presentation ....................................................................................6
Definition of anxiety and language anxiety..........................................................7
The problem in presentation anxiety ....................................................................8
The causes of students anxiety .............................................................................9
The strategies to cope anxietty ...........................................................................11
Conceptual framework .......................................................................................14
Chapter Three .........................................................................................................16
Methodology ..........................................................................................................16
Research Design .................................................................................................16
Research Setting ................................................................................................17
Research Population and Sample .......................................................................17
Instrument and Data Collection Method ............................................................18
Data Analysis......................................................................................................22
Chapter Four ..........................................................................................................24
Findings and Discussion ........................................................................................24
Students’ Anxiety Score .....................................................................................27
The Criteria of Anxiety Level ............................................................................28
The Causes of Students Anxiety.........................................................................28
The Students Strategies to cope Anxiety ............................................................34
Chapter Five ...........................................................................................................48
Conclusion and Recommendation..........................................................................48
Conclusion ..........................................................................................................48
Recommendation ................................................................................................49
References ..............................................................................................................51
Appendices .............................................................................................................54
List of Table
Table 1. The Figure of conceptual framework .......................................................13
Table 2 Items of causes and strategies ...................................................................19
Table 3 The four levels of liker scale for favorable answers ................................19
Table 4 The four levels of liker scale for unfavorable answers .............................20
Table 5 The criteria of items validity .....................................................................21
Table 6 The criteria of reliability ...........................................................................21
Table 7 The result of reliability test .......................................................................22
Table 8 Students anxiety score ...............................................................................27
Table 9 The criteria of level value .........................................................................28
Table 10 Items of questionnaire .............................................................................29
Table 11 Statement 1 ..............................................................................................29
Table 12 Statement 2 ..............................................................................................30
Table 13 Statement 3 ..............................................................................................30
Table 14 Statement 4 ..............................................................................................31
Table 15 Statement 5 ..............................................................................................32
Table 16 Statement 6 ..............................................................................................33
Table 17 Statement 7 ..............................................................................................33
Table 18 Students Strategies .................................................................................34
Table 19 Statement 10 ............................................................................................35
Table 20 Statement 11 ...........................................................................................35
Table 21 Statement 14 ............................................................................................36
Table 22 Statement 13 ............................................................................................37
Table 23 Statement 15 ............................................................................................38
Table 24 Statement 16 ...........................................................................................39
Table 25 Statement 17 ............................................................................................39
Table 26 Statement 18 ............................................................................................40
List of Appendices
Appendix 1. The Questionnaires ............................................................................52
Abstract
This research was conducted to investigate students’ anxiety in English education department
of UMY batch 2013. There were ninety students of English Education Department in UMY
who participated in this research. This quantitative research investigated the levels of
students’ anxiety, the causes in doing presentation and their strategies to reduce anxiety in
classroom presentation. The data of students’ anxiety were got by giving the participants
twenty questionnaire to measure the students’ anxiety in classroom presentation at English
education department of UMY. Through SPSS version 20.0, the researcher found that the
value of reliability from this questionnaire is .808 and the result of validity from this
questionnaire is fifteen items. The result of the reaserach categorized the EED UMY
students’ batch 2013 in the moderate level (2. 838) of students’ anxiety in classroom
presentation. Besides, the causes of students’ anxiety are related to self-perceptions, fear of
making mistake, lack of confidence, lack of preparation and fear of negative evaluation.
Students used strategy to reduce anxiety in English presentation, most of the students applied
positive thinking strategy followed by believe in their own ability, relax, study more, read
book and talk to friends/sharing. In this research, this strategy was used for students to reduce
anxiety in delivering English presentation. It is important to students to reduce the anxiety
and students’ required learning and mastery English better.
Keyword: Presentation, Anxiety, Language
Chapter One
Introduction
In this chapter, the researcher explains about background of the research,
statement of the problems, limitations of the research, research questions,
objective of the research, and significances of the research.
Background of the research
English is one of the languages in the world that should be learnt and
applied in daily activities. Language becomes one of the most important things in
human life. Using English language, everything can be expressed meaningfully.
In order to be able to communicate in English, people should learn it to master the
language well. After they master this language, people can communicate to other
people from other different countries or cities in the world wide as in business,
education, economy and religion. In learning English, there are some methods that
teachers or lecturers do in teaching and learning English. One of the methods is
presentation.
Based on my observation during my study in English Education
Department, Universitas Muhammadiyah Yogyakarta (EED UMY), presentation
is one of the English learning methods that is used by most of English lecturers at
EED UMY in teaching and learning processes. Usually presentation is done by
one until five students. The purpose of students’ presentation is to transfer
knowledge to audience. To help the presentation, students should use media such
as LCD Projector, Laptop, Sound System, PowerPoint and the content of
presentation.
In my observation, students at English education department of UMY face
many problems in doing their presentation. One of their problems is that they
suffer from anxiety. Anxiety is a feeling worry when students’ deliver English
presentation in front of audience. “Anxiety is a distinctive complex of selfperception, beliefs, feelings and behaviours related to classroom language
learning arising from the uniqueness of the language learning process” (Marwan
2007, p38). Anxiety is a worried feeling when students present their speech in
classroom presentation. It becomes a barrier for students in order to be successful
in their presentation. Having this kind of barrier, students’ presentation may not
achieve a messages and other information if speakers feel anxious in deliver
English presentation. A presentation will not succeed when the presenter does not
prepare and feel nervousness.
Anxiety can happen to student when they convey their materials in front of
audience. It is in line with (Muslimin, 2013) who stated that anxiety can occur
when people speak in front of the public or in new and different situations.
Meanwhile, in EED UMY anxiety can happen in students when they deliver
English presentation. It means that anxiety to communicate in public is one part of
the communication anxiety. Na (2007) argued that, anxiety has been regarded as
one of the most important affective factors that influence second language
acquisition.
Typically, anxious learners may suffer from fear of English learning, fear
of presentation, and fear of negative evaluation (Humphries, 2011). Fear of
learning English is commonly caused by the learners’ view towards English. They
view that English is a difficult subject. Fear of presentation may refer to the issue
when they speak in front of public. Learners who suffer from this fear tend to
avoid such speaking. Fear of evaluation contributes to the learners’ effort to learn
a second language. In this regard, the learners may have fear of peers’ negative
judgments, fear of making mistake, fear of negative evaluation, test anxiety,
classroom environment, anxiety in English classroom (includes lecturer, teaching
and learning styles), fear of being laughed and lack of preparation. All kinds of
fears as elaborated at hand may cause the students feel anxious.
In this study the researcher intends to investigate the students’ anxiety in
classroom presentation since this focus has not been studied yet in this context.
More importantly, this study may help students and others related parties to handle
the classroom presentation better in terms of anxious feeling.
Statement of the Problem
English Education Department students use presentation as a method in
English learning but there is a problem for students in deliver material. Anxiety is a
problem for students and anxiety may hamper students’ success in doing classroom
presentation. Uncontrolled anxiety can be problem for the students’ success in
presentation. To reduce such hostilities and to increase students’ understanding in
doing presentation, students should understand the nature of students’ anxiety in
classroom presentation. Therefore, research on the students’ anxiety in this context
need to be conducted.
Limitation of the Problem
In this research, the writer limits the discussion of students’ anxiety in
classroom presentation at English education department of UMY batch 2013. This
research focused to know what the level of students’ anxiety in classroom
presentation. This research itself focused to find out the causes of students’
anxiety in classroom presentation. Besides, this research focused to know what
the strategies to reduce anxiety in classroom presentation. The study was
conducted in English Education Department of UMY.
Research Questions
The research questions of this study are:
1. how is the level of students’ anxiety in the classroom presentation?
2. what are the causes of the students’ anxiety in classroom presentation at
English education department of UMY?
3. what are students’ strategies to encounter their anxiety in classroom
presentation?
Objective of the Research
This investigates contains three research objectives, which is set as follow:
1. to know the level of anxiety of students in the classroom presentation
2. to identify the causes of the anxiety in class room presentation at English
education department of UMY.
3. to discover students’ strategies to encounter students’ anxiety in class
room presentation
Significance of the Research
There are three significant points out of this investigate that give the
precious involvement to the students, the lecturers, and the other researchers.
Students. This investigates discusses the information related to students’
anxiety in classroom presentation that might give the direct good contribution for
the students. First, this investigation can help the students know the causes
anxiety, strategies in English presentation anxiety and students can mastered
English material before showing in presentation class. Second, this investigates
might as well help the students recognize their weaknesses and strengths in
English presentation skill.
Lecturers. Through this study; the lecturer will be able to improve teaching
English better, to discover factors that cause students’ anxieties, level of anxiety
and how students’ strategies to encounter anxiety in classroom presentation.
Other researchers. This research is hoped to motivate the other
researchers in applying the next research related to the anxiety. The other
researchers can employ this research result as a guide to conduct wider area in
anxiety, particularly students’ anxiety in classroom presentation.
Chapter Two
Literature Review
This chapter discusses several literatures about students’ anxiety in
classroom presentation. The researcher presents the literatures conceptually. Also,
several previous related studies also discussed in this chapter. Finally, this chapter
presents the conceptual framework of this research.
Presentation
Presentation is a part of communication. Presentation is used by a people
in deliver a messages and information. Oral presentation is a “planned and
practiced speech that is not memorized or read from notes but is introduced by a
presenter to an audience” (Levin & Topping, 2006 cited in Nouh, Kareem & Taqi,
2015, p.136). Joughin (2007, as cited in Nouh, Kareem and Taqi, 2015) mentioned
that presentation can be seen from three different perspectives: presentation
comprises a transfer of ideas to inactive audience with a low level of anxiety,
presentation as a communicating of the subject matter learned from which
students make their own idea transmitted to other, and presentation to persuade
others. In the second perspective, the audience is actively judging students’
performances, and students reply to audience questions. Therefore, students suffer
from tension. In the third perspective, students can be consciously mindful that
they become the center of attention. This condition can even provide more s
pressure than in the first two situations.
The benefits of oral presentation are such as “helping instructors provide
to students’ learning styles, practicing speaking, providing students with a deep
understanding of the presentation topic, and providing independent, critical
learning to facilitate cooperative learning and to introduce students to technology”
(Al-Issa & Al-Qubtan, 2010; Munby, 2011, cited in Nouh, et al, 2015, p.138).
Besides that, other studies were concerned about the difficulties that
students usually face in oral presentation, such as feeling nervous (Chuang, 2009;
Abu El Enein, 2011; Alwi & Sidhu, 2013, cited in Nouh et al, 2015). One of the
main difficulties reported facing students in oral presentation was anxiety or fear
of speaking.
Definition of Anxiety and Language Anxiety
In general, anxiety is a psychological construct that is described as a state
of apprehension, a vague fear that is only indirectly associated with an object
(Lucas 2011). Anxiety has been found to interfere with several types of learning
but when it is associated with learning a second language it is created as
second/foreign language anxiety. McIntyre and Gardner 1994 in Lucas (2011)
defined anxiety as a subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the automatic nervous system.
Students’ anxiety in presentation at the class is a problem that is normally
found in teaching speaking, so that students cannot improve their speaking ability.
Aida (1994), Maclntyre and Gardner (1991), in Tsiplakides, (2009) state that
“empirical research shows that anxious foreign language students are less willing
to participate in learning activities, and have lower performance than non-anxious
students” (p.39). So, students’ anxiety in speaking English is very importantly to
be solved because English speaking must be practiced to be success in
pronunciation and vocabulary mastery to develop students’ speaking skill.
Lack of confident is one of factor in second language anxiety and it can
make students feel nervous to express their opinion in front of the audience. This
is because unfamiliarity of students to public speaking / presentation classes.
Vitasari, Wahab, Othman, and Awang (2010) has reported that anxiety is one of
the wide varieties of feeling and activities disorders; it is a main analyst for low
educational presentation between learners. So, this anxiety should be taken
seriously. Learners need several shapes of involvement to reduce anxiety and help
in improving educational presentation.
The Problem in Presentation Anxiety
Anxiety is the most important thing that should be solved. It is because
anxiety can give negative impact in learning English. According to (Zheng, 2008)
Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry
associated with an arousal of the automatic nervous system. Anxiety has been
differentiated into “trait anxiety, situational anxiety, and state anxiety” (Zheng,
2008, p.2).
Trait anxiety. People with high trait anxiety are generally nervous people
and lack of emotional stability. Toth (2010) argues that trait anxiety refers to a
stable predisposition to become nervous in a wide range of situation. It means trait
anxiety may appear in any situation.
State anxiety. State anxiety can occur in some moment because the
feeling of nervousness, tension, and worry are part of problems especially in
public speaking / presentation a second language. Toth (2010) stated that state
anxiety is subjective feelings of tension, nervousness, and worry, and by
activation or arousal of the autonomic nervous system. Moreover, Young (1999)
defines anxiety as the moment experience of anxiety; it is the transient emotional
state of feeling nervous that can fluctuate over time and vary in intensity.
Situation-specific anxiety. Situation-specific anxiety can occurs in
particular situation such as giving speech, taking a test, or using other language.
According to (Young, 1991) Anxiety in language learning is categorized into
situation-specific anxiety. The situation-specific view of anxiety is based on the
assumption that certain types of situation are more likely to produce anxiety than
others (Toth, 2010).
The Causes of Students’ Anxiety in Learning English.
Horwitz and Cope (1986) stated that language anxiety can be related set as
following, communication apprehension (Communication apprehension is fear of
communicating with other people), test anxiety (Test anxiety is fear of
examination, or other test that related with English a second language), and fear of
negative evaluation (Fear of negative evaluation is fear of evaluations or worry
about the language in a classroom activity). Furthermore, McIntyre (1999) as
cited in Lucas (2011) states that “language anxiety as the worry and negative
emotional reaction aroused when learning a second language” (p.97).
The causes of students’ anxiety divided in three parts. According to young,
(1994) cited in Lucas, (2011) the causes divided into three categories, includes
Learners, Teachers and Institutions.
The first, sources of anxiety related to the learner includes low selfesteem, competiveness, self-perceived low level of ability, communication
apprehension, lack of group membership, attitudes and beliefs about language
learning (young, 1994, cited in Lucas, 2011). It may sources of students’ anxiety
in learning a second language.
The second, sources of anxiety related to teachers factor. According to
(Palacios, 1998, cited in Lucas, 2013) stated that factors such as lack of teacher’s
support, unsympathetic personality of teacher can be lack of sensitivity in the
learning process and the difficulties of the non-native learners. It means that lack
of teachers’ instructors can be problem for the learners in a second language.
Third, sources of anxiety related to institutional. According to Young
(1990) instructional anxiety can be drawn as classroom activities that the language
learners perceive as anxiety-producing. These causes includes, spontaneous role
playing, speaking in front of the class, oral presentation or report and writing task
on the board. From the statement above that related with sources of learners,
teachers and institutional. The students’ should know their anxious in learning
English. Besides students’ should have strategies to reduce their anxiety in any
situation especially in classroom as a second language.
The Strategies to Cope with Anxiety in a Second Language
In learning English we need motivation and suggestion to make the
classrooms more friendly and enjoyable. Many investigators in language anxiety
have suggested a variety of strategies to cope with this multifaceted dilemma.
Most frequently suggests learners to make the language classroom environment,
less formal and more friendly, one where students can make mistakes without
looking or sounding inept (Hashemi & Abbasi, 2013).
The way forward to create less stressful classroom environment, as
suggested by a male ESL/EFL teacher, is that the instructors should create
situations where students can feel successful in using English and avoid setting up
the activities that increase the chances for the students to fail. In the other hand
more suggest a truly communicative approach where students are given chances
to succeed even with imperfect language competence. Several emphases on the
use of drama-like and role-play activities, so that learners may feel safe in a
pretended situation with a pretended identity. According to Tanveer (2007),
several teachers stated that instructions should be made clear and it should be
ensured that the students have enough ideas and lexis to fulfill the task. In order
hand to make the classroom a safe and less anxiety-provoking place, the friendly
and encouraging role of the teachers was stated as crucial. Tanveer (2007) also
argued that a general feeling among the learners was that the students’ confidence
should be developed to make mistakes while using the language.
There are some other ways that teachers can help to reduce language
anxiety in the classroom. First, teacher can employ activity types that cause lower
levels of anxiety (such as pair work) and gradually introduce activity types that
cause higher levels of anxiety (such as speech giving) Cutrone (2009).
Furthermore, teachers can help students to better cope with anxiety-provoking
situations themselves. Horwitz et al (1986) in Cutrone (2009) suggest that
techniques such as giving advice on effective language learning strategies, journal
keeping, and behavioural contracting (a simple positive reinforcement tool that is
widely used by teachers to change student behavior).
Teachers should talk about the role of mistakes to the language learners in
the class. Teachers’ positive way of providing corrective and constructive
feedback on errors rather than interrupting and correcting students when they have
recommended. Some teachers suggest making private notes of the errors that
learners make and then later address the whole class without saying the name of a
specific learner. It is also suggested that students’ self-related cognitions and
beliefs should be taken into account in order to successfully cope with language
anxiety.
Further, it generally maintains that teachers should take time to discuss or
initiate discussion in the class by pointing out that it is very common for students
to feel uncomfortable, uneasy and anxious while speaking English, thus inviting
their thinks about its possible reasons as well as solutions. (Price, 1991, as cited in
Tranveer, 2007).
Marwan (2007) argued that, there are four strategies that learners can use
in reducing the anxiety, such as preparation, relaxation, positive thinking and peer
seeking. Many students used peer seeking and relaxation as strategy to reduce
students’ anxiety. In this condition Marwan (2007) also suggested that students
should know their causes of FLA and used the strategies to handle anxiety. In
addition, students should be encouraged to think about their positive personality
traits and thus gather their own strengths and build upon them. This way,
instructors can “build students’ confidence and self-esteem in their second/foreign
language ability via encouragement, reassurance, positive reinforcement, and
empathy” (Onwuegbuzie in Tranveer, 2007, p.58). Verbal communication teachers
should identify the signs of perfectionism in the learners and should work to
explore their earlier belief systems in order to help them to step down from the set
standards at the early stages and then work patiently to achieve the desired
standards gradually (Tranveer, 2007).
In spite of the variety of techniques found in this study, as well as those
reported in previous studies, language anxiety seems to continue to grow in the
language classrooms. It suggests that these strategies are just a guideline for the
teachers, as well as for the ESL/EFL learners, rather than a treatment of language
anxiety this also confirms the view that language anxiety is a complex
psychological phenomenon, one which requires special attention by the language
instructors if it is to be adequately dealt with. However, it can be postulated that
apt implication of these strategies can reduce language anxiety to a considerable
extent, even if they cannot completely alleviate it.
Conceptual Framework
The anxiety in foreign language is an important aspect to be solved. This
research will study about English learning anxiety among students of English
Education Department of UMY. Three components of students’ anxiety in the
conceptual framework are level of anxiety, causes of anxiety, and strategies to
reduce anxiety. Based on some literature reviews, this section presents the
theoretical framework which is to answers the three research questions, namely
what is the level of anxiety of students in the classroom presentation? What are
the causes of the anxiety in classroom presentation at English education
department of UMY? What are strategies to encounter students’ anxiety in
classroom presentation?
The Figure 1 below is the conceptual framework of the study.
Conceptual Framework of the Research
-Communication
apprehension
Level
-Test Anxiety
-Fear of negative
evaluation
Anxiety in Presentation
Causes
Strategies
-Classroom activities
that includes;
Learners, Lecturers
and presentation
method
-Preparation
-relaxation
-positive thinking
-peer seeking.
Chapter Three
Methodology of the Research
In this research, the writer presents the description of the research design
that used in this study. The next part presents the populations and sample. After
that, the part discusses data collection method. Finally, the writer explains about
data analysis method.
Research Design
This research used quantitative method, specifically survey design. It is
because the researcher wants to investigate students’ anxiety level, causes and
strategies to reduce students’ anxiety in the classroom presentation at EED UMY.
This research used survey design. According to Creswell (2012), “survey designs
are procedures in quantitative research in which you administer a survey or
questionnaire to a small group of people (called the sample) to identify trends in
attitudes, opinions, behaviours, or characteristics of a large group of people
(called the population)” (p.25). Based on the statement above, the researcher used
questionnaires to get the details about students’ anxiety in classroom presentation
at English education department of UMY. Survey study was involved
systematically assemble of sufficient information concerning a particular
individual, social setting, occasion, to allow investigate to successfully know how
the subject operates and solves the problem.
Research Setting
This study was conducted at English Education Department Universitas
Muhammadiyah Yogyakarta. The reason why the researcher chose PBI UMY as
research setting was because the participants has been learning English for
semester one to eight with use presentation method at EED UMY. One of the
presentation subjects is academic presentation in semester seventh. Besides, the
researcher found the students’ anxious in deliver English presentation. The
reasons for selecting English Education Department UMY were accessibility for
the researcher to get data. That supported the researchers’ for the setting of time.
The researcher conducted this research for seventh months. It starts from
February to August 2016. The data collect itself was done on July 2016.
Research Population and Sample
Population. A population is a group of individuals who have the same
characteristics (Creswell, 2012). The population of this study is English Education
Department students of UMY (University of Muhammadiyah Yogyakarta). More
specifically, the population of the research was the students at English Education
Department UMY batch 2013. In this study, the population was 100 participants
from batch 2013. Students EED UMY batch 2013 have been learning Speaking
English and Academic Presentation in seventh semester. From that the researcher
can get data based on their experience in presentation in English as a second
language. Another reason was that student had been finding a presenting problem
in learning English. The students had probably found strategies to reduce their
problems.
Sample. A sample is a subgroup of the target population that the
researcher plans to study for generalizing the target population (Creswell, 2012).
In determining the sample of the study, the researcher used the convenience
sampling. This was supported by Cohean et al. (2011) that convenience sampling
is call as accidental or opportunity sampling. The considerations for selecting
convenience sampling were effectiveness and accessibility.
Instrument and Data Collection Method
This study aimed to know students’ anxiety in classroom presentation at
English Education Department of UMY. The data were collected by distributing
questionnaire. According to Creswell (2012), a questionnaire is a form used in a
survey design that participants in a study complete and return to the researcher.
The participants were chosen the answers of the questions and supply basic
personal or demographic information.
The questionnaires were distributed by the researcher in different ways.
First one, the researcher distributed the questionnaires to the participants with face
to face (directly). Second one, the researcher distributed the questionnaire to the
participants by contacting students’ using internet especially social networking
system such as Facebook, Line, BBM, Whatsaap, and E-mail.
The total questionnaires consisted of 20 items with arrangement 8 items to
measure students’ causes, the items are (1,2,3,,4,5,6,7,8) and 12 items to measure
students’ strategies, the items are (9, 10,11,12,13,14,15,16,17,18,19,20). The
questionnaire involved of twenty items.
Table. 2 Items
Descriptive
1, 2, 3, 4, 5, 6, 7, and 8.
To measure students’ causes.
9,10,11,12,13,14,15,16,17,18,19,20.
To measure students’
strategies.
The questionnaire was designed in Indonesian language because it can
facilitate the participants of this research to know the content of the statement in
the questionnaire. The researcher used four likert scales for options in the
questionnaire. They were strongly agree, agree, disagree, and strongly disagree.
The reason why the uses only 1-4 scale without neutral is to avoid the neutral
answer from the respondents. “Neutral-middle alternative answers give a chance
to the respondent to choose that answer” (Azwar, 2009, p.47).
The questionnaire contains unfavorable statement and favourable ones.
Unfavoberable in number 9,10,11,12,13,14,15,16,17,18,19,20. These numbers
were scored from 4 to 1. Favourable in number 1, 2,3,4,5,6,7,8. The score criteria
of questionnaire items are as follow:
The four levels of liker scale for favorable answers
Table. 3 Likert scale favourable
4
Strongly Disagree
3
Disagree
2
Agree
1
Strongly agree
The four levels of liker scale for unfavorable answers
Table 4.
Likert scale unfavourable
1
Strongly disagree
2
Disagree
3
Agree
4
Strongly agree
Likert scale is used to measure score of level anxiety in research project.
According to Boone (2012) who argued that, “a likert scale, on the other hand, is
composed of a series of four or more likert-type items that are combined into a
single composite score/variable during the data analysis process”.
Validity and Reliability
Validity is the degree to which all of the evidence points to the intended
interpretation of test scores for the proposed purpose. Thus, a focus is on the
consequences of using the scores from an instrument (Hubley & Zumbo, 1996;
Messick, 1980 in Creswell, 2012). To disclose the test validity, the researcher was
piloted the questionnaire using tool software, SPSS (software package for Social
Sciences) version 22.0. The testing validity of this research, the researcher used
the correlation r of Pearson product moment. “Pearson product moment was a
measure of items analysis by correlating the score item” (Arikunto, 2006, p.1466).
The data was processed to find the r value and the researcher compared the r
value and r table to determine which question items were valid. The item could be
valid if the r value was higher than r table. The criteria of items validity was
illustrated set as follows:
Table. 5 The criteria of items validity
r value > r table = valid
r value < r table = not valid
Source: Arikunto (2006)
Reliability is a score from an instrument that are stable and consistent. The
scores should be nearly the same when researchers administer the instrument
multiple times at different times (Creswell, 2012). Also, scores need to be
consistent. The individual should consistently answer closely related questions in
the same way. In other words, test validity is defined as the extent to which
instrument measures, it is supposed to measure and nothing else. In this research
the researcher will use reliability as internal consistency, Cronbach’s Alpha.
“Cronbach’s Alpha was a measure of internal consistency, that was, how closely
related to a set of items were as a group “(Cohen et al., 2011. P.201). Sekaran
(2000) divided the reliability indicator into three levels:
Table. 6 The Criteria of Reliability (alpha)
1. 0.8 - 1.0
Good
2. 0.6 - 0.799
Moderate
3. ≤ 0.6
Not Good
The instrument of the study is categorized as valid if the range of cronbach
alpha is > 0.6. Table 4.1 shows that the realibility of this study was 808. It means
that the questionnaire used to measure the level, problems and strategy are
reliable.
Table. 7 The result of reliability test.
Cronbach’s Alpha
N of items
.808
16
Data Analysis Method
After collecting the data by conducting questionnaire, the next step was
data analysis. The purpose of this investigation was to know and understand the
data in order to answers research questions. There were several steps that could be
applied in this research to collect, understand, and conclude the data. The data
analysis of this study was conducted using descriptive statistics. To answer the
question, researcher need descriptive statistics that indicate general tendencies in
the data (mean, mode and median), the spread of scores (variance, standard
deviation, and range), or comparison of how one score relates to all others (z
scores, percentile rank). According to (Creswell, 2012, p183) “descriptive
statistics will help you summarize the overall trends or tendencies in your data,
provide an understanding of how varied your scores might be, and provide insight
into where one score stands in comparison with others”. These three ideas are the
central tendency, variability, and relative standing.
In order to measure the level of students’ anxiety level, the researcher used
mean, median and mode to know level of students’ anxiety at the classroom.
Mean (M). Mean is the total of the scores divided by the number of
scores. To calculate the mean, you sum all of the scores and then divide the sum
by the number of scores.
Median (Me). Median is the middle of a set of scores. This score is
median. The median score divides the scores, rank-ordered from top to bottom, in
half. Fifty percent of the scores lie above the median and 50% the other of lie
below the median. To
Calculate this score, the researchers array all scores in rank order and then
determine what score. The median is halfway between all of the scores.
Mode (Mo). Mode is the score that appears most frequently in a list of
scores. It is used when researchers want to know the most common score in any
array of scores on variable.
Chapter Four
Finding and Discussion
In this chapter the researcher presents the finding of the research. The
findings are the answer of the research questions. The first research question is
“how is the level students’ anxiety in the classroom presentation”. The second
research question is “what are the causes of students’ anxiety in classroom
presentation at English education department of UMY”. The third research
question is “what are students’ strategies to encounter their anxiety in classroom
presentation”. The discussion of the finding is also presented in this chapter.
Findings.
The findings of this study are divided into four sections. First one, the
findings on the research instruments involved reliability and validity. The
reliability and validity of the instrument are measured to determine whether or not
the instrument used to gather the data is reliable and valid. Second one is finding
on students’ anxiety level. Third one is finding on causes of anxiety in classroom
presentation. The last section is the finding on the students’ strategies to reduce
anxiety in classroom presentation.
Reliability, Validity, Normality and Missing Value
Reliability. The finding on reliability is shown by the range of cronbach
alpa which provided a coefficient of each inter item correlation (Cohen, Manion,
& Morrison, 2011). The instrument of the study is categorized as valid if the range
of cronbach alpa is > 0.6. The reliability of this study was 808. It means that the
questionnaires used to measure the level, problems and strategy are reliable.
The validity. Validity of this instrument was verified through expert
judgment. This instrument was consulted to several experts and a lecturer at
English Education Department and the experience researcher, thus they consider it
valid from the construct. The expert was a male experienced teacher, and two
others were males who know about quantitative studies. Before doing expert
judgment, the questionnaire that is used to measure three charateristics of
students’ anxiety consisted of 22 items. After doing expert judgment, the items
decreased becoming 20 items. Two items were removed because they had same
meaning with other questionnaires.
The normality. Normality of this study, the researcher attempts to find the
normality from the skewness. Nineteen items had good normality since the
number of skewness was in in the range -1 to 1. But, there is one item which is not
included in the good criteria. This is number 18. The skweness of this numbers is 1.137.
The missing data. Missing value of this study, the data showed that there
was no missing value. It also reveals the value of mean, median, and mode of the
questionnaire that has been administrated. The mean is the average of the numbers
that have been calculated. Then, median is the middle of sort list of numbers,
whereas mode is the number that most appears in the set of list. The questionnaire
which was spread consisting of twenty items which were administered to ninety
participants. The finding revealed that the value of scale statistic mean was 56.78.
The data of students’ anxiety were obtained by giving the participants
questionnaire to measure the students’ anxiety in classroom presentation at
English Education Department of UMY. The questionnaire was distributed to
ninety students of English Education Department UMY academic year 2013
The first research question of this research is “How is the level of students’
anxiety in the classroom presentation?” The finding shows that there are three
level students’ anxieties in classroom presentation of UMY. They are low,
moderate and high.
The data on students’ anxiety in classroom presentation were gained from
their anxiety score at English education department of UMY batch 2013. In order
to make the score easier to analyse, the researcher presented the score. After that
the score was used to find out the level of this study.
Table. 8 Students anxiety score
No
Score
No
Score
No
Score
No
Score
No
Score
1
3.05
19
2.95
36
2.35
54
3.35
72
2.90
2
3.20
20
2.60
37
1.08
55
2.65
73
3.15
3
3.55
21
2.35
38
3.05
56
3.10
74
3.15
4
3.45
22
2.40
39
2.40
57
2.95
75
2.90
5
3.40
23
2.60
40
2.45
58
2.75
76
2.85
6
2.70
24
2.65
41
2.65
59
3.45
77
2.90
7
2.75
25
2.55
42
2.30
60
3.25
78
3.25
8
2.70
26
2.35
43
2.85
61
3.10
79
3.35
9
3.05
27
2.95
44
2.60
62
2.70
80
2.90
10
3.50
28
2.45
45
2.90
63
2.70
81
2.50
11
3.35
29
2.80
46
3.00
64
3.40
82
2.85
12
2.95
30
2.85
47
2.75
65
2.80
83
2.90
13
2.35
31
3.20
48
3.00
66
3.05
84
2.20
14
2.80
32
2.65
49
2.55
67
2.65
85
2.45
15
3.20
33
2.55
50
3.30
68
3.15
86
2.45
16
3.20
34
2.55
51
3.25
69
3.35
87
2.20
17
2.90
35
2.15
52
2.85
70
3.00
88
2.40
18
2.45
43
2.85
53
2.60
71
2.90
89
2.40
90
3.05
To analyse the level of the students’ anxiety in classroom presentation the table
below reported about the criteria in measure students’ anxiety level.
Table. 9 The Criteria of Level Value
1-2,5875
Low
2,5875-2,8500
Moderate
2,8500-3,1000
High
To find out the students’ anxiety score level, the researcher used the result
of students’ anxiety score. After that, the value of mean founded was 2.838. The
researcher used the value of mean to determine students’ anxiety level. To know
the criteria of anxiety level, researcher used percentile in SPSS to explain the
criteria of
Department of UMY
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree of
Sarjana Pendidikan
Irfan Maulana
20120540035
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
December 2016
i
Students’ Anxiety in Classroom Presentation at English
Education Department of UMY
A Skripsi
Submitted to the Faculty of Language Education
In a Partial Fulfillment of the Requirements
For the Degree of
Sarjana Pendidikan
Irfan Maulana
20120540035
English Education Department
Faculty of Language Education
Universitas Muhammadiyah Yogyakarta
December 2016
Approval Page
Students’ Anxiety in Clasroom Presentation at English Education Departement of
UMY
We here by approve the Skripsi of
Irfan Maulana
20120540035
Candidate for the degree of Sarjana Pendidikan
December 21th, 2016
Dr. Suryanto
The Skripsi Supervisor
December 21th, 2016
Evi Puspitasari, S.Pd., M.Hum.
The Examiner I
December 21th, 2016
Ika Wahyuni Lestari, S.Pd., M.Hum
The Examiner II
Accepted
Yogyakarta, December 21th, 2016
Gendroyono, S.Pd., M.Pd
Dean
Faculty of Language Education
STATEMENT OF AUTHENTICITY
I hereby certify that this skripsi is definitely my original work. I am
completely responsible for the content of this skripsi. Any theories, findings, and
research techniques which are not my own are quoted or cited in accordance with
the standard referencing practices. Theoretical contribution and findings in this
skripsi are truly my original words and have not been submitted for any degrees in
other University or Institution.
Yogyakarta, 21 December 2016
The researcher,
Irfan Maulana
Acknowledgement
Bismillahirrahmanirrahim
Alhamdulillah, Thanks to Allah Subhanahu Wata’ala, who always bless
strength, gives mercy and gives me opportunity to complete this final project
entitled ‘Students’ Anxiety in Classroom Presentation at English Education
Department of Universitas Muhammadiyah Yogyakarta’.
Firstly. I would like to express my sincere gratitude and appreciation to
my best supervisor, Dr. Suryanto for his time, support, suggestions, guidance,
patience, motivation and excellent atmosphere for doing research.
I also want to thank Ibu Evi Puspitasari, S.Pd., M.Hum and Ika Wahyuni
Lestari, S.Pd., M.Hum for they time, suggestion and motivation to write this
skripsi. They gave solutions when I got lost in doing my skripsi. Moreover, the
researcher would like to say thank to all the lecturers and staffs of English
Education Department of Universitas Muhammadiyah Yogyakarta for their time,
support, guidance, information and suggestion during the completion of this
research project.
I am grateful to the respondents of this study, my friends in English
Education Departement of 2013. Thank you for providing me the time and
valuable information. I am also thankful to my friends who support and help me.
Deepest thanks to my parents, Hapidin and Siti Muasiroh, also little sister,
Hana Haerina Muhafidah for their cooperation, encouragement, constructive
suggestion and full of support for the report completion. They are support me in
doing reaserach from beginning until the end.
Yogyakarta, 21 December 2016
Irfan Maulana
Table of Contents
Cover ........................................................................................................................ i
Approval Sheet ........................................................................................................ ii
Statement of Work’s Originality ............................................................................ iii
Acknowledgement.................................................................................................. iv
Table of Contents ................................................................................................... vi
List of Figure ........................................................................................................ viii
List of Appendices ................................................................................................. ix
Abstract ....................................................................................................................x
Chapter One .............................................................................................................1
Introduction ..............................................................................................................1
Background of the Reasearch ..............................................................................1
Statement of the Problem .....................................................................................4
Limitation of the Problelm ..................................................................................4
Research Question ................................................................................................4
Objective of the Reasearch ..................................................................................4
Significance of the Research ...............................................................................5
Chapter Two .............................................................................................................6
Literature Review .....................................................................................................6
Definition of presentation ....................................................................................6
Definition of anxiety and language anxiety..........................................................7
The problem in presentation anxiety ....................................................................8
The causes of students anxiety .............................................................................9
The strategies to cope anxietty ...........................................................................11
Conceptual framework .......................................................................................14
Chapter Three .........................................................................................................16
Methodology ..........................................................................................................16
Research Design .................................................................................................16
Research Setting ................................................................................................17
Research Population and Sample .......................................................................17
Instrument and Data Collection Method ............................................................18
Data Analysis......................................................................................................22
Chapter Four ..........................................................................................................24
Findings and Discussion ........................................................................................24
Students’ Anxiety Score .....................................................................................27
The Criteria of Anxiety Level ............................................................................28
The Causes of Students Anxiety.........................................................................28
The Students Strategies to cope Anxiety ............................................................34
Chapter Five ...........................................................................................................48
Conclusion and Recommendation..........................................................................48
Conclusion ..........................................................................................................48
Recommendation ................................................................................................49
References ..............................................................................................................51
Appendices .............................................................................................................54
List of Table
Table 1. The Figure of conceptual framework .......................................................13
Table 2 Items of causes and strategies ...................................................................19
Table 3 The four levels of liker scale for favorable answers ................................19
Table 4 The four levels of liker scale for unfavorable answers .............................20
Table 5 The criteria of items validity .....................................................................21
Table 6 The criteria of reliability ...........................................................................21
Table 7 The result of reliability test .......................................................................22
Table 8 Students anxiety score ...............................................................................27
Table 9 The criteria of level value .........................................................................28
Table 10 Items of questionnaire .............................................................................29
Table 11 Statement 1 ..............................................................................................29
Table 12 Statement 2 ..............................................................................................30
Table 13 Statement 3 ..............................................................................................30
Table 14 Statement 4 ..............................................................................................31
Table 15 Statement 5 ..............................................................................................32
Table 16 Statement 6 ..............................................................................................33
Table 17 Statement 7 ..............................................................................................33
Table 18 Students Strategies .................................................................................34
Table 19 Statement 10 ............................................................................................35
Table 20 Statement 11 ...........................................................................................35
Table 21 Statement 14 ............................................................................................36
Table 22 Statement 13 ............................................................................................37
Table 23 Statement 15 ............................................................................................38
Table 24 Statement 16 ...........................................................................................39
Table 25 Statement 17 ............................................................................................39
Table 26 Statement 18 ............................................................................................40
List of Appendices
Appendix 1. The Questionnaires ............................................................................52
Abstract
This research was conducted to investigate students’ anxiety in English education department
of UMY batch 2013. There were ninety students of English Education Department in UMY
who participated in this research. This quantitative research investigated the levels of
students’ anxiety, the causes in doing presentation and their strategies to reduce anxiety in
classroom presentation. The data of students’ anxiety were got by giving the participants
twenty questionnaire to measure the students’ anxiety in classroom presentation at English
education department of UMY. Through SPSS version 20.0, the researcher found that the
value of reliability from this questionnaire is .808 and the result of validity from this
questionnaire is fifteen items. The result of the reaserach categorized the EED UMY
students’ batch 2013 in the moderate level (2. 838) of students’ anxiety in classroom
presentation. Besides, the causes of students’ anxiety are related to self-perceptions, fear of
making mistake, lack of confidence, lack of preparation and fear of negative evaluation.
Students used strategy to reduce anxiety in English presentation, most of the students applied
positive thinking strategy followed by believe in their own ability, relax, study more, read
book and talk to friends/sharing. In this research, this strategy was used for students to reduce
anxiety in delivering English presentation. It is important to students to reduce the anxiety
and students’ required learning and mastery English better.
Keyword: Presentation, Anxiety, Language
Chapter One
Introduction
In this chapter, the researcher explains about background of the research,
statement of the problems, limitations of the research, research questions,
objective of the research, and significances of the research.
Background of the research
English is one of the languages in the world that should be learnt and
applied in daily activities. Language becomes one of the most important things in
human life. Using English language, everything can be expressed meaningfully.
In order to be able to communicate in English, people should learn it to master the
language well. After they master this language, people can communicate to other
people from other different countries or cities in the world wide as in business,
education, economy and religion. In learning English, there are some methods that
teachers or lecturers do in teaching and learning English. One of the methods is
presentation.
Based on my observation during my study in English Education
Department, Universitas Muhammadiyah Yogyakarta (EED UMY), presentation
is one of the English learning methods that is used by most of English lecturers at
EED UMY in teaching and learning processes. Usually presentation is done by
one until five students. The purpose of students’ presentation is to transfer
knowledge to audience. To help the presentation, students should use media such
as LCD Projector, Laptop, Sound System, PowerPoint and the content of
presentation.
In my observation, students at English education department of UMY face
many problems in doing their presentation. One of their problems is that they
suffer from anxiety. Anxiety is a feeling worry when students’ deliver English
presentation in front of audience. “Anxiety is a distinctive complex of selfperception, beliefs, feelings and behaviours related to classroom language
learning arising from the uniqueness of the language learning process” (Marwan
2007, p38). Anxiety is a worried feeling when students present their speech in
classroom presentation. It becomes a barrier for students in order to be successful
in their presentation. Having this kind of barrier, students’ presentation may not
achieve a messages and other information if speakers feel anxious in deliver
English presentation. A presentation will not succeed when the presenter does not
prepare and feel nervousness.
Anxiety can happen to student when they convey their materials in front of
audience. It is in line with (Muslimin, 2013) who stated that anxiety can occur
when people speak in front of the public or in new and different situations.
Meanwhile, in EED UMY anxiety can happen in students when they deliver
English presentation. It means that anxiety to communicate in public is one part of
the communication anxiety. Na (2007) argued that, anxiety has been regarded as
one of the most important affective factors that influence second language
acquisition.
Typically, anxious learners may suffer from fear of English learning, fear
of presentation, and fear of negative evaluation (Humphries, 2011). Fear of
learning English is commonly caused by the learners’ view towards English. They
view that English is a difficult subject. Fear of presentation may refer to the issue
when they speak in front of public. Learners who suffer from this fear tend to
avoid such speaking. Fear of evaluation contributes to the learners’ effort to learn
a second language. In this regard, the learners may have fear of peers’ negative
judgments, fear of making mistake, fear of negative evaluation, test anxiety,
classroom environment, anxiety in English classroom (includes lecturer, teaching
and learning styles), fear of being laughed and lack of preparation. All kinds of
fears as elaborated at hand may cause the students feel anxious.
In this study the researcher intends to investigate the students’ anxiety in
classroom presentation since this focus has not been studied yet in this context.
More importantly, this study may help students and others related parties to handle
the classroom presentation better in terms of anxious feeling.
Statement of the Problem
English Education Department students use presentation as a method in
English learning but there is a problem for students in deliver material. Anxiety is a
problem for students and anxiety may hamper students’ success in doing classroom
presentation. Uncontrolled anxiety can be problem for the students’ success in
presentation. To reduce such hostilities and to increase students’ understanding in
doing presentation, students should understand the nature of students’ anxiety in
classroom presentation. Therefore, research on the students’ anxiety in this context
need to be conducted.
Limitation of the Problem
In this research, the writer limits the discussion of students’ anxiety in
classroom presentation at English education department of UMY batch 2013. This
research focused to know what the level of students’ anxiety in classroom
presentation. This research itself focused to find out the causes of students’
anxiety in classroom presentation. Besides, this research focused to know what
the strategies to reduce anxiety in classroom presentation. The study was
conducted in English Education Department of UMY.
Research Questions
The research questions of this study are:
1. how is the level of students’ anxiety in the classroom presentation?
2. what are the causes of the students’ anxiety in classroom presentation at
English education department of UMY?
3. what are students’ strategies to encounter their anxiety in classroom
presentation?
Objective of the Research
This investigates contains three research objectives, which is set as follow:
1. to know the level of anxiety of students in the classroom presentation
2. to identify the causes of the anxiety in class room presentation at English
education department of UMY.
3. to discover students’ strategies to encounter students’ anxiety in class
room presentation
Significance of the Research
There are three significant points out of this investigate that give the
precious involvement to the students, the lecturers, and the other researchers.
Students. This investigates discusses the information related to students’
anxiety in classroom presentation that might give the direct good contribution for
the students. First, this investigation can help the students know the causes
anxiety, strategies in English presentation anxiety and students can mastered
English material before showing in presentation class. Second, this investigates
might as well help the students recognize their weaknesses and strengths in
English presentation skill.
Lecturers. Through this study; the lecturer will be able to improve teaching
English better, to discover factors that cause students’ anxieties, level of anxiety
and how students’ strategies to encounter anxiety in classroom presentation.
Other researchers. This research is hoped to motivate the other
researchers in applying the next research related to the anxiety. The other
researchers can employ this research result as a guide to conduct wider area in
anxiety, particularly students’ anxiety in classroom presentation.
Chapter Two
Literature Review
This chapter discusses several literatures about students’ anxiety in
classroom presentation. The researcher presents the literatures conceptually. Also,
several previous related studies also discussed in this chapter. Finally, this chapter
presents the conceptual framework of this research.
Presentation
Presentation is a part of communication. Presentation is used by a people
in deliver a messages and information. Oral presentation is a “planned and
practiced speech that is not memorized or read from notes but is introduced by a
presenter to an audience” (Levin & Topping, 2006 cited in Nouh, Kareem & Taqi,
2015, p.136). Joughin (2007, as cited in Nouh, Kareem and Taqi, 2015) mentioned
that presentation can be seen from three different perspectives: presentation
comprises a transfer of ideas to inactive audience with a low level of anxiety,
presentation as a communicating of the subject matter learned from which
students make their own idea transmitted to other, and presentation to persuade
others. In the second perspective, the audience is actively judging students’
performances, and students reply to audience questions. Therefore, students suffer
from tension. In the third perspective, students can be consciously mindful that
they become the center of attention. This condition can even provide more s
pressure than in the first two situations.
The benefits of oral presentation are such as “helping instructors provide
to students’ learning styles, practicing speaking, providing students with a deep
understanding of the presentation topic, and providing independent, critical
learning to facilitate cooperative learning and to introduce students to technology”
(Al-Issa & Al-Qubtan, 2010; Munby, 2011, cited in Nouh, et al, 2015, p.138).
Besides that, other studies were concerned about the difficulties that
students usually face in oral presentation, such as feeling nervous (Chuang, 2009;
Abu El Enein, 2011; Alwi & Sidhu, 2013, cited in Nouh et al, 2015). One of the
main difficulties reported facing students in oral presentation was anxiety or fear
of speaking.
Definition of Anxiety and Language Anxiety
In general, anxiety is a psychological construct that is described as a state
of apprehension, a vague fear that is only indirectly associated with an object
(Lucas 2011). Anxiety has been found to interfere with several types of learning
but when it is associated with learning a second language it is created as
second/foreign language anxiety. McIntyre and Gardner 1994 in Lucas (2011)
defined anxiety as a subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the automatic nervous system.
Students’ anxiety in presentation at the class is a problem that is normally
found in teaching speaking, so that students cannot improve their speaking ability.
Aida (1994), Maclntyre and Gardner (1991), in Tsiplakides, (2009) state that
“empirical research shows that anxious foreign language students are less willing
to participate in learning activities, and have lower performance than non-anxious
students” (p.39). So, students’ anxiety in speaking English is very importantly to
be solved because English speaking must be practiced to be success in
pronunciation and vocabulary mastery to develop students’ speaking skill.
Lack of confident is one of factor in second language anxiety and it can
make students feel nervous to express their opinion in front of the audience. This
is because unfamiliarity of students to public speaking / presentation classes.
Vitasari, Wahab, Othman, and Awang (2010) has reported that anxiety is one of
the wide varieties of feeling and activities disorders; it is a main analyst for low
educational presentation between learners. So, this anxiety should be taken
seriously. Learners need several shapes of involvement to reduce anxiety and help
in improving educational presentation.
The Problem in Presentation Anxiety
Anxiety is the most important thing that should be solved. It is because
anxiety can give negative impact in learning English. According to (Zheng, 2008)
Anxiety is the subjective feeling of tension, apprehension, nervousness, and worry
associated with an arousal of the automatic nervous system. Anxiety has been
differentiated into “trait anxiety, situational anxiety, and state anxiety” (Zheng,
2008, p.2).
Trait anxiety. People with high trait anxiety are generally nervous people
and lack of emotional stability. Toth (2010) argues that trait anxiety refers to a
stable predisposition to become nervous in a wide range of situation. It means trait
anxiety may appear in any situation.
State anxiety. State anxiety can occur in some moment because the
feeling of nervousness, tension, and worry are part of problems especially in
public speaking / presentation a second language. Toth (2010) stated that state
anxiety is subjective feelings of tension, nervousness, and worry, and by
activation or arousal of the autonomic nervous system. Moreover, Young (1999)
defines anxiety as the moment experience of anxiety; it is the transient emotional
state of feeling nervous that can fluctuate over time and vary in intensity.
Situation-specific anxiety. Situation-specific anxiety can occurs in
particular situation such as giving speech, taking a test, or using other language.
According to (Young, 1991) Anxiety in language learning is categorized into
situation-specific anxiety. The situation-specific view of anxiety is based on the
assumption that certain types of situation are more likely to produce anxiety than
others (Toth, 2010).
The Causes of Students’ Anxiety in Learning English.
Horwitz and Cope (1986) stated that language anxiety can be related set as
following, communication apprehension (Communication apprehension is fear of
communicating with other people), test anxiety (Test anxiety is fear of
examination, or other test that related with English a second language), and fear of
negative evaluation (Fear of negative evaluation is fear of evaluations or worry
about the language in a classroom activity). Furthermore, McIntyre (1999) as
cited in Lucas (2011) states that “language anxiety as the worry and negative
emotional reaction aroused when learning a second language” (p.97).
The causes of students’ anxiety divided in three parts. According to young,
(1994) cited in Lucas, (2011) the causes divided into three categories, includes
Learners, Teachers and Institutions.
The first, sources of anxiety related to the learner includes low selfesteem, competiveness, self-perceived low level of ability, communication
apprehension, lack of group membership, attitudes and beliefs about language
learning (young, 1994, cited in Lucas, 2011). It may sources of students’ anxiety
in learning a second language.
The second, sources of anxiety related to teachers factor. According to
(Palacios, 1998, cited in Lucas, 2013) stated that factors such as lack of teacher’s
support, unsympathetic personality of teacher can be lack of sensitivity in the
learning process and the difficulties of the non-native learners. It means that lack
of teachers’ instructors can be problem for the learners in a second language.
Third, sources of anxiety related to institutional. According to Young
(1990) instructional anxiety can be drawn as classroom activities that the language
learners perceive as anxiety-producing. These causes includes, spontaneous role
playing, speaking in front of the class, oral presentation or report and writing task
on the board. From the statement above that related with sources of learners,
teachers and institutional. The students’ should know their anxious in learning
English. Besides students’ should have strategies to reduce their anxiety in any
situation especially in classroom as a second language.
The Strategies to Cope with Anxiety in a Second Language
In learning English we need motivation and suggestion to make the
classrooms more friendly and enjoyable. Many investigators in language anxiety
have suggested a variety of strategies to cope with this multifaceted dilemma.
Most frequently suggests learners to make the language classroom environment,
less formal and more friendly, one where students can make mistakes without
looking or sounding inept (Hashemi & Abbasi, 2013).
The way forward to create less stressful classroom environment, as
suggested by a male ESL/EFL teacher, is that the instructors should create
situations where students can feel successful in using English and avoid setting up
the activities that increase the chances for the students to fail. In the other hand
more suggest a truly communicative approach where students are given chances
to succeed even with imperfect language competence. Several emphases on the
use of drama-like and role-play activities, so that learners may feel safe in a
pretended situation with a pretended identity. According to Tanveer (2007),
several teachers stated that instructions should be made clear and it should be
ensured that the students have enough ideas and lexis to fulfill the task. In order
hand to make the classroom a safe and less anxiety-provoking place, the friendly
and encouraging role of the teachers was stated as crucial. Tanveer (2007) also
argued that a general feeling among the learners was that the students’ confidence
should be developed to make mistakes while using the language.
There are some other ways that teachers can help to reduce language
anxiety in the classroom. First, teacher can employ activity types that cause lower
levels of anxiety (such as pair work) and gradually introduce activity types that
cause higher levels of anxiety (such as speech giving) Cutrone (2009).
Furthermore, teachers can help students to better cope with anxiety-provoking
situations themselves. Horwitz et al (1986) in Cutrone (2009) suggest that
techniques such as giving advice on effective language learning strategies, journal
keeping, and behavioural contracting (a simple positive reinforcement tool that is
widely used by teachers to change student behavior).
Teachers should talk about the role of mistakes to the language learners in
the class. Teachers’ positive way of providing corrective and constructive
feedback on errors rather than interrupting and correcting students when they have
recommended. Some teachers suggest making private notes of the errors that
learners make and then later address the whole class without saying the name of a
specific learner. It is also suggested that students’ self-related cognitions and
beliefs should be taken into account in order to successfully cope with language
anxiety.
Further, it generally maintains that teachers should take time to discuss or
initiate discussion in the class by pointing out that it is very common for students
to feel uncomfortable, uneasy and anxious while speaking English, thus inviting
their thinks about its possible reasons as well as solutions. (Price, 1991, as cited in
Tranveer, 2007).
Marwan (2007) argued that, there are four strategies that learners can use
in reducing the anxiety, such as preparation, relaxation, positive thinking and peer
seeking. Many students used peer seeking and relaxation as strategy to reduce
students’ anxiety. In this condition Marwan (2007) also suggested that students
should know their causes of FLA and used the strategies to handle anxiety. In
addition, students should be encouraged to think about their positive personality
traits and thus gather their own strengths and build upon them. This way,
instructors can “build students’ confidence and self-esteem in their second/foreign
language ability via encouragement, reassurance, positive reinforcement, and
empathy” (Onwuegbuzie in Tranveer, 2007, p.58). Verbal communication teachers
should identify the signs of perfectionism in the learners and should work to
explore their earlier belief systems in order to help them to step down from the set
standards at the early stages and then work patiently to achieve the desired
standards gradually (Tranveer, 2007).
In spite of the variety of techniques found in this study, as well as those
reported in previous studies, language anxiety seems to continue to grow in the
language classrooms. It suggests that these strategies are just a guideline for the
teachers, as well as for the ESL/EFL learners, rather than a treatment of language
anxiety this also confirms the view that language anxiety is a complex
psychological phenomenon, one which requires special attention by the language
instructors if it is to be adequately dealt with. However, it can be postulated that
apt implication of these strategies can reduce language anxiety to a considerable
extent, even if they cannot completely alleviate it.
Conceptual Framework
The anxiety in foreign language is an important aspect to be solved. This
research will study about English learning anxiety among students of English
Education Department of UMY. Three components of students’ anxiety in the
conceptual framework are level of anxiety, causes of anxiety, and strategies to
reduce anxiety. Based on some literature reviews, this section presents the
theoretical framework which is to answers the three research questions, namely
what is the level of anxiety of students in the classroom presentation? What are
the causes of the anxiety in classroom presentation at English education
department of UMY? What are strategies to encounter students’ anxiety in
classroom presentation?
The Figure 1 below is the conceptual framework of the study.
Conceptual Framework of the Research
-Communication
apprehension
Level
-Test Anxiety
-Fear of negative
evaluation
Anxiety in Presentation
Causes
Strategies
-Classroom activities
that includes;
Learners, Lecturers
and presentation
method
-Preparation
-relaxation
-positive thinking
-peer seeking.
Chapter Three
Methodology of the Research
In this research, the writer presents the description of the research design
that used in this study. The next part presents the populations and sample. After
that, the part discusses data collection method. Finally, the writer explains about
data analysis method.
Research Design
This research used quantitative method, specifically survey design. It is
because the researcher wants to investigate students’ anxiety level, causes and
strategies to reduce students’ anxiety in the classroom presentation at EED UMY.
This research used survey design. According to Creswell (2012), “survey designs
are procedures in quantitative research in which you administer a survey or
questionnaire to a small group of people (called the sample) to identify trends in
attitudes, opinions, behaviours, or characteristics of a large group of people
(called the population)” (p.25). Based on the statement above, the researcher used
questionnaires to get the details about students’ anxiety in classroom presentation
at English education department of UMY. Survey study was involved
systematically assemble of sufficient information concerning a particular
individual, social setting, occasion, to allow investigate to successfully know how
the subject operates and solves the problem.
Research Setting
This study was conducted at English Education Department Universitas
Muhammadiyah Yogyakarta. The reason why the researcher chose PBI UMY as
research setting was because the participants has been learning English for
semester one to eight with use presentation method at EED UMY. One of the
presentation subjects is academic presentation in semester seventh. Besides, the
researcher found the students’ anxious in deliver English presentation. The
reasons for selecting English Education Department UMY were accessibility for
the researcher to get data. That supported the researchers’ for the setting of time.
The researcher conducted this research for seventh months. It starts from
February to August 2016. The data collect itself was done on July 2016.
Research Population and Sample
Population. A population is a group of individuals who have the same
characteristics (Creswell, 2012). The population of this study is English Education
Department students of UMY (University of Muhammadiyah Yogyakarta). More
specifically, the population of the research was the students at English Education
Department UMY batch 2013. In this study, the population was 100 participants
from batch 2013. Students EED UMY batch 2013 have been learning Speaking
English and Academic Presentation in seventh semester. From that the researcher
can get data based on their experience in presentation in English as a second
language. Another reason was that student had been finding a presenting problem
in learning English. The students had probably found strategies to reduce their
problems.
Sample. A sample is a subgroup of the target population that the
researcher plans to study for generalizing the target population (Creswell, 2012).
In determining the sample of the study, the researcher used the convenience
sampling. This was supported by Cohean et al. (2011) that convenience sampling
is call as accidental or opportunity sampling. The considerations for selecting
convenience sampling were effectiveness and accessibility.
Instrument and Data Collection Method
This study aimed to know students’ anxiety in classroom presentation at
English Education Department of UMY. The data were collected by distributing
questionnaire. According to Creswell (2012), a questionnaire is a form used in a
survey design that participants in a study complete and return to the researcher.
The participants were chosen the answers of the questions and supply basic
personal or demographic information.
The questionnaires were distributed by the researcher in different ways.
First one, the researcher distributed the questionnaires to the participants with face
to face (directly). Second one, the researcher distributed the questionnaire to the
participants by contacting students’ using internet especially social networking
system such as Facebook, Line, BBM, Whatsaap, and E-mail.
The total questionnaires consisted of 20 items with arrangement 8 items to
measure students’ causes, the items are (1,2,3,,4,5,6,7,8) and 12 items to measure
students’ strategies, the items are (9, 10,11,12,13,14,15,16,17,18,19,20). The
questionnaire involved of twenty items.
Table. 2 Items
Descriptive
1, 2, 3, 4, 5, 6, 7, and 8.
To measure students’ causes.
9,10,11,12,13,14,15,16,17,18,19,20.
To measure students’
strategies.
The questionnaire was designed in Indonesian language because it can
facilitate the participants of this research to know the content of the statement in
the questionnaire. The researcher used four likert scales for options in the
questionnaire. They were strongly agree, agree, disagree, and strongly disagree.
The reason why the uses only 1-4 scale without neutral is to avoid the neutral
answer from the respondents. “Neutral-middle alternative answers give a chance
to the respondent to choose that answer” (Azwar, 2009, p.47).
The questionnaire contains unfavorable statement and favourable ones.
Unfavoberable in number 9,10,11,12,13,14,15,16,17,18,19,20. These numbers
were scored from 4 to 1. Favourable in number 1, 2,3,4,5,6,7,8. The score criteria
of questionnaire items are as follow:
The four levels of liker scale for favorable answers
Table. 3 Likert scale favourable
4
Strongly Disagree
3
Disagree
2
Agree
1
Strongly agree
The four levels of liker scale for unfavorable answers
Table 4.
Likert scale unfavourable
1
Strongly disagree
2
Disagree
3
Agree
4
Strongly agree
Likert scale is used to measure score of level anxiety in research project.
According to Boone (2012) who argued that, “a likert scale, on the other hand, is
composed of a series of four or more likert-type items that are combined into a
single composite score/variable during the data analysis process”.
Validity and Reliability
Validity is the degree to which all of the evidence points to the intended
interpretation of test scores for the proposed purpose. Thus, a focus is on the
consequences of using the scores from an instrument (Hubley & Zumbo, 1996;
Messick, 1980 in Creswell, 2012). To disclose the test validity, the researcher was
piloted the questionnaire using tool software, SPSS (software package for Social
Sciences) version 22.0. The testing validity of this research, the researcher used
the correlation r of Pearson product moment. “Pearson product moment was a
measure of items analysis by correlating the score item” (Arikunto, 2006, p.1466).
The data was processed to find the r value and the researcher compared the r
value and r table to determine which question items were valid. The item could be
valid if the r value was higher than r table. The criteria of items validity was
illustrated set as follows:
Table. 5 The criteria of items validity
r value > r table = valid
r value < r table = not valid
Source: Arikunto (2006)
Reliability is a score from an instrument that are stable and consistent. The
scores should be nearly the same when researchers administer the instrument
multiple times at different times (Creswell, 2012). Also, scores need to be
consistent. The individual should consistently answer closely related questions in
the same way. In other words, test validity is defined as the extent to which
instrument measures, it is supposed to measure and nothing else. In this research
the researcher will use reliability as internal consistency, Cronbach’s Alpha.
“Cronbach’s Alpha was a measure of internal consistency, that was, how closely
related to a set of items were as a group “(Cohen et al., 2011. P.201). Sekaran
(2000) divided the reliability indicator into three levels:
Table. 6 The Criteria of Reliability (alpha)
1. 0.8 - 1.0
Good
2. 0.6 - 0.799
Moderate
3. ≤ 0.6
Not Good
The instrument of the study is categorized as valid if the range of cronbach
alpha is > 0.6. Table 4.1 shows that the realibility of this study was 808. It means
that the questionnaire used to measure the level, problems and strategy are
reliable.
Table. 7 The result of reliability test.
Cronbach’s Alpha
N of items
.808
16
Data Analysis Method
After collecting the data by conducting questionnaire, the next step was
data analysis. The purpose of this investigation was to know and understand the
data in order to answers research questions. There were several steps that could be
applied in this research to collect, understand, and conclude the data. The data
analysis of this study was conducted using descriptive statistics. To answer the
question, researcher need descriptive statistics that indicate general tendencies in
the data (mean, mode and median), the spread of scores (variance, standard
deviation, and range), or comparison of how one score relates to all others (z
scores, percentile rank). According to (Creswell, 2012, p183) “descriptive
statistics will help you summarize the overall trends or tendencies in your data,
provide an understanding of how varied your scores might be, and provide insight
into where one score stands in comparison with others”. These three ideas are the
central tendency, variability, and relative standing.
In order to measure the level of students’ anxiety level, the researcher used
mean, median and mode to know level of students’ anxiety at the classroom.
Mean (M). Mean is the total of the scores divided by the number of
scores. To calculate the mean, you sum all of the scores and then divide the sum
by the number of scores.
Median (Me). Median is the middle of a set of scores. This score is
median. The median score divides the scores, rank-ordered from top to bottom, in
half. Fifty percent of the scores lie above the median and 50% the other of lie
below the median. To
Calculate this score, the researchers array all scores in rank order and then
determine what score. The median is halfway between all of the scores.
Mode (Mo). Mode is the score that appears most frequently in a list of
scores. It is used when researchers want to know the most common score in any
array of scores on variable.
Chapter Four
Finding and Discussion
In this chapter the researcher presents the finding of the research. The
findings are the answer of the research questions. The first research question is
“how is the level students’ anxiety in the classroom presentation”. The second
research question is “what are the causes of students’ anxiety in classroom
presentation at English education department of UMY”. The third research
question is “what are students’ strategies to encounter their anxiety in classroom
presentation”. The discussion of the finding is also presented in this chapter.
Findings.
The findings of this study are divided into four sections. First one, the
findings on the research instruments involved reliability and validity. The
reliability and validity of the instrument are measured to determine whether or not
the instrument used to gather the data is reliable and valid. Second one is finding
on students’ anxiety level. Third one is finding on causes of anxiety in classroom
presentation. The last section is the finding on the students’ strategies to reduce
anxiety in classroom presentation.
Reliability, Validity, Normality and Missing Value
Reliability. The finding on reliability is shown by the range of cronbach
alpa which provided a coefficient of each inter item correlation (Cohen, Manion,
& Morrison, 2011). The instrument of the study is categorized as valid if the range
of cronbach alpa is > 0.6. The reliability of this study was 808. It means that the
questionnaires used to measure the level, problems and strategy are reliable.
The validity. Validity of this instrument was verified through expert
judgment. This instrument was consulted to several experts and a lecturer at
English Education Department and the experience researcher, thus they consider it
valid from the construct. The expert was a male experienced teacher, and two
others were males who know about quantitative studies. Before doing expert
judgment, the questionnaire that is used to measure three charateristics of
students’ anxiety consisted of 22 items. After doing expert judgment, the items
decreased becoming 20 items. Two items were removed because they had same
meaning with other questionnaires.
The normality. Normality of this study, the researcher attempts to find the
normality from the skewness. Nineteen items had good normality since the
number of skewness was in in the range -1 to 1. But, there is one item which is not
included in the good criteria. This is number 18. The skweness of this numbers is 1.137.
The missing data. Missing value of this study, the data showed that there
was no missing value. It also reveals the value of mean, median, and mode of the
questionnaire that has been administrated. The mean is the average of the numbers
that have been calculated. Then, median is the middle of sort list of numbers,
whereas mode is the number that most appears in the set of list. The questionnaire
which was spread consisting of twenty items which were administered to ninety
participants. The finding revealed that the value of scale statistic mean was 56.78.
The data of students’ anxiety were obtained by giving the participants
questionnaire to measure the students’ anxiety in classroom presentation at
English Education Department of UMY. The questionnaire was distributed to
ninety students of English Education Department UMY academic year 2013
The first research question of this research is “How is the level of students’
anxiety in the classroom presentation?” The finding shows that there are three
level students’ anxieties in classroom presentation of UMY. They are low,
moderate and high.
The data on students’ anxiety in classroom presentation were gained from
their anxiety score at English education department of UMY batch 2013. In order
to make the score easier to analyse, the researcher presented the score. After that
the score was used to find out the level of this study.
Table. 8 Students anxiety score
No
Score
No
Score
No
Score
No
Score
No
Score
1
3.05
19
2.95
36
2.35
54
3.35
72
2.90
2
3.20
20
2.60
37
1.08
55
2.65
73
3.15
3
3.55
21
2.35
38
3.05
56
3.10
74
3.15
4
3.45
22
2.40
39
2.40
57
2.95
75
2.90
5
3.40
23
2.60
40
2.45
58
2.75
76
2.85
6
2.70
24
2.65
41
2.65
59
3.45
77
2.90
7
2.75
25
2.55
42
2.30
60
3.25
78
3.25
8
2.70
26
2.35
43
2.85
61
3.10
79
3.35
9
3.05
27
2.95
44
2.60
62
2.70
80
2.90
10
3.50
28
2.45
45
2.90
63
2.70
81
2.50
11
3.35
29
2.80
46
3.00
64
3.40
82
2.85
12
2.95
30
2.85
47
2.75
65
2.80
83
2.90
13
2.35
31
3.20
48
3.00
66
3.05
84
2.20
14
2.80
32
2.65
49
2.55
67
2.65
85
2.45
15
3.20
33
2.55
50
3.30
68
3.15
86
2.45
16
3.20
34
2.55
51
3.25
69
3.35
87
2.20
17
2.90
35
2.15
52
2.85
70
3.00
88
2.40
18
2.45
43
2.85
53
2.60
71
2.90
89
2.40
90
3.05
To analyse the level of the students’ anxiety in classroom presentation the table
below reported about the criteria in measure students’ anxiety level.
Table. 9 The Criteria of Level Value
1-2,5875
Low
2,5875-2,8500
Moderate
2,8500-3,1000
High
To find out the students’ anxiety score level, the researcher used the result
of students’ anxiety score. After that, the value of mean founded was 2.838. The
researcher used the value of mean to determine students’ anxiety level. To know
the criteria of anxiety level, researcher used percentile in SPSS to explain the
criteria of