STUDENTS’ ANXIETY IN SPEAKING ENGLISH.
Septy Indrianty, 2012
Students’ Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu
vii
TABLE OF CONTENTS
APPROVAL PAGE i
DECLARATION ii
PREFACE iii
ACKNOWLEDGEMENTS iv
ABSTRACT vi
TABLE OF CONTENTS vii
LIST OF FIGURES viii
LIST OF TABLES ix
CHAPTER ONE: BACKGROUND OF THE STUDY
1.1 Background of the Study 1
1.2 Purpose of the Study 5
1.3 Scope of the Study 5
1.4 Research Method 6
1.5 Significant of the Study 6
1.6 Clarification of Terms 7
1.7 Organization of the Thesis 8
CHAPTER TWO: LITERATURE REVIEW
2.1 Speaking in Foreign Language 9
2.2 What Makes Speaking Difficult 11
2.3 Language Anxiety 14
2.4 Types of Anxiety 16
2.5 Factors of Anxiety 18
2.5.1 Lack of Vocabulary 21
2.5.2 Lack of Confidence 22
2.5.3 Fear of Making Mistakes 23
2.5.4 Lack of Preparation 24
2.5.4 Shyness 25
2.6 Communication Strategies 26
2.7 Related Previous Study 29
2.8 Conclusion of the Literature Review 30
CHAPTER THREE: METHODOLOGY
3.1 Research Question 32
3.2 Research Design 32
3.3 Pilot Study 33
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3.5 Data Collection Technique 36
3.5.1 Classroom Observation 36
3.5.2 The Use of Interviews 37
3.6 Data Analysis 38
3.6.1 Classroom Observation 38
3.6.2 Interviews 39
3.7 Conclusion of the Methodology 39
CHAPTER FOUR: FINDINGS AND DISCUSSIONS
4.1 General Description 40
4.2 Types of Foreign Language Anxiety 41
4.2.1 Trait Anxiety 42
4.2.2 State-Situational Anxiety 44
4.3 Source of Anxiety 48
4.3.1 Communication Apprehension 48
4.3.2 Test Anxiety 51
4.3.3 Fear of Negative Evaluation 53
4.4 Strategies Students Employed to Reduce Anxiety 56
CHAPTER FIVE: CONCLUSION AND ROCOMMENDATION
5.1 Conclusion 67
5.2 Implication and Recommendation 68
5.2.1 Implication 69
5.2.2 Recommendation 69
BIBLIOGRAPHY 71
APPENDICES
Appendix 1 : Guidance of Observation Sheet 76 Appendix 2 : Video Transcription from the Observation 81
Appendix 3 : Interview Questions 91
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ix
LIST OF FIGURES
Figure 4.1 Types of Foreign Language Anxiety 47
Figure 4.2 Students’ Communication Apprehension 50
Figure 4.3 Students’ Test Anxiety 52
Figure 4.4 Students’ Fear of Negative Evaluation 54 Figure 4.5 Students’ Anxiety Coping Strategies 65
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LIST OF TABLE
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1
CHAPTER 1
INTRODUCTION
This thesis aims to investigate students’ anxiety in speaking English in one Hotel and Tourism College in Bandung. This chapter discusses the background of the study, the purpose of the study, scope of the study, research method, significance of the study, clarification of the terms and thesis organization.
1.1 Background of the study
Being able to speak English means able to communicate with more than 1.5 billion people all across the globe. Since the late 19th century, English has been referred to as a global lingua franca. Moreover, English is the most widely used foreign language on the internet (80%) and for book publication with over 60 countries publish their titles in English. Books, magazines, and newspapers written in English are available in many countries around the world (Graddol, 2000: 4 - 9).
In addition, as stated by Crystal (2003: 86) the importance of English is without a doubt very prominent to professional industry as the language continues to grow. It is, by international treaty, the official language for aerial and maritime communications. English is an official language of the United Nations and many other international organizations, including the International Olympic Committee.
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2 In fact, English is by far the most widely spoken language in the hospitality industry. That is why English is currently the language most often taught as a foreign language.
In terms of language learning, there are four key skills; Listening, Reading, Writing, and Speaking. No matter what languages a student learn or no matter how the students learn, a language learner should take interest in all of the four skills. However, speaking can be a challenging task for many students because it needs interactions. The other three skills can be practiced alone, but for speaking, the students cannot really speak by themselves, that is why students should make every effort possible to find somebody to speak with. In line with this point, Nunan (2000: 39) states that speaking is one of a key aspect of learning a second or foreign language. Moreover, he further notes that the success of learning a language is measured in terms of the ability to carry out a conversation in the target language. It can be said that being able to speak fluently is essential in students’ language learning to communicate both in inside or outside the classroom.
As previously mentioned, speaking English is also widely used in various professions and one of them is hospitality professionals. Communication skills are an important element of hospitality industry. Understanding performance expectations are keys to the achievement of tourist satisfaction. Good oral and written communication skills are among some of the most important skills for hospitality practitioners at different position levels. Good English communication
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3 during the study will add value to students' education. In the tourism industry supply and demand side must communicate perfectly in order to ensure quality and meet performance standards. In the business tourism, oral practice communication is a bit higher than written communication, but both categories are rated high (Kay and Russette: 2000). Therefore, it is crucial that students be proficient in speaking English so that they can use the language efficiently for academic and practical purposes. Moreover, the use of English as a medium of instruction in the classroom requires the students to be proficient in the second language.
In the context of speaking English, being able to speak to friends and even speak with foreigners, in their language which both of them understand is surely the goal of many learners of English. Yet, speaking in a foreign language is very difficult and competence in speaking takes a long time to develop (Luoma, 2006 as cited in Samanhudi, 2011). However, the biggest problem English learners face is to be able to speak in English. Consequently, many reasons to take into consideration might be the lack of confidence in terms of anxiety about making errors as stated by Boonkit (2010). It can be stressful when they are expected to speak in the second or foreign language before fluency is achieved.
In line with the issue of anxiety, Thornburry (2005: 28) states that the lack of vocabularies, improper grammar, and fears of mistakes are some of the factors that can contribute to speaking failure and cause an acute sense of anxiety when it comes to speaking. Moreover, the problem of language anxiety not only
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4 happens to beginner but also to the university students who usually deal with English. In addition, Cebreros (1998) adds that they have to cope with the demands of being able to sustain communication by means of an instrument they are not completely familiar with.
Research on language anxiety has been a concern of many educators from both second and foreign language education. Different people have investigated the issue of learning anxiety from different perspectives. Focusing on factors causing students’ anxiety, Worde (2003) found that speaking activity causes inability to comprehend, negative classroom experience, fear of negative evaluation, pedagogical practice and the teachers themselves were the main factors that trigger in learning anxiety. In addition, Kondo (2009) asserted that language anxiety in the speaking test was only a poor predictor of English proficiency.
Although many researchers have investigated many previous studies about language anxiety, only a few studies have explored the students’ anxiety in English speaking class (see Worde, 2003; Abdullah and Lina, 2008). In the research of types of anxiety, there is a research that investigated the types of anxiety that they experienced (Ellis, 1994). Thus, research on students’ types of anxiety in speaking English is necessary to be further conducted. This study would like to both aim at investigating the students’ types of anxiety in speaking English and to find out the factors that cause the students’ anxiety in a Hospitality College. The study also tries to seek the solution to reduce anxiety. Additionally,
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5 investigating the students’ anxiety might contribute to enticing and motivating the students to have more chances to use the target language in daily life and for academic purposes
Obtaining the data of students’ anxiety would give valuable input for teachers so that they are able to give the appropriate solution to overcome the anxiety and they could improve their teaching and encourage the students to be able to speak without having feeling anxious in speaking English inside or outside the classroom.
1.2 The Purpose of the Study
Departing from the problem mentioned in the statement of the problem, this study aims at:
1. Investigating the types of anxiety that the students experienced in speaking English.
2. Investigating the sources of students’ anxiety in speaking English. 3. Finding out the strategies to reduce anxiety.
1.3 Scope of the Study
The study is a case study of students in a hotel and tourism college in West Java province, Indonesia. The students were in the first semester in Hotel Operation Department. They were selected to be the respondents for this study during the conversation class. This class focuses on the students’ ability to
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6 communicate in English. It aims to enhance students’ confidence in communicating in English as well as to enrich their vocabulary in English through a variety of interactive activities. Moreover, the observation and interview analysis attempts to find out the types of students’ anxiety, the source of students’ anxiety and the solution or strategies to overcome the anxiety.
1.4 Research Method
The study is a descriptive –qualitative design (Silverman, 2005) the specific design of this study employed a case study design. This study is conducted in a group of students in an English conversation class in one Hotel and Tourism College in Bandung (Creswell, 1994; Freebody, 2003, in Emilia, 2005). Related to this study, the pilot study has been conducted for this research project. It employed three types of data collection, namely classroom observation, questionnaire and interview. Further explanation of the pilot study will be described in chapter 3.
This study employed two data collection techniques, which are the observations and interviews. Data analysis in this study was conducted over the course. All the data gained from two data collections were analyzed gradually. The data from interview were transcribed and subsequently categorized and interpreted to answer the research questions.
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7 With regard to the significance of the study, this study has the potential to the theory, education and professional practices. Theoretically, this study will be of considerable interest to language educators and students because of the potentially negative impact of foreign language anxiety, this study is expected to enrich the literature on students’ anxiety in the context of speaking skill which is likely received a little attention in English Foreign Language and teaching context.
Practically, this study also provides information related to students’ anxiety in order to overcome the problems, particularly in the context where the students have to get more exposure to practice oral communication. Professionally, the investigation of anxiety sources that arise while learning to communicate in the target language will hopefully broaden the insight into the issue of language anxiety and will help language teachers in making the classroom environment less stressful and he/she should try to create a friendly classroom environment in order to make students feel free to speak the language.
1.6 Clarification of Terms
There are some operational terms used in this study: anxiety, and communication strategy. Each term is defined as follows:
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8 “A subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system” (McIntyre& Gardner, 1994: as cited Tanver in 2007: 4)
b. Communication Strategy
“Communication strategy is a way to express a meaning in a second or foreign language, by a learner who has limited command of the language” (Richard and Plat, 1992: 64)
1.7 Thesis Organization
This thesis is organized into five chapters. Chapter 1 gives a general description of the introduction to the topic of the research. This introduces the background of the study, the research questions, the purpose of the study, the scope of the study, the significance of the study, and the organization of the thesis. Chapter 2 describes the theories which support the study. This covers the theories relevant to the purpose of the study. It includes the discussion of the nature of speaking in foreign language, anxiety, type of anxiety, factors of anxiety, what makes speaking difficult and communication strategies. Chapter 3 discusses the methodology of the study that includes research question, research design, research setting and participant, data collection and data analysis. A sample of the instrument will also be presented in this chapter. Chapter 4 elaborates findings and discussion which shows the data from the observation and interview. Chapter 5 illustrates conclusion of the research, implication and reomendations for further research.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter elaborates the methodology of the study. The description includes: the research questions, then followed by the research design. It also describes the pilot study, research setting and participant of the research, data collection technique, data analysis, and conclusion of methodology. Each of them will be explained bellow.
3.1 Research Questions
The study is aimed at investigating students’ anxiety in English speaking class in one of the hotel and tourism college. This study is formulated in the following questions:
1. What kinds of anxiety do the students experience in speaking English? 2. What are the sources of students’ anxiety in speaking English?
3. What strategies do the students employ to reduce anxiety?
3.2 Research Design
The study is a descriptive –qualitative design (Silverman, 2005) the specific design of this study is a case study. In this study, certain phenomena will be described. The study is conducted to gain in depth understanding of the situation and in depth meaning for those students involved (Meriam, 1998: cited
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33 in Widianingsih, 2010: 36). Moreover, this study is conducted in a small case which is a group of students in an English conversation class in one of Tourism College in Bandung (Creswell, 1994; Freebody, 2003 in Emilia, 2005).
In this case, the researcher only coped with investigating types of students’ anxiety in speaking English, the sources of anxiety and the possible strategies to reduce anxiety that they students encounter in English speaking class. Therefore, the study was done in a small scale and would not try to make any generalization as general condition of the whole students in Indonesia.
3.3 Pilot Study
During 25th October to 21st November 2011 a pilot study was conducted for this research project. This study employed three types of data collection, namely classroom observation, questionnaire and interview. This pilot study aimed to investigate how the students’ experienced anxiety in speaking English. It explored sources of students’ anxiety in speaking English in which the students participated in class activities. One class in the faculty of technique of informatics, Indonesia University of Computer (UNIKOM) was chosen as respondent. They were observed for about four weeks, with the observation filed notes and an there was an informal talk. Semi-formal and structured face to face interview was performed about 5 to 15 minutes with some of the students in the middle and at the end of the study.
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34 The pilot study found that the students in the site have some obstacles to express their idea through speaking. Most students have no intention to communicate in English. The observation reflected that the students in technique of informatics major feel anxious when they have to speak in the classroom, especially when they have to speak in front of the class. They seemed reluctant to speak due to the anxiety they encountered in the class. They tended to be nervous, students’ voice was getting slower because of shyness and lack of confidence, and they switched the language into first language because of fear of making mistakes. It is supported by Brown (2001: 269), he states that some psychological factors such as shyness and anxiety are considered as the main causes of students’ reluctance to speak. Moreover, even though English is a key course for students, teachers can seldom find them speaking in English at campus or even in classrooms. As the result from the interviews were gained that the students feel afraid of making mistakes and lack of confidence to speak English.
The pilot study gave the benefit in conducting this present research in many ways besides contributing to becoming more familiar with the topic. Then, the pilot study assisted to improve the quality of all the forms and documents that were used to gather data from the participants, such as taking data of observation, and interview guideline. The direction of the observation and interview guideline were revised to enhance understanding and to make them easier to follow. Therefore, this pilot study may contribute to a better thesis research in terms of research design and research method as well as problem solving-skill.
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35 3.4 Research Setting and Participant
This present study was undertaken at the undergraduate Hospitality program in one college in Bandung, Indonesia. This research site has been chosen for the reason of the accessibility of the researcher to carry out the research. The researcher is one of the teaching staff members in the department of hospitality in teaching English. Thus, it helps the researcher to get an easy access to the research site. This is to follow Alwasilah (2009) who suggests that convenience factor should be taken into consideration to support the researcher in conducting the research.
The participants of the study were the first-year students who took conversation class that the students met twice a week for the lesson, which lasted 90 minutes per week. There were 33 students involved in this study. Twenty were male students while other were eleven female. The students were selected for two reasons. First the students involved in this study were accessible for the researcher to get the data since they were still active as the first year semester students in the research site. Second, the program of conversation class was held only in the first year grade at the college. From 33 students, only six students were chosen as
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36 respondents for the interview in term of level of achievement, i.e. high-middle and low achievement.
3.5 Data Collection Technique
The study employed two kinds of data collection, which were observations and interviews. This research did not use questionnaire, as has been done in pilot study, because the similar questions appeared both in questionnaire and interview, and the students did not respond to the questions seriously. Both of observation and interview are explained below.
3.5.1 Classroom Observation
The observation was done to get direct and actual information about students’ anxiety in speaking. Moreover, it was carried out to find out students’ participations and responses in speaking activity. In this case, when they did not actively react or give responses in the activity, it might indicate that they encountered some anxiety to speak. In terms of time, the speaking activity was done for 60 minutes and carried out by the lecturer in the beginning of the English conversation class.
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37 As what Silverman (1993) said, the observation is aimed to get to know firsthand information about social processes in a naturally occurring context. The observation was conducted on 25th November 2011 to 21st January 2012. It was done eight times. In the observation, it was used two types of recording, which was video recording and voice recording. The video recording was used in order to capture the students’ performance and all the activities happened in the classroom. Meanwhile, voice recording was used in order to get clearer voice recording. Moreover, during the observation field note also was conducted to investigate what was going on in the class. Observation notes focused on what was said and done by both the lecturer and the students in the speaking activity in order to note down some things which were missed either by the voice or video recording and also to get data in a more detailed way (Sugiyono, 2008 in Juhana, 2011). An example of observer’s note can be seen in Appendix 1.
3.5.2 Interview
The interview was addressed to the students involved in this study. The main purpose of an interview was to obtain a special kind of information (Merriam, 1988, cited in Silvia, 2010: 39). In this study, individual interview was conducted as a means to understand the experience of the subject about students’ anxiety in speaking and also to gain further information about factors or sources causing students’ anxiety in English speaking class as well as the strategies to reduce the anxiety. In this interview, the researcher set up the interview
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38 appointments and facilitated a quite environment where interruption could not occur during the interview.
Moreover, the interviews were conducted in Bahasa Indonesia in order to avoid misunderstanding and were tape-recorded with the subjects’ permission. In addition, while interviewing the students, the researcher has the options to ask students to clarify what they have said to get their responses to the anxiety in speaking in English in class as well as to search out their opinion about the factors that cause anxiety and the strategies to overcome or reduce the anxiety.
From 33 students, only six students were chosen as respondents for the interview in term of level of achievement. An example of interview transcription can be seen in appendix 4.
3.6 Data Analysis
To answer the question of the research, data analysis in this study was conducted over the course of the study. On going data analysis and interpretation will be done based on the data from classroom observations and interviews. Each steps of analysis of the two sources of data is given in the following section.
3.6.1 Classroom Interaction
Data from the observation were analyzed descriptively. The analysis process was begun by making a transcription of classroom interactions. Then, the
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39 transcriptions were read repeatedly. During the reading process, the researcher employed coding activity by matching the data with the research questions. This coding process is aimed at fracturing the data and rearranging them into categories that facilitate the comparison of data within and between these categories (Maxwell, 1996:78). Data from observation were analyzed to validate the data from the interviews with the students. The analysis based on anxiety encountered by the students in speaking English which are the focus of this study.
3.6.2 Interview
Data from the interview were transcribed, categorized and interpreted to answer the research questions. In the following step, to follow Cohen and Manion, (1994), as cited in Widyaningsih, (2010), the transcripts were given back to the participants to make sure that it was exactly what the students said and meant.
To follow Dawson (2009: 149 as cited in Samanhudi, 2011) regarding the ethics in conducting research, before the interview, the researcher informed the interviewees some important things like (a) point to be discussed; (b) the use of pseudonym in the research report and (c) the fact that the conversation would be tape-recorded and transcribed. All these were done so that the interviewees were willing to disclose a lot of potential information during the conduct the interview.
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40 Finally, the data were coded and categorized. In this sense, the researcher categorized students’ comments into themes that had become the focus of the study that is students’ anxiety to speak English in the classroom.
3.7 Conclusion of the Methodology
This chapter has described the methodology of the study. It has discussed how this study was conducted in order to answer the questions of the research. This includes the research question, the selection of the site and participant, method of data collection and data analysis. The data presentation and discussion will be described in chapter 4.
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CHAPTER 5
CONCLUSION AND RECOMMENDATION
This chapter presents conclusions of the study, implications and some recommendations. These conclusions of the study are built up based on the data analysis, which was discussed in Chapter 4 of this research report. Implications offer some suggestions for the teachers and students. Some recommendations are provided in order to give information as well as guidance to conduct further research concerning the same field or issue. Finally, these recommendations are addressed to those who are interested in exploring students’ anxiety in speaking English in the context of EFL.
5.1 Conclusions
This study examines students’ anxiety in speaking English. In particular, the study seeks to find types of anxiety, sources of anxiety and strategies employed to reduce the anxiety. As discussed in Chapter 4, it is found that there occurred two types of anxiety, namely trait anxiety and state/situational anxiety. Trait anxiety is regarded as a fixed stage of anxiety. This kind of anxiety is part of a person's character and hence is permanent, and it may hinder language learning.
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68 State anxiety, on the other hand, is a normal physiological response; the feeling of anxiety eventually subsides, and the person will then feel "normal" again.
It is also found that students’ anxiety in speaking English was derived from three main sources of anxiety, i.e. communication apprehension, test anxiety and fear of negative evaluation. Moreover, it is revealed from the interview that lack of vocabularies and lack of preparation have also contributed to students’ anxiety in speaking. Finally, the students subconsciously employed seven strategies in facing their anxiety, i.e. avoidance, paraphrase, conscious transfer, appeal for assistance, mime, preparation and resignation. This is in line with the communication strategies typology as proposed by Tarone (1997).
Based on the findings, it can be concluded that the students experienced anxiety which directly interfered the students' language learning progress. In this case, anxiety triggers them to avoid using English, fearing that they might make mistakes. As a result, the students put some efforts to overcome the obstacles by employing certain strategies in order to cope with their anxiety. Hence, it is quite clear to see that the students’ prior knowledge and use of strategies can reduce the level of students’ speaking anxiety.
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69 Following are some implications that are considered worthy of trying especially by the teacher teaching in particular school. The recommendations set forth in the present chapter provide some useful ideas for further research.
5.2.1 Implications
Firstly, teachers should be aware of the existence of foreign language anxiety. In this context, the teachers should see it as a factor causing students’ reluctance to speak and find a solution to solve such a problem. Secondly, the teacher should be more aware of the students’ anxiety in order to motivate them to speak confidently and fluently in English speaking class. In other words, teachers should be able to create a supporting atmosphere in the classroom so that their students are not afraid to talk. In addition, the teachers should also find out good and enjoyable teaching techniques that encourage and motivate students to speak in English class.
Finally, in order to help students gain more knowledge of some linguistics aspects such as vocabulary and grammar, it is also important that teachers teach the elements explicitly. This way is expectedly contribute to the development of the students’ speaking in English.
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70 5.2.2 Recommendations
In line with the topic under discussion, there are two recommendations for further researchers to enhance the richness of aspects related to the students’ anxiety to speak English in the classroom. First, since the number of subjects in this study only limited to one classroom, the future research would be better to be conducted on a larger scale, so that the study gain more perspectives in a broader and various subjects.
Second, it remains an issue whether these strategies (using mime or gesture, appealing for help and code switching) are effective for reducing foreign language anxiety and promoting foreign language learning. Further research is highly recommended to develop certain criterion to assess coping strategies for foreign language anxiety and to investigate strategy effectiveness. Future work in this area may also lead to a more effective foreign language learning through a better management of learners’ foreign language anxiety. Thus, in order to examine all the details of the findings in this study, it is advisable to incorporate observations, interviews, with other qualitative, quantitative and or ethnographic approaches.
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Kondo, Ling (2004). Strategies for Coping with Language Anxiety: the case of students of English in Japan. ELT Journal Volume 58. (http://eltj.oxfordjournals.org/content/58/3/258.abstract)
Kurihara, Nuriko. (2006). Classroom Anxiety: How Does Student Attitude Changein English Oral Communication Class in Japanese Senior High School?. Accents Asia (Online), 1 (1), P. 34-68
Luoma Sari (2006). Assessing Speaking. Cambridge University Press
Liu, Meihua. (2007). Anxiety in Oral English Classroom: A Case Study in China. Indonesian Journal of English Language Teaching, Vol 3: P. 119-134. (http://lib.atmajaya.ac.id/default.aspx?tabID=61&src=a&id=104923)
Liu, M,. and Huang, W. (2010). An Exploring of Foreign Language Anxiety and English Learning Motifation. Education Research International. (http://www.hindawi.com/journals/edu/2011/493167/
MacIntyre, P.D. and Gardner, R.C. (1989). Anxiety and Second Language learning: Toward a theoretical Clarification. Language Learning, 39: P. 251-275. (http://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1989.tb00423.x/)
MacIntyre, P.D. and Gardner, R.C. (1991). Methods and Result in the Study of Anxiety and Second Language Learning. A Review of the Literature Language Learning, 41, 85-117.
Maxwell, Joseph, A. (1996). Qualitative Approach Design: An Interactive Approach. London: Sage Publication.
Nunan, D. (1992). Research Method in Language Learning. Cambridge. New York.
Nunan, D. (2000). Language Teaching Methodology. Pearson Education Limited. Ohata, Kota. (2005). Potential Sources of Anxietyfor Japannese Learner of
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Students’ Anxiety In Speaking English
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Students in the US. TESL-EJ volume 9 number 3. Retrieved on
Descember, 2011 from
http://www.tesl-ej.org/wordpress/issues/volume9/ej35/ej35a3/
Park, H. and Lee, Adam, R. (2004). L2 Learners’ Anxiety, Self-Confidence and Oral Performance. Kursan National University. Concprdia University. Plat, and Richard. (1992). Language Learning Strategies in Foreign Language
Learning and Teaching. TESEL Jornal.
(http://www.japantesoljournal.jp/styled-6/)
Riasati, M. J., (2001). Language Learning Anxiety from EFL Learners’ Perspective. Middle-East Journal of Scientific Research 7(6): 907-914
Samanhudi, Udi. (2011). Researching students’ critical thinking in argumentative text. (A case study in one state University in Serang, Banten). Unpublished thesis at the English Department, Postgraduate Studies, UPI.
Sawyer, C. and Behnke, R. (2002). Behavioral Inhibition and the Communication
of Public Speaking State Anxiety.
(http://www.tandfonline.com/doi/abs/10.1080/10570310209374747)
Silverman, D. ((2005). Doing Qualitative Research. Second Edition: London Sage Publication.
Stroud, C. and Wee, L. (2006). Anxiety and Identity in the language Classroom.
SAGE, Retrived on October 11, 2011 from
http://www.sagepublication.com
Speilberger, C.D. (1983). Anxiety. New York: Academic Press.
Storage, H. and Tucker, D. Pamela. (2002). Teachers evaluation and Students Learning. Association for Supervision and Curriculum Development. Alexandria. USA.
Tanveer, Muhammad. (2007). Investigation of the factors that cause language anxiety for ESL/EFLlearners in learning speaking skills and the influence it casts on communication in the target language.
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Students’ Anxiety In Speaking English
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Unpublished Doctoral Dissertation. University of Glasglow. United Kingdom.
Thornbury, S. and Slade, D. (2006). Conversation: From Description to Pedagogy. Cambridge University Press.
Thornbury, Scott. (2005). How to Teach Speaking. Malaysia: Longman.
Togatorop, Erikson. (2009). Students’ Obstacle in Practicing Speaking English. (A case study at Batam Polyhtecnic. Unpublished thesis at the English Department, Postgraduate Studies, UPI.
Widianingsih, Silvi. (2011). Classroom Interaction in Senior and Vacational High School: A Case Study in a Senior High School and a Vocational School in Bandung). Unpublished thesis at the English Department, Postgraduate Studies, UPI.
Worde, R.V. (2003). Students’ Perception on Foreign Language Anxiety. Virginia
Community College System.
(http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-worde.html) Yani. (2008). English Learning Difficulties Faced by the Students at the Second Year of SMP N 2 Pagetan Banjarnegara.Unpublish thesis at the English Department, Muhamadiyah University of Surakarta.
Ya-ni, zhang. (2007). Communication Strategies and Foreign Language Learning. US-China Foreign Language, 5(4): 43-48. (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.2984&r ep=rep1&type=pdf)
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Hunter, James. (2011). ‘Small Talk’ : Developing Fluency, Accuracy and
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Kondo, Yusuke. (2009). A Study on Relationship between Language Anxiety and Proficiency: In a Case Study in a Case of Japanese Learner of English. Waseda University. (http://www.paaljapan.org/resources/proceedings/PAAL10/pdfs/kond o.pdf)
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Students’ Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu
73 Kondo, Ling (2004). Strategies for Coping with Language Anxiety: the case of students of English in Japan. ELT Journal Volume 58. (http://eltj.oxfordjournals.org/content/58/3/258.abstract)
Kurihara, Nuriko. (2006). Classroom Anxiety: How Does Student Attitude Changein English Oral Communication Class in Japanese Senior High School?. Accents Asia (Online), 1 (1), P. 34-68
Luoma Sari (2006). Assessing Speaking. Cambridge University Press
Liu, Meihua. (2007). Anxiety in Oral English Classroom: A Case Study in China. Indonesian Journal of English Language Teaching, Vol 3: P. 119-134.
(http://lib.atmajaya.ac.id/default.aspx?tabID=61&src=a&id=104923)
Liu, M,. and Huang, W. (2010). An Exploring of Foreign Language Anxiety and English Learning Motifation. Education Research International. (http://www.hindawi.com/journals/edu/2011/493167/
MacIntyre, P.D. and Gardner, R.C. (1989). Anxiety and Second Language learning: Toward a theoretical Clarification. Language Learning, 39: P. 251-275. (http://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1989.tb00423.x/)
MacIntyre, P.D. and Gardner, R.C. (1991). Methods and Result in the Study of Anxiety and Second Language Learning. A Review of the Literature Language Learning, 41, 85-117.
Maxwell, Joseph, A. (1996). Qualitative Approach Design: An Interactive Approach. London: Sage Publication.
Nunan, D. (1992). Research Method in Language Learning. Cambridge. New York.
Nunan, D. (2000). Language Teaching Methodology. Pearson Education Limited. Ohata, Kota. (2005). Potential Sources of Anxietyfor Japannese Learner of
(4)
Septy Indrianty, 2012
Students’ Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu
74 Students in the US. TESL-EJ volume 9 number 3. Retrieved on
Descember, 2011 from
http://www.tesl-ej.org/wordpress/issues/volume9/ej35/ej35a3/
Park, H. and Lee, Adam, R. (2004). L2 Learners’ Anxiety, Self-Confidence and
Oral Performance. Kursan National University. Concprdia University. Plat, and Richard. (1992). Language Learning Strategies in Foreign Language
Learning and Teaching. TESEL Jornal.
(http://www.japantesoljournal.jp/styled-6/)
Riasati, M. J., (2001). Language Learning Anxiety from EFL Learners’ Perspective. Middle-East Journal of Scientific Research 7(6): 907-914
Samanhudi, Udi. (2011). Researching students’ critical thinking in argumentative
text. (A case study in one state University in Serang, Banten).
Unpublished thesis at the English Department, Postgraduate Studies, UPI.
Sawyer, C. and Behnke, R. (2002). Behavioral Inhibition and the Communication
of Public Speaking State Anxiety.
(http://www.tandfonline.com/doi/abs/10.1080/10570310209374747)
Silverman, D. ((2005). Doing Qualitative Research. Second Edition: London Sage Publication.
Stroud, C. and Wee, L. (2006). Anxiety and Identity in the language Classroom.
SAGE, Retrived on October 11, 2011 from
http://www.sagepublication.com
Speilberger, C.D. (1983). Anxiety. New York: Academic Press.
Storage, H. and Tucker, D. Pamela. (2002). Teachers evaluation and Students Learning. Association for Supervision and Curriculum Development. Alexandria. USA.
Tanveer, Muhammad. (2007). Investigation of the factors that cause language anxiety for ESL/EFLlearners in learning speaking skills and the influence it casts on communication in the target language.
(5)
Septy Indrianty, 2012
Students’ Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu
75 Unpublished Doctoral Dissertation. University of Glasglow. United Kingdom.
Thornbury, S. and Slade, D. (2006). Conversation: From Description to Pedagogy. Cambridge University Press.
Thornbury, Scott. (2005). How to Teach Speaking. Malaysia: Longman.
Togatorop, Erikson. (2009). Students’ Obstacle in Practicing Speaking English.
(A case study at Batam Polyhtecnic. Unpublished thesis at the English Department, Postgraduate Studies, UPI.
Widianingsih, Silvi. (2011). Classroom Interaction in Senior and Vacational High School: A Case Study in a Senior High School and a Vocational School in Bandung). Unpublished thesis at the English Department, Postgraduate Studies, UPI.
Worde, R.V. (2003). Students’ Perception on Foreign Language Anxiety. Virginia
Community College System.
(http://www.vccaedu.org/inquiry/inquiry-spring2003/i-81-worde.html) Yani. (2008). English Learning Difficulties Faced by the Students at the Second Year of SMP N 2 Pagetan Banjarnegara.Unpublish thesis at the English Department, Muhamadiyah University of Surakarta.
Ya-ni, zhang. (2007). Communication Strategies and Foreign Language Learning. US-China Foreign Language, 5(4): 43-48. (http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.87.2984&r ep=rep1&type=pdf)
(6)
Septy Indrianty, 2012
Students’ Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu