76 negatively evaluated by their friends. It was interesting because this strategy does
not belong to one of the strategies proposed by Hembree 1988 or Kondo Ying-Ling 2004. Venita stated
I ignored it. It bothered me but I tried to ignore it. I tried not to think about it. It was not the time to think about it.
Intrvw1_V86 Petra also similarly stated
I tried to ignore it though sometimes it distracted me. Intrvw2_P17
I could conclude that both participants tended to cope with FNE in positive ways instead of negative ways
. This fact was in contrast with Aida’s 1994, p. 157 idea that in foreign language classrooms, students with FNE
“tend to sit passively in the classroom, withdrawing from classroom activities that could
otherwise enhance their improvement of the language skills or even cutting class to avoid anxiety situations.
”
3. Reasons of Choosing The Coping Strategies
The participants in this study had some reasons why they chose certain strategies to cope with CA and FNE. When I asked why Venita chose the
strategies, she said At that time, I was hopeless, really hopeless. I saw the other friends who had
given the speech before me. They could deliver the speech smoothly. Why couldn’t I? I also wanted to get a good grade in the course. Those things
helped me calm down myself. Intrvw1_V74
When I asked why Petra chose the strategies, she expressed Because I wanted to be able to speak English and wanted to get a good
grade. If I kept thinking negatively, I would not be able to do the presentation well and would not be able to speak English until the end. If I
77 thought positively, at least I tried to think that I could do the presentation
well. Who knew? Intrvw1_P82
Venita and Petra stated clearly that the reason was to get a good grade in the course. Venita also stated clearly that she wanted to be as good as the other
friends who had given the speech before her. It was interesting fact since previous researcher like Bailey 1983 and Young 1991 concluded that anxiety can be
caused and aggravated by the learners’ competitiveness when they see themselves
as less proficient than the object of comparison. In Venita ’s experience, this
competitiveness helped her to cope with CA and FNE. Getting good grades and wanting to be as good as other friends belong to
extrinsic motivation. “Extrinsic motivation is a construct that pertains whenever
an activity is done in order to attain some separable outcome” Deci Ryan, 2000, p. 60. According to Wigfield 1997, extrinsic motivation variable is the
sum of a recognition, grades and competition in learning. Moreover, Petra wanted to be able to speak English. In other word, she
wanted to enhance her English speaking skill. Therefore, it could be inferred that she was motivated intrinsically.
“Intrinsic motivation is defined as the doing of an activity for inherent satisfactions rather than for some separable consequences”
Deci Ryan, 2000, p. 56. In this case, the Petra’s need was to develop her skill
in speaking English. The relationship between language motivation and language anxiety has
been investigated by some researchers. Language anxiety was found to be negatively related to motivation Gardner et al., 1987; Hashimoto, 2002; Yang,
Liu Wu, 2010; Liu Huang, 2011. Clement, Dornyei and Noels 1994 found PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78 that learners who are more motivated to learn language are usually less anxious
learners. However, it was worth noticing that it was also possible for the learners to have high level of motivation and high level of anxiety at the same time like
both participants in this study. According to Venita’s and Petra’s experience, their
motivation could help them to cope with the CA and FNE they experienced. The controversy of intrinsic and extrinsic motivation has been exposed by
many researchers Deci Ryan, 1985; Gottfried, 1990; Ushioda, 1996; Noels, Clement Pelletier, 2001; Moneta Spada, 2009. Students who are intrinsically
motivated to learn are still believed to be more persistent in language learning, and this persistence contributes to the students’ performances and achievements.
On the contrary, students who are extrinsically motivated by expected rewards increase their effort to complete the task and earn an incentive. Besides the
controversy of intrinsic and extrinsic motivation, the experience of the participants in this study suggested that both intrinsic and extrinsic motivation appeared to
help the participants to cope with CA and FNE. It was important to note that not only intrinsic motivation, but also extrinsic motivation was found to be important
in coping with CA and FNE.
4. Impacts of the Experience
Both participants of my study told me that their experience brought impacts to them. The experience brought a negative as well as a positive impact to Venita.
Negatively, she felt so stupid of forgetting some trivial things. She was not satisfied with her performance then after that she was lack of self-confidence. This
kind of effect belongs to one of MacIntyre et al. ’s 1998 list that, personally,
language learning experience could, under some circumstances, become a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
