Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
1.4 Significance of the Study
With regard to the significance of the study, this study has the potential of the theory and education practices. Theoretically, the result of this study will be of great importance to enrich
the literature on underst anding young learners’ anxiety in EFL class.
Practically, the result of this study will be useful for teachers in providing information on the
description of young learners’ anxiety in terms of language anxiety components , causes of learners’ language anxiety and the learners’ effort coping with the anxiety. Furthermore, the
result may help teacher in helping learners to cope with their language anxiety.
1.5 The Scope of the Study
This study is a study of elementary school students’ anxiety in Kab. Bandung Barat. The students were the fifth and sixth graders. They were selected to be the respondents for this study
during English classes which is one of local contents that the school has. This class aims to introduce English to young learners as they are prepared to enter favorite junior high schools. A
questionnaire, observations and interview analysis attempt to find out the kinds and causes of young learners’ language anxiety and also their strategies to cope with the anxiety.
1.6 Definition of Terms
There are several terms to be defined, which are anxiety, foreign language, foreign language anxiety and foreign language anxiety scale.
1. Anxiety is a “subjective feeling of tension, nervousness, and worry associated with an arousal
of the autonomic nerv ous system” Spielberger, 1983 in Horwitz, 2001, p. 113.
2. Foreign language: A language learned in ones own culture with few immediate opportunities
to use the language within the environment of that culture, for example, the English learned in Indonesia.
3. Foreign Language Anxiety FLA is defined as a distinct complex of self-perceptions, beliefs,
feelings, and behaviors related to classroom language learning arising from the uniqueness of the language learning process Horwitz, 1988.
4. The Foreign Language Classroom Anxiety Scale FLCAS was developed by Horwitz,
Horwitz and Cope 1991 to assess the degree to which a respondent feels anxious in a foreign language classroom based on the construct of foreign language classroom anxiety being a
Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
composite of communication apprehension, fear of negative evaluation and test anxiety. The scale is a 33-item 5-point Likert scale which includes 24 positively worded and 9 negatively
worded items.
1.7 Organization of the Thesis
This thesis is organized into five chapters. Chapter one presents a general description of the introduction to the topic of the research. It introduces the background of the study, research
questions, the purpose of the study, the significance of the study, the scope of the study, definition of terms, and the organization of the thesis. Chapter two describes the theories which
support the study. Chapter three elaborates the methodology of the research. Chapter four presents the data, data analysis result and discussion of the findings. Chapter five illustrates
conclusion of the research, implication, and recommendations for further research.
Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
CHAPTER 3 METHODOLOGY
This chapter elaborates methodology of the study. The description includes: the research questions, then followed by the research design. It also describes the pilot study, research setting,
and the participant of the research, data collection technique, data analysis, and conclusion of the methodology. Each of them will be explained below
3.1 Research Questions
