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STUDENT’S SPEAKING ANXIETY FACTORS
(A Study at the Second Year Students of Tourism Class at
SMK N 1 Padang Panjang in Academic Year 2015/2016)
THESIS
Submitted in Partial Fulfillment of Requirement
for Getting Strata One (S1) Degree
MIA PURNAMA SARI
NIM. 11040252
ENGLISH EDUCATION DEPARTMENT
COLLEGE OF TEACHER TRAINING AND EDUCATION
(STKIP) PGRI SUMATERA BARAT
PADANG
2016
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ABSTRAK
Mia Purnama Sari (11040252). Faktor-Faktor Yang Mempengaruhi
Kecemasan Siswa Dalam Berbicara Bahasa Inggris di SMKN 1 Padang
Panjang. Skripsi, Program Studi Pendidikan Bahasa Inggris STKIP PGRI
Sumatra Barat, Padang.
Penelitian ini bertujuan untuk mengetahui faktor-faktor apa saja yang
mempengaruhi kecemasan siswa dalam berbicara bahasa Inggris di depan kelas.
Penelitian ini merupakan penelitian deskriptif. Partisipanya adalah siswa kelas
tiga jurusan Pariwisata di SMK N 1 Padang Panjang. Jumlah partisipan dalam
penelitian ini adalah 23 siswa yang diambil menggunakan teknik total sampling.
Dalam mengumpulkan data, peneliti menggunakan observasi checklist and
interview, dimana siswa tampil guiding di depan kelas dengan menggunakan
bahasa Inggris. Setelah itu peneliti melakukan interview dengan menggunakan
bahasa Indonesia agar tidak terjadi kesalah pahaman. Setelah selesai
mengumpulkan data dari observasi dan interview, peneliti mendeskripsikan data
tersebut berdasarkan indikator. Peneliti dapat menyimpulkan tiga faktor yang
mempengaruhi kecemasan siswa dalam berbicara bahasa Inggris di depan kelas.
Pertama adalah Communication Apprehension, siswa takut untuk berbicara
bahasa Inggris karena mereka kurang memahami apa yang mereka katakan dan
mereka tidak bisa berbicara bahasa Inggris dengan lancar. Kedua Test Anxiety,
siswa merasa cemas karena mereka tidak terbiasa berbicara di depan kelas.
Terakhir Fear of Negative Evaluation, kegelisahan siswa dan ketegangan tentang
evaluasi karena mereka takut dengan evaluasi yang negative dari orang lain.
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ACKNOWLEDGEMENT
Alhamdulillahirabbil‟alamin, the researcher would like to express thankfull to
Allah the almaighty God, who has blessed the reseacher finally finish this thesis with the
entitle ”Students’ Speaking Anxiety Factors at Third Grade Students of Vocational
School Padang Panjang.” This thesis was aimed to fulfill one of the requirements for
the S1 Degree of English Department at STKIP PGRI West Sumatera. For the first, the
researcher also would like to express her deepest gratitude to Mrs. Hervina Asty, M.Pd
and Mrs. Elmiati, M.Pd as my advisor. The researcher thanks for her valuable time,
guidance, suggestion, support and comment during the process of finishing this thesis.
Secondly, the researcher‟s special gratitude goes to Mrs. Yulmiati, M.Pd, Mrs.
Astuti Pratiwi, M.Pd and Mr. Syayid Sandi Sukandi, S.S M.A as the examiner who have
given valuable contribution and suggestion to improve this thesis as examiner. Thirdly,
the researcher‟s gratitutes give to Mrs. Armilia Rizaa, M.Pd as the academic advisor and
the head of English Department of STKIP PGRI West Sumatera and Mrs. Mayuasti,
M.Pd who had permitted her to due this research at this Department.
Then, the researcher would like to express thanks so much for beloved family
especially mother who have given love, prays, care, financial, attention, courage in her
life and also for my brother and sister thanks so much supporting her in finishing this
thesis. Finally, the researcher would like to say thanks to all of her friends who have
supported her in finishing this thesis. The researcher hopes this thesis will be useful for
other researcher, all elements and, especially, students.
Padang, Februari 2016
The Researcher
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TABLE OF CONTENTS
ABSTRAK …………………………………………………………......................i
ACKNOWLEDGEMENTS……………………………………………………..ii
TABLE OF CONTENTS ………………………………………………………iii
LIST OF TABLES ………………………………………………………….......vi
LIST OF FIGURE …………………………………………………………......vii
CHAPTER I INTRODUCTION
A. Background of the Problem …………………………………………..1
B. Identification of the Problem …………………………………………3
C. Focus on the Research ………………………………………………..3
D. Formulation of the Problem…………………………………………..4
E. Research Question…………………………………………………….4
F. Purpose of the Research ……………………………………………...4
G. Significance of the Research …………………………………………4
H. Definition of the Key Terms …………………………………………5
CHAPTER II REVIEW OF RELATED LITERATURE
A. Speaking ....................................……………………………………...6
1. Definition of Speaking.....………………………………………...6
2. Component of Speaking ………………………………………….8
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B. Anxiety ..............................………………………………………….11
1. Definition of Anxiety.....………………………………………..11
2. Faktors of Anxiety .....………………………………………….13
C. Review of the Related Findings.....…………………………………16
D. Conceptual Frame Work…………………………………………….18
CHAPTER III RESEARCH METHOD
A. Research Design …………………………………………………….21
B. Participant of the Research ………………………………………….21
C. Instrumentation ……………………………………………………..22
1. Observation ……………………………………………………..22
2. Interview ………………………………………………………..23
D. Technique of Data Collection ………………………………………24
E. Technique of Data Analysis ………………………………………...25
CHAPTER IV RESEARCH FINDING
A. Data Description …………………………………………………….27
B. Data Analysis ……………………………………………………….28
C. Research Finding ……………………………………………………35
D. Interpretation ………………………………………………………..37
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion …………………………………………………………..39
B. Suggestion …………………………………………………………..40
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REFERENCES
APPENDICES
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LIST OF TABLES
1. Indicators of Anxiety Factors Communication Apprehension, Test Anxiety and
Fear of Negative Evaluation ………………………………………………….23
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LIST OF FIGURE
Figure 1. Conceptual Framework ………………………………………………..19
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CHAPTER 1
INTRODUCTION
In this chapter, the researcher introduces the problem. It starts with
background of the problem, identification of the problem, limitation of the
problem, formulation of the problem, research question, purpose of the
research, significance of the problem and key terms.
A. Background of the Problem
There are four basic skills that have to be mastered in learning a
foreign language and speaking is one of the essential skills. Speaking is a
process of transfering information or idea between speaker to another people.
Speaking requires that the students not know about grammar, pronounciation,
vocabulary and do not understand what the listener said. The reason of the
students get difficulty to speak, not only that they have lack in cognitive
abilities, but also they have disturbed by some affective factors such as
emotion, self-esteem, attitude, motivation and anxiety.
Anxiety is a feeling of apprehension that caused someone always
think bad will happend. Speaking anxiety is someones‟ anxious feeling when
they speak in front of the calss, commonly occurs in communication by
foreign language learners. However, some students feel anxious when they
speak English and they feel anxiety as a threat, because they can not manage
their anxiety properly.
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Being mastering in English specially in oral communication is
necessary for students in vocational school especially students in Tourism
class. It is one of the central elements of communication, because in daily life
most of them speak more than write. Furthermore, having a good ability in
speaking will be the good point for students to get job when they graduate
their study, because many of job vacancies require the applicants that fluently
in speaking English.
Speaking skill in English has been taught to the students since
elementary school. While in Vocational school at SMKN 1 Padang Panjang
especially Tourism class, speaking English is necessary because in this class
has three subjects: Guiding, Ticketing and Tour Planning. All the subject
need English language because in final examination the students do the
practice examination using speak English. But Reality many students got
difficulty when they speak English, they feel nervous when they presented in
front of the class and they anxious to speaking English.
After doing an observation to some students at the Tourism class,
researcher found that they have big problem to speak English in front of the
class. In their mind, speaking English is difficult and fear. The students
anxious when they speak in English, they always thought about grammar,
diction and pronunciation. They always think something bad will happend
and they feel the teacher and their friends give negative evaluation about their
performance. As a consequence, they do not have self-confidence and they
lost idea when they speak English.
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Based on the explanation above, there are some factors that influence
students‟ speaking anxiety such as communication apprehension, test anxiety
and fear of negative evaluation, because of that the researcher interested to
analyze the students‟ speaking anxiety factors, study at third year students of
Tourism class at SMKN 1 Padang Panjang in Academic Year 2015/2016.
B. Identification of the Problem
Referring to the background of the problem above there are some
factors that effect foreign language learner difficulty in speaking English such
as anxiety, attitude, motivation, self-esteem and emotion. But anxiety take big
influence on the students‟ success in speaking, when they are anxious in
speaking, they will think something bad will happend. Then lost their ideas
that they intend to talk before and sometimes they can not express their ideas
perfectly. That phenomena will make their listener can not catch their
message. Consequently, it will cause limitation for their English speaking in
communication or interaction inside and outside classroom.
C. Limitation of the Problem
Based on the phenomenon that the researcher found in the school, the
researcher only focused on factors of anxiety is indeed a caused of poor
language learning, generally in speaking as oral proficiency of foreign
language learning. Then this research is intended to analyze the factors that
influence students‟ speaking anxiety at third year of SMKN 1 Padang
Panjang.
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D. Formulation of the Study
Based on the identification and limitation of the problem above, the
researcher formulates this problems as follow: What factors that influence
students‟ speaking anxiety by third year in Tourism class at SMKN 1 Padang
Panjang in academic year 2015/2016?
E. Research Questions
Based on the statement above, the researcher formulates this problem
as: “What factors that influence students‟ speaking anxiety by third year in
Tourism class at SMKN 1 Padang Panjang in academic year 2015/2016?”
F. Purpose of the Research
Based on the research question, the purpose of this research is: “To
know what factors that influence students‟ speaking anxiety by the third year
in Tourism class at SMKN 1 Padang Panjang in academic year 2015/2016?”
G. Significance of the Research
The result of this research will be expected to give contribution for
teacher, students, and researcher. First, for the teacher, this research will give
information for the teachers to know more about anxiety as one caused of
students‟ difficulty in speaking English at the third year students of Tourism
class. Second, for the students, this research will give information to the
students about the factors that influence in speaking anxiety in order the
students have an ability in speaking without anxious, and also can help the
students to avoid their anxiety, they will know to improve speaking skill and
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more practice speak english in the publics. And last, for the researcher, the
researcher will get information about students‟ speaking anxiety factors.
H. Definition of Key Terms
1. Speaking is prodective skills in oral mode and complex skills
which the human use as tool in oral communication to express
their ideas, feeling, emotion in interacting with other people.
2. Anxiety is the normal feeling of students in Tourism class at
SMK N 1 Padang Panjang, they feel anxious when they speaking
English in front of the class/public and they think something bad
will happend.
3. Factor is a constituent or element that brings about certain effects
or result, or indicates a specific multiple, number or quantity.
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CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter the researcher reviews about research theories that will
be used in this research. It tells about Speaking conclude that (definition of
speaking and component of speaking). Anxiety conclude that (definition of
speaking and factors of anxirty). Review of the related findings. Conceptual
framework.
A. Speaking
1. Definition of Speaking
Speaking is a crucial skill that should considered well by everyone
while communicating in English each other, because by having a good skill
and comprehension in speaking, it will determine the successful of the
communication process. According to Richards and Renandya (2002: 214)
speaking is an effective oral communication that requires the ability to use the
language appropriately in social interactions. Then diversity in interaction
involves both verbal communication and paralinguistic element of speech. In
paralinguistic elements of speech such as pitch, stress, and intonation, while
in non linguistic elements such as gesture, body language, facial expression
and so on. It means that a good communication process consists of effective
verbal communication and paralinguistic element of speech that are used in
transferring information in communication.
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In addition, Louma (2004: 9) states that, speaking as interaction, and
speaking as an social and situation based-activity and than speaking is
become part of daily lives. It means that speaking is an activity that used by
someone to develop a social interaction to another people. By speaking,
someone can interact to other people to make good relationship in social life.
Therefore, Nunan (2003: 48) states, speaking is a productive skill
aural and oral skill. Based on this theory, speaking is a skill which comes
from sounds and utterances production. In delivering what are on speakers
mind, they need to produce it verbally in order to start a communication
process. Moreover productive skill means the speakers need to develop their
ability to produce some appropriate utterances in doing a good speaking
interaction and to improve their speaking ability. As a result, the speakers will
be able to increase their speaking skill in a communication.
Then, Linse (2005: 55) states that, speaking is equally important in
children‟s overall language development. Students learning English as native
language spend time developing speaking skills. In North America the
teachers working with students in the class, that is a regular and important
part of the school day. Therefore, the teacher is important figure in
developing students‟ skill in speaking in the class.
Based on the theories of the speaking above, the researcher can
conclude that speaking is an interaction oral communication between speaker
and listener. Such as between teacher and students or student and other
students. In speaking process the speaker give the information and the listener
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understand what the speaker‟s saying. Morever, a good speaking
comprehension helps the speakers to do a good interaction in a
communication by integrating the appropriate body language to support the
speaking activities.
2. Component of Speaking
To know more detail about speaking, it would be better to find out
components of speaking itself. Harmer (2001: 284) states that, components of
speaking are:
a. Connected speech means effective speakers of Englsih need to be
able not only to produce the individual phonemes of English (as
saying I would have gone) but also to use fluent „connected speech‟
(as in I’d’ve gone).
b. Expressive devices means native speaker of English change the
pitch and strees of particular parts of utterances, vary volume annd
speech, and show by other physical and non verbal (paralinguistic0
means how they are feeling (especially in face-to-face interaction).
The use of these devices contributes to the ability to convey
meanings. They allow the extra expression of emotion and
intensity. Students should be able to deploy at least some of such
supra segmental features and devices in the same way if they are to
be fully effective communicator.
c. Lexis and grammar means spontaneous speech is marked by the
use of a number of common lexical phrases, especially in the
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performance of certain language function. Teacher should therefore
supply a variety of phrases for different function such as agree or
disagree, expressing surprise, shock or approval. Where students
are involved in specific speaking context such as a job interview, in
the same way, with certain useful phrases which they can produce
at various stages of an interaction.
d. Negotiation language means effective speaking benefits from the
negotiator language students use to seek clarification and to show
the structure of what students are saying.
After that, Brown (2004: 177) describes that, there are five
components of speaking. They are as follow:
1. Grammar
Grammar in English structure is different with Indonesia grammar.
There are many tenses in English grammar such as simple present tense,
simple past tense, simple future tense, present perfect tense, past perfect
tense and so on, that should know by the students for mastering English.
2. Vocabulary
Vocabulary is one of fundamental factors in mastering English,
especially in speaking skill. Without using vocabulary the people can not
express their ideas or to communicate with other in daily life activities.
But is one factor of students get difficulty in speaking English because
much of students are lack in vocabulary.
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3. Comprehension
Comprehension is someone understanding about the message or
information that delivers by the speaker to the hearer to make the same
point both of them and avoiding misunderstanding.
4. Fluency
Fluency is the speed of the flow of speech. Its means the sender and
receiver must be clear in communication so easy to understand each
other.
5. Pronunciation
Pronunciation is very important in English, especially in speaking
skill. With good pronounce the people will easily to get the meaning
what we are talking about, because with worse pronounce the people will
be misunderstanding and difficult to get the point of message.
Linse (2005) divided components of speaking into five; those are
comprehension, fluency, vocabulary, pronounciation and grammar. The first
component is comprehension, students as a speaker should know about the
topic that will be talking to the listener, the speaker should comprehend about
the topic that will be talking to make the conversation is good. The second
component is fluency, it is need to make the listener is know the what the
speaker say with good intonation or fast in speak. The students who have
good fluency will have good in speaking. The third component is vocabulary,
someone who do not have enough vocabulary, he/she will not can speak
English well. Thus, vocabulary is very needed to make the conversation is
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good. The fourth component is pronounciation, it is needed to make the
conversation is clear and avoid misunderstanding. The last component is
grammar, it is very needed by the students to arange the good sentences
before they speak or make the conversation.
From the explanation of some theories above, it can be concluded that,
there are five components of speaking those are; pronounciation, grammar,
vocabulary, fluency and comprehension. In speaking the speaker need those
components to make their communication is clear. If the students leave one of
them, it can make misunderstand and the listener will confuse about what the
speaker said.
B. Anxiety
1. Definition of Anxiety
There are some definitions from some experts about anxiety. Anxiety
is a feeling of worry, nervousness, or unease about something bad will
happend. According to Horwitz (2001: 112) anxiety is indeed a cause of poor
language learning in some individuals and discusses possible sources,
including difficulty in authentic self-presentation and various language
teaching practices. In the other books Horwitz (2012: 125) states that anxiety
is the subjective feeling of tension, apprehension, nervousness, and worry
associated with an arousal of the autonomic nervous system. It can conclude
that language anxiety is arise from the process of foreign language learning,
their anxiety involve their fear, apprehension, perception that language
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learning is difficult for them. So they will less capability to competence to
speak english.
Furthermore, Rachman (2004) states that, anxiety is tense, unsettling
anticipation of a threatening but vague event, a feeling of uneasy suspense. It
is a negative affect so closely related to fear that in many circumstances two
terms are used interchangeably. He argues that anxiety and fear are an
amalgamation of tension and unpleasant anticipations.
Then, Badran (2005:21) describes anxiety is as a feeling of
apprehension which predict something bad will be happened. The learners on
this condition usually think that the future will bad happen to them, if they try
to avtive in classroom interaction. So that silent is the best cover for them.
This case may be related to their past experience. In fact, this fear is not real,
just on their mind.
Based on the explanation from the some experts above, anxiety is a
normal feeling of human that comes out because worrying about something.
Anxiety is an uncomfortable emotional or feeling likes tension, apprehension,
nervousness, worry and fear about something bad will happened that related
to the process of teaching and learning foreign language. While speaking
anxiety is someone‟s anxious feeling when they are speaking in front of the
calss/public, commonly occurs in communication by foreign language
learners.
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2. Factors of Anxiety
There are some factors that influence students anxious to speaking in
foreign language, such as communication apprehension, test anxiety and fear
of negative evaluation.
a. Communication Apprehension
One of factors students‟ anxiety in speaking is Communication
Apprehension. Cheng (2009), states that communication apprehension is
feeling of discomfort or tension during talking with others and performence
in language learning context. The students have trouble comprehending
others or expressing in the target language, a problem that does not exist in
their native language. Students who feel anxious about communication are
often reluctant to communicate with others.
According to Horwitz (2012: 127), Communication Apprehension is a
type of shyness characterized by fear of anxiety about communicating with
people. Difficulty in speaking in pair or groups (oral communication anxiety)
or in listening to or learning a spoken message (receiver anxiety) are all
manifestations of communication apprehension. The students who exhibit
with communication apprehension will not feel comfortable to speak in front
of the class/public, commonly they limited language knowledge especially
related to speaking and listening
Mahmoodzadeh (2012) describes that, Communication Apprehension
is a type of shyness characterized by fear of anxiety about communicating
with people. Difficulty in speaking in public, in listening and learning a
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spoken message is the manifestation of communicative apprehension. Where
learners have little control of the communicative situation, and their
performance is constantly monitored by both their teacher and peers.
Based on the explanation above, Communication Apprehension is
students‟ feeling discomfort, tension and shyness about communication with
other people. The students who belong to this type commonly get difficulty to
speaking in front of the class or public because they have lemeted knowledge
especially related to speaking.
b. Test Anxiety
The second factors students‟ anxiety in speaking is test anxiety. Cheng
(2009) states that, Test Anxiety is the students are constantly evaluated by the
school and the teacher due to the academic requirements of proficiency
evaluation in the foreign language classes. Students have an unpractical
expectation of their language performance.
According to Horwitz (2012:127) Test Anxiety is a type of
performence anxiety stemming from a fear by dread of failure. Test-anxious
students often put unrealistic demands on themselves and feel that anything
less than a perfect test performance is a failure. So that test anxiety is believed
as one of the most important aspects of negative motivation.
Mahmoodzadeh (2012) describes that, Test Anxiety refers to a type of
performance anxiety stemming from a fear of failure. Test anxious students
often put unrealistic demands on themselves. Test anxiety is likewise
believed to be one of the most important aspects of negative motivation.
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While the students in test anxiety usually consider foreign language process,
especially in oral production, test situation rather than opportunity for
communication and skills improvement.
Related to the explanation above, Test Anxiety is a type of
performance. The students often put unrealistic demands on themselves and
feel anything less than a perfect test performance is a failure. So that, test
anxiet rather than oppurtunity for communication and skill improvement.
c. Fear of Negative Evaluation
The last factors students‟ anxiety in speaking is Fear of Negative
Evaluation. Cheng (2009) states that, Fear of Negative Evaluation is broader
in scope since it is not just limited to test-taking situations and the academic
subject matters. It always lingers over those sensitive students who are
doubtful about their abilities in language classes. Students are worried that
others might not understand the content that they are talking about in the
foreign language.
According to Horwitz (2012:127) Fear of Negative Evaluation is a
condition where the students are uneasiness, apprehension, and tension about
others‟ evaluation, which can occurs in any evaluative circumstance where
the students be feel more sensitive to the evaluations-real or imagined of their
peers. Then, the students who stated in fear of negative evaluation avoidance
of evaluative situation and the expectation that other will evaluated them
negatively while speaking in foreign language.
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Mahmoodzadeh (2012) describes that, Fear of negative evaluation is
the teachers' beliefs about language teaching may act as some obstacles for
L2 learners and thus create language anxiety in them because the assumptions
of teachers as to their role in the language classroom may not always
correspond to the individual needs or expectations that L2 learners would
consider for their teachers. It means that Fear of Negative Evaluation is
referred to uneasiness and tension about other‟s evaluation. The learner on
this fear of negative evaluation will fear and nervous in evaluative
circumstances.
Based on the explanation above, it can be concluded that, there are
three factors of anxiety those are; Fear of Negative Evaluation is a condition
where the students are uneasiness, apprehension, and tension about others‟
evaluation. The students feel more sensitive to the evaluations. They think
they performance is a failure and they get negative evaluation about their
performance.
Finally, based on the theories and explanation above, researcher
conclude that. Three factors of anxiety are “Communication Apprehension,
Test Anxiety and Fear of Negative Evaluation.”
C. Review of the Related Findings
There are some related findings to back up this research. The
researcher finds two articles that explain more about anxiety. Each of them
has important explanation that discuss about anxiety. Firstly, the researcher
conducted by Xianping (2004) on his research entitle Language Anxiety and
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it’s Effect on Oral Performance in Classroom with 97 participants non
English major college students in an ordinary university of China. He found
that there was a reverse relationship between language anxiety and quality of
oral performance. The degree of students‟ anxiety was measured by using
FLCAS scale by Horwitz (1986). He concludes that generally while the
anxiety increases the quality of oral performance decreases. The higher
anxious students tend to fewer Cus (communication units), and the lenght of
their Cus is shorter, their error free Cus were also fewer that they were
anxious counterparts.
Morever, the second articles was written by Park and Lee (2006) on
their research about L2 Learner’s Anxiety, Self Confidence and Performance
on 132 Korean college students who enrolled the English conversation classes
in 2004, shown the result that there were a significant effect of anxiety and
self confidence on L2 learner‟s oral performances. The higher anxious
students were about speaking English, they lower scores their gain on their
oral performance, the higher confidence they were, the higher oral
performance they shown.
Furthermore, Jamil (2009) on his research The Effect of Students’
Anxiety on Their Speaking on Speaking Skill on Speaking II course students
of STKIP PGRI Sumatera Barat, in academic year 2008/2009 has shown the
findings that the students who had high scoring level in speaking anxiety did
not proof low scoring on their speaking skill and the students who had low
scoring level in speaking anxiety did not proof high scoring level in speaking
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skill. Thus, based on his research study, this finding has revised the theories
before. Anxiety did not affect students‟ speaking skill.
The differences of this research with previous research is in this
research the researcher uses descriptive research, it focuses on Factors that
influence students speaking anxiety, observation twice and three times at
SMK N 1 Padang Panjang. In the journal above, the participants are college
students while researcher choose Vocational school especially Tourism class.
D. Conceptual Framework
This research will use this conceptual framework to know the factors
that influence students speaking anxiety in Tourism class. The conceptual
framework can be drawn as follow:
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Figure 1: Conceptual Framework
From this conceptual framework, researcher explained that. First,
Speaking anxiety is a negative feeling, it can made the students fail in their
speech when they could not handle the anxiety probably. Speaking anxiety can
influence in the speakers performance when the speakers spoke in front of
class. Speaking English in front of the class/public not easy for the students,
they felt fear, tension, worry, panic, etc. Second, the researcher can be seen
what factors that influence students‟ speaking anxiety by third year at SMKN 1
Padang Panjang. Researcher chose theory from Horwitz, there are three factors
Speaking Anxiety
Factors of Speaking Anxiety
Fear of Negative
Evaluation
Test Anxiety Communication
Apprehension
Findings
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of anxiety, those are communication apprehension, test anxiety and fear of
negative evaluation. Then the researcher can see what factors that influence on
the students‟ speaking anxiety by Tourism students at SMKN 1 Padang
Panjang academic year 2015/2016.
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CHAPTER III
RESEARCH METHOD
In this chapter the researcher will explain about research method that
aplly in this research. It tells about research design, participant of the
research, instruments (observasion checklist and interview), and technique
of data collection and technique of data analysis.
A. Research Design
In this research, the researcher conducts this study as descriptive
research, because the researcher wants to describe about the phenomena that
happened in the field. According to Gay and Airasian (2000: 275)
“descriptive study determines and describes the way things are”. It means that
descriptive research just describes the phenomena without giving treatment or
manipulation. This case is supported the researcher to choose descriptive
research as design for this research. In addition, by conducting descriptive
research, the researcher try to investigate, to get data, and to describe about
The Factors that Influence Students Speaking Anxiety at SMK N 1 Padang
Panjang in academic year 2015/2016.
B. Participant of the Research
In this research, there are some students by third year of Tourism class
at SMK N 1 Padang Panjang in academic year 2015/2016 as the participants.
Dick (2000: 20) states, “Participants are group of people that participates in
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research project”. So that the researcher takes third grade students of Tourism
class at SMK N 1 Padang Panjang as participants.
C. Instrumentation
In this research, the researcher used the instrumentation as tool to
collect the data. Gay and Arasian (2000: 145) states, “Instrument as tool or
something that is used to collect the data”. In this research, Gay and Airasian
(2000: 275) states, “descriptive data is usually collected though questionnaire,
interview, and observation”. The researcher used observation and interview as
the instruments to find the data during research process in the field.
1. Observation
In this research, the researcher used observation as first instrument.
According to Gay and Airasian (2000:213), there are two kind of observation,
first participant observer and second non-participant observer. Participant
observer is a kind of observation where observer becomes participant or
active in this research. Non participant observer is a kind of observation, in
which the observer not involves in this research. In this research, researcher
use non participant observer. In doing observation, the researcher used
observation tools that can help the researcher to collect the data accurately.
Muri (2000:298) state that, “Some tools that can be used in doing observation
are checklist, rating scale and recording tool” and the researcher used
observation checklist.
23
2. Interview
The second instruments of this research is interview; the researcher
interview the students. Its purpose to know what factors that influence
students‟speaking anxiety by the third year of Tourism class at SMKN 1
Padang Panjang in academic year 2015/2016. According to Gay and Airasian
(2000: 219) “interview is purposeful interaction, usually between two
people”. It can be said that interview is communication between researcher
and participant directly to get some information.
In this research, the researcher used open ended interview. The
researcher given interview to the third year students of SMKN 1 Padang
Panjang in academic year 2015/2016. The interview is about speaking
anxiety. The questions of the interview was related to the factors of anxiety in
speaking. The researcher used Indonesian to avoid misunderstanding and
reinforcing the information about the data. In interview researcher has
arranged a list of questions for the students and used hand phone to record the
conversation between researcher and students.
Based on expert explanation about factors of anxiety, the researcher
make sub indicators below:
Table 3.1. Indicators of Anxiety Factors
Communication Apprehension, Test Anxiety and Fear of Negative
Evaluation
Variables Indicators Sub Indicators
Anxiety Factors Communication
Apprehension
1. Feeling discomfort
2. Shyness
3. Limited language knowledge
24
4. Discomfort
Test Anxiety 1. Unpractical expectation
2. Fear of failure
3. Unrealistic demands
Fear of Negative
Evaluation
1. Worried
2. Feel more sensitive
3. Tension about evaluation
Adapted from: Horwitz (2012)
D. Technique of Data Collection
In gathering the data in the field, the researcher did some steps. First,
before researcher collecting the data the researcher asked permission to the
teacher. Second, during the observation process the researcher did the
checklist process and taking note for all of the students do when they
speaking English in front of the class. Third, the researcher did interview, the
researcher asked some questions to the students related to indicators of factors
anxiety. The researcher used Indonesian language in doing interview in order
to make participant is easy in understanding the interview question and to
avoid misunderstanding and reinforcing the information. Besides, by
interviewing the students, researcher could complete the information which
researcher did not got by doing observation. It should be done to make sure
the researcher got all of information related to what researcher want.
25
E. Technique of Data Analysis
After collecting the data, the researcher analyzed the data based on
observation and interview. According to Gay and Airisian (2000: 241), there
are four steps for analyzing qualitative data, reading/memoing, description,
classifying, and interpreting.
1. Reading/ Memoing
The first step in analyzing data is reading/memoing. In this
stage, the researcher read the data from observation and interview. It
should be done to make the researcher familiar enough with the data that
have done.
2. Describing
The aim was to provide a true picture of setting and events that
took place in it. In this stage, the researcher described the condition
students speaking anxiety in Tourism class after reading the result of
observation and interview. By stating all of related factors found during
the researcher do interview and observation in classroom.
3. Clasifying
Identifying and categorizing the data in order to organize the
data based on the necessary. It is intention to make the researcher easier
in interpreting the findings of this research. In this stage, researcher
classified the data based on observation and interview that have done.
The data that gotten in the classroom, researcher classified it appropriate
with the factors that influence students‟ speaking anxiety.
26
4. Interpreting
This step is Interpreting and synthesizing the organized data into
general understanding. In this stage, the researcher interpreedt the factors
that influence students‟ speaking anxiety that were encounter by the
students in Tourism class.
27
CHAPTER IV
RESEARCH FINDING
In this chapter, the researcher talks about the research result. It starts
with the data description, data analysis, research finding and finally
interpretation from the researcher toward the result of the research.
A. Data Description
This chapter presented the data and their analysis. The aim of this
research was to find out the factors that influence students‟ speaking anxiety.
Based on researcher explained before in previous chapter, the researcher
planed to do observation first and continued by doing interview. In
observation, the researcher used observation checklist. The researcher looked
at the students guiding practice in front of the class and do the observation.
Thus, the participants of this research were all tourism students in SMKN 1
Padang Panjang.
In getting the data related to the students‟ speaking anxiety factors in
tourism class at SMK N 1 Padang Panjang, the researcher used observation
checklist and interview. The data from observation checklist were filled by
the researcher during the observation process. Then, interview done after the
researcher observed the students. Additionally, the researcher needed two
weeks to get the data of observation checklist and interview because
researcher did the research twice a week.
28
In this study, the researcher wanted to know the student‟s speaking
anxiety factors in tourism class at SMK N I Padang Panjang. Based on the
research question in this research is What factors that influence students’
speaking anxiety by third year in Tourism class at SMKN 1 Padang Panjang
in academic year 2015/2016?
B. Data Analysis
Through this research, the researcher wanted to answer one research
question only. The research question is: “What factors that influence
students’ speaking anxiety by third year in Tourism class at SMKN 1 Padang
Panjang in academic year 2015/2016?”
The researcher did observation on 06th
– 19th
of November 2015 by
doing observation checklist process. The students guiding practice in front of
the class by using speak English and resercher did the observation. The
purpose is to answer the research question. In this observation checklist
items; thus, there are 15 items of all. The researcher divided into three
indicators and each indicator consisted of five items. The researcher
conducted the observation to see the factors that influence students‟ speaking
anxiety factors.
The researcher did the first observation on 6th
of November 2015 at
09.00 am, the second on 12th
of November 2015 at 10.15 am, the third 13th
of
November 2015 at 09.10 am and the last on 19th
of November 2015 at 11.07
am. This observation checklist conducted in indonesian language. The result
of the observation for each of anxiety factors can be seen as follow;
29
The answer for that research question can be seen as follow:
1. Communication Apprehension
1.1. Data From Observation (Checklist)
The researcher analyzed the result of observation per indicators.
For each indicators has five items.
a. Siswa merasa cemas berbicara bahasa Inggris di depan kelas
The purpose of this item is describe the participants sure or not
sure when they talked in front of the class. There were seventeen students
not sure, it means that the students tend to very anxious when they spoke
in front of the class or about what they talked about, and then six
students sure when they speak in front of the class and they know what
they talked about.
b. Siswa ketakutan ketika salah dalam berbicara bahasa Inggris
This item would be described about the students fear to make a
mistake when they speak English. There were seventeen students anxious
in making a mistake when they talked, because the students did not
believe about their ability. The students‟s performance have an influence
to their value. So that, the students carefully when they talked in front of
the class. And then, six students not anxious in making a mistake when
they talked, because they believe with their ability and they feel
comfortable talked in front of the class.
c. Siswa tiba-tiba bingung ketika diminta berbicara bahasa Inggris
30
The purpose of this item is to describe the participants confused
when teacher ask to speaking English, there were no more students felt
anxious because they know when they performance. For the first
meeting, the teacher gave the number for each students to know when
they perform and the students can prepare what the material would they
talk in front of the class.
d. Siswa merasa grogi dan lupa apa yang akan disampaikan saat
berbicara bahasa Inggris di depan kelas
The purpose of this item is to describe the participants confused
and forget about what would be talk. There were nineteen students
confuse when they speak English in front of the class and sometimes they
forget about what would be talk. So that, they choose to close their
performance. And than, four students did not confuse because they
remember about the materials that they presented in front of the class.
e. Siswa terbata-bata saat berbicara bahasa Inggris
The purpose of this item is to describe the participants not fluently
in speak English. There were nineteen participants not fluently because
they doubting in speak English and they did not practice to speak English
at home. And four students are fluently in speaking English, because they
like to speak English and they practice to speak it at home.
31
1.2.Data From Interview
Based on the researcher collected the data by the interview, the
researcher found that the students anxiety when they speak English. They
felt anxiety because they had low comprehension about what they talk,
and they can not speak English fluently. The students had low
comprehension about what they talk, so that the another students and the
teacher did not understand about what they talked.
2. Test Anxiety
2.1.Data From Observation (Checklist)
Item number 6: Siswa ketakutan ketika mengetahui akan diambil
nilai oleh guru. The purpose of this item is to describe the participant‟s
anxiety when they know the teacher take the value about their
performance. There were no more students anxious when they know the
teacher can take the value because they know when they turn to perform.
7. Siswa takut dengan ujian lisan
The purpose of this item is to describe about students anxious to
speaking practice. There were seventeen students anxious in speaking
practice, because they did not like to speak English, they shy and anxious
to speak in front of the class. But six students are not anxious in speaking
practice, because they have self-confidence to speak English in front of
the class and they like to perform in front of the class.
32
8. Siswa gugup ketika guru mengambil nilai berbicara
This item describe about students‟ nervous when they spoke in
front of the class and the teacher taken the value. There were nine
students nervous to speak English in front of the class because they fear
to get low value. They did not have good preparation and can not speak
English fluently, it make they fear the teacher can give low value. But
seventeen students have self-confidence because they have good
preparation and they get good value.
9. Siswa tampil di depan kelas dengan melihat konsep
This item described about students‟ performance in front of the
class with looked concept or note. There were six students speak English
in front of the class with looked the concept or draft because they got
panic if they would be perform without preparation before. So that, they
did not know what they talked about and the students do not understand
about their material that the teacher gives. And than, seventeen students
perform without looked concept or note.
10. Siswa tidak percaya diri saat diambil nilai berbicara oleh guru
The purpose of this item is described about self-confidence. There
were thirteen students had problem with their self-confidence, the
students did not have self-confidence when the teacher attention to their
performance and take the value. It make the students nervous to speak
English and lose their ideas. And ten students had high self-confidence,
so that they do not anxious when the teacher take the value.
33
2.2.Data From Interview
The next reason that why the students felt anxious when they speak
English was they did not like speaking test. The students who would be
perform to speak English they would be nervous because they did not
usual speak English in front of the class. the students felt anxiety to speak
English because they did not like speaking test. They did not ready yet to
speak because they did not usual speak English in front of the class.
3. Fear of Negative Evaluation
3.1. Data From Observation (Checklist)
Item number 11: Siswa merasa gugup berbicara ketika teman-
temanya memperhatikan. This item was describe about the students
don‟t have self-confidence when their friends pay attention when they
talked. There were fifteen students nervous to speak English in front of
the class if their friends pay attention, because they did not have self-
confidance. And eight students have self-confidence when they talked in
front of the class.
12. Siswa terlihat takut ketika teman-temanya menertawakan
kesalahanya dalam berbicara bahasa Inggris
This item would be describe about the situation in the classroom.
That the others students could influence on the students speaking anxiety.
There were sixteen students anxious, it could be indicate that the students
fear to spoke because the other students would be laugh. But seven
34
students not anxious, because they think in this class only their friends
and they feel enjoyed to speak.
13. Siswa merasa cemas saat teman-temanya mengoreksi kesalahan
yang dilakukanya saat berbicara bahasa Inggris
This item describe about the students‟ anxiety when the other
students correction their mistake in spoke English. There were seventeen
students fear when their friends is correction their mistake because they
still thought that the other students better than them in speaking. And
than, six students are not nervous when their friend give some
contribution, they like when the other students correction their mistake.
14. Siswa tertekan ketika guru terus menerus mengoreksi kesalahanya
dalam berbicara bahasa Inggris
This item would describe about the students suppressed when the
teacher revise the students‟ mistake in spoke English. There were nine
students suppressed because the teacher and fourteen students didn‟t
suppress with the teacher revise. It means the students are afraid to made
a mistake because the lecturer would give advise.
3.2. Data From Interview
The last factors that could make the students anxiety in speaking
English was they fear of negative evaluation. The students be feel more
sensitive to the others evaluations. They always think bad will happened,
they nervous and cannot believe with their ability. Students are worried
that others might not understand the content that they are talking about.
35
The students felt anxiety because they fear to made a mistake and
their friends would be laugh at them. The students shy because the had
not habitual in speaking and they anxious the others people not
understand what their said. They always think bad will happened, they
think about teachers‟ evaluation and they anxious got negative judgment.
C. Research Finding
Based on data analysis above the researcher gets finding that had been
answered by using two instruments. They are observation (observation
checklist) and interview. Those instruments use to answer research question.
What factors that influence students’ speaking anxiety by third year in
Tourism class at SMKN 1 Padang Panjang in academic year 2015/2016?
The findings can be seen as follow;
Based on the data observation and interview that had gotten from the
participants, the researcher found that the factors that influence students‟
speaking anxiety. There are three factors that influence students‟ speaking
anxiety. For the first factor is Communication Apprehension, the students was
anxious when they would speak English because they belief that they were
not surely with their ability. This factor the students had low comprehension
about what they talked about and the students also had low fluency in
speaking English. It made the students uncomfortable to speak in front of the
class.
The second factor is Test Anxiety, the students was anxious with
speaking test or practice because they cannot speak English fluently and they
36
always think to get bad evaluation. The students cannot belief their self
because they think that anything less than a perfect test performance is a
failure. This case also supported by the students answer the question from the
interview, that they were anxious with speaking test or speaking practice.
They did not like to speak English in front of the class, they always think bad
responses from the teacher and their friends.
The last factor is Fear of Negative Evaluation, the students‟
uneasiness and tension about others evaluation because the students fear of
negative evaluation to the others people. Based on the result of interview the
students said that, they did not anxious to speak English in front of the class
because they cannot speak English and they would not make a mistake and
also they fear that the another students would laughed. They anxious if they
got bad evaluation from the teacher because their performance not well.
Furthermore, in tourism class speak English is necessary because in
final examination the students do the practice examination using speak
English. But Reality many students got difficulty when they speak English,
they nervous when they spoke in front of the class, they anxious speaking
English and they think something bad will happend. But not every student felt
anxious when speak English, some students like to speak English in front of
the class because they have ability and self-confidence. They always prepared
before they performance because they did not gave something bad to the
teacher that impact to the value.
37
Finally, it can be concluded that the factors that influence students‟
speaking anxiety in Tourism class. There are Communication Apprehension,
Test Anxiety and Fear of Negative Evaluation.
D. Interpretation
From the data analysis and findings above, the researcher could make
the interpretation that the students in SMKN 1 Padang Panjang felt anxious to
speak English. There are three factors that made the students anxious to speak
English; Communication Apprehension, Test Anxiety and Fear of Negative
Evaluation. But communication apprehension takes big influence to make the
students anxious in speaking English.
The purpose of this research is to know what factors that influence
students‟ speaking anxiety by the second year in Tourism class at SMKN 1
Padang Panjang in academic year 2015/2016? The result is the students
anxious to speak English because of three factors. First Communication
Apprehension, the students anxious speak English because they are not good
ability in speaking English. It is caused by the students do not comprehend
about what they talked and do not self-confidence to speak English in front of
the class.
Second Test Anxiety, the students felt anxious to speak English,
because they do not like speaking test or speaking practice. They do not have
good preparation to speak and they anxious to get low value. The last Fear of
Negative Evaluation, the students fear to speak English in front of the class
38
because they think that they will make mistake when they talked and the other
students will laugh at them or the teacher will give bad correction.
Moreover, not every students feel anxiety to speak English in front of
the class. But in general, the students felt anxiety to speak English. However,
the students must like speak English and should more practice to make the
better one in guiding material. Because with practice they would got the
habitual how to speak well, and they never felt anxiety again in speaking
classs.
39
CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter, the researcher has made the conclusion and suggestion,
which related to four chapters before. The researcher made these conclusion
and suggestion for making more understanding about this research.
A. Conclusion
Speaking is a productive skills in oral communication which the
human use to express their ideas, feeling, emotion in interacting with other
people, and also deliver information or message. In addition, students who
will perform speaking in the classroom they feel afraid, anxiety, worry, panic,
etc. Anxiety is someone‟s anxious feeling when they are speking in front of
the calss, it is related to tension, nervousness, worry and fear about something
bad will happened in speak English as foreign language. There are theree
factors that make they students anxious to speak English in front of the class;
communication apprehension, test anxiety and fear of negative evaluation.
In improving the statementn above, the researcher conducted the
descriptive research in SMKN 1 Padang Panjang with the purpose to see
What factors that influence students‟ speaking anxiety by third year in
Tourism class at SMKN 1 Padang Panjang in academic year 2015/2016? In
getting the data, the researcher used two instruments; observation (checklist)
and interiew. In observation checklist has fifteen items and interview has
40
three items. All of those instruments were given and done for the students
only as the participants.
Based on the research finding, the researcher formulated the
conclusion into; the result of both observation and interview showed that the
factors that influence students speaking anxiety at SMKN 1 Padang Panjang.
In the result of all instrument, the researcher found that the three factors that
influence students anxious in speaking English in front of the class. There are
communication apprehension, test anxiety and fear of negative evaluation.
B. Suggestion
After doing the investigation phase in the field and analyzing the
collected data, the researcher would like to give some suggestions for the
students and teacher. First, for the student have know speaking as one of
fundamental aspect for the communication in global era which dominated by
high technology that commonly using English. The students have to
understand that anxiety is the one of negative emotion that can influence in
speaking. After that they will aware that they have to practic and more
practice to improve their speaking skill by less their anxiety in speaking
English.
Second, for the teacher can help the students have high anxiety to less
it by make them enjoy to speak English and motivate the students to improve
their speaking skill. The teacher has know the creation of a friendly classroom
atmosphere is important. Then actively involve them to participation in
speaking activities.
41
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TRANSCIPT INTERVIEW
a. Communication Apprehension
Student 1
Interviewer : Apakah kamu merasa takut berbicara bahasa Inggris di depan
kelas?
Student : iya
Interviewer : Apa-apa saja faktor yang membuat takut berbicara bahasa Inggris
di depan kelas?
Student : Karena saya tidak bisa berbicara bahasa Inggris dan juga takut
salah dalam pengucapanya.
Interviewer : Merasa nyaman nggak bebicara bahasa Inggris di depan kelas?
Student : Tidak
Interviewer : Malu nggak ketika berbicara bahasa Inggris di depan kelas?
Student : Iya, malu banget.
Interviewer : Kenapa malu?
Student : Karena nggak bisa berbahasa Inggris juga nggak tau apa yang
mau disampaikan.
Student 2
Interviewer : Apakah kamu merasa takut berbicara bahasa Inggris di depan
kelas?
Student : Iya
Interviewer : Apa-apa saja faktor yang membuat takut berbicara bahasa Inggris
di depan kelas?
Student : Karena saya tidak bisa berbicara bahasa Inggris
Interviewer : Saat di depan kelas merasa malu nggak?
Student : Iya
55
Interviewer : Malu kenapa?
Student : Malu jika guru memperhatikan saya saat berbicara bahasa Inggris,
sehingga saya lupa dengan apa yang akan disampaikan
Test Anxiety
Student 3
Interviewer : Apakah kamu merasa takut berbicara bahasa Inggris di depan
kelas?
Student : Iya
Interviewer : Kenapa kamu takut berbicara di depan kelas?
Student : Karena saya grogi saat berbicara bahasa Inggris di depan kelas
dan juga tidak biasa berbicara di depan kelas.
Student 4
Interviewer : Apakah kamu merasa takut berbicara bahasa Inggris di depan
kelas?
Student : Iya
Interviewer : Biasanya apa yang membuat kamu takut berbicara bahasa Inggris
di depan kelas?
Student : Karena saya cemas saat teman-teman memperhatikan saya
berbicara bahasa Inggris di depan kelas
Interviewer : Kan penampilan kamu di nilai sama guru dan nilainya akan di
jadikan nilai semester, apa itu tidak bisa menghilangkan rasa
takutmu?
Student : Malah itu yang membuat semakin takut, karena takut
mendapatkan nilai rendah.
56
Fear of Negative Evaluation
Student 5
Interviewer : Apakah kamu merasa takut berbicara bahasa Inggris di depan
kelas?
Student : Iya
Interviewer : Apa-apa saja yang membuat takut berbicara bahasa Inggris di
depan kelas?
Student : Karena takut salah dalam berbicara bahasa Inggris
Interviewer : Kamu merasa lebih sensitive nggak ketika tampil?
Student : Iya, sensitive banget
Interview : Takut nggak jika guru mengoreksi bahasa Inggris kamu?
Student : Iya takut
Student 6
Interviewer : Apakah kamu merasa takut berbicara bahasa Inggris di depan
kelas?
Student : Iya
Interviewer : Kenapa kamu takut berbicara bahasa Inggris di depan kelas?
Student : Karena saya takut salah ketika berbicara bahasa Inggris di depan
kelas
Interviewer : Suka nggak jika teman atau gurumu mengoreksi bahasa
Inggrismu?
Student : Tidak, itu membuat saya semakin takut untuk berbicara bahasa
Inggris di depan kelas.
