52 were sent back to two participants who read the summarized phrases and themes.
These two individuals read the documentation and concurred with the results. They agreed that the information presented to them was true and accurate to the
best of their knowledge. By following this model, the resulting conclusions were considered validated.
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CHAPTER IV DESCRIPTION AND INTERPRETATION
This chapter includes the short introduction of the participants, the exploration of the phenomena and the presentation of the themes derived from the
analysis of the data captured from the interviews. The data collected was organized into themes portraying the the highly-motiv
ated students’ lived experience of communication apprehension CA and fear of negative evaluation
FNE. A.
Description
This section covers the part icipants’ background and the description of the
participants ’ experience of CA and FNE in teaching and learning process in the
classroom. At the beginning of in-depth interview, I asked each participant to try to remember the last time each of them was anxious and to tell me about the
situation. I asked the latest experience of each participant since it would be easier for each participant to recall the experience. Interestingly, each participant told me
that the latest experience was also the most anxious experience each of them had ever had. I focused only on the latest and the most anxious situation since I
wanted to develop detailed description and interpretation of it. The completed transcripts were read multiple times for the identification of the situation faced by
the participants. The description is presented in order to give a clear and vivid picture of the situation before arriving at the interpretation of the data.
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1. Venita’s Story
My first participant was Venita pseudonym. She had high level of motivation M= 3.50, high level of CA M= 3.91 and high level of FNE M=
3.86. She told me the situation when she experienced CA and FNE in the teaching and learning process in the classroom. Before going to the description of
her experience, I would like to give short introduction about her. Venita is a cheerful girl who was born 19 years ago in Jakarta. She was the
last child in her family. Her father was a businessman and her mother was a housewife. She had two elder brothers who were also college students. She was
inspired of her hard-working father who wanted his children to be better than him. During her spare time, she liked reading novels, singing and drawing. She
described herself as a person who was cheerful, friendly, not easy to give up but still lack of self-confidence and emotional. She lived in Jakarta until she finished
her junior high school. After graduating, she entered a private senior high school in Semarang.
Venita started her study in the English Language Education Study Program ELESP at Sanata Dharma University in August 2014. By the time she started her
study in the ELESP, she had studied English for fourteen years. Having an enough background in English, she told me that English was not her interest. Her interest
was on design. However, because of some consideration, she decided to enroll ELESP. She took the program as a new challenge for her since she had to go
outside her comfort zone. She expected that she would have a better career opportunity after graduating from the program. Therefore, she could make her
parents proud of her. When this study was being carried, she began her fourth PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55 semester. For the previous three semesters, she learned that all of the courses were
taught using English. In the speaking class, especially, she had to speak English actively. In her third semester, she joined speaking class named Critical Listening
and Speaking CLS. Once in the semester, each student was required to give an impromptu speech. The lecturer employed a classroom activity called
“hot seat”. Each student randomly picked a topic prepared by the lecturer, then thought about
the topic for about 15 seconds and talked about the topic for 5 minutes. Venita’s
worry began when she found out about the activity and knew further that the performance would be graded by the lecturer. She felt that she was lack of public
speaking skill. Only by imagining the situation could make her uneasy. She did not want to make a fool of herself in front of the lecturer and her friends, nor did
she want to fail the class. Every time she attended the speaking class, she felt anxious that her name
would be called by the lecturer. Until one day, her name was really called by the lecturer. She picked a topic prepared by the lecturer and
got “three unique ways to use pencil except for writing and drawing”. The situation hit her in panic, made
her heart beat fast and brought her break out in a cold sweat. In 15 second, she tried to think about what she would talk in front of the class. In the process of
thinking, she was helpless and unable to concentrate. She thought that the topic was difficult and she was unable to handle it. However, she knew that whether she
wanted or not, she had to talk. She tried to look at her friends who previously were also in her position. She wanted to be as good as her friends. She also
reminded herself of her own goal to get good grade in every class she took. Therefore, she handled her anxiousness by taking a deep breath to calm down
