STUDENTS’ STRATEGIES IN OVERCOMING LANGUAGE ANXIETY IN SPEAKING ENGLISH.
STUDENTS’ STRATEGIES IN OVERCOMING
LANGUAGE ANXIETY IN SPEAKING ENGLISH
A Research Paper
Submitted to the Department of English Education of Faculty of Language and Arts Education of Indonesia University of Education as a Partial Fulfillment of the
Requirements for Sarjana Pendidikan Degree
Hanifia Arlinda
0907305
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF LANGUAGE AND ARTS EDUCATION
INDONESIA UNIVERSITY OF EDUCATION
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Stude ts’ Strategies i Overco i g
Language Anxiety in Speaking English
Oleh Hanifia Arlinda
Sebuah skripsi yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Sarjana pada Fakultas Pendidikan Bahasa dan Seni
© Hanifia Arlinda 2014 Universitas Pendidikan Indonesia
Januari 2014
Hak Cipta dilindungi undang-undang.
Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.
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HANIFIA ARLINDA
STUDENTS’ STRATEGIES IN OVERCOMING LANGUAGE ANXIETY IN
SPEAKING ENGLISH APPROVED BY: Main Supervisor
Dr. Wachyu Sundayana, M.A. NIP. 195802081986011001
Co-Supervisor
Lulu Laela Amalia, M.Pd. NIP. 197504092007102001
Head of Department of English Education Faculty of Language and Arts Education
Indonesia University of Education
Prof. Dr. H. Didi Suherdi, M.Ed. NIP. 196211011987121001
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STUDENTS’ STRATEGIES IN OVERCOMING LANGUAGE ANXIETY IN SPEAKING ENGLISH
ABSTRACT
Main Supervisor: Dr. Wachyu Sundayana, M.A. Co-Supervisor: Lulu Laela Amalia, M.Pd.
This study was conducted to investigate the factors that cause language anxiety in speaking English, as well as the students’ strategies in overcoming language anxiety in speaking English. This study employed descriptive qualitative case study. The participants of this study were 34 students of Language program class in one of senior high schools in Bandung. The data were obtained from questionnaire and interview. The findings showed that the factors caused
language anxiety in speaking English were: fear of speaking class, students’ low
proficiency in speaking English, fear of making mistake, fear of negative evaluation, and self-related cognition. Moreover, the strategies which were used by the students in overcoming their anxiety were: preparation, resignation, relaxation, peer seeking, and positive thinking. Furthermore, those strategies
could reduce the students’ anxiety in speaking English.
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
STRATEGI-STRATEGI YANG DIGUNAKAN OLEH SISWA DALAM MENGHADAPI KECEMASAN BERBAHASA DALAM BERBICARA
BAHASA INGGRIS
ABSTRAK
Pembimbing 1: Dr. Wachyu Sundayana, M.A. Pembimbing 2: Lulu Laela Amalia, M.Pd.
Penelitian ini dilakukan untuk menyelidiki faktor-faktor penyebab kecemasan berbahasa dalam berbicara Bahasa Inggris, dan strategi-strategi yang digunakan oleh siswa dalam menghadapi kecemasan berbahasa dalam berbicara Bahasa Inggris. Penelitian ini menggunakan metode kualitatif deskriptif studi kasus. Partisipan dalam penelitian ini adalah 34 siswa kelas program Bahasa di salah satu sekolah menengah atas di Kota Bandung. Data diperoleh dari kuseioner dan wawancara. Hasil menunjukkan bahwa faktor-faktor yang menyebabkan kecemasan berbahasa dalam berbicara Bahasa Inggris adalah: kecemasan akan kelas speaking, rendahnya kemampuan siswa dalam berbahasa Inggris, ketakutan akan penilaian negative, dan kepercayaan diri. Selain itu, strategi-strategi yang digunakan siswa dalam menghadapi kecemasannya adalah: Preparation,
Resignation, Relaxation, Peer seeking, and Positive Thinking. Selanjutnya,
strategi-strategi tersebut dapat mengurangi kecemasan siswa dalam berbicara Bahasa Inggris.
Kata Kunci: berbicara Bahasa Inggris, kecemasan berbahasa, strategi-strategi siswa
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu TABLE OF CONTENTS
PAGE OF APPROVAL ... i
STATEMENT OF AUTHORIZATION ... ii
PREFACE ... iii
ACKNOWLEDGMENTS ... iv
ABSTRACT ... v
TABLE OF CONTENTS ... vi
LIST OF TABLES ... ix
LIST OF FIGURES ... x
LIST OF APPENDICES ... xi
CHAPTER I: INTRODUCTION ... 1
1.1Background ... 1
1.2Research Questions ... 3
1.3Purposes of Research ... 3
1.4Scope of the Study ... 3
1.5Significance of the Study ... 4
1.6Research Methodology ... 4
1.7Clarification of Terms ... 5
1.8Organization of Paper ... 5
CHAPTER II: LITERATURE REVIEW ... 7
2.1Speaking in Foreign Language ... 7
2.2Anxiety and Types of Anxiety ... 9
2.2.1 Trait Anxiety ... 10
2.2.2 State Anxiety ... 10
2.2.3 Situation-Specific Anxiety ... 10
2.3Language Anxiety in Foreign Language Classroom ... 11
2.3.1 Communication Apprehension ... 11
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
2.3.3 Fear of Negative Evaluation ... 13
2.4The Causes of Language Anxiety in Foreign Language Classroom ... 14
2.5The Factors Cause Language Anxiety in Speaking English ... 15
2.5.1 Fear of Speaking Class ... 16
2.5.2 Students’ Low Proficiency in Speaking English ... 16
2.5.3 Fear of Making Mistakes ... 18
2.5.4 Fear of Negative Evaluation ... 19
2.5.5 Self-Related Cognition Variations in Individual’s “Self-Perceptions” 19 2.6Language Learning Strategies ... 20
2.7Strategies in Overcoming Language Anxiety in Speaking English ... 22
2.8Review of Previous Studies ... 24
2.9Concluding Remarks ... 25
CHAPTER III: RESEARCH METHODOLOGY ... 26
3.1Research Design ... 26
3.2Setting ... 27
3.3Participant ... 27
3.4Data Collection Methods ... 28
3.4.1 Questionnaire ... 28
3.4.2 Interview ... 29
3.5Data Analysis ... 30
3.5.1. Analysis of Data from Questionnaire ... 31
3.5.2 Analysis of Data from Interview ... 34
3.6Concluding Remarks ... 34
CHAPTER IV: FINDINGS AND DISCUSSION ... 35
4.1Language Anxiety Factors in Speaking English ... 35
4.1.1 Language Anxiety Factors according to Data from Questionnaire ... 35
4.1.2 Language Anxiety Factors according to Data from Interview ... 38
4.1.2.1 Fear of Speaking in Class ... 39
4.1.2.2 Students’ Low Proficiency in Speaking ... 42
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
4.1.2.4 Fear of Negative Evaluation ... 44
4.1.2.5 Self-Related Cognition: Variations in Individual’s “Self -Perceptions” ... 45
4.2 Students’ Strategies in Overcoming Language Anxiety in Speaking English ... 47
4.2.1 Students’ Strategies in Overcoming Language Anxiety according to Data from Questionnaire ... 47
4.2.2 Students’ Strategies in Overcoming Language Anxiety in Speaking English according to Data from Interview ... 50
4.2.2.1 Preparation ... 50
4.2.2.2 Resignation ... 52
4.2.2.3 Relaxation ... 53
4.2.2.4 Positive Thinking ... 54
4.3Concluding Remarks ... 56
CHAPTER V: CONCLUSIONS ... 57
5.1Conclusions ... 57
5.2Suggestions ... 58
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF TABLES
Table 2.1 Five Strategy Categories ... 23 Table 3.1 Likert’s Scoring Table ... 31 Table 3.2 Questionnaire Items of Speaking Anxiety ... 31 Table 3.3 Foreign Language Classroom Anxiety Scale Following Oetting’s
Scale ... 32 Table 3.4 Questionnaire Items of Strategies in Overcoming Language
Anxiety in Speaking English ... 33 Table 4.1 The Interview Participants’ Level of Speaking Anxiety Adapted
from FLCAS ... 37 Table 4.2 Demographic Information of the Participants ... 39
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF FIGURES
Figure 2.1 Speaking Proficiency and the Components of Communicative Competence ... 17 Figure 4.1 The Results of FLACS... 36 Figure 4.2 The Results of Kondo & Ying-Ling (2004) Questionnaire ... 48
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu LIST OF APPENDICES
APPENDIX A APPENDIX B APPENDIX C APPENDIX D
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1 Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER I
INTRODUCTION
This chapter provides a brief description of the whole content of the research. It covers background of the research, research questions, purposes of research, scope of the study, significance of the study, research methodology, and clarification of terms. The organization of paper is also enlightened in this chapter.
1.1 Background
This study is concerned with investigating language anxiety in speaking English experienced by Language program class students in one of senior high schools in Bandung, West Java, Indonesia.
It has been widely recognized that English has a role as an international language and a lingua franca by many countries. In Indonesia, for instance, English is viewed as a requirement imposed by globalization (Cahyono, 2011, p. 36). In order to face this era of globalization, students in Indonesia are expected to be proficient in English both in spoken and written forms. In purpose to achieve
students’ English proficiency, in Indonesia, English has been a compulsory subject to be taught for three years both in Junior High Schools and Senior High Schools (BSNP, 2006). However, the competence of English among the students is still unsatisfying. Generally, students in Indonesia are still categorized as low achievers in mastering English. It can be shown in the result of National Examination, although they pass the examination but there is no significant English ability achieved after many years of study (Mattarima & Hamdan, 2011, pp. 287-288). It is suggested that students in Indonesia are required to improve their ability to achieve a successful communication in English.
Furthermore, a successful communication should be effective that needs to cover two aspects, there are receptive and productive (Ulaş, 2008). Receptive aspect consists of listening and reading skills. Meanwhile, productive aspect consists of writing and speaking skills. For the sake of communication, speaking
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
becomes an important skill that should be mastered by the students. The notion lies upon some components of speaking are conversational discourse, pronunciation, accuracy and fluency, affective factors, and also the interaction effect or negotiating meaning (Brown, 2001, pp. 267-269). In order to achieve the requirement, they are expected to be more active in learning process in the classroom. As a result, the students have great exposure in practicing English.
However, speaking in foreign language is considered as one of difficult skills that has been proven by several studies (Butler, 2004; Yang & Chang, 2008). The difficulties might affect students’ ability in speaking particularly in foreign language. It might be encountered by students related to their linguistic competence, such as the lack of vocabulary, poor grammar, lack of idea to speak, wrong intonation, and inappropriate pronunciation (Saville-troike, 2006, p. 90). Aside from linguistic competence, Saville-troike (2006) also stated that the students might experience the difficulties related to their psychological traits, such as lack of confidence, fear, and anxiety (p. 90). Such difficulties also become a great obstacle for students to practice their speaking skill.
In Second Language Acquisition research (SLA), anxiety has received the most attention as an important component of personality trait (Saville-troike, 2006). Furthermore, Horwitz, Horwitz, and Cope (1986) pointed out that:
Since speaking in the target language seems to be the most threatening aspect of foreign language learning, the current emphasis on the development of communicative competence poses particularly great difficulties for the anxious students (as cited in Chiang, 2009; Chan & Wu, 2004; Daubney, 2002).
The statement indicates that students with anxiety are likely to avoid such activities in which require them to speak in foreign language because of fear of making mistakes and over the risks when speaking in foreign language. Therefore, it is important to find out the causes of students anxiety and such strategies used by the students in dealing with their anxiety in speaking in foreign language. With regard to this point, this study aims at identifying the causes of the anxiety and investigating students’ strategies in overcoming their anxiety in speaking English.
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3 Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.2 Research Questions
The inquiry will be guided by the following general questions: 1. What factors cause language anxiety in speaking English?
2. What strategies do students apply in overcoming language anxiety in speaking English?
1.3 Purposes of Research
The purposes of the research are as follows:
1. To investigate the causes of anxiety in speaking English.
2. To reveal strategies used by students in overcoming language anxiety in speaking English.
1.4 Scope of the Study
The study focuses on observing language anxiety in speaking English found in Language program class of senior high school in Bandung. Current curriculum implemented in Indonesia, Kurikulum 2013, has categorized students based on their interest since they are in the first grade of senior high school (grade X). The selection of program of interests (Science, Social, and Language) based on grades achieved by the students when they were in junior high school,
students’ national examination score, the recommendation from the students’
counselors, placement test, and the result of psychological test (Kemendikbud, 2013). From the process of selection, students are categorized based on their willingness towards the program they have chosen.
Furthermore, in Language program class, English has become a selection subject in which the time allocation of English in this program is more than other programs to which literature is also taught in this program. In spite of students of language program have more time in learning English, the tendencies of experiencing language anxiety in speaking might occur. Therefore this study is considered important to be conducted in order to give the portrayal of language anxiety in speaking English experienced by senior high school students in Language program class and how the students deal with such anxieties.
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4 Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.5 Significance of the Study
With regard to the significance of the study, students are expected to perform better in speaking in English for Foreign Language (EFL) classroom by minimizing their anxiety. Moreover, by knowing the existence of language anxiety in speaking English which is experienced by students, teachers are expected to be able to reduce their students' anxiety in speaking English in the classroom.
1.6 Research Methodology
This study employed a descriptive qualitative case study research design. Case study is appropriate for this study because the aims of this study are to
investigate students’ speaking anxiety and strategies used in dealing with
language anxiety in speaking English. The participants of this study are 34 students of a senior high school in Bandung. One of Language program classes in the senior high school is chosen as the respondents of this study. Participants are categorized based on their level of anxiety by using Foreign Language Classroom Anxiety Scale (FLCAS) adapted from Horwitz, Horwitz, & Cope (1986). Some students who get higher speaking anxiety score are chosen to be interviewed. The students are given some questions about the causes of anxiety on their performance and strategies used in dealing with their anxiety. Furthermore, the students complete questionnaire about strategies used in overcoming language anxiety. The strategies used in overcoming language anxiety in speaking English were analyzed by using five strategy categories developed by Kondo & Ying-Ling (2004).
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5 Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 1.7 Clarification of Terms
The purpose of the clarification of terms is to avoid misunderstanding. The terms are:
English Speaking Skill
English speaking skill in this study refers to a skill to express arguments, ideas, and daily conversations through English as an oral communication (Brown, 2001).
Language Anxiety
Language anxiety in this study refers to a distinct complex of self-perceptions, beliefs, feelings, and behaviors related to classroom learning arising from the uniqueness of the language learning process, particularly in speaking English (Horwitz, Horwitz and Cope, 1986).
Language Learning Strategies
Language learning strategies in this study refer to specific methods of approaching a problem or task, modes of operation for achieving particular end, or planned designs for controlling and manipulating certain information (Brown, 2001).
1.8 Organization of Paper
This research paper is divided into five chapters as follows. Chapter I Introduction
This chapter provides background of the study, research questions, purposes of research, scope of the study, significance of the study, research methodology, and clarification of terms. The organization of paper is also enlightened in this chapter.
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
Chapter II Literature Review
This chapter contains related theoretical foundations. It consists of definition of speaking in foreign language, factors of foreign language anxiety, and students strategies used in overcoming language anxiety in foreign language classroom.
Chapter III Research Methodology
This chapter presents the method conducted in conducting research. It covers the research design, setting, participant, data collection methods, and data analysis.
Chapter IV Findings and Discussion
This chapter consists of findings and discussion which present the result of the research.
Chapter V Conclusions
This chapter covers research result and recommendations for further research.
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with aspects of methodology used to guide the present study. Several points to discuss are the explanation of the research design, setting, participant, data collection methods, data analysis and conclusion of methodology.
3.1 Research Design
The research design of this study is descriptive qualitative case study. In this present study, there are both quantitative and qualitative data. However, this study is dominated by qualitative approach. This study is primarily concerned with meaning rather than generalization (Creswell, 2012, p. 16). It is an in-depth exploration of a bounded system based on extensive data collection (Creswell, 2007). Certain phenomena were described in this study. This study focused on a program, event, or activities and provided a detailed description and analysis of a case based on extensive data collection (Creswell, 2012, p.16). In addition, case study was used since it allows the researcher to do research in small amount of respondents (Emilia, 2009). As Stake (1994) suggested that “a researcher is allowed to study in small and single case through case study” (p. 278). In this study, the researcher conducted the study in one of senior high schools in Bandung. Students in one of the classes of the school were chosen to be the participants of this study.
Case study is appropriate for this study because the aims of this study are
to investigate the causes of students’ speaking anxiety in Language program class and strategies used in overcoming language anxiety in speaking English. The study was conducted in small amount of respondents and single case through case study.
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.2 Setting
The site of this study was one of senior high schools in Bandung, West Java, Indonesia. There were three reasons of choosing this research site. First, this research site was accessible in gaining permission to enter the site of the study.
Creswell (2012) highlighted that “to research problem, investigators need to gain
permission to enter a site and to involve people at the location of the study” (p. 61). Second, the school has Language program which the students became the participants in this study. In this study, the researcher wanted to investigate the existence of language anxiety in speaking English experienced by Language program students in which has more time allocation in English than other programs. Third, the researcher had been familiar to this site. Since the researcher had been familiar to the situation and condition of the site, thus the researcher could adapt easily to the surroundings and the students (Creswell, 2012, pp. 210-211).
3.3 Participant
The participants of this study were 34 students of a senior high school in Bandung. One of Language program classes in the senior high school was chosen as the participants of this research. The first grade of Language program in senior high school was chosen because the time allocation of learning language particularly English is more than Science or Social-program. Therefore, the researcher is willing to investigate how far the students feel anxious in their speaking English. Participants were categorized based on their level of anxiety by using Foreign Language Classroom Anxiety Scale (FLCAS) designed by Horwitz, Horwitz, & Cope (1986). The items on FLCAS which related to speaking anxiety were used to measure the score of students who experienced language anxiety in speaking English. Seven students from anxious and very anxious level of anxiety who also gained higher score of speaking anxiety were involved in the interview session. The students were given some questions about the causes of anxiety on their performance and strategies used in overcoming their anxiety. Furthermore, the participants complete questionnaire about strategies used in overcoming
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language anxiety. The strategies used in overcoming language anxiety in speaking English were analyzed by using five strategy categories developed by Kondo & Ying-Ling (2004).
3.4 Data Collection Methods
To collect the data, two techniques were employed in this study; these were questionnaire and interview. Each technique of data collection is described below.
3.4.1 Questionnaire
With regard to answer two research questions of this study, two questionnaires were administered to the participants. The first questionnaire was used to investigate the level of language anxiety and the causes of language anxiety in speaking English. The second questionnaire was administered to reveal the strategies used by the participants in overcoming their language anxiety in speaking English in the classroom.
Questionnaire was administered to the participants. The first questionnaire was used to categorize the participant into five categories: Very Anxious, Anxious, Mildly Anxious, Relaxed, and Very Relaxed. It allowed the participants to fill it out at their own convenience. Foreign Language Classroom Anxiety Scale (FLCAS) of Horwitz, Horwitz, and Cope (1986) has been used in several studies
to measure the level of students’ anxiety. It had been used by many researchers
such as Piniel (2006), Na (2007), and Huang (2009) to measure the level of anxiety of participants. It shows that FLCAS has high validity and reliability in such studies. Since the participants were Indonesian students, the researcher adapted the questionnaire and translated it into Bahasa Indonesia before administering the questionnaire to the participants. Additionally, since the study is
aimed to portray students’ speaking anxiety in English context, the words “foreign language” used in original FLCAS were replaced with “English”. The questionnaire items are attached in the appendices (Appendix A).
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There are 33 question-items in FLCAS. The students’ response on this 5 -point Likert scale ranged from “Strongly Agree” (SA), “Agree” (A), “Neither
Agree nor Disagree” (NA), “Disagree” (D), and “Strongly Disagree” (SD). The
range score of this study was from 33 to 165. Nevertheless, there are 14 items related to speaking anxiety: 1, 3, 7, 9, 13, 14, 18, 20, 23, 24, 27, 30, 31, and 33. The students who were categorized as anxious and very anxious in language anxiety also gained higher score in speaking anxiety. Therefore, those students were chosen to be interviewed to investigate more about the cause of speaking anxiety and the strategies they used in dealing with the anxiety.
The second questionnaire was adapted from Kondo & Ying-Ling (2004). The questionnaire was used to categorize the strategies used by the students in overcoming language anxiety in speaking English. The responses from the participants were categorized into five categories: Preparation, Relaxation, Peer
Seeking, Positive Thinking, and Resignation. As the first questionnaire, this
questionnaire was translated into Bahasa Indonesia since the participants were Indonesian students. There were 10 items in the questionnaire adapted and modified from Kondo and Ying-Ling (2004). The questionnaire items can be seen in the appendices (Appendix B). The participants responded “Agree” and
“Disagree” to each item of the questionnaire. To identify the frequency of the
participants’ strategies in overcoming language anxiety in speaking English used percentage.
3.4.2 Interview
Interview was conducted to get deeper information which was not available on questionnaire (Alwasilah, 2008). Semi-structured interview was used in this study. Semi-structured interview is the types of oral interview which the interviewer has a general idea of where he or she wants to go, but does not enter the interview with a list of predetermined questions (Nunan, 1992, p. 149). This type of interview gave the interviewee a degree of power and control over the course of the interview. In addition, it gave the interviewer a great deal of flexibility. Open-ended questions used to enable the participants to probe for
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further information, elaboration, and clarification of responses, while maintaining
a “feeling of openess” to the participants’ responses (Creswell, 2012). In this study, one-on one interview was conducted in which the researcher asks questions to and records answer from only one participant (Creswell, 2012). Interview session lasted for 10 minutes for each participant.
Speaking in the target language seems to be the most threatening aspect and poses great difficulties for the anxious students (Horwitz, Horwitz, and Cope, 1986). In addition, some previous researchers found that high anxiety plays a debilitative role in language learning and those students with language anxiety find it more difficult to express their own views and tend to underestimate their own abilities (MacIntyre & Gardner, 1994; Na, 2007). With regard to investigate the existence of language anxiety in speaking English experienced by anxious students, students from higher speaking anxiety score were chosen to be interviewed. They were seven students, one student from very anxious level and six students from anxious level of anxiety in speaking English, took part in the interview session. The researcher interviewed the students and focused on the topic of this research. Some questions were about the causes of anxiety in speaking English while some questions were about the strategies used by the students in overcoming language anxiety. The interview was conducted by using Bahasa Indonesia in order to avoid misunderstanding (Creswell, 2012, p. 225). The students were administered demographic information sheet to be filled out. Demographic information sheet used to get background information about the students which consisted of age, gender, English learning periods, and other languages were used by the students.
3.5 Data Analysis
After collecting the data through questionnaire and interview the data were analyzed to draw the conclusion. The analysis of each instrument was elaborated.
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu 3.5.1 Analysis of Data from Questionnaire
Data from questionnaire were collected to measure level of anxiety experienced by students in the English classroom. It utilized Likert’s scale which ranged from 1 to 5 for positive statement and 5 to 1 for negative statement. The positive statements were in questions numbers 2, 5, 8, 11, 14, 18, 22, 24, 28, and 32. Meanwhile, the negative statements were in questions numbers 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 20, 21, 23, 25, 26, 27, 29, 30, 31, and 33. The Likert’s scoring table is shown in Table 3.1. Nevertheless, there are 14 items related to speaking anxiety: 1, 3, 7, 9, 13, 14, 18, 20, 23, 24, 27, 30, 31, and 33. The Table 3.2 shows questionnaire items of speaking anxiety.
The table below shows the Likert’s scoring table in FLCAS. Table 3.1
Likert’s Scoring Table
STATEMENT
SCORING
Strongly
Agree Agree
Neither Agree nor
Disagree
Disagree Strongly Disagree
POSITIVE 1 2 3 4 5
NEGATIVE 5 4 3 2 1
Table 3.2
Questionnaire Items of Speaking Anxiety
Statement SA A NA D SD
I never feel quite sure of myself when I am speaking in my English class.
I tremble when I know that I’m going to be called on in English
class.
I keep thinking that other students are better than I am in speaking English.
I start to panic when I have to speak without preparation in English class.
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I would not be nervous speaking English with native speakers. I feel confident when I speak in English class.
I can feel my heart pounding when I’m going to be called on in
English class.
I always feel that the other students speak English better than I do.
I feel very self-conscious about speaking English in front of other students
I get nervous and confused when I am speaking in my English class.
I feel overwhelmed by the number of rules you have to learn to speak English.
I am afraid that the other students will laugh at me when I speak English.
I get more nervous when the English teacher asks questions
which I haven’t prepared in advance.
In order to analyze the data, the researcher counted the data manually
following the Oetting’s scale (1983). After counting the score, the researcher categorized them into five levels: very relaxed, relaxed, mildly anxious, anxious, and very anxious. To be more specific, the participant chosen were the students who gained higher speaking anxiety score. Table 3.3 shows the level of Foreign Language Classroom Anxiety Scale
Table 3.3
Foreign Language Classroom Anxiety Scale Following Oetting’s Scale
RANGE LEVEL
124-165 Very Anxious 107-123 Anxious
86-106 Mildly Anxious
65-85 Relaxed
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Moreover, the factors of language anxiety in speaking English were investigated through the questionnaire. There were categorized into two factors of language anxiety: communication apprehension, which stated in the statement number 1, 9, 14, 18, 24, and 27 and the students feeling about fear of negative evaluation were covered in statement number 3, 7, 13, 20, 23, 31, and 33.
To answer the second research question, the data from questionnaire were analyzed descriptively. Because of the small respondents, the data from questionnaire were analyzed mainly in terms of percentage. The data were analyzed by measuring the percentage of the participants’ strategies in overcoming language anxiety in speaking English. Strategies used by the students in overcoming language anxiety in speaking English were analyzed by using five strategy categories developed by Kondo & Ying-Ling (2004); Preparation,
Relaxation, Positive Thinking, Peer Seeking, and Resignation. Table 3.4 shows
the questionnaire items and the label of strategies adapted and modified from Kondo and Ying-Ling (2004).
Table 3.4
Questionnaire Items of Strategies in Overcoming Language Anxiety in Speaking English
No. Statement Strategy
1 I try to make habit of studying English frequently. Preparation
2 I try to relax when I am in my English class. Relaxation
3 I always think positively that I am able to speak English
in the classroom. Positive Thinking 4 I tell myself that others must also be anxious. Peer Seeking
5 I tell myself that I am OK when I feel anxious in my
English class. Positive Thinking 6 I never tell myself that difficult problems for me are also
difficult to others. * Peer Seeking 7 I don’t want to participate in the speaking English class. Resignation
8 I study hard the day before I give performance which
requires me to speak English. Preparation 9. I take a deep breath when I feel anxious in my English Relaxation
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
class.
10. I avoid getting involved in a situation which can make me
feel anxious when speaking English in the classroom. Resignation
The items with (*) symbol are reverse statement
3.5.2 Analysis of Data from Interview
The data from the interview was recorded through audio recording. It enables the researcher to keep the information safely (Creswell, 2012). The data were also transcribed, categorized, and interpreted to answers research questions. There were the steps in analyzing data through interview. First, transcribing the data based on the audio recording and researcher’s note. Second the researcher reduced inappropriate data which were not relevant to the study. Afterwards, categorizing the data into several themes, they were language anxiety in speaking English, the causes of language anxiety in speaking, and strategies used in dealing with anxiety. Last, the researcher related the data theories and previous research to address the research questions.
3.6 Concluding Remarks
This chapter has explained the research design, setting, participant, data collection methods, and data analysis. The following chapter describes the findings and discussion.
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Hanifa Arlinda, 2014
Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
CHAPTER V CONCLUSIONS
This chapter is designed to draw the conclusions and suggestions based on the data presentation and discussion from the previous chapter. This chapter is divided into two parts. The first part is conclusions and the second part is suggestions.
5.1 Conclusions
This study investigated students’ strategies in overcoming language anxiety in speaking English. The aims of this study are to figure out: (1) the factors cause language anxiety in speaking English; and (2) strategies used by the students in overcoming language anxiety in speaking English. Based on the data gained from questionnaire and interview, some conclusions can be drawn.
First, according to the results of the FLCAS questionnaire, students from language program class were mostly categorized as mildly anxious students. Meanwhile there were seven students categorized as very anxious and anxious students. They experienced language anxiety particularly in speaking English. Those students from very anxious and anxious level of speaking anxiety were focused on this study. Based on the results of questionnaire which were responded by the seven students, the factors cause language anxiety in speaking English are self perceptions, lack of confidence, fear of negative evaluation, and lack of preparation.
Second, according to the data obtained from the interview there are five factors cause language anxiety in speaking English. First, it was found that fear of speaking class lead students to anxious in speaking English in the class. Second,
students’ low proficiency in speaking English, this factor could affect the students to perform with lack of knowledge about the nature of speaking. Third, fear of making mistake, this factor hindered the students to take courage to speak. Fourth the fear of negative evaluation, this factor had become an obstacle that made the students to feel anxious in performing their speaking task. The last but not least, self-related
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
cognition; variations in individual’s “self-perceptions”, this is the factor related to students self perceptions toward their ability in speaking English.
Furthermore, based on the data obtained from questionnaire and interview it was found that there are there are five strategy categories used by the students in overcoming their anxiety in speaking English: Preparation, Resignation, Relaxation,
Positive Thinking, and Resignation. From the questionnaire data, it was found that
Positive Thinking is frequently used by the students of language program class followed by Preparation, Relaxation, and Peer Seeking. Relaxation is not popular among the students of language program class. Meanwhile, the findings from interview revealed that Preparation seems to be the strategy which was frequently used by the students with high anxiety score followed by Resignation, Relaxation, and Positive Thinking. Moreover, the strategies could affect students’ performance in speaking task.
Last, by knowing language anxiety in speaking English which is experienced by the students, this is suggested that teachers have an important role in encouraging
learners’ ability to speak English well by reducing their anxiety. In addition, teachers
need to help maintain good relation with their students, in order to encourage them to use English more often, and to create classroom activities in order to enhance
students’ interaction. 5.2 Suggestions
After completing this present study and drawing the conclusions from the findings and discussions, several suggestions are offered for future researchers, EFL teachers, and others who concern with EFL learning.
For future researchers of the similar subject are expected to conduct a better study with a better research methodology and more data collection instruments. Particularly in questionnaire, the use of Likert-scale in which Neutral option is involved seems less reliable. Furthermore, the investigations of language anxiety in other skills such as reading, listening, and writing are expected to be conducted in the
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
future research in order to give more pictures about foreign language anxiety. The comparative study in which investigates language anxiety on various levels of students could give comparison between language anxiety in various kinds of age.
Furthermore, for EFL teachers, the enrichment of teachers’ awareness of
foreign language anxiety is of paramount importance. It is suggested that teachers should carefully deal with factor that cause language anxiety in speaking English in the classroom setting. Moreover, teachers are suggested to encourage students to share their anxiety experiences.
In fact that the focus of this study is Language program class, it is suggested for the Language program teacher to give more exposure in encouraging the students to speak English in the classroom. Since, language as the main subject of this program, the enrichment of speaking English in this program is suggested better than any other programs.
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Students’ Strategies In Overcoming Language Anxiety In Speaking English Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
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(1)
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Chan, D. Y., & Wu, G. (2004). A study of foreign language anxiety of EFL elementary school students in Taipei County. Journal of National Taipei Teachers College, 17(2). 287-320.
Chiang, Y.-N. (2009). Foreign language anxiety in Taiwanese student interpreters. Translator's Journal, 54(3). 605-621.
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(2)
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37(1), 85-95. doi: 10.1111/j.1944-9720.2004.tb02176.x
Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford: Oxford University Press.
Emilia, E. (2009). Menulis thesis dan disertasi. Bandung: Alfabeta.
Friedman, P.G. (1980) Shyness and reticence in students. Washington, D C:National Education Association.
Gregersen, S. (2005). Nonverbal cues: Clues to the detection of foreign language anxiety. Foreign Language Annals, 38(3). 388-400. doi: 10.1111/j.1944-9720.2005.tb02225.x
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. Modern Language Journal, 70 , 125-132.
Horwitz, E. K. & Young, D. (Eds.). (1991). Language anxiety: From theory and research to classroom implications. Englewood Cliffs, NJ: Prentice Hall. Horwitz, E. K. (2001) Language anxiety and achievement. Annual Review of Applied
Linguistics, 21, 112-126.
Huang, Y. (2009). Listening to their voices: An in-depth study of language anxiety and cultural adjustment among Taiwanese graduate students in the United States. (Unpublished Doctoral Dissertation). Indiana University of Pennsylvania.
Koba, N., Ogawa, N. and Wilkinson, D (2000). Using the community language learning approach to cope with language anxiety. The Internet TESL Journal,
(3)
Kondo, D. S., & Ying-Ling, Y. (2004). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal Volume 58/3 July Oxford University Press , 258-265.
Lucas, R. I., Miraflores, E., & Go, D., (2011). English language learning anxiety among foreign language learners in the Philippines. Philippine ESL Journal, 7. 94-119.
MacIntyre, P. and Gardner, R. (1994). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 44 (2), 283- 305.
Marwan, A. (2007). Investigating students' foreign language anxiety. Malaysian
Journal Of ELT Research, Vol.3 , 37-55. Retrieved from
http://www.melta.org.my/
Mattarima, K., & Hamdan, A. R. (2011). The teaching constraints of English as a foreign language in Indonesia: The context of school based curriculum. Sosiohumanika, 4(2), 287-288.
McCroskey, J. C. (1977). Oral communication apprehension: A summary of recent theory and research. Human Communication Research, 4, 78-96.
Na, Z. (2007). A study of high school students' English learning anxiety. Asian EFL Journal, 9(3). 22-34.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge University Press.
Occhipinti, A. (2009). Foreign language anxiety in in-class speaking activities: two learning contexts in comparison. (Master Thesis). University of Oslo.
(4)
Oetting, E. R. (1983). Manual: Oetting's Computer Anxiety Scale (COMPAS). Ft. Collins: Tri-ethic center for prevention research. Colorado State University. Oetting, E. R. (1985). Oetting's computer anxiety scale. In J. V. Mitchell, Jr. (Ed.),
The ninth mental measurement yearbook. Lincoln, NE: Buros Institute of Mental Measurement.
Ohata, K. (2005). Language anxiety from the teacher’s perspective: Interviews with seven experienced ESL/EFL teachers. Journal of Language and Learning, Vol. 3 (1). 133-155.
Oxford, R. (1990). Language learning strategies: What every teacher should know. New York: Newbury House.
Padmadewi, N. N. (1998). Students' anxiety in speaking class and ways of minimizing it. Jurnal Ilmu Pendidikan, 5 (Supplementary edition), 60-67.
Pappamihiel, N. E. (2002). English as a second language students and English language anxiety: Issues in the Mainstream Classroom. Research in the Teaching of English, 26, 327-355.
Piniel, K. (2006). Foreign language classroom anxiety: A classroom perspective. In M. Nikolov & J. Horvàth (Eds.), UPRT 2006: Empirical studies in English applied linguistics. Pècs: Lingua Franca Csoport.
Sadeghi, K., Mohammadi, F., & Sedaghatgoftar, N. (2013, June). From EFL classroom into the mainstream: A socio-cultural investigation of speaking anxiety among female EFL learners. International Journal of Society, Culture & Language , 117-132.Retrieved from www.ijscl.net/
(5)
Saville-troike, M. (2006). Introducing second language acquisition. New York: Cambridge University Press .
Scovel, T. (1991). The effect of affect on foreign language learning: A review of the anxiety research, in Horwitz, E.K., & Young, D. J. (eds.) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall, 15-24.
Shumin, K. (2002). Factors to consider: Developing adult students' speaking abilities. In J. C. Richards, & W. A. Renandya (Eds.), Methodology in language teaching. Cambridge: Cambridge University Press.
Spielberger, C. D. (1983). Manual for the state-trait anxiety inventory. Palo Alto, California: Consulting Psychological Press.
Stake, R.E. (1994). Case studies: Handbook of qualitative research. Sage: Thousand Oaks.
Tanveer, M. (2007). Investigation of the factors that cause language anxiety for ESL
EFL learners in learning speaking skills and the influence it casts on communication in the target language. (Doctoral Disertation). University of
Glasgow
Tepfenhart, K. L. (2011). Student perceptions of oral participation in the foreign language classroom: Online Submission. Retrieved from http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet? accno=ED518852
Tutyandari, C. (2004). Breaking the silence of the students in an English language class. Paper Presented at the 53rd TEFLIN International Conference. Yogyakarta. 6-8 December
(6)
Ulaş, A. H. (2008). Effects of creative, educational drama activities on developing
oral skills in primary school children. American Journal of Applied Sciences, 5 (7). 876-880. doi: 10.3844/ajassp.2008.876.880
Vidal, R. J. (2002). Is there a correlation between reported language learning strategy use, actual strategy use and achievement? Linguagem and Ensino, 5(1). 43-73.
Yang, Y. C., & Chang, L. (2008). No improvement: Reflections and suggestionson the use of Skype to enhance college students' oral English proficiency. British Journal of Educational Technology, 39 (4). 721-725.
Young, D. J. (1990). An investigation of students' prespectives on anxiety and speaking. Foreign Language Annals, 23(6). 539-553. doi: 10.1111/j.1944-9720.1990.tb00424.x