85 Second,
the possible characters of lecturer that might cause FNE were lecturer’s attentiveness to details and the lecturer
’s way of listening to the presentation. Third, the experience might bring a positive impact that is preparation for the
upcoming presentation or speech. The last and the most important was that motivation seemed to have an important role in helping the participants cope with
CA and FNE. Not only was the intrinsic motivation found to be important in coping with CA and FNE, but also the extrinsic motivation. Motivation also
seemed to help participants maintain their self-efficacy. Motivation and self- efficacy seemed to work together especially in coping with CA.
B. Implications
The findings of the study had two implications related to theory in ELS. First, the theory of FLA spesifically CA and FNE should be more developed by
finding out further possible causes, manifestation and coping strategies besides the available ones. I said this based on the findings that emerged in my study. For
example, I found that my participants chose to ignore the feeling and the thought of being negatively evaluated by their classmates. This kind of coping strategies
had not been covered in the literature. Second, the findings of the study implied that the deeper analysis of each aspect should be achieved in order to enrich the
available theories. One of the examples was the deeper analysis of perfectionism. Perfectionism as manifestation of CA might be influenced by students beliefs. For
one participant in this study, it gave negative impacts such as self-criticism and lack of self-confidence.
The findings of the study had implications related to practice in ELS. The first thing that educators and students should do was to be aware of the existence
86 of CA and FNE in teaching and learning process in the classroom. Thus,
educators were expected to help the students learn to cope with the anxiety- provoking situations. Three possible ways would be discussed. First, for anxiety
stemming from students’ beliefs, educators might have students recognize their beliefs and might discuss with students reasonable expectations for successful in
language learning. Second, educators should also be aware of some aspects that might seem trivial but they could trigger students’ FNE. It was implied that
students might have some expectations toward the educators. I recommend that the educators ask students to verbalize those expectations to minimize the feeling
of being negatively evaluated by the educators. Furthermore, the most important thing was to be aware of the importance of motivation in coping with CA and
FNE. Educators might reassure that their students had learning goals and gave extrinsic reward if it was necessary.
C. Recommendations
Three possible ways of conducting future hermeneutic phenomenological studies were proposed in this section. First, since my study only focused on one
event triggering CA and FNE, a future study exploring more than one event would be needed to develop more further and varied findings of this area of study.
Second, since my study was delimited in terms of participants who had high motivation, a future study could be done by investigating lived experience of
students who had varied levels of motivation. It might gain more unique lived experience and strengthen the importance of motivation in helping students cope
with FLA in general or CA and FNE in particular. Third, since my study exclusively asked the participation from second-year students, a future study
87 could be done by investigating the lived experience of students from different
years of study. It would be interesting to explore freshman, sophomore, junior and senior stud
ents’ lived experience of FLA in general or CA and FNE in particular since their amount of experience and proficiency differed.
The results of this study might not be generalized for other various groups of students in different contexts, for example, students of other majors in Sanata
Dharma University or other universities. Therefore, the need to do the similar kind of study in different context
remained in order to determine the students’ particular lived experience of FLA in general or CA and FNE in particular.
88
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