Affective Strategies Students’ Choices of Language Learning Strategies

43 willing to continue the activity, and how hard they are going to pursue it 2001. Therefore, the researcher asked the students some questions in the questionnaire and the interview which were related to their motivation. The questions were asked to know about the obstacles faced by the students when practicing and developing their speaking ability, the effort they invested to attain the goal when they encountered obstacles and the attitudes towards that situation. The questionnaire result number 16 which can be seen in Appendix 4 shows that 20 students or 91 faced obstacles when practicing and developing their speaking ability while the other two 2 students or 9 did not face obstacles. It can be concluded that most students faced some obstacles. Nevertheless, the obstacles were different one to another based on their interview results which can be seen in Appendix 6. Student C said that she often felt nervous and shy in speaking English which made her wonder whether her speaking partners, especially the native speakers, could understand what she said. Student A said that she often felt lazy and tempted to play and hangout with her friends which made her forgot to practice her speaking. She also often felt confused to choose between finishing her assignments and practicing her English speaking ability when she had lots of assignments to do. Moreover, obstacles faced by student B came from herself. She stated: “Of course there is obstacle. That obstacle comes from myself. I often feel inferior in speaking English because my speaking ability is not as good as my other friends in ELESP.” From the obstacles analysis above, it is needed to know how long the students are willing to continue doing the strategies even though they have to face PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44 obstacles, and how hard they try to do the strategies it in order to achieve their goals. Therefore, the researcher asked them whether they kept trying and never gave up when facing obstacles in practicing their speaking ability. Based on the questionnaire result number 17 as can be seen in Appendix 4, 100 of 22 students did not give up although they faced some obstacles. In the interview, student B said that she never gave up and always forced herself to keep trying to speak English because she was demanded to be able to speak English perfectly as an ELESP student. Student C also never gave up even though she faced obstacles. She said that she kept gaining her confidence and strengthening her belief in her speaking ability. It means that student B and student C were those who still had big willingness to continue doing the strategies even though they had to face many obstacles. Not only having big willingness, they also tried hard to remove the obstacles and kept doing the strategies in order to improve their speaking ability and achieve their goals. Nevertheless, student A explained the opposite when she was interviewed. She stated: “I often feel tired, incapable and want to quit practicing my speaking when there are many obstacles appearing because honestly I doubt my speaking ability. Besides, I can not resist the laziness and refuse friends’ invitation to play and go hangout together. I also frequently complain about how hard it is to continue practicing when there are many obstacles facing.” Anxiety was the other factor that influenced the use of language learning strategies. According to Horwitz Tamijima, anxiety is a factor that can affect learners’ productive skills such as speaking skill, including the language learning strategies 2001. Anxiety is not only feeling anxious, but it also includes the feeling of doubtful, fearful and even stressed. Those feelings will appear when PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI