Semester Students of International Class Program (KKI) of IAIN Salatiga in the Academic Year 20152016) A GRADUATING PAPER Submitted to the Board of Examiners as a Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in Engli
AN ANALYSIS OF SPEAKING ANXIETY IN THE PRODUCTION OF
ENGLISH IN SPEAKING CLASS
nd
(A Study in the 2 Semester Students of International Class Program (KKI)
of IAIN Salatiga in the Academic Year 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a Partial Fulfillment of the
Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in English and
Education Department of Teacher Training and Education Faculty
Written by:
ATI SAIDATUL ULA
NIM: 113 12 164
ENGLISH AND EDUCATION DEPARTMENT OF
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2016
“I never stop learning, because life never stops teaching” “We should work on our process, not the outcome of our processes”
MOTTO
- W Edwards Deming -
“I never stop learning, because life never stops teaching” “We should work on our process, not the outcome of our processes”
MOTTO
- W Edwards Deming -
DEDICATION
This graduating paper is honorably dedicated for:
1. My beloved Mother (Ibu Sri Ratna Wati) and my beloved Father (Bapak Muzamil). I want to be the reason of your smile Bu, Pak. May Allah Ta‟ala keeps you healthy and unite us in His Jannah.
2. Mr. Achmad Darojat Jumadil Kubro, one of the nicest human I‟ve ever met. Thank you Pak Ach for your helping hand. May Allah Ta‟ala always bless you and reward you best.
3. All the people in my life journey that I can‟t mentioned one by one. Thank you for every single talk and kindness that gives so many lessons in my life.
ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. All praises to Allah Subhanahu wa Ta‟alafor all blesses, guidance, and affection so that the writer can accomplish this graduating paper. Also, may Peace and Salutation be given to the Prophet Muhammad Sallallahu‟alaihi wa Salam, the best Model for all Muslims in the world.
The writer realizes that without prayer, support, and advices from people around her, she cannot finish this graduating paper on time. With deep humility, the writer would like to express sincere gratitude to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd., as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.
2. Mrs. Noor Malihah, Ph.D., as the Head of English Education Department of Teacher Training and Education State Institute for Islamic Studies (IAIN) Salatiga.
3. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed., as my advisor. Thanks for all advices, guidance, and corrections during the completion of this graduating paper.
4. Mr. Ruwandi, S.Pd., M.A., thanks for your help, suggestions, and corrections in the last minute, Sir.
5. Mrs. Sari Famularsih, S.Pd.I., M.A., as the Director of International Class Program (KKI) State Institute for Islamic Studies (IAIN) Salatiga. Thanks for her permission to conduct research in KKI class.
6. Mr. Stamma Amin, M.Pd.I, the lecturer of Speaking in KKI Class, thanks for helping the writer get the students‟ score in speaking test.
7. All the Lecturers in English and Education Department that the writer cannot mention it one by one. Deeply gratitude for all knowledge, motivation, attentions, and values given to the writer from the beginning until she finishes her study.
8. The second semester students of International Class Program of IAIN Salatiga, thank you for become the respondents of this graduating paper.
9. My beloved family, my Mother (Ibu Sri Ratna Wati, my Father (Bapak Muzamil), my Brother and Sisters (Aan, Asa, and Akifa), my Grandmother (Ny. Pontini), and my big family. I love you all.
10. All friends in English and Education Department 2012 and all friends from various departments in IAIN Salatiga.
11. My „family‟ in “Komunitas Belajar Qaryah Thayyibah” and all Wushu Putra Nusantara friends.
12. The special one, my future- partner of life (InsyaAllah), Aa‟ Bob Zeussa. The writer realizes that this research is far from being perfect. Therefore, any constructive criticism and suggestion will be gladly accepted.
th
Salatiga, August 5 2016 The writer,
Ati Saidatul Ula 113 12 164
TABLE OF CONTENTS DECLARATION……………………………………………………….. i ATTENTIVE COUNSELOR NOTES ………………………………… ii STATEMENT OF CERTIFICATION ………………………………... iii
MOTTO…………………………… …………………………………..... iv
DEDICATION………………………………………………………….. v ACKNOWLEDGEMENT ……………………………………………… viiTABLE OF CONTENTS……………………………………………….. ix
LIST OF CHARTS……………………………………………………… xii LIST OF TABLES ……………………………………………………… xiii ABSTRACT …………………………………………………………….. xiv
CHAPTER I: INTRODUCTION
1.1. Background of the Study …………………………………… 1
1.2. Research Questions …………………………………………. 3
1.3. Objectives of the Research …………………………………. 4 1.4.
Previous Research………………………………………........ 4
1.5. Benefits of the Research ……………………………………. 5
1.6. Limitations of the Research ………………………………… 6
1.7. Definitions of the Key Term ………………………………… 6
1.8. Paper Organization ………………………………………….. 8
CHAPTER II: THEORITICAL REVIEW 2.1. The Nature of Speaking……………………………………. 9
2.1.1. Definition of Speaking ………………………….. 9
2.1.2. The Component of Speaking
11 …………………...
2.1.3. The Importance of Speaking
11 …………………....
2.1.4. Kinds of Speaking Activities ……………………. 12
2.2. The Nature of Anxiety ……………………………………… 14
2.2.1. Definition of Anxiety ……………………………. 14
2.2.2. Categories of Anxiety …………………………… 15
2.3.Foreign Language of Anxiety ……………………………….. 16
2.3.1. Definition of FLA ………………………………... 16
2.3.2. The Component of FLA ………………………… 17
2.3.3. FLA in The Speaking Skill ………………………. 18
2.4. Levels of Anxiety …………………………………………… 20
2.5. Strategies to Overcome Language Anxiety ………………… 20 2.5.1.
Student‟s Strategies to Overcome FLA………….. 21 2.5.2. Teacher‟s Strategies to Overcome FLA…………. 23
CHAPTER III: METHODOLOGY OF RESEARCH
3.1. Research Design …………………………………………….. 26 3.2.
Population, Sample, and Sampling………………………… 26
3.3. Research Instrument ………………………………………... 28
3.3.1. FLCAS Questionnaire …………………………… 28
3.3.2. The Score of Speaking Test ……………………... 33
3.4. Data Collection Procedure …………………………………. 33
3.5. Data Analysis ……………………………………………….. 34 3.5.1.
Students‟ Anxiety Level………………………… 34
3.5.2. Score of Speaking Test ………………………….. 36
CHAPTER IV: FINDING AND DISCUSSION
4.1. Data Presentation …………………………………………... 39
4.1.1. FLCAS Questionnaire …………………………… 39 4.1.2.
The Final Score of Students‟ Speaking Test……. 48
4.2. Data Analysis ……………………………………………….. 49 4.2.1.
The Students‟ Anxiety Level……………………. 49
4.3. Discussion …………………………………………………… 53 4.3.1.
The Level of Students‟ Anxiety in Speaking Skill 53
4.3.2. The Final Result …………………………………. 54
CHAPTER V: CONCLUSIONS AND SUGGESTIONS
5.1. Conclusion s…………………………………………………. 58
5.2. Suggestion s………………………………………………….. 59
REFERENCES CURRICULUM VITAE APPENDIXES
LIST OF CHARTS Chart 4.2.1
The Summary of students‟ response in FLCAS …………….. 43
Chart 4.3.1 The Summary of stu
dents‟ preference in FLCAS …………... 47
Chart 4.6.1 The Summary o
f Student Anxiety Level ……………………. 54
LIST OF TABLES
Table 3.1 Name of Respondents ………………………………………… 28
Table 3.2 Foreign Language ClassroomAnxiety Scale …………………. 29
Table 3.3
Likert‟s Scoring Table Adopted from Horwitz et al. ….……… 35
Table 3.4
FLCAS Anxiety Scale adopted from Oetting‟s Scale ………… 36
Table 3.5 Individual Assessment Indicators …………………………….. 37
Table 4.1 The Result of StudentsQuestionnaire‟s Answer ……………... 40
Table 4.2
Summarizing Students‟ Response …………………………….. 42
Table 4.3 The Percentage of Students Preference ……………………….. 44
Table 4.4
Students‟ Final Score in Speaking Class ……………………… 48
Table 4.5
Students‟ Scoring and Categorizing …………………………… 50
Table 4.6 The Summary of Students‟ Scoring and Categorizing ………... 53
Table 4.7 The Summary of the Highest and the Lowest Score ………….. 55
Table 4.8
The Final Result ……………………………………………….. 55
ABSTRACT
Ula, Ati Saidatul (2016): “AN ANALYSIS OF SPEAKING ANXIETY IN THE
PRODUCTION OF ENGLISH IN SPEAKING CLASS (A Study in the
nd
2 Semester Students of International Class Program (KKI) of IAIN Salatiga in the Academic Year 2015/2016”. Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies. Counselor: Hanung Triyoko, S.S., M.Hum., M.Ed.
To speak in foreign languages students certainly will experience various obstacles. One of the barriers is from psychological aspect, which is anxiety. This study is intended to know the level of students‟ anxiety and figure out how the students‟ speaking ability can be described from their anxiety level. The subject of
nd
this research, the researcher takes a class of 2 semester students of International Class Program (KKI) of IAIN Salatiga in the academic year 2015/2016. This research used a descriptive quantitative approach. The writer used two kinds of instruments to collect the data. The first instrument is Foreign Language Classroom Anxiety Scale questionnaire, developed by Horwitz et al. (1986). It consists of 33 items with 5 point Likert-Scale. The second instrument is the final score from speaking test. The result of this research show that most of the students ar e at “Mildly Anxious” level with no “Very Anxious” student. There are 5 (29%) students who experience “Anxious” level, 9 (53%) students are in “Mildly
Anxious” level, 2 (12%) students have “Relaxed” level, and only 1 (6%) student from 17 students is in “Very Relaxed” level. This research also gives a description that; anxious students are not necessarily having low score, and mildly anxious students might not always have good score.
Keywords: Level of Anxiety, Speaking Ability.
CHAPTER I INTRODUCTION This chapter presents and introduces the background of the study, research
problems, objectives of the research, previous research, benefits, limitations, and followed by the definitions of key terms. At last, this chapter also presents the organization of this research.
1.1. Background of the Study
Language is a tool of communication among all of the people in this universe. Sapir (1921) state that language is a purely human and non-instinctive method of communicating ideas, emotions, and desires by means of voluntary produced symbols. Based on the renewal data, there are 7.102 living languages around worldwide. Because languages are dynamic, variable, and constantly changing, the total number of living languages in the world cannot be known precisely. Therefore that number changes as knowledge of the world‟s languages improves, Lewis (2005). Later, among those of many languages, English is considered to be a global lingua franca.
In Indonesia nowadays, English has been taught at schools from the various levels. English is the first foreign language that becomes one of compulsory subject in final examination (UAN). The government arranges the English curriculum even at the very early stage. They prepared their students to be able to communicate with people around the world by mastering English as an International language. By learning that language, the students are expected to keep pace with the development of science and technology.
The success of mastering foreign language can be said when people are capable to carry out the conversation at ease. Therefore the students must enhance their speaking ability along with the other skills. But then, to speak in foreign languages students certainly will experience various obstacles. The obstacles can be the difficulties of mastering grammar, the lack of vocabulary mastery, and problems in pronunciation and fluency.
Beside the grammatical problems, students also get the barrier from psychological aspect such as self-esteem, motivation, and anxiety. Among them, anxiety is an important facet on the affective domain (Balemir, 2009). The students tend to feel shy and not confident in speaking foreign language especially English.
According to Horwitz, Horwitz and Cope (1986) language anxiety is a distinct complex of self-perceptions, feeling and behaviors related to classroom language learning process. MacIntyre & Gardner (1993:284) define language anxiety as the feeling of tension and apprehension specifically associated with second language context including speaking, listening, and learning. Anxiety is a situation where the student feels anxious, shy, and afraid to make mistake in speaking in front of the class. Anxiety will give negative influence toward students‟ behaviors. The lack of courage in speaking will definitely impede students to get success in foreign language classroom.
Anxiety can be classified as trait anxiety, situation-specific anxiety, and state anxiety. Trait anxiety can be relatively stable in individuality trait; a student who have anxious trait is possibly feel anxious in a variety of condition. Situation- specific anxiety occurs in specific type of situation or event such as public speaking, test-taking, or class participation. On the other hand, state anxiety is occurs temporarily at particular situation. Further, many previous researches have been revealed some factors that causes language anxiety. It can be from st udents‟ self-perception, social environment, cultural differences, social status, gender, and classroom environment (Tseng, 2012:75-90). Those researches indicate that anxiety has an enervating effect on language learning process.
By those all of anxiety factors, learning a foreign language seem quite difficult for students. Thus, based on the problem identification above the writer wants to analyze the level of students‟ anxiety and figure out how the students‟ speaking ability can be described from their anxiety level. The subject of this research is the second semester students of international class program (KKI) of IAIN Salatiga in academic year of 2015/2016.
1.2. Research Questions
Based on the background and the problem identification, the writer has formulated the following questions in this research:
nd
1. What levels of anxiety are experienced by the 2 semester students of International Class Program of IAIN Salatiga in English speaking class?
2. How the students‟ speaking ability can be described from their anxiety level?
1.3. Objectives of the Research
Based on the research questions above, this research has aims to find out the following:
nd
1. To investigate the level of anxiety experienced by the 2 semester students of International Class Program of IAIN Salatiga in English speaking class.
2. To figure out the description of students‟ speaking ability from their
nd
anxiety level of the 2 semester students of International Class Program of IAIN Salatiga.
1.4. Previous Research
To help compiling her research, the writer takes a previous research entitled
The Correlation between Student’s Anxiety and Their Ability in Speaking th
Class by Yuliana Mauludiyah. She took a class of 4 semester students of English
Department at IAIN Tulungagung as her research subject. This research used correlation design with quantitative approach. The result of her research indicated that there is no correlation between two variables, those are student‟s anxiety and their speaking test.
The second previous research is come from Tesalonika Mayangta entitled
Students’ Speaking Anxiety in an EFL Classroom. She has been conducted her
research by taking some of second grade students of a junior high school in
Bandung as her respondents. This research used descriptive qualitative method as its design. The purpose of the research is to knowing the level of anxiety experienced by students in junior high school in English speaking classroom.
Two previous researches above focused in English speaking anxiety in speaking classroom, and both researches were using FLCAS (Foreign Language Classroom Anxiety Scale) as their instrument, likewise the researcher. The different is, this research used descriptive quantitative approach, and the researcher only investigated the level of students‟ anxiety and the description of students‟ speaking ability from their anxiety level. The researcher also calculated the data manually, not using SPSS program.
1.5. Benefits of the Research
By the completion of this research, the writer deliriously that it will give contribution for:
1. Institution (IAIN) This writer hopes that this result will become one of study that considered by the institution and it can enrich the treasure of research paper about foreign language in this institution.
2. Speaking lecturer The output of this study can be an idea for speaking lecturer to develop their teaching strategies. Still, the lecturer can help their students reduce the anxiety when they are performing their speaking skill within and outside the classroom.
3. Future researchers This research can be a reference for the future researchers who have similar topic of study. Moreover, this research will help the next researchers to generate a better study.
4. Students This paper may become a basic knowledge for foreign language students who were learning to sharpen their oral skill.
1.6. Limitation of the Research
Although there are other language skills (listening, reading, and writing) that have to be studied, the writer limits the research focus on speaking skill.
Therefore, the writer only focuses on speaking anxiety in English language. There might be a different result about this research for previous and future study, it caused by different subject used in the research.
The research will be done in the second semester students of International Class Program (KKI) IAIN Salatiga in academic year of 2015/2016. To completing the data, the writer will not organizes the speaking test, yet by collecting the students‟ score from the speaking lecturer.
1.7. Definition of the Key Term
1. Analysis Analysis is the process of breaking aor substance into smaller parts in order to gain a better understanding of it (Wikipedia).
Another definition about analysis is a and
2. Speaking Speaking is the ability to express the sounds of articulation in order to convey messages, ideas, and purpose orally. Brown (1994) defines speaking as an interactive process of constructing meaning that involves producing and receiving, and processing information.
3. Foreign Language Anxiety According to MacIntyre (1999) foreign language anxiety is a condition when students feel worry and have negative emotional reaction during learning or using a second language.
4. English English is a West Germanic language that becomes official language in almost 60 sovereign states in the world. Modern English is described as the first global lingua franca, which is the world‟s most widely used language in book publishing, newspaper publishing, scientific publishing, international communications, international trade, mass entertainment, and diplomacy (Northrup, 2013).
5. Foreign Language Classroom Anxiety Scale (FLCAS) An instrument consists of 33 item questionnaire developed by Horwitz et al. (1986). It is used to measure language anxiety in students.
1.8. Paper Organization
In writing the research, the writer divided into five chapters. This research paper will be organized as follows:
1. Chapter I: This chapter comprises the background of the study, research problems, and objectives of the research. Along with previous research, benefits, limitations, the definitions of key terms, and the organization of this research.
2. Chapter II: This chapter contains the theoretical review related to this research. This part will discuss the following subtopics: the nature of speaking, definition of anxiety, speaking foreign language anxiety, and level of anxiety.
3. Chapter III: This chapter discusses the methodology used in this research.
It explains how the research was conducted. It consists of research design, population and sample, research instrument, data collecting method, and technique of data analysis.
4. Chapter IV: This chapter includes the findings and discussion of the research. It contains the data collections and the result of the analysis to answer the research problems.
5. Chapter V: This chapter consists of conclusion and suggestions based on the research findings. Subsequently, there are bibliography and appendix as the attachments.
CHAPTER II THEORETICAL REVIEW This chapter will elaborate on some of related theories used in this
research. This chapter discusses the following topics: the nature of speaking, nature of anxiety, foreign language anxiety, and level of anxiety.
2.1. The Nature of Speaking 2.1.1. Definition of Speaking
In learning English as a foreign language, there are four important skills that people should be mastered of. Those are divided into productive skills (speaking and writing) and receptive skills (listening and reading). These skills are interconnected. The qualification in each skill is needed to become a good communicator, but the ability to speak skillfully will give several benefits for the speaker. One of which, the speaker can deliver his idea, opinion, or thoughts directly and this can be more effective way to communicate with other people.
Numerous experts of language learning have proposed plenty definitions of speaking. Speaking is an interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997). While Chaney (in Kayi, 2006) states that speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. Kayi (2006) adds that speaking is the productive skill in the oral mode. It, like the other skills, is more complicated than it seems at first and involves more than just pronouncing words.
According to Nunan (2003:48) speaking is the productive aural/oral skills; it consists of producing systematic verbal utterances to convey meaning. Other definition about speaking comes from Lado (1961: 240) describes speaking as the ability to express oneself in life situation, or the ability to report acts or situations in precise words, or the ability to converse, or to express a sequence of ideas fluently. This idea means that, speaking emphasizes more to the ability of an individual to convey something whether it is in the form of expression, report, etc with the language he has.
Van Lier, 1995:88 (in Nunan 2003:48) gave some key contrasts that differentiate spoken language and written language:
Spoken language Written language
Auditory Visual Temporary; intermediate reception Permanent; delayed reception Prosody (rhythm, stress intonation) Punctuation Immediate feedback Delayed or no feedback Planning and editing limited by channel Unlimited planning, editing, revision
From the definitions above the writer can conclude that speaking is the action of conveying ideas, thoughts, and meaning directly towards the listener through systematic verbal utterances. Speaking is a form of oral communication by pronouncing sounds of words to interact with each other.
2.1.2. The Component of Speaking Vanderkevent (1990:8) state that there are three components in speaking.
These components are comprised of: a.
The speaker
Speaker is a person who creates the utterances or sounds of words. When the speaker starts to speak, they immediately deliver their messages to the hearer. There will be no feeling or expression being stated if there is no speaker.
b. The listener Listener is a person who accept the message or meaning from the speaker.
The speakers will express their thought in written form if there are no direct interlocutors.
c. The utterances
Utterances are words or sentences. Speakers will produce utterances when they want to make a statement or express their opinion. The speakers and the listener will use sign, if there are no utterances produced by the speaker.
2.1.3. The Importance of Speaking Skills
English has become one of lingua franca in this world, because it is spoken, learnt, and understood by many countries as a second language or as a foreign language. To be able to communicate with other using English, people should sharpen their speaking skill continuously. Further, people should learn how to speak correctly and effectively in order to communicate well with one another. This will prevent to any misunderstanding and problems.
In order to become a qualified communicator, someone needs to be proficient in each of four language skills; listening, reading, writing, and speaking.
But then, the ability to speak skillfully will give many benefits to the speaker. The capability to speak accurately and clearly will help the speaker to be more understood by other people.
Speaking skill is also important for career success; it can increase someone‟s self-confident when they have to interact with others. When we speak to others we come to have a better understanding of our own selves, as Robert Frost once said:
‘‘I am a writer of books in retrospect, I talk in order to
understand, I teach in order to learn.’’ Undoubtedly, the clarity in speech reflects
clear thinking.
An effective speaker can get the audience‟s attention and catch all completion of his message. How good someone‟s ability to speak can be measured as how well the information can be transmitted and received to a hearer.
2.1.4. Kinds of Speaking Activities
To increase students‟ speaking motivation, teachers should engage their student into various speaking activities. Teacher has to set up kind of enjoyable speaking activities, so the student can fully participate on it. Harmer (2001:88) said that speaking activities can give the student enormous confidence and satisfaction, and with sensitive teacher guidance can encourage them into further study.
According to Nunan (2003:56) there are several speaking activities that lead students to speaking mastery. These activities are designed to increase students' fluency in speaking English.
a. Information Gap
Information is a useful activity which one person has information that the other lacks. They must use the target language to share that information.
Harmer (2001:88) states that information gap is one type of speaking activity where two speakers have different parts of information making up a whole. Because they hav e different information, there is a „gap‟ between them.
b. Role-plays
This activity is kind of speaking activity that relatively safe environment of the classroom. In a role-play, students are given particular roles in the target language. Teacher can prepare the students to play a role as a policeman, doctor, tourist, etc. The student will be practice the target language effectively before they have to do the conversation in the real life.
c. Simulation
Simulation is more complicated than role-plays. Because in a simulation requires the props to make somewhat realistic environment to support students‟ language practice. For example, if the students have to practice transactional speaking with the cashier in the bookstore, the teacher might provide some stuff such as: book, pen, rules, even using money for their purchases. So the situations are created by the teacher as if it is real.
d. Contact Assignment
The purpose of this activity is to get the students talk to people using the target language by sending them out of the classroom. The teacher sends the students to find information as many as they can. The students are provided with a worksheet and they can fulfill the information by asking the questions. Afterwards, the students compile the result of the survey and report what they have learned.
2.2. The Nature of Anxiety 2.2.1. Definition of Anxiety
Anxiety can be said as one of factor that impedes people in learning a language. Anxiety is a negative feeling when someone feels anxious, apprehensive, or uneasy in a specific time and feels hesitate with their ability. In English as Foreign Language (EFL), language anxiety is also possible found on the four skills (listening, speaking, reading, and writing), vocabulary, and grammar. Each student may be having more than one of anxiousness, and this will influence student‟s language learning process. Anxious learners write, speak, and participate less than relaxed learners in language classes (Spolsky, 1989).
Numerous researchers have provided some definition about anxiety. Hilgard et al. (1971 cited in Scovel, 1991:18) describe anxiety as a vague fear that is only indirectly associated with an object. Anxiety is a psychological construct, commonly described by psychologist as a state of apprehension On the other hand, Leary (1983) describes anxiety as a state of apprehension or dread with regard to an impending, possibly negative outcome that a person believes cannot be prevented.
Speilberger (1983) proposed that anxiety is the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system. It has been found that anxiety would intrude many types of learning, including second language learning (Horwitz, 2001:113).
2.2.2. Categories of Anxiety
Three main categories of anxiety can be distinguished as trait anxiety, situation-specific anxiety, and state anxiety. More explanation about these types will be defined below by some experts.
a. Trait Anxiety
According to Speilberger (1983) trait anxiety refers to a stable inclination to become nervous in a variety of situations. People who have high level of trait anxiety are commonly nervous people; they lack of emotional stability (Goldberg, 1993). Furthermore, Speilberger defined that student who has anxious trait is possibly felt anxious in any condition. On the other hand, people with low anxiety are disposed to be calm and relax and more emotionally stable.
b. Situation-specific Anxiety
Anxiety in language learning is categorized into situation-specific anxiety (MacIntyre in Young, 1991 and Horwitz et al. 1986). It refers to the persistent and multi-faceted nature of some anxieties (MacIntyre & Gardner, 1991a). It is occurs in specific type of situation or event such as public speaking, test-taking, or class participation (Ellis, 1994). Each situation is different, therefore, a person may be nervous in one situation but not in others.
c. State Anxiety
MacIntyre defines state anxiety as “moment-to-moment experience of anxiety. This anxiety is the transient emotional state of feeling nervous that can fluctuate over time and vary in intensity”. It has an effect on learner‟s emotion, cognition, and behavior. In terms of cognition, when people experience state anxiety, they are more sensitive to what other people are thinking of them (Carver & Scheier, 1986).
2.3. Foreign Language Anxiety 2.3.1. Definition of FLA
Foreign language anxiety is a form of situation-specific anxiety from a theoretical perspective. MacIntyre (1999:27) defines language anxie ty as “the worry and negative emotional reaction aroused when learning or using a second language”. Another definition of language anxiety is stated by MacIntyre & Gardner (1994:284) as “the feeling of tension and apprehension specifically associated with second language contexts, including speaking, listening, and learning”.
It is important to understand the role of anxiety in language learning because it ranks high among factors that can influence language learning, regardless of whether the setting is formal or informal. Foreign language anxiety is common among foreign language learners (Young, 1991) and it is seen as one of the great obstacles of foreign language learning and achievement. One of negative effects of anxiety in language learning is student with higher anxiety will get low achievement.
2.3.2. The Component of FLA
In foreign language anxiety, there are three primary components identified by Horwitz, Horwitz, & Cope (1986). They are communication apprehension (CA), test anxiety, and fear of negative evaluation. More definitions will be explained below.
a. Communication Apprehension (CA)
Communication apprehension according to Horwitz et al. (1986) is a type of shyness characterized by fear or anxiety about communicating with people. It is arises when someone has to talk with others in everyday communication situations. Apprehensive people will have difficulty in speaking in public or listening to a spoken message. Besides of that, they have inability to understand others and make their self understood (MacIntyre & Gardner, 1989).
b. Test Anxiety
The second component in language anxiety refers to test anxiety. When someone is confronted with test-taking situation, they feel afraid of failure in a test (Brown, 1994). Students might have unpleasant experience in previous test, and this will lead to negative opinion about taking a test (Chan & Wu, 2004). Learners who are experience this type of performance anxiety; they will get difficulties in facing test or quizzes.
c. Fear of Negative Evaluation The next constituent in language anxiety is fear of negative evaluation.
This type of apprehension is broader than test anxiety situation (Horwitz et al. 1986). Students feel worried about others‟ evaluations; there also avoidance of evaluation situations and expectations of being evaluated negatively (Watson & Friend, 1969). It may happen in any social condition such as interviewing for a job. In foreign language class, the evaluation appears from teacher and peers.
2.3.3. FLA in the Speaking Skills
The literature suggests that the speaking skill is extremely anxiety- provoking in many language students and it is generally seen to arouse more anxiety than the other skills. Indeed, Daly (1991, cited in Von Worde, 2003) reported that in some individuals “fear of giving a speech in public exceeded such phobias as fear of snakes, elevators, and heights” (p.3). Anxiety reactions suffered by many students when speaking or when being asked to speak by the teacher in foreign language classroom include “distortion of sounds, inability to reproduce the intonation and rhythm of the language, „freezing up‟ when called on to perform, and forgetting words or phrases just learned or simply refusing to speak and remaining silent” (Young, 1991:430).
Horwitz et.al (1986) pointed out that students said that they had most problems in the listening and speaking skills, with “difficulty in speaking in class being probably the most frequently cited concern of anxious foreign language students” (p.126). Learners said they did not feel too apprehensive during drills or about speaking if they had time to plan their spoken interventions, but would „freeze‟ if they had to speak spontaneously.
Classroom activities and the learning/teaching environment seem to have a direct impact on students‟ anxiety and on their performance in speaking. Koch & Terrel (1991) found that Natural Approach activities (which paradoxically are designed to minimize stress), such as role-plays and charades, caused a great deal of anxiety in their students.
Horwitz et al. (1986) noted that students who are afraid about making mistakes in front of others “seem to feel constantly tested and they perceive every co rrection as a failure” (p.130). The same researchers explained how anxious language students often forget what they know in a test or in a speaking activity. Indeed, speaking tests seem to be particularly anxiety-provoking, they might be arouse the three components of language anxiety; communication apprehension, test anxiety, and fear of negative evaluation.
2.4. Levels of Anxiety Anxiety can be categorized into three levels; low, moderate, high anxiety.