Student Foreign Language Anxiety in English Speaking Activities: Causes, Effects, and Coping Strategies (A Case Study at SMP Negeri 1 Majenang).
STUDENT FOREIGN LANGUAGE ANXIETY IN ENGLISH SPEAKING
ACTIVITIES: CAUSES, EFFECTS, AND COPING STRATEGIES
(A Case Study at SMP Negeri 1 Majenang)
A THESIS
By:
SEPTITA SERISTYANA
S891408040
Written as a Partial Fulfillment of the Requirements for Graduate Education
Degree of English Language Teaching
GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
i
ii
iii
iv
ABSTRACT
Septita Seristyana. S891408040. 2017. Student Foreign Language Anxiety in
English Speaking Activities: Causes, Effects, and Coping Strategies (A Case Study
at SMP Negeri 1 Majenang). First Consultant: Dr. Abdul Asib, M.Pd.; Second
Consultant: Prof. Dr. Sri Samiati Tarjana. Thesis. English Education Department,
Graduate School of Teacher Training and Education Faculty, Sebelas Maret
University, Surakarta.
This study was conducted by proposing the following objectives: (1) to
find out the level and manifestations of student foreign language anxiety in
English speaking activities; (2) to investigate the causes of student foreign
language anxiety in English speaking activities; (3) to investigate the effects of
student foreign language anxiety in English speaking activities on students’
performance and speaking achievement; and (4) to find out the coping strategies
for reducing anxiety in English speaking activities based on teacher and student
perspective.
This study was carried out at SMP Negeri 1 Majenang from April to May
2017. It employed a case study as the research method. The seventh grade
students and an English teacher were involved as the participants. The data were
collected through questionnaire, interview, observation, and documentation. The
findings show that most of the students, i.e. 24 students (70.59%) experience
moderate anxiety. Meanwhile, 7 students are categorized as low anxious students
and 3 students are identified as highly anxious. The manifestations of their anxiety
are indicated by behavior, physiological and psychological signs, and poor
performance. There are several causes of student speaking anxiety which include
personal and interpersonal factors, learner beliefs about language learning,
instructor beliefs about language teaching, instructor-learner interaction,
classroom procedure, and language testing. It was also found that anxiety affects
students’ speaking performance, such as blank and messed-up mind, become
forgetful, produce speaking errors, speak only a few words, speak haltingly, hard
to speak, and speak chaotically. In addition, anxiety negatively influenced
students’ speaking achievement. Furthermore, this study revealed students’ and
teacher’s strategies for coping with speaking anxiety. The former include
preparation, relaxation, positive thinking, and peer seeking, while the latter relate
to teacher behavior or attitude and classroom procedure.
In conclusion, anxiety is manifested in different ways among students.
Every individual has reasons why they feel nervous, apprehensive, frustrated and
fearful in EFL speaking activities. These feelings can lead to negative effects.
Therefore, both teachers and students are required to strive for alleviating anxiety
for the significant development of student speaking skill in particular and the
success of language learning in general.
Keywords: foreign language anxiety, speaking, causes of student anxiety, effects
of student anxiety, coping strategies
v
MOTTO
Allah knows what is the best for you and when it’s best for you to have it.
vi
DEDICATION
This thesis is proudly dedicated to:
All of my beloved family: parents, sisters and brother, husband and son
My good-hearted friends
My almamater, Sebelas Maret University
vii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent and the Merciful.
I would like to acknowledge my countless gratitude to Allah for His great
blessing in writing this thesis, so it finally can be accomplished. I would also like
to express my sincere gratitude to the people who have contributed to the
completion of this thesis. They are:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for the permission to write the thesis.
2. The Head of English Education Department of Graduate Program for his
approval and support for writing the thesis.
3. Dr. Abdul Asib, M. Pd., the first consultant, for his guidance, advice, and
patience during the writing process of this thesis.
4. Prof. Dr. Sri Samiati Tarjana, the second consultant, for her guidance,
advice, and patience during the writing process of this thesis.
5. The principal of SMP Negeri 1 Majenang for the permission to conduct
this research.
6. The English teacher of class VII G, Mrs. SR for her help and cooperation
during the research.
7. The students of class VII G of SMP Negeri 1 Majenang in the academic
year of 2015/2016.
8. My beloved family, friends, and all parties who have helped and supported
me in writing this thesis.
Finally, I realize that still there must be any shortcoming in this thesis.
Therefore, constructive suggestions are welcomed for the improvement of the
next research.
Surakarta, January 2017
Septita Seristyana
viii
TABLE OF CONTENT
COVER ........................................................................................................
i
APPROVAL ................................................................................................
ii
LEGITIMATION ........................................................................................
iii
PRONOUNCEMENT .................................................................................
iv
ABSTRACT .................................................................................................
v
MOTTO .......................................................................................................
vi
DEDICATION .............................................................................................
vii
ACKNOWLEDGMENT ............................................................................
viii
TABLE OF CONTENT ..............................................................................
ix
LIST OF ABBREVIATION .......................................................................
xi
LIST OF TABLES ......................................................................................
xii
LIST OF APPENDICES ............................................................................
xiii
CHAPTER I. INTRODUCTION
A.
B.
C.
D.
Background of the Study ................................................................
Problem Statement ..........................................................................
Objectives of the Study ...................................................................
Significance of the Study ................................................................
CHAPTER II. LITERATURE REVIEW
A. Definition of Foreign Language Anxiety ..........................................
B. The Nature of Language Anxiety ......................................................
C. Causes of Foreign Language Classroom Anxiety .............................
D. Effects of Foreign Language Anxiety ...............................................
E. Manifestation of Foreign Language Classroom Anxiety ..................
F. Coping Strategies for Foreign Language Anxiety ............................
G. Speaking ............................................................................................
1. Definition of Speaking ...............................................................
2. Mental/Social Processing in Speaking .......................................
3. Classroom Speaking Activities ..................................................
ix
1
4
4
5
6
7
11
15
18
21
25
25
26
27
H. Review of Relevant Research ...........................................................
28
CHAPTER III. RESEARCH METHODOLOGY
A.
B.
C.
D.
E.
F.
Research Method ...............................................................................
Setting of the Study ...........................................................................
Data Source .......................................................................................
Data Collection ..................................................................................
Trustworthiness .................................................................................
Data Analysis ....................................................................................
35
36
36
37
40
41
CHAPTER IV. FINDINGS AND DISCUSSION
A. Research Findings .............................................................................
1. Level and Manifestation of Student Speaking Anxiety ..............
2. Causes of Student anxiety in English Speaking Activities .........
3. Effects of Student Anxiety in English Speaking Activities
on Students’ Performance and Speaking Achievement ..............
4. Coping Strategies for Student Anxiety in English Speaking
Activities .....................................................................................
B. Discussion .........................................................................................
1. Level and Manifestation of Student Speaking Anxiety ..............
2. Causes of Student Anxiety in English Speaking Activities ........
3. Effects of Student Anxiety in English Speaking Activities
on Students’ Performance and Speaking Achievement ..............
4. Coping Strategies for Student Anxiety in English Speaking
Activities .....................................................................................
46
46
50
58
64
68
68
71
76
78
CHAPTER V. CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion ........................................................................................ 83
B. Implications ....................................................................................... 85
C. Suggestions ....................................................................................... 86
REFERENCES ............................................................................................
x
88
LIST OF ABBREVIATION
FLA
: Foreign Language Anxiety
FLCAS
: Foreign Language Classroom Anxiety Scale
PSCAS
: Public Speaking Class Anxiety Scale
L2
: Second Language
EFL
: English as a Foreign Language
S
: Student
I
: Interview
FN
: Field Note
Teacher SR
: English Teacher participated in the research
xi
LIST OF TABLES
Page
Table 3.1 Summary of Research Data Collection .......................................... 41
Table 4.1 Summary of Research Findings ..................................................... 44
Table 4.2 The Level of Student Speaking Anxiety ........................................ 47
Table 4.3 Percentages and Frequencies of Participants’ English Speaking
Anxiety .......................................................................................... 48
table 4.4 Students’ Anxiety Level and Students’ Speaking Score ................ 62
xii
LIST OF APPENDICES
Page
Appendix 1: PSCAS Questionnaire ............................................................... 94
Appendix 2: Semi-structured Interview Guide ............................................... 96
Appendix 3: Interview Script 1 ....................................................................... 101
Appendix 4: Interview Script 2 ....................................................................... 106
Appendix 5: Interview Script 3 ....................................................................... 110
Appendix 6: Interview Script 4 ....................................................................... 114
Appendix 7: Interview Script 5 ....................................................................... 118
Appendix 8: Interview Script 6 ....................................................................... 122
Appendix 9: Interview Script 7 ....................................................................... 126
Appendix 10: Field Note of Day 1 .................................................................. 133
Appendix 11: Field Note of Day 2 .................................................................. 136
Appendix 12: Field Note of Day 3 .................................................................. 139
Appendix 13: Research Pictures ..................................................................... 142
xiii
ACTIVITIES: CAUSES, EFFECTS, AND COPING STRATEGIES
(A Case Study at SMP Negeri 1 Majenang)
A THESIS
By:
SEPTITA SERISTYANA
S891408040
Written as a Partial Fulfillment of the Requirements for Graduate Education
Degree of English Language Teaching
GRADUATE PROGRAM OF ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
i
ii
iii
iv
ABSTRACT
Septita Seristyana. S891408040. 2017. Student Foreign Language Anxiety in
English Speaking Activities: Causes, Effects, and Coping Strategies (A Case Study
at SMP Negeri 1 Majenang). First Consultant: Dr. Abdul Asib, M.Pd.; Second
Consultant: Prof. Dr. Sri Samiati Tarjana. Thesis. English Education Department,
Graduate School of Teacher Training and Education Faculty, Sebelas Maret
University, Surakarta.
This study was conducted by proposing the following objectives: (1) to
find out the level and manifestations of student foreign language anxiety in
English speaking activities; (2) to investigate the causes of student foreign
language anxiety in English speaking activities; (3) to investigate the effects of
student foreign language anxiety in English speaking activities on students’
performance and speaking achievement; and (4) to find out the coping strategies
for reducing anxiety in English speaking activities based on teacher and student
perspective.
This study was carried out at SMP Negeri 1 Majenang from April to May
2017. It employed a case study as the research method. The seventh grade
students and an English teacher were involved as the participants. The data were
collected through questionnaire, interview, observation, and documentation. The
findings show that most of the students, i.e. 24 students (70.59%) experience
moderate anxiety. Meanwhile, 7 students are categorized as low anxious students
and 3 students are identified as highly anxious. The manifestations of their anxiety
are indicated by behavior, physiological and psychological signs, and poor
performance. There are several causes of student speaking anxiety which include
personal and interpersonal factors, learner beliefs about language learning,
instructor beliefs about language teaching, instructor-learner interaction,
classroom procedure, and language testing. It was also found that anxiety affects
students’ speaking performance, such as blank and messed-up mind, become
forgetful, produce speaking errors, speak only a few words, speak haltingly, hard
to speak, and speak chaotically. In addition, anxiety negatively influenced
students’ speaking achievement. Furthermore, this study revealed students’ and
teacher’s strategies for coping with speaking anxiety. The former include
preparation, relaxation, positive thinking, and peer seeking, while the latter relate
to teacher behavior or attitude and classroom procedure.
In conclusion, anxiety is manifested in different ways among students.
Every individual has reasons why they feel nervous, apprehensive, frustrated and
fearful in EFL speaking activities. These feelings can lead to negative effects.
Therefore, both teachers and students are required to strive for alleviating anxiety
for the significant development of student speaking skill in particular and the
success of language learning in general.
Keywords: foreign language anxiety, speaking, causes of student anxiety, effects
of student anxiety, coping strategies
v
MOTTO
Allah knows what is the best for you and when it’s best for you to have it.
vi
DEDICATION
This thesis is proudly dedicated to:
All of my beloved family: parents, sisters and brother, husband and son
My good-hearted friends
My almamater, Sebelas Maret University
vii
ACKNOWLEDGMENT
In the name of Allah, the Beneficent and the Merciful.
I would like to acknowledge my countless gratitude to Allah for His great
blessing in writing this thesis, so it finally can be accomplished. I would also like
to express my sincere gratitude to the people who have contributed to the
completion of this thesis. They are:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for the permission to write the thesis.
2. The Head of English Education Department of Graduate Program for his
approval and support for writing the thesis.
3. Dr. Abdul Asib, M. Pd., the first consultant, for his guidance, advice, and
patience during the writing process of this thesis.
4. Prof. Dr. Sri Samiati Tarjana, the second consultant, for her guidance,
advice, and patience during the writing process of this thesis.
5. The principal of SMP Negeri 1 Majenang for the permission to conduct
this research.
6. The English teacher of class VII G, Mrs. SR for her help and cooperation
during the research.
7. The students of class VII G of SMP Negeri 1 Majenang in the academic
year of 2015/2016.
8. My beloved family, friends, and all parties who have helped and supported
me in writing this thesis.
Finally, I realize that still there must be any shortcoming in this thesis.
Therefore, constructive suggestions are welcomed for the improvement of the
next research.
Surakarta, January 2017
Septita Seristyana
viii
TABLE OF CONTENT
COVER ........................................................................................................
i
APPROVAL ................................................................................................
ii
LEGITIMATION ........................................................................................
iii
PRONOUNCEMENT .................................................................................
iv
ABSTRACT .................................................................................................
v
MOTTO .......................................................................................................
vi
DEDICATION .............................................................................................
vii
ACKNOWLEDGMENT ............................................................................
viii
TABLE OF CONTENT ..............................................................................
ix
LIST OF ABBREVIATION .......................................................................
xi
LIST OF TABLES ......................................................................................
xii
LIST OF APPENDICES ............................................................................
xiii
CHAPTER I. INTRODUCTION
A.
B.
C.
D.
Background of the Study ................................................................
Problem Statement ..........................................................................
Objectives of the Study ...................................................................
Significance of the Study ................................................................
CHAPTER II. LITERATURE REVIEW
A. Definition of Foreign Language Anxiety ..........................................
B. The Nature of Language Anxiety ......................................................
C. Causes of Foreign Language Classroom Anxiety .............................
D. Effects of Foreign Language Anxiety ...............................................
E. Manifestation of Foreign Language Classroom Anxiety ..................
F. Coping Strategies for Foreign Language Anxiety ............................
G. Speaking ............................................................................................
1. Definition of Speaking ...............................................................
2. Mental/Social Processing in Speaking .......................................
3. Classroom Speaking Activities ..................................................
ix
1
4
4
5
6
7
11
15
18
21
25
25
26
27
H. Review of Relevant Research ...........................................................
28
CHAPTER III. RESEARCH METHODOLOGY
A.
B.
C.
D.
E.
F.
Research Method ...............................................................................
Setting of the Study ...........................................................................
Data Source .......................................................................................
Data Collection ..................................................................................
Trustworthiness .................................................................................
Data Analysis ....................................................................................
35
36
36
37
40
41
CHAPTER IV. FINDINGS AND DISCUSSION
A. Research Findings .............................................................................
1. Level and Manifestation of Student Speaking Anxiety ..............
2. Causes of Student anxiety in English Speaking Activities .........
3. Effects of Student Anxiety in English Speaking Activities
on Students’ Performance and Speaking Achievement ..............
4. Coping Strategies for Student Anxiety in English Speaking
Activities .....................................................................................
B. Discussion .........................................................................................
1. Level and Manifestation of Student Speaking Anxiety ..............
2. Causes of Student Anxiety in English Speaking Activities ........
3. Effects of Student Anxiety in English Speaking Activities
on Students’ Performance and Speaking Achievement ..............
4. Coping Strategies for Student Anxiety in English Speaking
Activities .....................................................................................
46
46
50
58
64
68
68
71
76
78
CHAPTER V. CONCLUSION, IMPLICATIONS, AND SUGGESTIONS
A. Conclusion ........................................................................................ 83
B. Implications ....................................................................................... 85
C. Suggestions ....................................................................................... 86
REFERENCES ............................................................................................
x
88
LIST OF ABBREVIATION
FLA
: Foreign Language Anxiety
FLCAS
: Foreign Language Classroom Anxiety Scale
PSCAS
: Public Speaking Class Anxiety Scale
L2
: Second Language
EFL
: English as a Foreign Language
S
: Student
I
: Interview
FN
: Field Note
Teacher SR
: English Teacher participated in the research
xi
LIST OF TABLES
Page
Table 3.1 Summary of Research Data Collection .......................................... 41
Table 4.1 Summary of Research Findings ..................................................... 44
Table 4.2 The Level of Student Speaking Anxiety ........................................ 47
Table 4.3 Percentages and Frequencies of Participants’ English Speaking
Anxiety .......................................................................................... 48
table 4.4 Students’ Anxiety Level and Students’ Speaking Score ................ 62
xii
LIST OF APPENDICES
Page
Appendix 1: PSCAS Questionnaire ............................................................... 94
Appendix 2: Semi-structured Interview Guide ............................................... 96
Appendix 3: Interview Script 1 ....................................................................... 101
Appendix 4: Interview Script 2 ....................................................................... 106
Appendix 5: Interview Script 3 ....................................................................... 110
Appendix 6: Interview Script 4 ....................................................................... 114
Appendix 7: Interview Script 5 ....................................................................... 118
Appendix 8: Interview Script 6 ....................................................................... 122
Appendix 9: Interview Script 7 ....................................................................... 126
Appendix 10: Field Note of Day 1 .................................................................. 133
Appendix 11: Field Note of Day 2 .................................................................. 136
Appendix 12: Field Note of Day 3 .................................................................. 139
Appendix 13: Research Pictures ..................................................................... 142
xiii