80 speak in front of the class voluntarily if her lecturers asked her to. When I asked
about what she would do after that moment, she said After that, if I had a presentation, I did some practices like talking in front of
the mirror or practicing with friends though my friends were bored listening to me. But at least, I tried. If there was a voluntarily speech, I was brave to
do it. I also studied pronunciation.
Intrvw1_P90 She elaborated more by saying
And also the grammar. It was important. Intrvw1_P92
81
CHAPTER V CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
This chapter is divided into three sections. The first section is the conclusions which show how the
study’s findings have fulfilled the research goal of the study. The second section is the implications which describe the meaning of
the study’s findings in term of theory and practice in ELS. The last section, recommendations, explores possibilities for further and future study.
A. Conclusions
The goal of this study was to find the scientific truth of the highly-motivated students’ lived experience of CA and FNE specifically by describing and
interpreting their lived experience of CA and FNE. Through in-depth interviews, two participants who had high level of motivation as well as high level of CA and
FNE shared their lived experience of CA and FNE. Each participant experienced CA as well as FNE when each of them had to speak in front of the class.
However, CA and FNE were different types of FLA. Therefore, I explored the phenomena separately in order to gain deeper understanding.
Pa rticipants’ lived experience was described then interpreted. Four major
themes appeared to best reflect the highly-motivated students ’ lived experience of
CA and FNE. The four major themes were struggle with CA, struggle with FNE, reasons for choosing the coping strategies and impacts of the experience. The first
theme, struggle with CA, included three subthemes. The first subtheme was causes of CA. It was revealed that not only classroom activity, but the
participants personal traits and participants’ beliefs were also factors causing CA.
82 The personal traits included lack of self-confidence and shyness while the
participants’ beliefs included the concern over the correctness of grammar, pronunciation and vocabulary. The second subtheme was manifestation of CA.
They manifested their CA physically, psychologically and behaviorally. While experiencing CA, both participants had a tendency to underestimate their
competence and showed their perfectionism. Moreover, for one participant in this study, the perfectionism led to self-criticism. Third subtheme was strategies to
cope with CA. In coping with CA, they did relaxation and thought positively. One participant also made preparations.
Having the thought that they will be negatively evaluated by the lecturer and the classmates worsened the situation. The second theme, struggle with FNE,
included three subthe mes. The first subtheme was causes of FNE. Lecturer’s
characteristics such as attentiveness to details and the way of listening to the participants as well as classmates’ characteristics that liked to underestimate
others became the major causes of partico pants’ FNE. The second theme was
manifestation of FNE. One of the participants experienced increased heartbeat, while the other experienced more difficulty in recalling what she had memorized.
The third subtheme was strategies to cope with FNE. To cope with FNE caused by the lecturer, the participant who experienced rapid heartbeat tried to take a
deep breath to calm down herself while the other one tried to think positively. To cope with FNE caused by the classmates, both participants tried to ignore the
thought that they will be negatively evaluated by the classmates. I was keen on
exploring the participants’ way of coping the CA and FNE as well as the participants’ reasons of chosing the coping strategies. The third theme
