Online learning activities as strategy to reduce students Anxiety in learning English.
ONLINE LEARNING ACTIVITIES
AS STRATEGY TO REDUCE STUDENTS
ANXIETY IN LEARNING ENGLISH
THESIS
Submitted In Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan (S.Pd) In Teaching English
By:
Ulum Arifatus Sakinah
NIM D75210048
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
2017
ABSTRACT
Sakinah, Ulum A. (2017) Online Learning Activities as Strategy to
Reduce Students Anxiety in Learning English. A Thesis.
English Education Department. Faculty of Tarbiyah and
Teacher Training. Sunan Ampel State Islamic University.
Surabaya. Advisors: Rizka Safriani, M.Pd.
Key Words: Online Learning Activity, English Language Anxiety,
This study aimed to invlation between online learning activity
and their anxiety when they learn English as foreign language. This study
utilized qualitative methods research design to examine the corelation
between students anxiety, such as nervous, shy, stress, etc when they
learn english as foreign language and their activity in online or offline
classroom. this study conducted by using quistionnaire and interview.
Even English learners’ anxiety level has been explored in a
number of studies, few of them have focused on online learning activity.
Most of students anxiety are caused they lack to deal with other people,
shy, afraid of making mistake, nervous, etc. which only can occur when
they learn English as a group, face to face. Therefore this study aimed to
investigate the correlation between online learning activity and their
anxiety when they learn English as foreign language.
The finding proved that all of samples experience nervous while
learning English in class. Half of them are also feel worried because of
the learning process or the result of learning process. While 28.9% of
them feel fear when learning English in the class. Based on the finding
of the second research problem, it indicating that 46% of students agree
that online learning activities have affect on their language anxiety. In
other hand, 40% from the students think that online learning activity
cannot help overcome their anxiety when they have to face English as
foreign language. Online learning can decrease and even eliminate their
anxiety in learning English, facilitate interaction with teachers, make
them more confident in exploring their opinion because they can argue
without putting the original name, but on the contrary, it can also increase
student anxiety due to difficulties accessing online learning device or
tools.
vii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
ABSTRAK
Sakinah, Ulum A. (2017) Online Learning Activities as Strategy to
Reduce Students Anxiety in Learning English. Skripsi.
Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa.
Fakultas Ilmu Tarbiyah dan Keguruan. UIN Sunan Ampel
Surabaya. Pembimbing: Rizka Safriani, M.Pd.
Kata Kunci: Online Learning Activity, English Language Anxiety,
Penelitian ini bertujuan untuk menginvasi aktivitas
pembelajaran online dan kecemasan mereka saat mereka belajar bahasa
Inggris sebagai bahasa asing. Penelitian ini menggunakan metode
penelitian kualitatif untuk menguji keterkaitan antara kecemasan siswa,
seperti gugup, malu, stres, dll saat mereka belajar bahasa Inggris sebagai
bahasa asing dan aktivitas mereka di kelas online atau offline. Penelitian
ini dilakukan dengan menggunakan quistionnaire dan wawancara.
Meskipun tingkat kecemasan pelajar ketika belajar bahasa
inggris telah dieksplorasi dalam sejumlah penelitian, hanya sedikit dari
mereka yang fokus pada aktivitas belajar secara online. Sebagian besar
kecemasan siswa disebabkan mereka kurang bersosialisasi dengan orang
lain, malu, takut melakukan kesalahan, gugup, dll yang hanya bisa terjadi
saat mereka belajar bahasa Inggris sebagai kelompok, maupun tatap
muka. Oleh karena itu penelitian ini bertujuan untuk mengetahui
hubungan antara aktifitas belajar secara online dan kecemasan mereka
saat mereka belajar bahasa Inggris sebagai bahasa asing.
Temuan dalam penelitian ini membuktikan bahwa semua
sampel mengalami kegelisahan saat belajar bahasa Inggris di kelas.
Setengah dari mereka juga merasa khawatir karena proses belajar atau
hasil belajar. Sedangkan 28,9% diantaranya merasa takut saat belajar
bahasa Inggris di kelas. Berdasarkan temuan dari pertanyaan penelitian
kedua, menunjukkan bahwa 46% siswa setuju bahwa aktivitas belajar
online telah mempengaruhi kecemasan bahasa mereka. Di sisi lain, 40%
dari siswa berpikir bahwa aktivitas belajar online tidak dapat membantu
mengatasi kecemasan mereka saat mereka harus menghadapi bahasa
Inggris sebagai bahasa asing. Pembelajaran online bisa menurun dan
bahkan menghilangkan kecemasan mereka dalam belajar bahasa Inggris,
memudahkan interaksi dengan guru, membuat mereka lebih percaya diri
dalam mengeksplorasi pendapat mereka karena bisa berpendapat tanpa
menyebutkan nama aslinya, namun sebaliknya, hal itu juga dapat
meningkatkan kecemasan siswa karena sebab lain seperti kesulitan
mengakses alat atau media penunjang belajar secara online.
vii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
TABLE OF CONTENTS
TITLE SHEET ....................................................................................... i
ADVISOR APPROVAL SHEET ......................................................... ii
APPROVAL SHEET ........................................................................... iii
MOTTO ................................................................................................ iv
DEDICATION SHEET .........................................................................v
ACKNOWLEDGEMENTS ................................................................. vi
PERNYATAAN KEASLIAN TULISAN .......................................... vii
LIST OF PICTURES/CHARTS ......................................................... ix
LIST OF APPENDIX ......................................................................... xii
CHAPTER I: INTRODUCTION
A. Background of the study .....................................................................1
B. Research Questions .............................................................................4
C. Objective of the study ..........................................................................4
D. Significance of the study .....................................................................5
E.. Scope and limit of the study ...............................................................5
F. Definition of key term..........................................................................5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Review of related literature .................................................................7
x
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
B. Review of previous studies ................................................................10
CHAPTER III: RESEARCH METHOD
A. Approach and Research design .........................................................21
B. Research presence .............................................................................21
C. Research location ..............................................................................22
D. Research instrument ..........................................................................22
E. Data Analysis technique ....................................................................23
F. Checking validity of findings .............................................................23
H. Research stages .................................................................................23
CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS
A. Findings .............................................................................................26
B. Discussions ........................................................................................36
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclussion .......................................................................................38
B. Suggestion .........................................................................................38
BIBLIOGRAPHY
APPENDIX
xi
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LIST OF PICTURES/CHARTS
Figure 1 Kind of anxiety students experience when studying English in
university ..............................................................................................26
Figure 2 English for the student ............................................................27
Figure 3 Anxiety because of lack confidence during English class .......28
Figure 4 Afraid of making mistakes in speaking or writing ...................28
Figure 5 Face problems with students peers or classmate when they
learn English in their class .....................................................................29
Figure 6 Nervousness because their lecturer or friend interrupting to
correct their speaking .............................................................................29
Figure 7 Heart beating very fast during important exam for English
subject .
..............................................................................................30
Figure 8 Anxious during English Examination due to the lack of
preparation. ............................................................................................30
Figure 9 Anxious when could not understand the material of English
subject
..............................................................................................31
xii
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Figure 10 Failed to overcome anxiety when learning English in class ..32
Figure 11 Anxieties when learning English in the classroom affects
students learning outcomes ....................................................................32
Figure 12 online learning activities help the students overcoming their
anxiety in learning English Figure .........................................................33
xiii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
LIST OF APPENDIX
Questionnaire ....................................................................................... A1
Questionnaire result ............................................................................. A2
Interview Question Point ...................................................................... A3
xiv
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1
CHAPTER I
INTRODUCTION
A. Background of Study
English for many countries in Asia is a foreign language,
especially for Indonesia. Learning a foreign language is good, because
it allows us to interact with people who use the language. But it will
trigger many problems if the language is becoming the standard of
intelligence. Then make people have excessive anxiety, excessive
stress and encourage them to do things that harm themselves. One of
finding research showed that many undergraduate students suffered
from psychological problems, which in turn affected their academic
performance1.
Over ten years ago English was established to be one of subject
of Indonesian national examination. Every students have to mastered
English if they want to past heigher level of national school. For
almost Indonesian people, English is foreign language. Most of them
experienced using English more strenuous than compared to
communication in their mother language. Actually the people of many
countries realize the increased anxiety they experienced when using
English as a foreign language. For example the researh in MNC
Austria the object research experienced high and very high degrees of
anxiety in English. The researcher found that foreign language anxiety
as a catalyst for language barriers.2 In Indonesia neighbour country,
Malaysia, one of reseach conducted in Universiti Teknologi Malaysia
1
MD Aris Safree MD Yasin and Mariam Adawiah Dzulkifli, Differences
in Depression, Anxiety and Stress Between Low-and High-Achieving
Students, Journal of Sustainability Science and Management Volume 6,
Number 1 (Malaysia: Universiti Malaysia Terengganu Publisher 2011)
7.
2
Nathalie Aichhorn and Jonas Puck, “I just don’t feel comfortable
speaking English”: Foreign language anxiety as a catalyst for spokenlanguage barriers in MNCs, International Business Review (2017): 7
1
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
2
(UTM) showed that among students age 25-
AS STRATEGY TO REDUCE STUDENTS
ANXIETY IN LEARNING ENGLISH
THESIS
Submitted In Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan (S.Pd) In Teaching English
By:
Ulum Arifatus Sakinah
NIM D75210048
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TARBIYAH AND TEACHER TRAINING
SUNAN AMPEL STATE ISLAMIC UNIVERSITY
SURABAYA
2017
ABSTRACT
Sakinah, Ulum A. (2017) Online Learning Activities as Strategy to
Reduce Students Anxiety in Learning English. A Thesis.
English Education Department. Faculty of Tarbiyah and
Teacher Training. Sunan Ampel State Islamic University.
Surabaya. Advisors: Rizka Safriani, M.Pd.
Key Words: Online Learning Activity, English Language Anxiety,
This study aimed to invlation between online learning activity
and their anxiety when they learn English as foreign language. This study
utilized qualitative methods research design to examine the corelation
between students anxiety, such as nervous, shy, stress, etc when they
learn english as foreign language and their activity in online or offline
classroom. this study conducted by using quistionnaire and interview.
Even English learners’ anxiety level has been explored in a
number of studies, few of them have focused on online learning activity.
Most of students anxiety are caused they lack to deal with other people,
shy, afraid of making mistake, nervous, etc. which only can occur when
they learn English as a group, face to face. Therefore this study aimed to
investigate the correlation between online learning activity and their
anxiety when they learn English as foreign language.
The finding proved that all of samples experience nervous while
learning English in class. Half of them are also feel worried because of
the learning process or the result of learning process. While 28.9% of
them feel fear when learning English in the class. Based on the finding
of the second research problem, it indicating that 46% of students agree
that online learning activities have affect on their language anxiety. In
other hand, 40% from the students think that online learning activity
cannot help overcome their anxiety when they have to face English as
foreign language. Online learning can decrease and even eliminate their
anxiety in learning English, facilitate interaction with teachers, make
them more confident in exploring their opinion because they can argue
without putting the original name, but on the contrary, it can also increase
student anxiety due to difficulties accessing online learning device or
tools.
vii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
ABSTRAK
Sakinah, Ulum A. (2017) Online Learning Activities as Strategy to
Reduce Students Anxiety in Learning English. Skripsi.
Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa.
Fakultas Ilmu Tarbiyah dan Keguruan. UIN Sunan Ampel
Surabaya. Pembimbing: Rizka Safriani, M.Pd.
Kata Kunci: Online Learning Activity, English Language Anxiety,
Penelitian ini bertujuan untuk menginvasi aktivitas
pembelajaran online dan kecemasan mereka saat mereka belajar bahasa
Inggris sebagai bahasa asing. Penelitian ini menggunakan metode
penelitian kualitatif untuk menguji keterkaitan antara kecemasan siswa,
seperti gugup, malu, stres, dll saat mereka belajar bahasa Inggris sebagai
bahasa asing dan aktivitas mereka di kelas online atau offline. Penelitian
ini dilakukan dengan menggunakan quistionnaire dan wawancara.
Meskipun tingkat kecemasan pelajar ketika belajar bahasa
inggris telah dieksplorasi dalam sejumlah penelitian, hanya sedikit dari
mereka yang fokus pada aktivitas belajar secara online. Sebagian besar
kecemasan siswa disebabkan mereka kurang bersosialisasi dengan orang
lain, malu, takut melakukan kesalahan, gugup, dll yang hanya bisa terjadi
saat mereka belajar bahasa Inggris sebagai kelompok, maupun tatap
muka. Oleh karena itu penelitian ini bertujuan untuk mengetahui
hubungan antara aktifitas belajar secara online dan kecemasan mereka
saat mereka belajar bahasa Inggris sebagai bahasa asing.
Temuan dalam penelitian ini membuktikan bahwa semua
sampel mengalami kegelisahan saat belajar bahasa Inggris di kelas.
Setengah dari mereka juga merasa khawatir karena proses belajar atau
hasil belajar. Sedangkan 28,9% diantaranya merasa takut saat belajar
bahasa Inggris di kelas. Berdasarkan temuan dari pertanyaan penelitian
kedua, menunjukkan bahwa 46% siswa setuju bahwa aktivitas belajar
online telah mempengaruhi kecemasan bahasa mereka. Di sisi lain, 40%
dari siswa berpikir bahwa aktivitas belajar online tidak dapat membantu
mengatasi kecemasan mereka saat mereka harus menghadapi bahasa
Inggris sebagai bahasa asing. Pembelajaran online bisa menurun dan
bahkan menghilangkan kecemasan mereka dalam belajar bahasa Inggris,
memudahkan interaksi dengan guru, membuat mereka lebih percaya diri
dalam mengeksplorasi pendapat mereka karena bisa berpendapat tanpa
menyebutkan nama aslinya, namun sebaliknya, hal itu juga dapat
meningkatkan kecemasan siswa karena sebab lain seperti kesulitan
mengakses alat atau media penunjang belajar secara online.
vii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
TABLE OF CONTENTS
TITLE SHEET ....................................................................................... i
ADVISOR APPROVAL SHEET ......................................................... ii
APPROVAL SHEET ........................................................................... iii
MOTTO ................................................................................................ iv
DEDICATION SHEET .........................................................................v
ACKNOWLEDGEMENTS ................................................................. vi
PERNYATAAN KEASLIAN TULISAN .......................................... vii
LIST OF PICTURES/CHARTS ......................................................... ix
LIST OF APPENDIX ......................................................................... xii
CHAPTER I: INTRODUCTION
A. Background of the study .....................................................................1
B. Research Questions .............................................................................4
C. Objective of the study ..........................................................................4
D. Significance of the study .....................................................................5
E.. Scope and limit of the study ...............................................................5
F. Definition of key term..........................................................................5
CHAPTER II: REVIEW OF RELATED LITERATURE
A. Review of related literature .................................................................7
x
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
B. Review of previous studies ................................................................10
CHAPTER III: RESEARCH METHOD
A. Approach and Research design .........................................................21
B. Research presence .............................................................................21
C. Research location ..............................................................................22
D. Research instrument ..........................................................................22
E. Data Analysis technique ....................................................................23
F. Checking validity of findings .............................................................23
H. Research stages .................................................................................23
CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS
A. Findings .............................................................................................26
B. Discussions ........................................................................................36
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclussion .......................................................................................38
B. Suggestion .........................................................................................38
BIBLIOGRAPHY
APPENDIX
xi
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
LIST OF PICTURES/CHARTS
Figure 1 Kind of anxiety students experience when studying English in
university ..............................................................................................26
Figure 2 English for the student ............................................................27
Figure 3 Anxiety because of lack confidence during English class .......28
Figure 4 Afraid of making mistakes in speaking or writing ...................28
Figure 5 Face problems with students peers or classmate when they
learn English in their class .....................................................................29
Figure 6 Nervousness because their lecturer or friend interrupting to
correct their speaking .............................................................................29
Figure 7 Heart beating very fast during important exam for English
subject .
..............................................................................................30
Figure 8 Anxious during English Examination due to the lack of
preparation. ............................................................................................30
Figure 9 Anxious when could not understand the material of English
subject
..............................................................................................31
xii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
Figure 10 Failed to overcome anxiety when learning English in class ..32
Figure 11 Anxieties when learning English in the classroom affects
students learning outcomes ....................................................................32
Figure 12 online learning activities help the students overcoming their
anxiety in learning English Figure .........................................................33
xiii
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
LIST OF APPENDIX
Questionnaire ....................................................................................... A1
Questionnaire result ............................................................................. A2
Interview Question Point ...................................................................... A3
xiv
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
1
CHAPTER I
INTRODUCTION
A. Background of Study
English for many countries in Asia is a foreign language,
especially for Indonesia. Learning a foreign language is good, because
it allows us to interact with people who use the language. But it will
trigger many problems if the language is becoming the standard of
intelligence. Then make people have excessive anxiety, excessive
stress and encourage them to do things that harm themselves. One of
finding research showed that many undergraduate students suffered
from psychological problems, which in turn affected their academic
performance1.
Over ten years ago English was established to be one of subject
of Indonesian national examination. Every students have to mastered
English if they want to past heigher level of national school. For
almost Indonesian people, English is foreign language. Most of them
experienced using English more strenuous than compared to
communication in their mother language. Actually the people of many
countries realize the increased anxiety they experienced when using
English as a foreign language. For example the researh in MNC
Austria the object research experienced high and very high degrees of
anxiety in English. The researcher found that foreign language anxiety
as a catalyst for language barriers.2 In Indonesia neighbour country,
Malaysia, one of reseach conducted in Universiti Teknologi Malaysia
1
MD Aris Safree MD Yasin and Mariam Adawiah Dzulkifli, Differences
in Depression, Anxiety and Stress Between Low-and High-Achieving
Students, Journal of Sustainability Science and Management Volume 6,
Number 1 (Malaysia: Universiti Malaysia Terengganu Publisher 2011)
7.
2
Nathalie Aichhorn and Jonas Puck, “I just don’t feel comfortable
speaking English”: Foreign language anxiety as a catalyst for spokenlanguage barriers in MNCs, International Business Review (2017): 7
1
digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id
2
(UTM) showed that among students age 25-