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Junior High School Students

’

Speaking Anxiety in English Class

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Dinanti Yemima Lufi Sirait

112010116

ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

SWCU

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Junior High School Students

’

Speaking Anxiety in English Class

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Dinanti Yemima Lufi Sirait

112010116

Supervisor Examiner

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COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga.

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PUBLICATION AGREEMENT DECLARATION

As a member of the (SWCU) Satya Wacana Christian University academic community, I verify that:

Name : Dinanti Yemima Lufi Sirait Student ID Number : 112010116

Study Program : English Language Teaching

Faculty : Faculty of Language and Literature Kind of Work : Undergraduate Thesis

In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:

Junior High School Students’ Speaking Anxiety in English Class

With this non-exclusive royalty free right, SWCU maintains the right to copy, reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval system or database, transmit, broadcast, barter or sell my intellectual property, in whole or in part without my express written permission, as long as my name is still included as the writer.

This declaration is made according to the best of my knowledge.

Made in : Salatiga Date : 04 Mei 2015 Verified by signee

Dinanti Yemima L. S. Approved by

Thesis Supervisor Thesis Examiner

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TABLE OF CONTENT

ABSTRACT ... 1

A. INTRODUCTION ... 1

1. Statement of the Problem ... 3

2. Research Question ... 4

3. Significance of the Study ... 4

B. REVIEW OF LITERATURE ... 4

1. Anxiety ... 5

2. Foreign Language Anxiety (FLA) ... 5

3. Foreign Language Speaking Anxiety ... 7

4. Foreign Language Speaking Anxiety in Classroom ... 8

4.a. Factors affecting foreign language speaking anxiety in classroom ... 9

4.b. Signs of anxiety: Psycho-physiological symptoms ... 10

5. Foreign Language Classroom Anxiety Scale (FLCAS) ... 10

5.a. Results of FLCAS ... 11

C. METHODOLOGY ... 12

1. Research Design ... 12

2. Sampling ... 13

3. Instrumentation ... 13

4. Data Collection and Analysis Procedure ... 14

D. Results and Discussion ... 15

1. The FLCAS Questionnaire ... 15

1.a. The levels of speaking anxiety among the students ... 15

2. The Factors Associated to FLCAS Questionnaire ... 17

2.a. Negative self perceptions and low self esteem ... 17

2.b. Fear of being less competent than other students ... 19

2.c. Fear of taking risks ... 19

2.d. Preparation ... 21

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3. Psycho-physiological symptoms ... 22

E. CONCLUSION ... 24

F. ACKNOWLEDGEMENT ...27

G. REFERENCES ... 28

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Junior High School Students’ Speaking

Anxiety in

English Class

Abstract

This study investigates the speaking anxiety experienced by grade 9 of Santa Maria Junior High School Sawangan in English Class. The study aims to answer the research question “What are the levels of speaking anxiety experienced by the

students in English class?”. Seventy three students from three classes of grade

nine were selected to be the participants in a survey using Foreign Language Classroom Anxiety Scale questionnaire developed by Horwits et al. (1986). The result of this study shows that anxiety in speaking English experienced by almost all of the students. Based on FLCAS questionnaire, negative self perception and low self esteem, fear of being less competent than other students, fear of taking risks, preparation, and peers opinion were found out to be some of the factors that appeared to students‟ speaking anxiety. Some psycho-physiological symptoms of anxiety such as heart pounding, tremble, nervous and confused when speaking in English also appeared as some indicators of students who suffer from anxiety.

Keywords: speaking, anxiety, indicators of speaking anxiety, psycho-physiological symptoms.

A.INTRODUCTION

The indicator of the successful language learning and acquisition is through the product of the language which is the use of the language in communication. There are two types of communication, written communication and oral communication. Out of the oral type, speaking has an important function as a crucial skill for communication (Florez, 1999). Since English nowadays have become a genuine lingua franca, that is a language that being used by people who do not speak the same (first or second) language as the tool of communication (Harmer, 2007), English also has made an expansion in Indonesia. Brown (2001) states that English has been taught as a foreign language in countries where the

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Indonesia government itself had decided to make English as a foreign language that is taught in school and it is common to find students from an early age having English language learning in their school.

Having a communication in a foreign language can be a stressful activity for the learners since they have to speak the language that is not their first or mother tongue. Horwitz et al. (1986) state that “speaking in the target language seems to be threatening aspect of foreign language learning ...”. Some studies that have been done by experts also show persistently similar results that speaking is the greatest activity that stimulates anxiety by most of foreign language learners (MacIntyre & Gardner, 1991). Since the status of English in Indonesia is a foreign language, it probably makes the learners feel unfamiliar in vocabulary, structure, and rules in English. They also have a small opportunity to practice English outside the classroom because English is neither their mother tongue nor first language. Moreover, there is a limited time to learn English in school, it makes most of the learners have a little exposure and higher possibility to feel anxious in English language learning, especially in speaking regarding the small chances to practice it.

The factors that cause learners‟ anxiety also become an interesting area for researchers to observe. Some factors such as lack of proficiency, lack of practice, competition, and task difficulty can influence learners to be anxious (Liu, 2007). Based on Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz et al. (1986) the major aspects of factors that contribute to foreign language anxiety are communication apprehension, negative evaluation of

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performance, and test anxiety. For speaking anxiety, some factors such as negative self perception and low self esteem, fear of being less competent than other students, fear of taking risks, preparation, and peers opinion found out to trigger anxiety for the students.

Foreign language anxiety is a common phenomenon for foreign language learners. Thus, I believe that it is important to observe the speaking anxiety experienced by students in English class since speaking is an activity that contributes the greatest anxiety for foreign language learners (Phillips, 1999; cited in Dalkilic, 2013).

1. Statement of the Problem

Since verbal language is a tool for communication, the indicator of successful English learning is through the communication products, one of them is speaking. As the status of English is a foreign language, students practice English especially speaking in classroom only. But unfortunately students usually do not use this opportunity maximally to build up their speaking skill. Moreover, beside the national examination that being held for junior high school students, the school practicum examination nowadays demands the students to have an English speaking fluency.

I believe that this study is important since most of the previous studies of speaking anxiety focused on college students (Occhipinti, 2009; Cheng, 2009; Deyuan, 2011, Yaikhong &Usaha, 2012) and high school students level (Ganschow & Sparks, 1996) because they believed that “foreign language anxiety

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is more relevant to language learning among adults” (MacIntyre & Gardner, 1991).

2. Research Question

For the purpose of this study, the following question was addressed “What are the levels of speaking anxiety based on Foreign Language Classroom Anxiety Scale experienced by students in English classroom? “.

3. Significance of the Study

This study is expected to provide more reference to future studies on speaking anxiety especially that experienced by junior high school students. From this study, teachers and researchers will understand more how to find out the levels of anxiety experienced by the students. Hopefully this study will be useful

to teachers to understand better their students‟ anxiety and can help them to

overcome their anxiety so that it will improve the teaching and learning quality.

B. Review of Literature

This section will discuss some issues associated with this study. Five issues that related to this study are: “anxiety”, “foreign language anxiety”, “foreign language speaking anxiety”, “foreign language anxiety in classroom”, and

“Foreign Language Classroom Anxiety Scale”. Some basic concepts and studies

that had been done before related to this study were discussed in this section.

1. Anxiety

The term “anxiety” often refers to the psychological condition of a person

that includes the feeling of tension, apprehension, nervousness, and worry that provoke nervous system (Spielberger, 1983, cited in Deyuan, 2011). Alpert and

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Harber (1960, cited in Zeidner, 1998) divided anxiety into two kinds, facilitating anxiety and debilitating anxiety. Facilitating anxiety refers to the anxiety that improved the performance, it means that this type of anxiety will not hinder

learners‟ achievement; it even might become a support of learners‟ success.

Whereas debilitating anxiety refers to the anxiety that weakened the performance,

this type of anxiety will hinder and might be a barrier to the learners‟ achievement. Based on Alpert and Harber‟s theory we can conclude that not all types of anxiety can damage learners‟ performance. However, we should not deny the possibility observation of facilitating and debilitating that are actually the same anxiety continuity with different ends (Hembree, 1988). By knowing the two kinds of anxiety, it will help us to identify the reasons of factors causes to the students‟ of high level anxiety (debilitating anxiety) as well as the strategies to deal with it.

2. Foreign Language Anxiety (FLA)

Foreign language learning might be a challenging activity for the learners especially those who live in EFL environment. Since English is used not as their first or second language, there is a high possibility that the learners are not fluent in the target language experience and cannot express the use of the foreign language maximally and that what is called by foreign language anxiety. Because foreign language anxiety related to the psychological and emotion aspect, the early findings of these studies did not show consistent results.

However, more researchers “have expanded the research perspectives from

psychology and personality theory to learning and perception” (Spielberger, 1966). In early years of 60s, Catel and Scheier (1960, cited in Cheng, 2009) popularized

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trait and state anxiety theory. State anxiety refers to the type of anxiety that might occur repeatedly and regularly in different situations while trait anxiety refers to type of anxiety that last permanently in individual and could not easily change by time. But there is a limited of that theory, “the source of the reported response is not specified very clearly by the respondent” (Cheng, 2009). This theory is based on the assumption of the respondent.

Since state and trait anxiety could not answer all questions related to the study of FLA, Horwitz, Horwitz, and Cope (1986) formed a concept of FLA which they called as a “type of situation specific anxiety”. Situation specific anxiety refers to the possibility to be anxious in a specific situation such as having a test, giving a speech, or using a foreign language. The levels of anxious could be different depends on the context. The assumption of the respondents is apparently decreased so this theory is more varied comparing from the previous theory and the centralisation of the areas seem to show persistent result (MarcIntyre & Gardner, 1991). Since this theory was introduced, more researchers have begun to use this theory and showing the consistent results.

Occhipinti (2009) in his study said that learning a foreign language is “a complex process, which implies the study of a new grammar, pronunciation, memorization of new words; but first and foremost it tests the learners‟ ability in

terms of his flexibility to take risks and making mistakes in front of other people”.

The factors that showing those processes are: linguistic factor such as grammar or syntax and extra-linguistic factor such as socio-contextual (Schuman, 1978). Therefore, it is believed that learning a foreign language might be a stressful

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activity for some learners (Hewitt & Stephenson, 2011, cited in Khodaday & Khajavy, 2012).

Horwitz et al. (1986) concluded that FLA usually appears in listening and speaking activities, testing situations, over studying, certain beliefs and so on. They also classify three types of foreign language anxiety: communication anxiety, test anxiety, and fear of negative evaluation. Communication anxiety is

defined as “a type of shyness characterized by fear of or anxiety about

communicating with people” (Horwitz, et al., 1986); and fear of negative evaluation is defined as “apprehension about others‟ evaluative situations, avoidance of evaluative situations, and the expectation that others would evaluate

oneself negatively” (Watson & Friend, 1969, cited in Occhipinti, 2009). Test anxiety is defined as “a type of performance anxiety stemming from a fear of

failure” (Horwitz et al, 1986). It means that when someone feels others evaluated

him/her, this type of anxiety will occur.

3. Foreign Language Speaking Anxiety (FLSA)

Brown (2001) states that people who have a successful achievement of language showing the ability of two-way communications with the other language speaker whether it is in monologue or dialogue. Therefore we could say that this two-way communication is not successful if one language speaker could not understand what other language speaker trying to say. This failure could be due to many factors, one of them is the anxious feeling in speaking experienced by the language speaker. Foreign language speaking anxiety can be described as an

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in Deyuan, 2011). Some studies in this area have been conducted and shown that even a person that active in oral communication using her/his L1 might become ashamed and reluctant when communicating using foreign language (Horwitz et al. 1986). It is because the language learners not only have to learn the foreign language but also to perform the language (Foss & Reitzel, 1988, cited in Cheng, 2009). They might have this FLSA because they had to perceive the language. As

Aida (1994) states that “[...] people experience anxiety and reluctance in

communicating with other people or in expressing themselves in foreign language in which they do not have a full competence”.

4. Foreign Language Speaking Anxiety in Classroom

Speaking in foreign language in classroom is usually difficult for the anxious students even when they were asked to answer a task or give a speech that they have prepared (Cheng, 2009). Horwitz et al. (1991) pointed out that listening and speaking in the classrooms are where the foreign language anxiety mostly happened. Phillips (1992) also supported Horwitz‟ statement by saying that based on the studies about FLA, it was reported that students generally having their highest level of anxiety in speaking in foreign language classroom. High levels of anxious student usually avoid the foreign language class or remove the courses that having a communication requirement (Phillips, 1992). They also feel reluctant to volunteer answers and being involved in activities that speaking was required in classroom (MacIntyre & Gardner, 1991).

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4.a. Factors affecting foreign language speaking anxiety in classroom

Young (1991; cited in Vognild, 2013) classified six possible causes of

language anxiety in classroom: “1) personal and interpersonal anxieties, 2) learner

beliefs about language learning, 3) instructor beliefs about language learning, 4) instructor – learner interactions, 5) classroom procedures, and 6) language

testing”. Personal anxieties could happen because some factors, one of them is a negative self perception and low self esteem towards themselves. Self perceptions or popular as self concept in psychology studies is how one person identify him/herself (Shavelson & Bolus, 1981) this perception might be highly influenced by his/her environment (Shavelson, 1976; cited in Shavelson & Bolus, 1981). Meanwhile self esteem is a concept of how one person treats him/herself, their attitude toward him/herself based on how he/she judges him/herself based on his/her self perceptions toward him/herself (Sigelman, 1999; cited in Bailey, 2003).

A study by Liu (2007) shows that low English proficiency, lack of practice, difficulty of the task, lack of confidence, and fear of making mistakes are the factors that contribute to foreign language speaking anxiety for China learners. Horwitz et al (1986) remarked three major factors that contribute to foreign language speaking anxiety in his FLCAS: communication anxiety, test anxiety, and fear of negative evaluation.

Mak (2009) conducted a study about FLSA with Chinese EFL learners using FLCAS and the results show that beside the three factors, some other factors such as the feeling of uneasy to speak with native speaker, negative perspective toward

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English class, fear for failing the class, asked to make impromptu speech, being corrected when speaking, insufficient time for preparation, and the prohibition of L1 use in class. A result of FLSA in English classroom by Keramida (2009) also show that students in the third grade of lower secondary school in Greece experienced FLSA because they were afraid that their peers will evaluate them negatively and consider them as a low ability students. They also believed that

“they should produce faultless sentences”. Mayangta (2013) in her study of FLSA with Indonesian junior high school found out that “personal and interpersonal anxieties, students‟ beliefs about language learning, instructor-learner interactions,

classroom procedures and perceived levels of English proficiency” are factors that contributed to students‟ speaking anxiety in classroom.

4.b. Signs of anxiety: Psycho-physiological symptoms

Psycho-physiological symptoms also found in FLCAS Qustionnaire. Psycho-physiological symptoms is “deeply associated with feelings and emotions

of human beings” (Yoon, 2012). It is a feeling of fear, uneasiness, worry, dread,

sweat, and have palpations that are experienced by the anxious students (Horwitz et. al, 1986). A study of elementary and intermediate female Iranian EFL learners from Hayatdavoudi & Kassaian (2013) revealed that students who suffered a high level of language anxiety reported to experience the higher psycho-physiological tensions in speaking performance.

5. Foreign Language Classroom Anxiety Scale (FLCAS)

Foreign Language Classroom Anxiety Scale (FLCAS) was developed by Horwitz et al. in 1986. FLCAS is a “standard instrument for the purpose of testing

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individuals‟ response to the specific stimulus of language learning.” (Dalkilic,

2001).

FLCAS is an instrument that consists of 33 items with scale 1-5 from strongly agree into strongly disagree. Those 33 items measure three dimension of languange learning anxiety; (1) fear of negative evaluation, (2) communication apprehension, and (3) test anxiety. It also measure the anxiety based on four major skills in language learning: speaking, writing, reading, and listening. The

participants‟ answer then calculated and being divided into five levels of anxiety: (1) Very Anxious. (2) Anxious, (3) Mildly Anxious, (4) Relaxed, (5) Very Relaxed.

5.a. Results of FLCAS

Since this instrument was introduced, nowadays this instrument is commonly used by researchers to investigate the levels of anxiety experienced by the learners. Liu (2007) in her study about anxiety in oral English classroom found out that twenty-four university students in Beijing experienced anxiety in English classroom. FLCAS was used to measure their anxiety and the results show that 54,1% students agreed with statements in the FLCAS that indicate their fear of taking risk to perform their foreign language speaking ability in front of others. In the next evaluation items, 66,7% students show their lack of communication apprehension by choosing the items showing fear if they could not understand instruction or feedback from their teacher. Another indicator to notice the anxious students is that they fear of negative evaluation. 66,8% students agree with items

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indicating fear of negative evaluation by peers and 70,8% students agree that they fear their teacher will pointed out their mistakes.

Mak (2009) found out that “students‟ negative attitudes towards the language class can contribute to their overall levels of second/foreign language

anxiety”. The result shows that the important aspect that influences students‟

speaking anxiety in classroom is fear of negative evaluation. A similar result showed by a study of foreign language anxiety on Malaysian university students by Abdullah & Rahman (2010). This study reveals that the high anxiety level experienced by the students because they feel reluctant to speak in foreign language in front of others. The communication apprehension aspect contributes to moderate levels of anxiety.

In Indonesia, a study was conducted by Mayangta (2013) who investigated the levels anxiety experienced by second grade students of junior high school in Bandung. The result shows that “most of the students are mildly anxious anxiety

levels with no relaxed students”.

C. METHODOLOGY

This section discusses on how this study was conducted to answers the research questions proposed in this study.

1. Research Design

This study focused on quantitative study which means that the data presented in form of numbers (Azwar, 2008).

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2. Sampling

The participants of this study were junior high school students grade IX. The reason why I chose those participants was because comparing with students in grade VII and VIII who possibility have a lower English proficiency than grade IX, students in grade IX have already learnt English longer and they might have more exposure to English, therefore it was more interesting to explore the speaking anxiety experienced by IX graders.

3. Instrument

The instrument used in this study was adapted from Foreign Language Classroom Anxiety Scale proposed by Horwitz et al. (1983). This instrument consists of 33 questions about anxiety in classroom. This instrument was chosen

because “it employs a situation specific approach, an approach which has yielded

more meaningful and consistent results than other approaches in second language speaking anxiety studies” (Mak, 2009). This instrument has been used by some researchers in previous studies such as Aida (1994), Liu (2007), Occhipinti (2009), Sugiharti (2009), Ariani (2010),Tianjian (2010), Usaha & Yaikhong (2012). The results of those previous study show it has high reliability and validity. The answers in this recent study ranged from 1-5, the lower scores that the participants get, the higher anxiety that they experienced. Since this study focused on speaking anxiety, some items were dropped and only items that were relevant to this study were selected. To measure the validity index of the items, I used SPSS 20. Based on Pearson Product Moment correlation (Azwar, 2000a; cited in Mustamu, 2011) any item that had correlation coefficient below 0.20 was dropped.

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4. Data Collection and Analysis Procedure

Data collection and analysis were needed in order to answer the research questions and meet the purposes of this study. This section discussed how the data were collected and analyzed to know the level of students‟ anxiety.

FLCAS was used to measure the level of anxiety of the students. FLCAS consist of 33 closed-ended questions related to students‟ anxiety in classroom. This questionnaire was adapted and translated in Bahasa Indonesia to make the students understand what the questions were about. However, since this study focused in speaking anxiety in English classroom, the items that were used were items which focused on this issue, those were items number 1, 3, 9, 13, 18, 20, 23, 24, 27, 31. Based on the validity test, all items were valid and could be included in this study.

Using a five- point Likert scale, the answers ranged from 1-5 with answer

“Strongly agree” to “Strongly disagree”. To get the range of the score of each class, I used interval formula which is commonly used to measure the psychological phennomena happened in society (Riduwan, 2009):

Since the questionnaire consists of 10 items with maximal point of 5 for each item, so the maximal score for all items was 50. The minimal score of each

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item is 1,thus the minimal score of all items was 10. From the formula above, the class intervals were:

10 ≤ x <_{18 : very anxious} ₃₄≤_{x < 42: relaxed}

18 ≤ x < 26 : anxious 42 ≤ x < 50 : very relaxed 26 ≤ x < 34 : mildly anxious

The indicators of speaking anxiety were basically taken from items selected from FLCAS which then classified into some categories.

D. RESULTS AND DISCUSSION

The section below present data analysis obtained from the questionnaire.

1. The FLCAS Questionnaire

1.a. The Levels of speaking anxiety among the students

FLCAS developed by Horwits et. al. consists of an indicator for every dominant skills of foreign language acquisition. Those skills are: reading, writing, listening, and speaking. In relevance to this study, I had only selected items that were related to speaking skills.

After adapting the FLCAS questionnaire developed by Horwits et. al. (1986) into a shorter version, I divided the items into 2 categories: Unfavorable items and Favorable items. Unfavorable items consisted of items number 1, 2, 3, 4, 6, 7, 8, 9,10. Favorable item consisted of item number 5. Unfavorable items consisted of negative statements with score 1 for Strongly Agree – 5 for Strongly Disagree while Favorable item consisted of positive statement with score 5 for Strongly Agree – 1 for Strongly Disagree. The score results from FLCAS questionnaire then divided into 5 categories as was the original. Those categories

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are: 1) Very anxious, 2) Anxious, 3) Mildly Anxious, 4) Relaxed, 5) Very Relaxed. To find out the interval of each class, I used Interval formula, which was commonly used to measure the interval class range of psychological phenomena that happened in society:

\Figure 1: Anxiety Levels of students in grade 9

Figure 1 shows that from total of 73 students, 8 students (10%) were in the very anxious level. 30 students (41%) were in the anxious level. 21 students (32%) were in the mildly anxious level. 9 students (13%) were in the relaxed level and only 5 students (2%) were in very relaxed level. Almost a half from the total students were in the anxious level, it shows that the majority of the students experienced anxiety, only one fifteenth of the students felt very relaxed.

2. The Factors Associated to FLCAS Questionnaire

There are a lot of factors that affect anxiety in speaking foreign language in classroom as discussed in Literature Review. However, this section will discuss

10%

41%

32%

13%

2% 0%

5% 10% 15% 20% 25% 30% 35% 40% 45%

Very Anxious Anxious Mildly Anxious Relaxed Very Relaxed

Anxiety Levels

Students

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some indicators of speaking anxiety among the students based on FLCAS Questionnaire. I attempted to divide the items into several categories. It is important to note that the categories may overlap with each other, and thus not mutually exclusive.

2.a. Negative self perceptions & low self esteem

One common indicator of anxiety among the learners is negative self perceptions and low self esteem. As mentioned in literature review, self perceptions or popular as self concept in psychology studies is how one person knows about her/himself (Shavelson & Bolus, 1981). Meanwhile self esteem is a concept of how one person treats her/himself, their attitude toward themselves (Sigelman, 1999; cited in Bailey, 2003).

Figure 2: Level of negative self perception & low self esteem

From the data above, the majority of the students agreed or strongly agreed that they felt they had no self-confidence when they were speaking in their English classroom. 55% of the students agreed with statement „I never feel quite

3% 3%

55%

13% 18% 18%

15%

55%

8% 10% Q1. I never feel quite sure of

myself when I am speaking in my English class

Q5. I feel confident when I speak in English class

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sure of myself when I am speaking in my English class, 3% of the students strongly agreed, other students (18%) were not really sure if they had self-confidence in speaking English in their classroom, 15% of the students disagreed with this statement, and 8% students strongly disagreed with this statement. On the other hand, when they were asked to answer the reverse item, 10% of the students strongly disagreed with statement “I feel confident when I speak in

English class”, 55% of the students disagreed with this statement, 18% in neutral position, 13% of the students agreed with this statements and only 3% of the students strongly agreed with this statement.

2.b. Fear of being less competent than other students

Figure 3: Level of fear of being less competent than other students

Students reported their fear of being less competent than the other students. The data shows that 14% of the students strongly agreed and 39% of the sudents agreed that they felt their schoolmates spoke English better than them, 12% students were in neutral position, other 32% of the students disagreed and

14% 39%

12% 32%

2% 0%

5% 10% 15% 20% 25% 30% 35% 40% 45%

Q7. I always feel that the other students speak English better

than I do

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2% strongly disagreed with this statement. This level might indicate a considerable level of anxiety among the students. Liu (2007) reported that students that feared being less competent tend to compare her/himself with other students ability and that could trigger the feeling of anxiety.

2.c. Fear of taking risks

Figure 4: Level of fear of taking risks

Drawing on the students responses, fear of taking risks turned out to be one of a significant level among the students. The data shows that answers questions voluntary in class was reported to be one of the serious indication of anxiety among the students based on FLCAS by Horwitz. As many as 11% of the

students strongly agreed with statement “It embarasses me to volunteer answers in my English class”, 49% agreed with this statement, 11% students were in neutral positions, other 19% of the students disagreed and 9% of the students strongly disagreed with this statement. It means that more than a half of the students (60%) endorsed this statements. Another serious indicator of anxiety was that the

11% 12% 49%

47%

11%

8% 19% _18%

14% 0%

10% 20% 30% 40% 50% 60%

Q4. It embarrasses me to volunteer answers in my

English class

Q10. I am afraid that the other students will laugh at me when

I speak English

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students were afraid that the other students will laugh at their performance. As many as 12% of the students strongly agreed with statemet “I am afraid that the

other students will laugh at me when I speak English”, 47% of the students agreed

with this statement, only 8% of the students chose neutral position, the rest 18% of the students disagreed this item and 14% strongly disagreed with this item.

2.d. Preparation

Figure 5: Level of preparation

According to the data above, speaking performance without preparation was an activity that could trigger anxiety the most. A total 76% of the students

endorsed statement “ I start to panic when I have to speak without preparation in English class”. This might be a really serious problem that the students faced. 31% of the students strongly agreed with this statement, 45% of the students agreed, 11% students were in neutral positions and other 12% of the students disagreed or strongly disagreed with this statement. This result endorsed by Liu‟s

31% 45%

11% 9%

3% 0%

5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Q3. I start to panic when I have to speak without preparation in

English class

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study revealed that 70% of Chinese learners also experienced nervousness in

speaking activity because “their brain went blank when speaking in English class, especially when they were not prepared”. This might happened because students have to speak in language that they do not have full competence and the lack of vocabulary or exposure to the English language.

2.e. Peers‟ Opinions

Figure 6: Level of peers’ opinions

The data showed that students seemed to be concerned about what their

peers‟ thought about her/his ability. 11% of the students strongly agreed that they feel shy to speak English in front of their peers, 43% of the students agreed with the statement. It means that 55% of the students endorsed this statement. 18% students in neutral positions, 20% of the students disagreed with this statement and only 7% of the students strongly disagreed with this statement. This finding also in line with Abdullah & Rahman (2010) study that shows the high anxiety

11% 43%

18%20% 7% Q8. I feel very

self-conscious about speaking English in front

of the other students

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level experienced by the students because they felt reluctant to speak in foreign language in front of others.

3. Psycho-physiological Symptoms

Psychological and physiological symptoms of anxiety were commonly experienced by anxious students. As mentioned in literature review, students that feel anxious experience fear, uneasiness, worry, dread, sweat, and have palpations (Horwitz et. al, 1986). Items no 2, 6, and 9 refer to psycho-physiological symptoms that become signs of anxiety.

Figure 7: Level of psycho-physiological symptoms

The results show that more than half of the students (47%) felt that they trembled when they were asked to speak English. 7% of the students strongly

agreed with statement “ I tremble when I know that I‟m going to be called to speak in my English class”, 40% of the students agreed, 13% students chose neutral, 26% of the students disagreed, and only 8% of the students strongly disagreed with this statement. A higher precentage of the students (62%) endorsed

7% 15% 8% 40% 47% 38% 18% 12% 23% 26% 15% 22% 8% 10% 8% Q2. I tremble when I

k ow that I’ goi g to

be called to speak in my English class

Q6. I can feel my heart

pou di g whe I’

going to be called to speak in front of my

English class

Q9. I get nervous and confused when I am speaking in my English

class

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item “I can feel my heart pounding when I‟m going to be called to speak in front

of my English class”. 15% of the students strongly agreed, 47% of the students

agreed, 12% chose neutral. Only 25% of the students rejected this statement, 15% of the students disagreed with this item and 10% of the students strongly

disagreed with this item. Students‟ responses also showed that almost half of

them felt nervous and confused, 8% of the students responded strongly agreed and 38% of the students responded agreed with this statement. 23% of the students chose neutral, 22% of the students disagreed that they felt nervous and confused, and only 8% of the students strongly disagreed.

E. CONCLUSION

This research aimed to investigate the speaking anxiety faced by junior high school students of grade 9 in SMP Santa Maria Sawangan year 2014 - 2015. To examine the speaking anxiety experienced by the students, FLCAS questionnaire developed by Horwits et. al. (1986) was used to measure the level of speaking anxiety among the students. This questionnaire was widely used across countries to measure the anxiety for foreign language learners. The result of this study revealed that from a total 73 students, 10% of the students felt very anxious, almost half of the students (41%) felt anxious, 32% of the students were in mildly anxious level, 13% of the students felt relaxed and only 5 students (2%) felt very relaxed. This finding proved that most students experienced speaking anxiety.

Drawing on the descriptive data, the relatively high level of indicator of the FLCAS index for the majority of the students was preparation. 79% of the

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students agreed or strongly agreed that they feel that they started to panic when they had to speak without preparation in English class. This finding was also in line with a study by Liu (2007) and Mak (2009) which showed speaking in foreign language without preparation was the most provoking anxiety in class activity.

In addition, this questionnaire also measured the perceived levels of some psycho-physiological anxiety symptoms that occurred among students. As the name suggest, these anxiety indicators consist of emotional and physical indications such as trembling, heart pounding, nervousness, and confusion. Most students (62%) agreed or strongly agreed that they experienced heart pounding when speaking in English. 61% students agreed or strongly agreed that they trembled when they were asked to be called to speak English. 46% of the students agreed or strongly agreed that they felt nervous and confused when they were speaking in English.

To reduce the anxiety faced by the students, teachers should understand their students better and know what factors that may give rise to their anxiety. In this context, since preparation appears to be the most provoking anxiety factor, the teachers could give students enough time to them to prepare before performing their speaking tasks. Some other strategies could be made by teacher such as praising them to encourage students to have positive self perception towards their English speaking ability, conducted a conducive competitive situation in class, encourage them to participate actively in class discussion, and convince them to believe in their own ability.

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The results of this descriptive study are expected to be useful to teachers to understand more about foreign language speaking anxiety among their students. The results could also make the students more aware of negative feeling when learning a foreign language, especially in speaking, and understand some indicators of anxiety in speaking that are experienced by the learners. Due to the small number of respondents, the results of this study could not be generalized to other similar studies. For further studies, some follow-up questions could be done to the students to understand deeper about the factors that contribute to their speaking anxiety and the strategies used to deal with their anxiety.

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ACKNOWLEDGEMENT

First of all, I would like to thank my Jesus Christ for His grace towards me. Without His guidance, I could not complete this thesis.

During this thesis writing, I have been encouraged and assisted by many people. I would like to take this opportunity to express my sincere gratitude to all of the following people for their help. First to my mom and my dad for always understanding me in any condition of my study. My gratitude goes to Dr. Elisabet Titik Murtisari, M.TransStud who helped me from the beginning until the end of my thesis. I could not complete this thesis without your guidance. My next gratitudes goes to my examiner, Prof. DR. Gusti Astika, M.A for his help, correction, and also the useful suggestions. Also my advisor, Bu Suzana Maria for all of your solutions when I found difficulties during SIASAT.

Lastly I want to thank all my friends who helped me during my study. First,, Jessica Amelia Anna, for helping me to analyze my data using SPSS. Second, my ex boarding house mates, Jane, Priska, Wening, Widya, Ika, Sisil, Nachri, Resty, Ucyt, and Sinta for their support and care during my study. Last but not least, for all of my friends, teachers and staffs in ED, without them it was impossible for me to make my dream happen.

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foreign langugae anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. Retreived March, 23, 2014, from http://www.jstor.org/discover/10.2307/329005?uid=3738224&uid=2&uid=4&sid =21103831222223.

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Capan, S.A., & Simsek, H. (2012). General foreign language anxiety among EFL learners: A survey study. Frontiers of Language and Teaching Journal, 3,

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Cheng, C-H. (2009). Language anxiety and English speaking profiency. Ming Chuan University, Taiwan. Retreived February, 17, 2014, from

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Dalkilic, N. (2013). The role of foreign language classroom anxiety in English speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,8(8). Retreived February, 20, 2014, from

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https://www.academia.edu/487254/The_Role_Of_Foreign_Language_Class room_Anxiety_in_English_Speaking_Courses.

Deyuan, H. (2011). Foreign language speaking anxiety: An investigation of non-English majors in mainland China. City University of Hongkong,

Hongkong. Retreived February, 19, 2014, from

http://dspace.cityu.edu.hk/handle/2031/6520.

Florez, M. C. (1999). Improving adult English language learners‟ speaking skills.

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Journal, 96, 170-189. Retreived April, 28, 2015 from

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udy

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(37)

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Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the classroom: Theoretical issues and practical recommendations.

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37 Appendix

1. FLCAS Questionnaire

Foreign Language Classroom Anxiety Scale

Penelitian ini bertujuan untuk mengetahui level dan faktor yang mempengaruhi tingkat kecemasan dalam berbicara Bahasa Inggris yang dialami oleh siswa SMP kelas 9. Angket ini terdiri dari 11 pertanyaan tentang pengalaman Anda saat mengikuti pelajaran Bahasa Inggris. Jawaban Anda tidak akan mempengaruhi nilai Anda dalam mata pelajaran Bahasa Inggris. Jika ada yang tidak jelas, dipersilahkan untuk bertanya. Terimakasih.

Berilah tanda centang (V) di kolom yang Anda rasa benar. No

Pernyataan

Sangat setuju

Setuju Ragu - Ragu Tidak setuju Sangat Tidak setuju 1 Saya merasa tidak percaya diri

ketika berbicara di kelas Bahasa Inggris

2 Saya takut jika guru menunjuk saya untuk berbicara dalam bahasa Inggris

3 Saya merasa panik jika guru saya menyuruh saya berbicara dalam Bahasa Inggris tanpa persiapan apapun sebelumnya

4 Walaupun saya tahu jawabannya, saya malu untuk menjawab pertanyaan yang diberikan guru di kelas Bahasa Inggris

5 Saya merasa percaya diri berbicara Bahasa Inggris saat pelajaran Bahasa Inggris

6 Saya merasa gugup saat guru Bahasa Inggris saya memanggil saya untuk maju berbicara ke

Data Demograf

Nama : ... Jenis kelamin : L / P

Umur : ... Kelas : ... Lama belajar bahasa Inggris :

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38 depan kelas

7 Saya selalu merasa murid - murid lain berbicara Bahasa Inggris lebih baik daripada saya

8 Saya merasa canggung berbicara Bahasa Inggris di depan murid – murid lain

9 Saya merasa gugup dan bingung ketika berbicara Bahasa Inggris saat pelajaran

10 Saya takut jika murid-murid yang lain menertawakan saya ketika saya berbicara Bahasa Inggris

Forum Kesediaan

Apakah Anda bersedia untuk diwawancara? YA / TIDAK Jika bersedia, mohon isi data dibawah ini:

No telepon : ... E-mail : ...

(1)

33 References:

Aida, Y. (1994). Examination of Horwitz, Horwitz, and Cope‟s construct of foreign langugae anxiety: The case of students of Japanese. The Modern Language Journal, 78(2), 155-168. Retreived March, 23, 2014, from http://www.jstor.org/discover/10.2307/329005?uid=3738224&uid=2&uid=4&sid =21103831222223.

Azwar, S. 2008. Penyusunan skala psikologi. Yogyakarta: Pustaka Pelajar.

Capan, S.A., & Simsek, H. (2012). General foreign language anxiety among EFL learners: A survey study. Frontiers of Language and Teaching Journal, 3, 116-124.

Cheng, C-H. (2009). Language anxiety and English speaking profiency. Ming Chuan University, Taiwan. Retreived February, 17, 2014, from

https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja &uact=8&ved=0CCQQFjAA&url=http%3A%2F%2Fethesys.lib.mcu.edu.tw%2FETD-

db%2FETD-search%2Fgetfile%3FURN%3Detd-0614110-

015011%26filename%3Detd-0614110-015011.pdf&ei=KdcuU_XKDY2TigePl4Aw&usg=AFQjCNFM9CkQehz2vRA0UVzHOU CgD06epA&sig2=HTMCCcIERm_y6hnzMVRyqA&bvm=bv.62922401,d.aGc

Dalkilic, N. (2013). The role of foreign language classroom anxiety in English speaking courses. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü

(2)

https://www.academia.edu/487254/The_Role_Of_Foreign_Language_Class room_Anxiety_in_English_Speaking_Courses.

Deyuan, H. (2011). Foreign language speaking anxiety: An investigation of non-English majors in mainland China. City University of Hongkong, Hongkong. Retreived February, 19, 2014, from http://dspace.cityu.edu.hk/handle/2031/6520.

Florez, M. C. (1999). Improving adult English language learners‟ speaking skills. National Center for ESL Literacy Education, 5, 16-20. Retrieved April, 22, 2015, from http://www.cal.org/caela/esl_resources/digests/Speak.html Ganschow, L., & Sparks, R. L. (1996). Foreign language learning difficulties an

historical perspectives. Journal of Learning Disabilities, 31(3), 248-258.

Retreived February, 20, 2014, from

http://ldx.sagepub.com/content/31/3/248.short.

Harmer, J. 2007. The practice language teaching. Paper session presented at the meetings of Facultad de Cs. Humanas UNLPam, Mexico. Retreived February, 19, 2014, from

http://atiyepestel.files.wordpress.com/2013/05/jeremy-harmer-the-practice-of-english-language-teaching.pdf

Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety. Review of Educational Research, 58(1), 47-77. Retreived from February, 21, 2014

http://www.jstor.org/discover/10.2307/1170348?uid=3738224&uid=2&uid= 4&sid=21103831490453.

Hewitt, E., & Stephenson, J. (2011). Foreign language anxiety and oral exam performance. A replication of Phillips‟s MLJ study. The Modern Language Journal, 96, 170-189. Retreived April, 28, 2015 from http://www.researchgate.net/publication/230545790_Foreign_Language-_Anxiety_and_Oral_Exam_Performance_A_Replication_of_Phillips‟sMLJst udy

Horwits, et. al. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Retreived February, 10, 2012 from http://www.jstor.org/stable/327317.

(3)

Indriastuti, M. 2003. The relationship between anxiety and speaking performance of first year English Department students of SWCU. Satya Wacana Christian University, Salatiga.

Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the classroom: Theoretical issues and practical recommendations. CCSE Journal, 2(4), 39-44. Retrieved February 18, 2014 from www.ccsenet.org/journal.html

http://www.ugr.es/~portalin/articulos/PL_numero20/17%20%20Ebrahim.pdf .

Liu, M. 2007. Anxiety in oral English classrooms: A case study in China. Department of Foreign Languages. Tsinghua University, Beijing. Retreived March, 17, 2014 from

http://idci.dikti.go.id/pdf/JURNAL/JURNAL%20INDONESIAN%20JELT/ VOL%203%20ED.1%20MEI%202007/__20111014_022739_393.pdf

http://onlinelibrary.wiley.com/doi/10.1111/j.1467-1770.1991.tb00691.x/abstract

Mayangta, T. 2013. Students’ speaking anxiety in an EFL classroom. Universitas Pendidikan Indonesia, Jakarta. Retreived February, 9, 2014, from

http://repository.upi.edu/3369/2/S_ING_0908155_Abstrak.pdf.

Mustamu, M. 2011. The relationship between students‟ anxiety and speaking performance of eleventh graders. Satya Wacana Christian University, Salatiga.

Phillips, E. (1992). The effects of language anxiety on students‟ oral test performance and attitudes. The Modern Language Journal, 76, 14-23.

(4)

Rachmawati, Y. 2013. Language learning strategies used by learners in learning speaking. Universitas Pendidikan Indonesia, Jakarta. Retreived February, 9, 2014 from

http://repository.upi.edu/view/divisions/ING/2013.html. Riduwan. 2012. Pengantar statistika sosial. Bandung: Alfabeta.

Speilberger, C. D. 1966. Theory and research on anxiety. In C. D. Spielberger (Ed.). Anxiety and behavior. New York: Academic Press. Retreived April,

25, 2015 from

http://books.google.co.id/books?hl=en&lr=&id45pGBQAAQBAJ&oi=fnd& pg=PA3&dq=spielberger+1966+theory+and+research+on+anxiety&ots=C2 0cRXpzf3

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37 Appendix

1. FLCAS Questionnaire

Foreign Language Classroom Anxiety Scale

Berilah tanda centang (V) di kolom yang Anda rasa benar. No

Pernyataan

Sangat setuju

Setuju Ragu - Ragu

Tidak setuju

Sangat Tidak setuju 1 Saya merasa tidak percaya diri

ketika berbicara di kelas Bahasa Inggris

2 Saya takut jika guru menunjuk saya untuk berbicara dalam bahasa Inggris

3 Saya merasa panik jika guru saya menyuruh saya berbicara dalam Bahasa Inggris tanpa persiapan apapun sebelumnya

4 Walaupun saya tahu jawabannya, saya malu untuk menjawab pertanyaan yang diberikan guru di kelas Bahasa Inggris

5 Saya merasa percaya diri berbicara Bahasa Inggris saat pelajaran Bahasa Inggris

6 Saya merasa gugup saat guru Bahasa Inggris saya memanggil saya untuk maju berbicara ke

Data Demograf

Nama : ... Jenis kelamin : L / P

Umur : ... Kelas : ... Lama belajar bahasa Inggris :

(6)

38 depan kelas

7 Saya selalu merasa murid - murid lain berbicara Bahasa Inggris lebih baik daripada saya

8 Saya merasa canggung berbicara Bahasa Inggris di depan murid – murid lain

9 Saya merasa gugup dan bingung ketika berbicara Bahasa Inggris saat pelajaran

10 Saya takut jika murid-murid yang lain menertawakan saya ketika saya berbicara Bahasa Inggris

Forum Kesediaan

Apakah Anda bersedia untuk diwawancara? YA / TIDAK Jika bersedia, mohon isi data dibawah ini:

No telepon : ... E-mail : ...

T1 112010116 Full text

Junior High School Students

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Speaking Anxiety in English Class

THESIS

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Dinanti Yemima Lufi Sirait

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ENGLISH TEACHER EDUCATION PROGRAM

FACULTY OF LANGUAGE AND LITERATURE

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