Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
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3.5.2 Data Collection Techniques
There were three techniques of collecting data used in this study. Those are questionnaires, classroom observation and semi structure interview.
3.5.2.1 Questionnaires
Students‘ anxiety level was gained through the employment of a questionnaire. The rationale was that it allows respondents to report information about themselves that is important
to the research Mackey Gass, 2005. For this reason and the good of this research, this study employed Foreign Language Classroom Anxiety Scales FLCAS. This questionnaire was
originally developed by Horwitz, Horwitz, and Cope 1986. This scale has been used in a large number of research projects Horwitz, 2001. According to Horwitz 1986, this scale has been
found to have an internal consistency, as measured by Cronbach‘s alpha coefficient, of .93, and test-retest reliability over eight weeks of r =.83, p =. 001. It was developed based on the
construction of factor of anxiety includes speech anxiety, afraid to make mistakes in English class, feeling unable to deal with the task of English learning, communication apprehension, test
anxiety, and fear of negative evaluation. Table 3.5
Table 3.5
The categories of English learning anxiety in FLCAS
Factors Total
Item no Speech anxiety
10 1, 3, 9, 12, 14, 18, 20, 24, 27,
and 32 Afraid to make mistakes in English
class
2 2 and 19
Feeling unable to deal with the task of
English learning
9 5, 6, 11, 16, 17, 22, 26, 28,
and 30
Communication apprehension 4
4, 15, 29, and 33
Test anxiety 3
8, 10, and 21
Total items 33
Asep Dadang, 2014 ELEMENTARY SCHOOL STUDENTS’ FOREIGN LANGUAGE ANXIETY
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
The FLCAS consists of 33 statements. Each item is rated on a five-point Likert scale ranging from 1 strongly disagree, 2 agree, 3 neither agree nor disagree, 4 disagree to 5
strongly disagree. The total scores of the scale range from 33 to 165 with high scores indicate high levels of anxiety. The higher the total points, the more anxious the students are. Item 1, 3, 4,
6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 20, 21, 23, 24, 25, 26, 29, 30, 31, and 33 represent high anxiety positively worded. Items 2, 5, 8, 11, 14, 18, 22, 28, and 32 represent lack of anxiety negatively
worded Table 3.6. The first part of the questionnaire was a personal English learning
background questionnaire. It was intended to investigate students‘ general English learning experience, especially those experiences related to learners‘ English learning anxiety.
Table 3.6
Statements in FLCAS
Category Total
Item no Positively worded
24 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17,
19, 20, 21, 23, 24, 25, 26, 27, 29, 30, 31, and 33
Negatively worded 9
2, 5, 8, 11, 14, 18, 22, 28, and 32
Total items 33
In order to facilitate the participants‘ understanding of the questionnaire items, this instrument was conducted in the participants‘ native language, Indonesian, to avoid unnecessary
misreading and miscomprehension. Two linguists helped to verify the appropriateness and adequacy of the wording and lexical expressions in the questionnaires both English and
Indonesian editions; appendices A and B. For the Indonesian version, the words ―foreign language‖ in each item was replaced by the word ―Bahasa Inggris‖ to be consistent with the
participants of EFL learners. See Appendices A and B
3.5.2.2 Observation
