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communicate in English. It aims to enhance students’ confidence in
communicating in English as well as to enrich their vocabulary in English through a variety of interactive activities. Moreover, the observation and interview
analysis attempts to find out the types of students’ anxiety, the source of students’ anxiety and the solution or strategies to overcome the anxiety.
1.4 Research Method
The study is a descriptive –qualitative design Silverman, 2005 the
specific design of this study employed a case study design. This study is conducted in a group of students in an English conversation class in one Hotel and
Tourism College in Bandung Creswell, 1994; Freebody, 2003, in Emilia, 2005. Related to this study, the pilot study has been conducted for this research project.
It employed three types of data collection, namely classroom observation, questionnaire and interview. Further explanation of the pilot study will be
described in chapter 3. This study employed two data collection techniques, which are the
observations and interviews. Data analysis in this study was conducted over the course. All the data gained from two data collections were analyzed gradually.
The data from interview were transcribed and subsequently categorized and interpreted to answer the research questions.
1.5 Significance of the Study
Septy Indrianty, 2012 Students’ Anxiety In Speaking English
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With regard to the significance of the study, this study has the potential to the theory, education and professional practices. Theoretically, this study will
be of considerable interest to language educators and students because of the potentially negative impact of foreign language anxiety, this study is expected to
enrich the literature on students’ anxiety in the context of speaking skill which is likely received a little attention in English Foreign Language and teaching
context. Practically, this study also
provides information related to students’ anxiety in order to overcome the problems, particularly in the context where the
students have to get more exposure to practice oral communication. Professionally, the investigation of anxiety sources that arise while learning to
communicate in the target language will hopefully broaden the insight into the issue of language anxiety and will help language teachers in making the classroom
environment less stressful and heshe should try to create a friendly classroom environment in order to make students feel free to speak the language.
1.6 Clarification of Terms
There are some operational terms used in this study: anxiety, and communication strategy. Each term is defined as follows:
a. Anxiety
Septy Indrianty, 2012 Students’ Anxiety In Speaking English
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“A subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system” McIntyre
Gardner, 1994: as cited Tanver in 2007: 4
b. Communication Strategy
