Research Design T1 112010116 Full text

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4. Data Collection and Analysis Procedure

Data collection and analysis were needed in order to answer the research questions and meet the purposes of this study. This section discussed how the data were collected and analyzed to know the level of students‟ anxiety. FLCAS was used to measure the level of anxiety of the students. FLCAS consist of 33 closed- ended questions related to students‟ anxiety in classroom. This questionnaire was adapted and translated in Bahasa Indonesia to make the students understand what the questions were about. However, since this study focused in speaking anxiety in English classroom, the items that were used were items which focused on this issue, those were items number 1, 3, 9, 13, 18, 20, 23, 24, 27, 31. Based on the validity test, all items were valid and could be included in this study. Using a five- point Likert scale, the answers ranged from 1-5 with answer “Strongly agree” to “Strongly disagree”. To get the range of the score of each class, I used interval formula which is commonly used to measure the psychological phennomena happened in society Riduwan, 2009: Since the questionnaire consists of 10 items with maximal point of 5 for each item, so the maximal score for all items was 50. The minimal score of each � � ��� = ��� � � −�� � � ��� 21 item is 1,thus the minimal score of all items was 10. From the formula above, the class intervals were: 10 ≤ x 18 : very anxious 34 ≤ x 42: relaxed 18 ≤ x 26 : anxious 42 ≤ x 50 : very relaxed 26 ≤ x 34 : mildly anxious The indicators of speaking anxiety were basically taken from items selected from FLCAS which then classified into some categories.

D. RESULTS AND DISCUSSION

The section below present data analysis obtained from the questionnaire.

1. The FLCAS Questionnaire

1.a. The Levels of speaking anxiety among the students FLCAS developed by Horwits et. al. consists of an indicator for every dominant skills of foreign language acquisition. Those skills are: reading, writing, listening, and speaking. In relevance to this study, I had only selected items that were related to speaking skills. After adapting the FLCAS questionnaire developed by Horwits et. al. 1986 into a shorter version, I divided the items into 2 categories: Unfavorable items and Favorable items. Unfavorable items consisted of items number 1, 2, 3, 4, 6, 7, 8, 9,10. Favorable item consisted of item number 5. Unfavorable items consisted of negative statements with score 1 for Strongly Agree – 5 for Strongly Disagree while Favorable item consisted of positive statement with score 5 for Strongly Agree – 1 for Strongly Disagree. The score results from FLCAS questionnaire then divided into 5 categories as was the original. Those categories