1. Questionnaire
The questionnaire was used to collect students’ anxiety. The form
of the questionnaire was Foreign Language Classroom Anxiety Scale FLCAS which was adopted from Horwitz. The questionnaire used five
point Likert scale format ranging from 1 ‘Strongly Disagree’ to 5
‘Strongly Agree’. To prevent the misunderstanding, the questionnaire was
administered in Bahasa because all participants learn English as a foreign language. In this case, the writer was helped by her adviser in translating
the items of questionnaire to ascertain the items have equal quality in both languages. Then, participants were asked to check the statements carefully
and read them thoroughly. Moreover, if there are some questions regarding the comprehension of the statements, they were allowed to ask. The
participants were given 35 minutes to respond 33 items of the questionnaire. Participants were informed that no one would have an
access to the data except the writer and the data would be used only for research purposes.
Table 3.3 Table of Foreign Language Classroom Anxiety Scale FLCAS Items
No Indicators
Items
1. Communication Anxiety
1, 9, 14, 18, 24, 27, 29, 32 2.
Fear of Negative Evaluation 3, 7, 13, 15, 20, 23, 25, 31, 33
3. Test Anxiety
2, 8, 10, 19, 21 4.
Anxiety of English Class 4, 5, 6, 11, 12, 16, 17, 22, 26, 28, 30
2. Documentation
The documentation was used to get information about students’ reading skill. The data of students’ reading scores were obtained from the
daily test conducted by the teacher.
E. Validity and Reliability of the Instrument
Before obtaining the data from the true participants, the writer did pilot study to check the validity and reliability of the questionnaire. There were
thirty students that are chose randomly to be the participants of the pilot study. The participants were not the target population which was planned to
investigate by the writer. They were asked to fill in the Foreign Language Classroom Anxiety Scale FLACS questionnaire and the results were
measured to determine the validity and reliability of the instrument.
1. Validity
Validity is important to be considered when preparing an instrument for used in a research. Validity test was conducted to see
whether the instrument measured what should be measured or not. In this study, the writer used construct validity technique in which the researcher
attempt to collect a variety of different types of evidence to make warranted inference to be stated.
6
The validity of Foreign Language Classroom Anxiety Scale FLACS questionnaire items were developed from student self-reports,
clinical experience, and a review of related instruments, such as the interview results of the counselors at the Learning Skills Center at the
University of Texas about their experiences with anxious language learners; Hor
wirtz’s experience with anxious students in her own foreign language classes; and the literature on anxiety revealed instruments for
several related types of anxiety —test anxiety by Sarason, speech anxiety
by Paul, and communication apprehension by McCrosky.
7
The result of those, the Foreign Language Classroom Anxiety Scale FLACS is valid
and further research could improve the understanding of the effect of anxiety on language learning as well as the impact of different
6
Jack R. Fraenkel, How to Design and Evaluate Research in Education, 7
th
Ed. New York: McGraw-Hill, 2009, p. 153.
7
E. K. Horwitz, Preliminary Evidence for the Reliability and Validity of a Foreign Language Anxiety Scale, TESOL Quarterly, Vol. 20, 3, 1986, p. 560.
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