STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES(A Study in One of Vocational Schools in Sukabumi).
Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
STUDENTS’ TEST ANXIETY:
ITS SOURCES AND THEIR COPING STRATEGIES
(A Study in One of Vocational Schools in Sukabumi)A THESIS
by :
RASI YUGAFIATI 1200910
SCHOOL OF POSTGRADUATE STUDIES
INDONESIA UNIVERSITY OF EDUCATION
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
BANDUNG
2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
LEMBAR HAK CIPTA
oleh
Rasi Yugafiati
1200910
diajukan untuk memenuhi sebagian syarat untuk memperoleh gelar Magister Pendidikan Pendidikan Bahasa Inggris
© Rasi Yugafiati 2015 Universitas Pendidikan Indonesia
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Hak Cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian, dengan di cetak ulang, difotokopi, atau cara lainnya tanpa izin dari penulis.
APPROVAL SHEET
STUDENTS’ TEST ANXIETY:
ITS SOURCES AND THEIR COPING STRATEGIES
(A Study in One of Vocational Schools in Sukabumi)
has been approved by;
Main Supervisor
Dr. Dadang Sudana, M.A
NIP.196009191990031001
The Head of English Education Program of School of Postgraduate Studies
Indonesia University of Education
Pupung Purnawarman, M.S.Ed, Ph.D
NIP. 196810131998031001
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu ABSTRACT
This thesis reports the study on the anxiety faced by the students in one of vocational schools in Sukabumi. This study is concerned with the anxiety levels experienced by the students, the sources of their anxiety, and their strategies to reduce the anxiety. The research is mainly qualitative with some descriptive statistics which employed some data collection techniques: two questionnaires, interview, classroom observation, and document analysis. The data were analyzed by way of reducing, displaying, and interpreting data. This study reveals, first, that the students experience high anxiety in facing the final examination on English. Most of the students experience a high level of test anxiety. The second, for the test anxiety, it is found that the sources coming from people’s view, preparation, procrastination, expectation, negative
consequences/ negative thinking, personal problem, time pressure, format usage, students’ age, students’ familiarity with testing condition, testing situation factors, and not mastering the skill. The last is that the students’ coping strategies are various. The coping strategies are active coping, planning, suppression of competing activities, restraint coping, seeking social support for instrumental reasons, seeking social support for emotional reasons, positive reinterpretation & grow, acceptance, turning to religion, focus on & venting of emotions, denial, behavioral disengagement, and mental disengagement. Based on the explanations above, it could be concluded that test anxiety tend to be experienced by every students which appear in a high or a low level of anxiety. Coming from various sources when facing the final examination on English, the students have their own strategies which they use to reduce the anxiety.
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu TABLE OF CONTENTS
APPROVAL SHEET….………
ABSTRACT………...……… i
DECLARATION………...……… ii
PREFACE……….. iii
ACKNOWLEDGEMENTS………..……… iv
TABLE OF CONTENTS………..……… v
LIST OF TABLES………. xiv
LIST OF PICTURES………...………. xvi
CHAPTER 1 INTRODUCTION……….. 1
1.1 Background of the study……….. 1
1.2 The Research Problems……… 2
1.3 The Purpose of the Study………. 2
1.4 Limitation of the Study………. 2
1.5 Significance of the Study………...…….……….. 3
1.6 The Research Method………. 3
1.7 Clarifications of Terms………...……….. 3
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
CHAPTER II THEORETICAL FOUNDATION………... 6
2.1 Anxiety………... 6
2.1.1 The Nature of Anxiety……… 6
2.1.2 The Nature of Language Anxiety ……….. 8
2.1.3 The Level of Anxiety………. 9
2.1.4 The Sources of Anxiety………. 10
2.1.4.1 People’s views……….. 10
2.1.4.2 Lack of Preparation………... 12
2.1.4.3 Procrastination……… 13
2.1.4.4 Expectation………. 14
2.1.4.5 Negative consequences/ negative thought……….. 15
2.1.4.6 Personal problems……… 16
2.1.4.7 Time pressure……….. 16
2.1.4.8 Format usage………... 17
2.1.4.9 Students’ age………... 18
2.1.4.10 Students’ familiarity with testing condition……… 19
2.1.4.11 2.1.4.12 Testing situation factors………. Unmastery the skill………….……….... 20 21 2.2 The Strategies to Deal with Anxiety ………... 22
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
2.2.2 Planning………... 22
2.2.3 Suppression of competing activities………... 23
2.2.4 Restrain Coping……….. 23
2.2.5 Seeking social support for instrumental reasons ……… 24
2.2.6 Seeking social support for emotional reasons………. 24
2.2.7 Positive Reinterpretation & Grow……….. 24
2.2.8 Acceptance………... 25
2.2.9 Turning to Religion………. 25
2.2.10 Focusing on and venting of emotions………. 25
2.2.11 Denial………... 26
2.2.12 Behavioral Disengagement………. 26
2.2.13 Mental disengagement……… 26
2.3 Test……….... 27
2.3.1 Test and Anxiety……….. 27
2.3.2 The Nature of Test Anxiety……….. 29
2.3.3 The Components of Test Anxiety………... 30
2.3.4 Academic Performance………... 32
2.3.5 Test Anxiety and Academic Performance ………. 32
2.4 Relevant Studies……… 33
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
CHAPTER III RESEARCH METHOD………...………... 37
3.1 Research Design……...………. 37
3.2 Site and Participants………. 38
3.2.1 The Site………... 38
3.2.2 The Participants……….. 38
3.3 Data Collection Method……….. 38
3.3.1 3.3.1.1 Questionnaires / Instruments………... Test Anxiety Inventory of Academic Success Center related to The Components of Test Anxiety in Cassady’s Theory ……..……… 38 39 3.3.1.2 COPE inventory by Carver et al (1989)……….. 49
3.3.2 Interview……….. 57
3.3.3 Class Observation………. 57
3.3.4 Document Analysis………. 58
3.3.5 Study Agenda……… 58
3.4 Data Analysis………. 58
3.4.1 Data Reduction……… 59
3.4.2 Data Display……… 59
3.4.3 Drawing Conclusion………... 59
3.5 Concluding Remark……….. 60
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
4.1 Anxiety Level………..……… 61
4.2 The Sources of Anxiety………..………... 64
4.2.1 People’s view……….. 64
4.2.2 Preparation………... 67
4.2.3 Procrastination ………... 69
4.2.4 Expectation……….. 71
4.2.5 Negative consequences/ negative thought...………... 73
4.2.6 Personal problems ……… 76
4.2.7 Time Pressure……….. 81
4.2.8 Format Usage……….. 82
4.2.9 Students’ age………... 84
4.2.10 Students’ familiarity with testing condition……… 86
4.2.11 Testing situation factors ………. 87
4.2.12 Unmastery the skill……….. 89
4.3 The Coping Strategies to Reduce Students’ Anxiety in Facing a Test………....……… 91
4.3.1 Active Coping………. 91
4.3.2 Planning……….. 93
4.3.3 Suppression of competing activities………... 94
4.3.4 Restraint Coping………. 96
4.3.5 Seeking social support for instrumental reasons……… 97
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
4.3.7 Positive reinterpretation & grow……… 100
4.3.8 Acceptance………... 102
4.3.9 Turning to religion……….. 103
4.3.10 Focus on & venting of emotions……… 105
4.3.11 Denial……….. 106
4.3.12 Behavioral disengagement……….. 107
4.3.13 Mental disengagement……… 109
4.4 4.5 Discussion……….. Concluding Remark……… 110 121 CHAPTER V CONCLUSIONS AND SUGGESTIONS……… 124
5.1 Conclusions……… 124
5.2 Suggestions……… 126
BIBLIOGRAPHY………... 127
APPENDICES………..
Appendix 1 Keputusan Direktur SPS UPI tentang Pengangkatan Pembimbing
Penulisan Tesis Program Magister (S2) SPS UPI Angkatan Tahun 2012
(Decree)……….………...
Appendix 2 Permohonan Ijin Melakukan Studi Lapangan/Observasi
140
140
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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(License)…………..………..... Appendix 3 Surat Keterangan Melaksanakan Penelitian (Reference /
Certificate)……..………...
Appendix 4 Instrumen Skala COPE: Nama Skala dan Pokok-pokoknya (COPE
instrument)………
Appendix 5 Instrumen Test Anxiety Inventory (Test Anxiety Inventory
Instrument)………...……….
Appendix 6 Contoh Jawaban Partisipan terhadap Instrumen Skala COPE:
Nama Skala dan Pokok-pokoknya (The Sample of Participant’s
Answer of COPE Instrument)….……….
Appendix 7 Contoh Jawaban Partisipan terhadap Test Anxiety Inventory
Instrument (The Sample of Participant’s Answer of Test Anxiety
Inventory Instrument)……….
Appendix 8 Contoh Jawaban Wawancara Partisipan terhadap Skala COPE
Instrument (The Sample of Participant’s Interview Answers about COPE Instrument) …...... Appendix 9 Contoh Jawaban Wawancara Partisipan terhadap Test Anxiety
Inventory Instrument (The Sample of Participant’s Interview Answers about Test Anxiety Inventory Instrument …..………. Appendix 10 Daftar Nama Siswa (Attendance List)………...……….. Appendix 11 Rekapitulasi Nilai Pengetahuan Semester Genap Tahun 2014/2015
143
144
149
153
155
157
164
169
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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dan Keterampilan Semester Genap Tahun 2014/2015 (Students’
Scores)….………..
Appendix 12 Rekapitulasi Nilai Sikap Semester Genap Tahun
2014/2015(Students’ Scores)………..………..
Appendix 13 Rencana Pelaksanaan Pembelajaran (RPP) (Lesson Plan) … Appendix 14 Silabus Mata Pelajaran Bahasa Inggris (Syllabus)……….
Appendix 15 A Test Anxiety Inventory and COPE
Inventory………..………... Appendix 16 Appendix 17 Appendix 18 Appendix 19 Appendix 20 Appendix 21 Appendix 22
Assessing Coping Strategies: A Theoretically Based Approach……
Cognitive Test Anxiety and Academic Performance, Cassady-
Johnson’s Theory of Emotionality and Worry………...
Jadwal Mengajar Semester Genap Tahun Pelajaran 2014/2015
(Schedule)…... ……….……….. The Steps to Analyze the Anxiety Levels……… The Steps to Analyze the Sources of Anxiety……… The Steps to Analyze the Coping Strategies………
The Interview of People’s View……….
Appendix 23 The Interview of Preparation………
Appendix 24 The Interview of Procrastination………..
Appendix 25 The Interview of Expectation………
Appendix 26 The Interview of Negative consequences/ negative thought………
Appendix 27 The Interview of Personal Problem………..
171 173 184 189 196 212 238 239 241 243 245 248 250 251 253 258 261 262
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
Appendix 28 The Interview of Time Pressure……….
Appendix 29 The Interview of Format Usage……….
Appendix 30 The Interview of Students’ Age………..
Appendix 31 The Interview of Students’ familiarity with testing condition……….. Appendix 32 The Interview of Testing Situation Factors……… Appendix 33 The Interview of Don’t Master The Skill………..
Appendix 34 The Interview of Active Coping………
Appendix 35 The Interview of Planning………..
Appendix 36 The Interview of Suppression of competing activities……….
Appendix 37 The Interview of Restraint Coping………..
Appendix 38 The Interview of Seeking Social Support for Instrumental Reason..
Appendix 39 The Interview of Seeking Social Support for Emotional Reason… Appendix 40 The Interview of Positive Reinterpretation and Grow……….
Appendix 41 The Interview of Acceptance……….
Appendix 42 The Interview of Turning to Religion………
Appendix 43 The Interview of Focus On and Venting of Emotions……….
Appendix 44 The Interview of Denial……….
Appendix 45 The Interview of Behavioral Disengagement……… Appendix 46 The Interview of Mental Disengagement………..
263
264
265
266
267
269
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273
275
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279
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283
285
286
287
289
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu LIST OF TABLES
Table 3.1 The Sources of Anxiety and the Components of Test Anxiety…………. 39
Table 3.2 COPE Inventory ………….……….………….………….………….…….. 50
Table 3.3 Time schedule of Study Agenda.………….………….…………...………. 58
Table 4.1 Anxiety Levels…….………….……...……….………….…………... 61
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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Table 4.3 Preparation ………...……….………….………...……….….. 68
Table 4.4 Procrastination……….………….………....………... 70
Table 4.5 Expectation……….………….………....………... 71
Table 4.6 Negative consequences/ negative thought……….………….……… 73
Table 4.7 Personal problem ……….………….………....……… 76
Table 4.8 Time pressure……….………….………....……….. 81
Table 4.9 Format usage……….………….………....……….. 82
Table 4.10 Students’ age……….………….………....………... 84
Table 4.11 Students’ familiarity with testing condition……….………….……… 86
Table 4.12 Testing situation factors……….………….………....………….. 87
Table 4.13 Unmastery the skill…..……….………….………..……….. 89
Table 4.14 Active Coping……….………….………....………. 92
Table 4.15 Planning……….………….………....……….. 93
Table 4.16 Suppression of competing activities ……….………….………... 95
Table 4.17 Restraint Coping……….………….………....……….. 96
Table 4.18 Seeking social support for instrumental reasons……….……….. 98
Table 4.19 Seeking social support for emotional reasons……….……….. 99
Table 4.20 Positive reinterpretation & grow……….………….………....…. 101
Table 4.21 Acceptance……….………….………....……….. 102
Table 4.22 Turning to religion……….………….………....……….. 104
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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Table 4.24 Denial……….………….………....………... 106
Table 4.25 Behavioral disengagement……….………….………....……….. 108
Table 4.26 Mental disengagement……….………….………....………. 109
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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Picture 4.1 Class Observation When the Participants are Studying English………….. 63 Picture 4.2 Class Observation When the Participants are Studying English ………….. 91
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu CHAPTER 1
INTRODUCTION
This study investigates vocational students’ anxiety in one of vocational schools in Sukabumi. The topics of this chapter are the background of the study, the research problems, the purpose of the study, the limitation of the study, the significance of the study, the research method, the clarifications of terms, and the thesis organization.
1.1Background of the study
Since test functions as a tool for checking students’ competencies, it becomes an important part of evaluation at schools. It can be proved that test is used for students of primary schools, junior high schools, senior high schools, vocational schools, and universities. The significance of test as one of the instruments in measuring competences at schools in evident in Permendikbud No. 104 in 2014. Test is given to first graders pf primary school to further levels of study.
Teachers use many strategies in testing their students. The students are expected to have good marks. However, when taking a test, some students may feel anxious. This phenomenon may make the test inaccurate measure of students’ competence. Some experts try to find out appropriate methods to measure the construct by considering the impact of test anxiety to reveal the phenomena (Cassady, 2001).
Test anxiety gives effects in increasing physical and psychological problems. The physical and psychological problems influence the academic performance. Test anxiety can disturb enthusiasm and focus of the students, add failure in doing the test, and cause difficulties in remembering the material which already learned (Trifoni & Shahini, 2011). To fill the gap in study of test anxiety
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
done by experts, researcher deals with test anxiety, its sources, and the strategies to reduce the anxiety.
Some students may feel high anxious when dealing with evaluative situation. Their anxiety is rarely appear that influence their academic performance. Students’ anxieties occasionally are so too much which disturbs their learning and daily performances (Miri et al., 2013).
It is important to know the sources of this anxiety. Hopefully, after knowing the sources of anxiety, teachers and students can work together to overcome the anxiety. It is expected that the anxiety can be controlled and the test that has function as benchmark of students’ competence can be more optimal in checking and detecting their skills. Based on the explanation above, the researcher determines to carry a study about “Students’ Test Anxiety: Its Sources and Their Coping Strategies (A Study in One of Vocational Schools in Sukabumi)”.
1.2The Research Problems
Based on the problem identified above, this study has attempted to find answers to the following questions.
1. What are the anxiety levels experienced by the students? 2. What are the sources of students’ anxiety?
3. What are the strategies used to reduce the anxiety?
1.3The Purpose of the Study
Departing from the problems mentioned above, this study aims at: 1. Investigating the anxiety levels experienced by the students. 2. Investigating the sources of students’ anxiety
3. Finding out the strategies to reduce students’ anxiety
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
This study focuses on investigating the anxiety faced by the students in one of the vocational schools in Sukabumi. This study concerns with the anxiety levels experienced by the students, the sources of the students’ anxiety, and the strategies to reduce the students’ anxiety.
1.5Significance of the Study
With regard to the significance of the study, this research has potential contribution to the theory, education and professional practices. Theoretically, this study is expected to enrich the literature on students’ anxiety. Practically, this study provides information related to students’ anxiety in facing test. Professionally, this investigation of students’ anxiety in facing English test hopefully can broaden the insight into the issue of language anxiety.
After knowing the sources of anxiety, teachers and students can work together to overcome the anxiety. Hence, the anxiety can hopefully be controlled and the test that has the function as the benchmark of students’ competence can be more optimal in checking and detecting students’ skills.
1.6The Research Method
This research is mainly qualitative with some descriptive statistics. Descriptive statistics can be defined as a way of a group presented on the interval scale measures by numerical representations accurately (Brown, 1988). This study is conducted in a class of first graders in a vocational school in Sukabumi, West Java.
This study employs some data collection techniques, using two questionnaires as instruments, interview, classroom observation, and document analysis as triangulation. The data analysis in this study is conducted over the course. All the data gained from the data collections are analyzed gradually. The data from questionnaires are transcribed and subsequently categorized, then
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu
interpreted to answer the research questions. The triangulations from interview, classroom observation, and document analysis are also interpreted descriptively.
1.7Clarifications of Terms
There are some operational terms which are used in this study: anxiety, language anxiety, test anxiety, anxiety level, sources of anxiety, and coping strategies. Each term is defined as follows:
a. Anxiety
“An emotional component of human beings that manifests itself in life endeavors in form of worry and restlessness “(Olatoye, 2009).
b. Language Anxiety
“The feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening, and learning” (MacIntyre & Gardner, 1994).
c. Test Anxiety
“An experience which expresses itself in candidate’s mind and behavior in form of fear of failure, negative self evaluation in relation to one’s previously established standard, self-blame for perceived shortcomings, social evaluation in relation to one’s estimate of how others are doing and negative prediction of what will be the outcome of a test” (Olatoye, 2009).
d. Anxiety level
“The degree of arousal in relation to one’s adaptation level will determine or not there will be a positive or negative affective experience” (Spielberger and Sarason, 1985 cited in Nemati, 2012).
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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“At the deepest or global level, anxiety is viewed as a permanent trait, as some people are predisposed to be anxious. At a more local or situational level, anxiety can be experienced in response to a particular situation or act” (Brown, 1994 cited in Ohata, 2005).
e. Sources of Anxiety
“Some potential sources of language anxiety which are associated with the learner, some with the teacher, and some with the instructional practice” (Young, 1991).
f. Coping
“The process of executing the response to the threat” (Carver, et al., 1989). The anxiety level and the sources of students’ anxiety are measured by an instrument adapted from A Test Anxiety Inventory of Academic Success Center, University of Iowa. The strategies to reduce students’ anxiety are measured by an instrument adapted from COPE Scale which is a theoretically based approach by C. Carver, M. Scheier, and J. Weintraub. Those are supported by interview, class observation, and document analysis as triangulation.
1.8Thesis Organization
This thesis is organized into five chapters. Chapter 1 gives a general description of the introduction to the topic of the research. This chapter introduces the background of the study, the research questions, the purpose of the study, the limitation of the study, significance of the study, the research method, the clarifications of the term, and the thesis organization.
Chapter 2 describes the theories which support the study. It covers the theories relevant to the purpose of the study. It includes the discussion of the
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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nature of anxiety, strategy to deal with anxiety, test, relevant studies, and concluding remark.
Chapter 3 discusses the methodology of the research that include research questions, research design, research setting and participants, data collection and data analysis. The samples of the instruments are also presented in this chapter.
Chapter 4 elaborates the findings of the research and their discussion from questionnaires as instruments, and interview, classroom observation, and document analysis as triangulation.
Chapter 5 illustrates conclusion of the research, the implication and the recommendations for further research.
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu CHAPTER III RESEARCH METHOD
This chapter elaborates the methodological aspects of the study. The elaboration covers research design, definitions of key terms, site and participants, data collection methods, data analysis to find answer 1) the anxiety levels of students; 2) the sources of anxiety; and 3) their coping strategies. This chapter ends in concluding remarks.
1.1Research Design
The research is mainly qualitative with some descriptive statistics. Descriptive statistics can be defined as a way in which group is presented on the interval scale measures by numerical representations accurately (Brown, 1988). In this study, the researcher has an opportunity to reveal complex and also holistic picture about the problems of anxiety levels experienced by students, the sources of students’ anxiety, and the strategies used to reduce the anxiety. It gives the researcher an opportunity to study the phenomenon of test anxiety, its sources, and the strategies to reduce the anxiety in a class of a vocational school in Sukabumi, West Java.
The investigation is conducted in details by collecting data from various sources of information (Cresswell, 1994). Therefore, the research uses questionnaires, interview, class observation, and document analysis.
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Rasi Yugafiati, 2015
STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
Universitas Pendidikan Indonesia | \.upi.edu perpustakaan.upi.edu 3.2 Site and Participants
3.2.1 The Site
The study was conducted in a vocational school in Sukabumi, West Java. The school has been selected for several purposes. The vocational school is considered by many people as a favorite vocational school in Sukabumi.
3.2.2 The Participants
There is 1 class of first grade that took part in this research. The class is X Jasa Boga 3 / Cooking Class Department. The X Jasa Boga 3 / Cooking Class Department students are expected to have good grades in every subject, including English. There are 33 students in the class. They are eight male and twenty five female students. So there are 33 participants who take part in this study. They are about 16 years old. Their families mostly believe that the X Jasa Boga 3 / Cooking Class Department is one of favorite departments in vocational schools in Sukabumi.
3.3Data Collection Method
To improve the validity, triangulation data collection using questionnaires, interview, class observation and document analysis have been implemented (Patton, 1980; Alwasilah, 2000).
3.3.1 Questionnaires / Instruments
There are two questionnaires taken to reveal the phenomena of test anxiety, its sources, and its coping strategies. First, this research employs Test
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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Anxiety Inventory taken from Academic Success Center, University of Iowa which relates to worry and emotionality theory of Cassady (2001) as the components of test anxiety. The questionnaire is taken to reveal the phenomena of anxiety level experienced by the students and its sources. Second, the research also employs COPE inventory by Carver et al (1989) to reveal the phenomenon of how students deal with test anxiety. The Test Anxiety Inventory of Academic Success Center, University of Iowa is available in Appendix 15. COPE inventory of Carver et al (1989) is available in Appendix 16. Cassady-Johnson’s Theory of Worry and Emotionality is available in Appendix 17.
3.3.1.1Test Anxiety Inventory of Academic Success Center related to The components of test anxiety in Cassady’s Theory
Table 3.1 below is the Test Anxiety Inventory taken from Academic Success Center, University of Iowa which relates to worry and emotionality theory of Cassady (2001) as the components of test anxiety. The questionnaire is taken to reveal the phenomena of test anxiety level and its sources. Here is also provided item numbers which categorize the answers for easier identification and explanation.
Table 3.1
The Sources of Anxiety and the components of test anxiety
The Sources of Anxiety Item numbers The components of test anxiety
Total of item numbers People’s view 3, 10, 16, 17, 25,
32, 41, 46, 47
Worry, Worry, Worry, Worry, Worry, Worry, Worry, Worry, Worry
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Preparation 11, 18, 42 Worry, Worry, Worry 3
Procrastination 1, 30 Worry, Worry 2
Expectation 8, 31, 35 Worry, Worry, Worry 3
Negative consequences/ negative thought
2, 4, 9, 15, 23, 28, 38, 49
Worry, Worry, Worry, Worry,
Worry, Worry, Worry, Worry 8
Personal problem 5, 12, 19, 20, 22, 26, 27, 29, 33, 34, 36, 37, 39, 40, 43, 50
Emotionality, Emotionality, Emotionality, Worry, Worry, Worry, Emotionality, Worry, Worry, Emotionality, Worry, Worry, Emotionality, Worry, Emotionality, Worry
16
Time pressure 48 Worry 1
Format usage 7, 45 Worry, Worry 2
Students’ age 44 Worry 1
Students’ familiarity with
testing condition
6 Worry 1
Testing situation factors 13, 21 Worry, Worry 2
Unmastery the skill 14, 24 Worry, Worry 2
Total ( ∑ ) 50
Questionnaire of Test Anxiety Inventory is taken from Academic Success Center, University of Iowa.
Worry and emotionality as The components of test anxiety are based on Cassady (2001).
There are nine questions that are related to the theory of people’s view as the source of anxiety. They are questions no. 3, 10, 16, 17, 25, 32, 41, 46, and 47. Question no. 3: People (family, friends, etc.) are counting on me to do well. No. 10: Even though I don’t always think about it, I am concerned about how others will view me if I do poorly. No. 16: I know I could outscore most people if I could just get myself together. No. 17: People will question my ability if I do poorly. No. 25: If I score low, I am not going to tell anyone exactly what my score was. No. 32: If my score is low, my parents will be very disappointed. No. 41: My friends will be disappointed in me if my score is low. No. 46: I am going to find
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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out how others did before I announce my score. No. 47: Some people I know will be amused if I score low, and this bothers me. These item numbers were in line with the theories of some experts. It is supported by the study of researchers in UTM which reveals that thought disruption becomes the main expression of anxiety among senior students (Raof et al, 2010). Family and interpersonal view also gives influence in test anxiety (Zeidner, 1998 in Fitria, 2013). Some students worry being negatively evaluated by their friends. It is in line with Horwitz et al (1986:130) which explain that anxious students are also afraid of being less competent than other students or being negatively evaluated by them. Test anxiety which is caused by people’s view can be managed by supports of the environments. Teachers, parents, and educational administrators can help students to manage test anxiety effectively (Rana and Mahmood, 2010). All of the items can be categorized as Worry in Cassady’s theory of the components of test anxiety. The items are in line with the explanation that worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of preparation is related to three questions. They are questions no. 11, 18, and 42. No. 11: Worrying about how well I will do interferes with my preparation and performance on tests. No. 18: I never seem to be fully prepared to take tests. No. 42: One of my problems is not knowing exactly when I am prepared for a test. These items were in line with the theories of some experts which state that lack of preparation is one of sources of anxiety. Some students feel anxious because they don’t master the skills of study sufficiently, while the others have insufficient preparation (Damer and Melendres, 2011). It is in line with the explanation by Zeidner (1998) that one of the items related to text anxiety which can influence students’ grades is lack of preparation (Zeidner, 1998 in Fitria, 2013). All of the items can be categorized as Worry in Cassady’s theory of the components of test anxiety. Those items are in line with the explanation that
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
There are two questions that reveal the phenomenon of procrastination. They are questions no. 1 and 30. No. 1: I wish there were some way to succeed without taking tests. No. 30: I wish I could get into a vocation that does not require tests for entrance. These item numbers are in line with the theory of Jaradat about lack of preparation as one of the sources of anxiety. A study by Jaradat (2004) investigates the relationships between test anxiety, procrastination, academic performance and satisfaction with study and compares the effectiveness of two treatment methods in reducing test anxiety. It shows that procrastination gives impact to test anxiety. The two items above can be categorized as Worry in Cassady’s theory ofthe components of test anxiety. Those items are in line with the explanation that worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of expectation is related to three questions. They are questions no. 8, 31, and 35. No. 8: People who do well on tests generally end up in better positions in life. No. 35: After taking a test, I often feel I could have done better than I actually did. No. 31: If I do not do well on a test, I guess it will mean I am not as smart as I though I was. These items are in line with the theory of Horwitz et al (1986) about expectation as one of sources of anxiety. It is because the students believe that if they understand every word, they have any chance of comprehending the message of the test (Horwitz et al, 1986). The three items above can be categorized as Worry in Cassady’s theory ofthe components of test anxiety. Those items are in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
There are eight questions that relate to the theory of negative consequences/ negative thought as the source of anxiety. They are questions no. 2, 4, 9, 15, 23, 28, 38, and 49. No. 2: Getting a good score on one test does not seem to increase my confidence on other tests. No. 4: During a test, I sometimes find myself having trains of thought that have nothing to do with the test. No. 9: Before or during an important exam, I find myself thinking about how much brighter some of the other test-takers are. No. 15: Knowing that my future depends in part on doing well on tests upsets me. No. 23: Tests make me wonder if I will ever reach my goals. No. 28: I sometimes seem to defeat myself (think negative thoughts) whole working on an important test. No. 38: Aside from what others may think of me, I am concerned about my own opinion of myself if I do poorly. No. 49: My test performance is directly connected to my future success and security. These items are in line with other researchers’ theories about negative consequences/ negative thought as one of sources of anxiety. Previous studies show the effect of negative thought to test anxiety. Thinking about negative consequences of a bad score leads to other physiological stresses (Ohata, 2005). Other study shows the phenomenon of test anxiety appears because of unpleasant test experience in the past (Chan and Wu, 2004). Eight items above can be categorized as Worry in Cassady’s theory of the components of test anxiety. Those items were in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions deal with evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of personal problem is supported by sixteen questions. They are questions no. 5, 12, 19, 20, 22, 26, 27, 29, 33, 34, 36, 37, 39, 40, 43, and 50. No. 5: I do not enjoy eating before or after an important test. No. 12: Having to face an important test disturbs my sleep. No. 19: I cannot relax physically before a
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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test. No. 20: I mentally freeze up on important tests. No. 22: I have a hollow, uneasy feeling before taking a test. No. 26: I often fell the need to cram before a test. No. 27: My stomach becomes upset before important tests. No. 29: I start feeling very anxious or uneasy just before getting test results. No. 33: My anxiety about tests makes me want to avoid preparing fully, and this just makes me more anxious. No. 34: I often find my fingers tapping or my legs jiggling while taking a test. No. 36: When taking a test, my emotional feelings interfere with my concentration. No. 37: The harder I work on some test items, the more confused I get. No. 39: My muscles tense up in certain areas of my body when I take a test. No. 40: I do not feel confident and mentally relaxed before a test. No. 43: I often fell physically panicky when I have to take a really important test. No. 50: During tests, I sometimes get so nervous that I forget facts I really know. These item numbers are in line with previous researchers’ theory about personal problems as one of the sources of anxiety. Personal problems are believed as one of the factors, beside negative and irrelevant thoughts, which affect subjects’ study and test anxiety (Busari and Osiki, 2002). Question no. 5, 12, 19, 27, 34, 39, and 43 can be categorized as emotionality in Cassady’s theory ofthe components of test anxiety. These items are in line with the explanation that the high levels of emotionality can be detected through physiological responses or bodily processes appearance during evaluative situation. (Cassady, 2001). On the other hand, item no. 20, 22, 26, 29, 33, 36, 37, 40, and 50 can be categorized as worry, in Cassady’s theory ofthe components of test anxiety. These items are in line with the explanation that Worry (Cognitive test anxiety) is persons’ cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of time pressure is gained by one question. It is question no. 48. No. 48: I think I could do much better on tests if I could take them alone and/or not feel pressured by a time limit. It is in line with a previous study which reveals the phenomena of test anxiety caused by time pressure. It is supported by a
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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study conducted by Ohata (2005) of some Japanese college students in the U.S Under time pressure, the students are expressing anxious feeling while organizing their ideas dealing with a test (Ohata, 2005). The item number above can be categorized as Worry in Cassady’s theory of the components of test anxiety. The item number was in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
There are two questions that reveal the theory of format usage. They are question no. 7 and 45. No. 7: It seems to me that test sessions should not be made the formal, tense situations they are. No. 45: I would rather write a paper than take a test for a grade. These are in line with previous study which reveals the phenomena of test anxiety caused by format usage. One of the study gained by Demirci (2007) shows result that format usage in a test can affect the students’ anxiety. The study reveals a phenomenon that some students think the multiple-choice questions are easier is more convenient than essay questions. It is because they possible to guess the answers by a minimal preparation (Demirci, 2007). The two items above can be categorized as Worry in Cassady’s theory of the components of test anxiety. These items are in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of students’ age is revealed by one question. It is question no. 44. No. 44: I wish teachers understood that some people are more nervous than others when taking tests, and that this could be taken into account when test answers are evaluated. The item is in line with a previous study which reveals the phenomena of test anxiety caused by students’ age. It is explained by an expert that a number of research show that the increase of test anxiety generally happen with school age until university periode, and after that point it starts to decrease
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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(Zeidner, 1998 in Fitria, 2013). The item number above can be categorized as Worry in Cassady’s theory ofthe components of test anxiety. The item number is in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of students’ familiarity with testing condition is gained by one question. It is no. 6. No. 6: I have always dreaded courses in which the teacher has the habit of giving pop quizzes. The item number is in line with a previous study which reveals the phenomena of test anxiety caused by Students’ infamiliarity with testing condition. It is argued that the test anxiety may also be influenced by students’ infamiliarity with testing condition (Birjandi and Alemi, 2010). In more details, their study explains that testing condition includes time constraints and administration procedures. It is also believed that when the students are familiar with the test, it may decrease the test anxiety. It is in line with the statement that the effects of anxiety on cognitive resources can be reduced through preparation and increasing familiarity with the test (Putwain, 2008 in Fitria, 2013). The one item number above can be categorized as Worry in Cassady’s theory of the components of test anxiety. The item was in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
There are two questions that relate to the theory of testing situation factors as the source of anxiety. They are question no. 13 and 21. No. 13: I cannot stand to have people walking around watching me while I take a test. No. 21: Room noises (from lights, heating/cooling systems, other test-takers) bother me. The items are in line with a previous study which reveals the phenomena of test anxiety caused by testing situation factors. The factors which are believed to generate serious cognitive and affective reactions from trait-anxious test takers are
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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testing situation factors (for instance: time pressure, item difficulties, complicated instructions, noisiness, poor condition of health, and many more) (Chen, 2004, as cited in Fitria, 2013). The two items above can be categorized as Worry in Cassady’s theory ofthe components of test anxiety. The items are in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
The theory of unmastery of the skill is supported by two questions. They are questions no. 14 and 24. No. 14: If exams could be done away with, I think I would actually learn more from my courses. No. 24: Tests do not really show how much a person knows. These items are in line with a previous study which reveals the phenomena of test anxiety caused by unmastery of the skill. Some students feel anxious because they don’t master the skills of study sufficiently, while some others have insufficient preparation (Damer and Melendres, 2011). The two items above can be categorized as Worry in Cassady’s theory ofThe components of test anxiety. The items are in line with the explanation that Worry (Cognitive test anxiety) is the person’s cognitive reactions to evaluative situations, or internal conversation on the topic of evaluative situations, in the time before, during, and after evaluative tasks (Cassady, 2001).
Scoring system is an important part of this research. Scoring system joins together in the entire process of test (Amalani, 2005). To find out the level anxiety of the participants, the steps are explained below.
All of sources of anxiety are derived from the statements in the Test Anxiety Inventory. The statements have positive or negative values. A statement is labelled as negative value if it indicates anxiety. It is scored 1. When the statement does not indicate anxiety, it is labelled as positive value. It is scored 0. Then it is inputed into the formula for finding the percentage of anxiety level: ______Total scores___ __ X 100%
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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For example: Preparation is gained from 3 statements. The statements are from items no. 11, 18, and 42. Item no. 11: Saya menghawatirkan kemampuan saya mengerjakan ujian, dan hal ini malah mengganggu persiapan dan penampilan saya ketika ujian (Worrying about how well I will do interferes with my preparation and performance on tests) indicates anxiety. It means that the statement has negative value. If the statement is checklisted () by the participant, it is scored 1. If the statement is given a cross () by the participant, it is scored 0. Item no. 18: Sepertinya saya tak pernah melakukan persiapan secara total untuk menghadapi ujian (I never seem to be fully prepared to take tests) indicates no anxiety. It means that the statement has positive value. If the statement is checklisted () by the participant, it is scored 0. If the statement is crossed () by the participant, it is scored 1. Item no. 42: Salah satu masalah saya adalah tidak tahu tepatnya kapan mempersiapkan diri untuk menghadapi ujian (One of my problems is not knowing exactly when I am prepared for a test) indicates no anxiety. It means that the statement has positive value. If the statement is checklisted () by the participant, it is scored 0. If the statement is crossed () by the participant, it is scored 1. The total participants are 33. The range of total score is 0-99 since there are 3 statements and the participants are 33. If all of them are anxious with their preparation, the total score will be 99 and the percentage will be 100%. The total score is gained by 3 statements x 33 students. Then it is divided by total items (3) x total participants (33). After that, it is multiplied by 100%. In the reality, the total participants respond to the item no. 11 by 20 checklists () and 13 cross (). Since the statement no. 11 indicated has negative value, the score is 20. The total participants respond to item no. 18 by 18 checklists () and 15 cross (). Since the statement no. 18 indicates a positive value, the score is 15. The total participants respond to item no. 42 by 15 checklists () and 18 crosses (). Since the statement no. 42 indicates a positive value, the score is 18. The total score of 20 plus 15 plus 18 is 53. 53 divided by
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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total items (3) x total participants (33) is 0.5353. After that, 0.5353 is multiplied by 100%. The percentage of preparation is 53.53%. 53.53% is categorized as level 5 (51-75%) that means “a bit anxious”. All of the percentages of sources of anxiety and the levels of anxiety are gained by the steps above. After that, all of the percentages are accumulated. The total percentages are 662.73%. Since it is considered that there are 12 sources of anxiety, then 662.73% is divided by 12. The result is 55.23% which is categorized as level 5 (51-75%). It means that their level of anxiety is “a bit anxious”.
The data analysis is based on Sudjana’s explanation (2005:131).
0% = no one of the participants
1-25% = the least of the participants 26-49% = almost a half of the participants 50% = a half of the participants
51-75% = the most of the participants 76-99% = almost all of the participants
100% = all of the participants (Sudjana, 2005:131)
Thus, the analysis is categorized in seven levels. Level 1 (0%) means “very confident”. Level 2 (1-25%) means “confident”. Level 3 (26-49%) means “a bit confident”. Level 4 (50%) means “neutral”. Level 5 (51-75%) means “a bit anxious”. Level 6 (76-99%) means “anxious”. Level 7 (100%) means “very anxious”.
To analyze the sources of anxiety, the researcher also uses the formula of scoring below:
% 100 x n
f
Note:
f = Frequency of respondents’ answers n = Total students x Total statements
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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% = Percentage of each respondent’s answers
Then the results are interpreted by scoring analysis which is the same as Sudjana’s explanation above (Sudjana, 2005).
3.3.1.2COPE inventory by Carver et al
To reveal the phenomenon of the students’ coping strategies to deal with test anxiety, the researcher uses the COPE Inventory by Carver et al (1989). To get a deep understanding of the data, it is formed as a certain pattern. Once the pattern was found, it is supported by the data from the research and displayed in the end of the report.
The researcher only uses 13 conceptually distinct scales developed by Carver et al (1989) since it is stated that “other scales were included because previous research indicates that the coping tendencies they reflect may be of value or may impede adaptive coping” (Carver et al, 1989:268). In this research, the researcher doesn’t include alcohol-drug disengagement scale because the scale is not made by Carver et al (1989) and it is not really relevant with educational setting in the participants’ environment. This is already checked when the instrument of COPE inventory was distributed among the participants in the pilot project.
Table 3.2 below is the pattern of items and scale name of coping strategies to reduce the anxiety.
Table 3.2 COPE Inventory
Item Name of Scale
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5, 6, 7, 8 Planning
9, 10, 11, 12 Suppression of competing activities 13, 14, 15, 16 Restraint Coping
17, 18, 19, 20 Seeking social support for instrumental reasons 21, 22, 23, 24 Seeking social support for emotional reasons 25, 26, 27, 28 Positive reinterpretation & grow
29, 30, 31, 32 Acceptance
33, 34, 35, 36 Turning to religion
37, 38, 39, 40 Focus on & venting of emotions 41, 42, 43, 44 Denial
45, 46, 47, 48 Behavioral disengagement 49, 50, 51, 52 Mental disengagement
Taken from: Assessing Coping Strategies: A Theoretically Based Approach by: C. Carver, M. Scheier, and J. Weintraub. Journal of Personality and Social Psychology 1989, Vol. 56, No. 2, 267-283. Copyright 1989 by the American Psychological Association, Inc.
There are four questions that relate to the theory of Active Coping as a coping strategy. They are question no. 1, 2, 3, and 4. No. 1: I take additional action to try to get rid of the problem. No. 2: I concentrate my efforts on doing something about it. No. 3: I do what has to be done, one step at a time. No. 4: I take direct action to get around the problem. These statements are in line with the explanation that active coping consists of starting direct action, boosting somebody’s efforts, and making an effort to implement a coping attempt in stepwise approach (Carver et al, 1989).
The theory of planning is supported by four questions. They are questions no. 5, 6, 7, and 8. No. 5: I try to come up with a strategy about what to do. No. 6: I make a plan of action. No. 7: I think hard about what steps to take. No. 8: I think about how to best handle the problem. These statements are in line with the theory which says that planning involves coming up with action strategies, considering about what steps to take and how best to handle difficulty (Carver et al, 1989).
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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There are four questions that support the theory of Suppression of competing activities as the coping strategy. They are questions no. 9, 10, 11, and 12. No. 9: I put aside other activities in order to concentrate on this. No. 10: I focus on dealing with this problem, and if necessary let other things slide a little. No. 11: I keep myself from getting distracted by other thoughts or activities. No. 12: I try hard to prevent other things from interfering with my efforts at dealing with this. These statements are in line with the explanation of Carver et al (1989) that suppression of competing activities can be defined as setting aside other assignment, trying to keep away from becoming distracted by other agendas, even letting slide other works, with the purpose of dealing with the stressor. Stressor in this study is identified as test anxiety. Moreover, Carver et al (1989) explain that suppression of competing activities can be categorized as problem focused coping. The students do suppression of competing activities in order to concentrate more on the test.
There are four questions that reveal the phenomenon of Restraint Coping as a coping strategy. They are questions no. 13, 14, 15, and 16. No. 13: I force myself to wait for the right time to do something. No. 14: I hold off doing anything about it until the situation permits. No. 15: I make sure not to make matters worse by acting too soon. No. 16: I restrain myself from doing anything too quickly. These statements are in line with the explanation that restrain coping is waiting until a good chance to take steps, postponing, and not acting impulsively (Carver et al ,1989). Moreover, they explain that the tactic can be called as active coping strategy because the students’ behaviors are focused on dealing effectively with test anxiety. On the other hand, it can also be called a passive strategy because the students restraint themselves and do not take action to deal with the test (Carver et al, 1989).
The theory of seeking social support for instrumental reasons is gained by four questions. They are questions no. 17, 18, 19, and 20. No. 17: I ask people who have had similar experiences what they did. No. 18: I try to get advice from
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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someone about what to do. No. 19: I talk to someone to find out more about the situation. No. 20: I talk to someone who could do something concrete about the problem. According to Carver et al (1989), seeking social support for instrumental reasons can be showed by seeking suggestions, support, or information (Carver et al, 1989). Moreover, Carver et al (1989) assume that seeking social support for instrumental reasons can be categorized as problem-focused coping. The students try to find out the solution for facing the test by seeking suggestion, support, or information from competent people.
The theory of seeking social support for emotional reasons is revealed by four questions. They are questions no. 21, 22, 23, and 24. No. 21: I talk to someone about how I feel. No. 22: I try to get emotional support from friends or relatives. No. 23: I discuss my feeling with someone. No. 24: I seek sympathy and understanding from someone. Carver et al (1989) argue that the person who seeks social support for emotional reasons is trying to find moral support, sympathy, or understanding from people arround them (Carver, 1989). Moreover Carver et al (1989) explain that seeking social support for emotional reasons can be categorized as emotion-focused coping.
There were four questions that support the theory of reinterpretation & grow as a coping strategy. They are questions no. 25, 26, 27, and 28. No. 25: I look for something good in what is happening. No. 26: I try to see it in a different light, to make it seem more positive. No. 27: I learn something from the experience. No. 28: I try to grow as a person as a result of the experience. Positive reinterpretation and grow can be defined as the way people controls suffering emotions (test anxiety) more willingly than dealing with the problem (the test) (Carver et al, 1989). Based on Carver’s theory, the students who use this tactic interpret a stressful feeling about the test in a positive term, which leads them to continue being active or problem-focused.
The theory of acceptance is gained by four questions. They are questions no. 29, 30, 31, and 32. No. 29: I learn to live with it. No. 30: I accept that this has
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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happened and that it can’t be changed. No. 31: I get used to the idea that it happened. No. 32: I accept the reality of the fact that it happened. This recognition of stressful condition can be called as acceptance (Carver et al, 1989). The students who do acceptance realize that the test is something that should be accommodated and faced. The phenomenon of test is a reality, so they have to deal with it.
There are four questions that support the theory of turning to religion as a coping strategy. They are questions no. 33, 34, 35, and 36. No. 33: I seek God’s help. No. 34: I put my trust in God. No. 35: I try to find comfort in my religion. No. 36: I pray more than usual. These statemnets are in line with Carver et al (1989) who explain that turning to religion can be defined as coming back to religion when people feel under pressure. Moreover, they argue that turning to religion can be classified as a source of emotional support (Carver et al, 1989). It means that religion may be a source of emotional support for students in dealing with the test anxiety.
The phenomenon of focus on & venting of emotions is supported by four questions. They are questions no. 37, 38, 39, and 40. No. 37: I get upset and let my emotions out. No. 38: I let my feelings out. No. 39: I feel a lot of emotional distress and I find myself expressing those feelings a lot. No. 40: I get upset, and am really aware of it. These statements are in line with the theory that focusing on and venting of emotions can be defined as the choosing to focus on the distress, problem, or trouble which is faced by somebody, and expressing the emotions (Carver et al, 1989).
There are four questions that show the phenomenon of denial. They are questions no. 41, 42, 43, and 44. No. 41: I refuse to believe that it has happened. No. 42: I pretend that it hasn’t really happened. No. 43: I act as if it hasn’t even happened. No. 44: I say to myself “this isn’t real.” Denial can be explained as expression of people who deal with something which make them feel under pressure through action such as refusing that the reality exists (Carver et al, 1989).
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STUDENTS’ TEST ANXIETY: ITS SOURCES AND THEIR COPING STRATEGIES (A Study in One of Vocational Schools in Sukabumi)
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Moreover, they argue that people who do denial just make another problem (Carver et al, 1989). It means that the students who use denial to deal with test anxiety only create additional problem, trouble, and dilemma. Denial doesn’t provide the solution to face the test.
There are four questions that reveal the theory of behavioral disengagement as a coping strategy. They are questions no. 45, 46, 47, and 48. No. 45: I give up the attempt to get what I want. No. 46: I just give up trying to reach my goal. No. 47: I admit to myself that I can’t deal with it, and stop trying. No. 48: I reduce the amount of effort I’m putting into solving the problem. Behavioral disengagement can be identified as releasing motivation to deal with a problem, even stop trying to reach the aim of it (Carver et al, 1989). Moreover, Carver et al (1989) believe that behavioral disengagement can be identified as helplessness which arises when the students expect poor coping outcomes. This coping tendency can be dysfunctional. This dysfunctional orientation leads the students to give up and stop their effort in facing the test.
The theory of mental disengagement is showed by four questions. They are questions no 49, 50, 51, and 52. No. 49: I turn to work or do other substitute activities to take my mind off things. No. 50: I go to movies or watch TV, and think less about it. No. 51: I daydream about things other than this. No. 52: I sleep more than usual. The students who use the tactics that reflect mental disengagement may escape through daydreaming, sleeping, watching television, playing games or gadgets, surfing in social media etc. to take their mind off the test. Mental disengagement can be identified through many agendas or action which entertain somebody so that he or she forgets the aim of the problem or behavioral dimension (Carver et al, 1989).
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