AN ANALYSIS OF SPEAKING ANXIETY IN ENGLISH

CLASSROOM

(A Descriptive Quantitative Study of the Eleven Grade Students

of SMA Islam Sudirman Bringin in the Academic Year of
2018/2019)

A GRADUATING PAPER

Submitted to the Board of Examiners as Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd)

By:

DEWI MARIAM
NIM. 113-14-025

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018
 AN ANALYSIS OF SPEAKING ANXIETY IN ENGLISH
CLASSROOM
(A Descriptive Quantitative Study of the Eleven Grade Students
of SMA Islam Sudirman Bringin in the Academic Year of
2018/2019)

A GRADUATING PAPER

Submitted to the Board of Examiners as Partial Fulfillment of the

Requirements for the Degree of Sarjana Pendidikan (S.Pd)

By:

DEWI MARIAM
NIM. 113-14-025

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
SALATIGA
2018

i
ii
iii
iv
 MOTTO

“Indeed, Allah will not change the condition of a people until

they change what is in themselves”

~ AR-RA’D : 11 ~

v
 DEDICATION

This graduating paper is dedicated to:

1. My God the Almighty who always besides me, listens to me and gives me

the best thing ever.

2. My Dearest mother (Laila) and father (Suryani), who teach me to love

Allah SWT and knowledge, thank you for sacrifices.

3. My Dearest mother-in-law (Khasanah) and father-in-law (Zubaroh), thank

you for your motivation and support.

4. My Lovely Husband (Dian Kusuma), thank you for your motivation,

kindness, and love.

5. My dearest sister (Mar’ah) and brother (Ahyar), thanks for your support.

6. My big sisters of Unbreakable (Mar-Dian, Mar-Yeni, and Mar-Tami),

thanks for your help, motivation, and support.

7. All of my beloved friends of TBI 2014, good luck for you guys.

8. All of people who support and help me who cannot be mentioned one by

one.

vi
 ACKNOWLEDGEMENT

In the name of Allah, the most gracious and merciful, the kings of

universe. Thanks to Allah SWT, God the almighty for the blessing given to me in

completing this graduating paper as one of requirement to finish study in English

Department faculty of State Institute for Islamic Studies of Salatiga.

However, this graduating paper would not be achieved without support,

guidance, advice, help and encouragement from individualist. Therefore, I would

like to express special thanks to:

1. Mr. Dr. Rahmat Haryadi, M.Pd, as the Rector of State Institute of Islamic

Studies (IAIN) of Salatiga.

2. Mr. Suwardi, M.Pd, the Dean of Teacher Training and Education Faculty.

3. Mrs. Noor Malihah, Ph.D, the Head of English Education Department.

4. Mr. Drs. Bahroni, M.Pd, as my academic counselor.

5. Mrs. Rr. Dewi Wahyu Mustikasari, S.S., M.Pd., as the counselor who has

educated, supported, directed, and given the researcher advices,

suggestions, and recommendations for this graduating paper from

beginning until the end.

6. All of lecturers in English Education Department.

7. All of staffs who helped the researcher in processing of graduating paper

administration.

8. My beloved family who always support and advise me.

9. All of my close friends who cannot be mentioned one by one.

vii
viii
 TABLE OF CONTENTS

TITLE .......................................................................................................... i

DECLARATION ......................................................................................... ii

ATTENTIVE COUNSELOR’S NOTE ........................................................ iii

PAGE OF CERTIFICATION ...................................................................... iv

MOTTO ....................................................................................................... v

DEDICATION ............................................................................................ vi

ACKNOWLEDGEMENT ........................................................................... vii

TABLE OF CONTENTS ............................................................................. ix

LIST OF FIGURES ..................................................................................... xii

LIST OF TABLES ....................................................................................... xiii

LIST OF APPENDIXES .............................................................................. xiv

ABSTRACT ................................................................................................ xv

CHAPTER I INTRODUCTION

A. Background of the Research ............................................................. 1

B. Problems of the Research ................................................................. 3

C. Objectives of the Research ................................................................ 3

D. Significances of the Research ........................................................... 4

E. Scope of the Research ....................................................................... 5

F. Definition of Key Terms ................................................................... 5

G. Research Paper Organization ........................................................... 6

ix
CHAPTER II THEORITICAL REVIEW

A. Speaking ........................................................................................... 8

1. Definition of Speaking ............................................................... 8

B. Concept of Anxiety ........................................................................... 9

1. Definition of Anxiety ................................................................. 9

2. Foreign Language Learning Anxiety .......................................... 9

a. Communication Apprehension ..................................... 11

b. Test Anxiety ................................................................ 11

c. Fear of Negative Evaluation ......................................... 12

C. Previous Study ................................................................................. 13

CHAPTER III RESEARCH METHODOLOGY

A. Type of Research ............................................................................. 16

B. Setting of Research ........................................................................... 16

C. Participants ....................................................................................... 17

D. Research Instrument ......................................................................... 17

E. The Data Collection Procedure ......................................................... 18

F. Technique of Data Analysis .............................................................. 18

CHAPTER IV FINDING AND DISCUSSION

A. Findings ........................................................................................... 23

1. Levels of Speaking Anxiety in English Classroom ..................... 23

2. Dominant Type of Anxiety that Occurred in English Classroom 40

B. Discussion ........................................................................................ 48
x
CHAPTER V CLOSURE

A. Conclusion ....................................................................................... 50

B. Suggestions ...................................................................................... 51

REFERENCES

CURRICULUM VITAE

APPENDIXES

xi
 LIST OF FIGURES

Figure 3.1 Types of Causes of Foreign Language Classroom Anxiety ...... 22

Figure 4.2.1 The Summary of Students’ Response in Positive and Negative

Statements ............................................................................... 26

Figure 4.3.1 The Percentage of Students' Preference ................................... 30

Figure 4.5.1 The level of students’ anxiety .................................................. 39

Figure 4.7.1 The Percentage of Students' Communication Apprehension ..... 42

Figure 4.8.1 The Percentage of Students' Test Anxiety ................................ 45

Figure 4.9.1 The Percentage of Students' Fear of Negative Evaluation ........ 47

xii
 LIST OF TABLES

Table 3.1 Name of Participants ............................................................... 17

Table 3.2 Positive and Negative Statements of FLCAS ........................... 18

Table 3.3 Likert’s Scoring Table Adopted from Horwitz et al. (1986) ..... 20

Table 3.4 FLCAS Anxiety Scale Adopted from Oetting’s Scale .............. 21

Table 3.5 FLCAS Anxiety Scale ............................................................. 21

Table 4.1 The Result of Students Questionnaire’s Answers ..................... 24

Table 4.2 Summarizing of Student's Response ........................................ 25

Table 4.3 The Percentage of Students' Preference ................................... 27

Table 4.4 Scoring and Categorizing of Foreign Language Classroom

Anxiety Scale .......................................................................... 33

Table 4.5 Result of Foreign Language Classroom Anxiety Scale ............. 38

Table 4.6 The Highest and the Lowest Score in Each Level of Anxiety ... 40

Table 4.7 The Percentage of Students' Communication Apprehension ..... 41

Table 4.8 The Percentage of Students' Test Anxiety ................................ 43

Table 4.9 The Percentage of Students' Fear of Negative Evaluation ........ 46

xiii
 LIST OF APPENDIXES

Appendix 1 Foreign Language Classroom Anxiety Scale ............................ 56

Appendix 2 The Result of Questionnaire .................................................... 60

Appendix 3 Documentations ....................................................................... 66

xiv
 ABSTRACT

Dewi Mariam. 2018. An Analysis of Speaking Anxiety in English Classroom (A

Descriptive Quantitative Study of the Eleven Grade Students of
SMA Islam Sudirman Bringin in the Academic Year of 2018/2019).
A Graduating Paper. English Education Department. Teacher
Training and Education Faculty. State Institute for Islamic Studies
Salatiga. Counselor: Rr. Dewi Wahyu Mustikasari SS., M. Pd

Anxiety is a feeling of fear, tension and apprehension about what’s to

come. The purpose of this study was to determine the level of students' speaking
anxiety and to find out the dominant type of anxiety that occurred in English
classroom.
The research methodology is descriptive quantitative study. Data
collection techniques are questionnaire of foreign language class anxiety scale
(FLCAS) adapted from Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986) to
determine the level of students' speaking anxiety and to find out the dominant type
of anxiety that occurs.
The writer found that there were 2 (12%) students who experienced the
level of "Very Anxious", 6 (35%) students were at the level of "Anxious", 7
(41%) students were at the level of "Mildly anxious" and only 2 (12)% ) students
have a "Relaxing" level. The Findings from grouping based on FLCAS type found
that "Fear of Negative Evaluation" was the main factor that caused students to feel
anxious about 11 (65%) students, followed by test anxiety factor with 10 (59%)
students. Communication apprehension is the lowest factor with 9 (53%) students.
It concludes the highest anxiety scale that occurs in "Mildly anxiety" caused by
fear of negative evaluation.

Keywords: Speaking Anxiety

xv
 CHAPTER I

INTRODUCTION

A. Background of the Study

Language is a communication tool that helps people expresses their

feelings and ideas. It helps us deliver our aims in a communication, without

the language we will find difficulties to communicate with others. Every

country has their own language because of the difference cultures between

them. To connect the countries around the world, English has been chosen as

the international language. Allan (2008:12) stated the current status of

English as an international or global language is underpinned by its wide use

in a range of fields such as politics, diplomacy, international trade and

industry, commerce, science and technology, education, the media,

information technology, and popular culture.

English is one of a compulsory subject in Indonesia. There are four

skills in it that are listening, speaking, reading and writing. Speaking is an

activity which is used by someone to communicate with others. Speaking is

essentially needed in language learning, however it still difficult for the

students to be fluent in using English and even to masters it. In learning

English Especially speaking, the students are expected to be able to

communicate well in English. Many students in Indonesia express their

inability and sometimes even acknowledge their failure to learn to speak

1
English. Some factors experienced by some students are shame, fear of

making mistakes, nervousness and feelings of anxiety in speaking skills.

Each student has a different psychological condition, some students can

speak confidently in front of the class, and there are also students who cannot

speak English because they are shy and nervous. But when the writer met the

teacher from the school chosen as the place of study, the teacher explained

that students in the eleven grade experienced very high anxiety that made the

teacher had difficulty dealing with the student. When learning in class the

teacher explained that students were afraid if they were told to present the

learning outcomes in front of the class, even they had to be drawn first by

their peers or other students to want to advance in front of the class. The

teacher also told the author that high anxiety made learning not work as

planned.

Horwitz, & Cope (1986:126) have eloquently stated:

“The subjective feelings, psycho-physiological symptoms, and

behavioral responses of the anxious foreign language learners are
essentially the same as for any specific anxiety. They experience
apprehension, worry, and dread event. They have difficulty
concentrating, becoming forgetful, sweat, and have palpitations. They
exhibit avoidance behavior such as missing class and postponing
homework”.

Anxiety experience in communication English can be debilitating and it

is influence students’ adaption to the target environment and ultimately the

achievement of their educational goals. It is arising naturally when they have

speaking in front of many students or audience. It cause worry, unconfident,

shy and nervous to speak in front of others. Actually anxiety does not need to

2
 be eliminated and does not even have to be eliminated. So it's best to control

that fear and instead make that fear as the driving force (positive energy)

needed in preparation for speaking and when appearing speak later.

From the explanation above the writer would like to make research

entitled “AN ANALYSIS OF SPEAKING ANXIETY IN ENGLISH

CLASSROOM”. This uses descriptive quantitative study for the eleven grade

students at SMA Islam Sudirman Bringin. The purpose is to know the levels

of speaking anxiety and dominant type of anxiety that occurred in English

classroom.

B. Statements of the Problem Study

To clarify the problem that is going to be analyzed, the statement of the

problem is formulated as follows:

1. What are the levels of speaking anxiety in English classroom?

2. What is the dominant type of anxiety that occurred in English

classroom?

C. Objectives of the Study

Based on the statement of the problem above, the objectives of this

study are as follows:

1. To know the levels of speaking anxiety in English classroom.

2. To find out the dominant type of anxiety that occurred in English

classroom.

3
D. Benefits of The Study

The results of this research are expected to be useful for:

1. Theoretical Benefit

The result of the research is expected can be useful for other

researcher who wants to conduct a research that is related with an

analysis of speaking anxiety in English classroom.

2. Practical Benefit

Related to this research, the result of this research is expected to

give benefits to as follow:

a. Teacher

The result of this study can be used to know the level of

students’ anxiety.

b. Students

The result of this research to make the students know more

deeply about themselves and to know the levels’ anxiety during

talking in the classroom.

c. Researcher

The writer can have experience and knowledge related to

levels of speaking anxiety. Moreover, the writer can broaden to

understand related to research world itself.

d. Other student teacher

The result of this study can be used as the reference for future

research.

4
E. Scope of The Study

In order to avoid misunderstanding in interpreting the problem, in this

research, the writer limit the scope of the study only focus in levels of

students’ anxiety of eleven grades at SMA Islam Sudirman Bringin.

F. Definition of Key Terms

1. Speaking

Harmer (2007:269) states speaking is the ability to speak

fluently and presupposes not only knowledge of language features, but

also the ability to process information and language “on the spot”.

Speaking is an interactive process of constructing meaning that involves

producing and receiving and processing information (Brown, 1994;

Burns & Joyce, 1997). Its form and meaning are dependent on the

context in which it occurs, including the participants themselves, their

collective experiences, the physical environment, and the purposes for

speaking.

2. Anxiety

Horwitz, Horwitz, and Cope (1986:125) stated that anxiety is the

subjective feeling of tension, apprehension, nervousness, and worry

associated with an arousal of the autonomic nervous system. Anxiety is

a kind of mental problem that may not be found or noticed easily.

According to MacIntyre (1995:28) anxiety as the transient emotional

state of feeling nervous that can fluctuate over time and vary in

intensity. It is a subjective feeling of tension, apprehension,

5
 nervousness that is associated with an arousal of the autonomic nervous

system and would interrupt the normal operation of the mental and

physical constitution, including the process of foreign language

learning. In reviews of earlier literature about foreign language anxiety,

both psychologists and linguists reaffirm the correlation between

anxiety scales and measures of achievement. Horwitz (1988:125)

defined foreign language anxiety as a distinct complex of self-

perceptions, beliefs, feelings, and behaviors related to classroom

language learning arising from the uniqueness of the language learning

process (Lee : 170).

G. Research Paper Organization

The writer orders the research paper organization into five chapters

such as: Chapter I tell about introduction. The writer explain about

background of study, statement of the problem study, objective of the study,

benefits of the study, scope of the study, definition of key terms, and research

paper organization. Chapter II provides the review of the related literature. It

deals with the review on related references that consist of previous research

review, describes review of related information about speaking and anxiety.

Chapter III discusses about the research method. It covers type of research,

setting of research, participants, research instrument, data collecting

procedure and technique of data analysis. Chapter IV presents research

findings and discussion. It includes an analysis of speaking anxiety in English

classroom for the eleven grade students at SMA Islam Sudirman Bringin.

6
Chapter V is conclusion and recommendation. It contents all of data analysis

an gives some suggestion of the problems discussed. The last part is

bibliography and appendixes.

7
 CHAPTER II

THEORETICAL REVIEW

A. Speaking

1. Definition of Speaking

Many definitions of speaking that have been proposed by some

experts in language learning.

According to Nunan (2012:79) Speaking is a productive aural/oral

skill which consists of producing systematic verbal utterances to convey

meaning. (Mustaghfirin, 2017:11)

Brown (2014: 115) mentions speaking are an oral interaction

where participants need to negotiate the meaning of ideas, feelings and

information. In this case, the listener must understand the relationship

between the ideas presented.

Torky (2006: 33) also mentions the definition of speaking. It is an

interactive process of constructing meaning that involves producing,

receiving and processing information. Its form and meaning are

dependent on the context in which it occurs, including the

participants themselves, the physical environment, and the purposes

for speaking. It is often spontaneous, opened, and evolving.

(Herdinatara, 2017:7)

8
B. Concept of Anxiety

1. Definition of Anxiety

According to Horwitz, Horwitz, and Cope (1986:125), anxiety is

“the subjective feeling of tension, apprehension, nervousness, and worry

associated with an arousal of the autonomic nervous system”.

Anxiety is one of the important normally and regularly occurring

emotions, which can be observed throughout all human cultures and in

several animal species. Some of the actual most prominent medical and

public health problems like anxiety disorders or depression are based on

the pathology of feelings (Damasio and Carvalho, 2013 in Wiedemann,

2015:804).

According to the psychologist Daco, anxiety is considered as a sort

of an interior uneasiness and discomfort, vague and dull. The person feels

a profound feeling of insecurity with a no inciting objective. The person

fears an imminent misfortune, an accident or else (Daco, 1973: 455 cited

in Indri, 2014:49).

2. Foreign Language Learning Anxiety

Rebecca Oxford suggested that foreign language anxiety (FLA), or

the experience of anxiety, when an individual is working towards attaining

a foreign language to be calculated because foreign language anxiety can

be a predictor of success in learning, the foreign language.

Foreign language anxiety is a distinct complex of self-perceptions,

beliefs, feelings, and behaviors related to classroom learning arising from

9
the unique language of the learning process (Horwitz, Horwitz, and Cope,

1986:128). Foreign language anxiety is not an anxiety that can disappear

quickly when the situation has improved. Foreign language anxiety is also

different from each individual. This foreign language anxiety becomes an

anxiety in special situations that are driven by certain conditions, for

example when speaking in public (Taghreed : 1).

Horwitz, Horwitz, and Cope (1986:559) developed the most

commonly used tool for assessing FLA that is became the Foreign

Language Classroom Anxiety Scale (FLCAS). The FLCAS to assess the

specific anxiety experience by students in the foreign language classroom.

It is a self-report measure that assesses the degree of anxiety.

The FLCAS consists of 33 items. It has two forms of statements

which are positive and negative. Positive statements in the questionnaire

are in number 2, 5, 8, 11, 14, 18, 22, 28, 32. While, negative statements are

in number 1, 3, 4, 6, 7, 9, 10, 12, 13, 15, 16, 17, 19, 20, 21, 23, 24, 25, 26,

27, 29, 30, 31, and 33. The answers to each item can be one of these:

strongly agree; agree; neither agree nor disagree; disagree; and strongly

disagree. For each item a score was given ranging from 5 for strongly

agree; 4 for agree; 3 for neither agree nor disagree; 2 for disagree; 1 for

strongly disagree. However, items 2, 5, 8, 11, 14, 18, 22, 28 and 32 were to

be score reversed, so that a higher score would be an indicator of higher

anxiety (Souad, 2010;83).

10
 To get better understanding of language learning anxiety, Horwitz,

Horwitz and Cope (1986:127) have identified three anxiety-related

performances: communication apprehension, test anxiety and fear of

negative evaluation.

a. Communication apprehension

Communication apprehensions are also known as communication

anxiety or performance anxiety. According to Horwitz, Horwitz and

Cope (1986:127) communication apprehension is a type of shyness

characterized by fear of or anxiety about communicating with people.

Someone who has communication apprehension find it difficult to

speak in groups or in public, or even listen to the message being

spoken. Communication apprehension can also be caused by the need

to produce a language structure in a language that has not been fully

mastered. The inability to express themselves in the desired way or to

understand others can lead to frustration and can make people speak

quietly in foreign language classes.

b. Test Anxiety

According to Horwitz, Horwitz and Cope (1986:127-128) Test-

anxiety refers to a type of performance anxiety stemming from a fear

of failure. Tests are a common measurement of progress, and

performance evaluation is an ongoing feature of most foreign

language classes. The importance of testing is emphasized since the

11
 beginning of one's education. Therefore, it is not unusual that most

students experience some level of anxiety when it comes to testing.

Students are placed in situations where their knowledge and

abilities are assessed within a certain period of time. If students have

doubts about their knowledge or consider themselves to be

unprepared, the test situation results in feelings of insecurity stress and

discomfort. Students who experience test anxiety experience

difficulties in learning and in taking material during the test, which

leads to poor performance in tests. Students who are test-anxious in

foreign language class probably experience considerable difficulty

since tests and quizzes are frequent and even the brightest and most

prepared students often make errors. Oral tests have the potential of

provoking both test- and oral communication anxiety simultaneously

in susceptible students.

c. Fear of negative evaluation

Horwitz, Horwitz and Cope (1986:128) define fear of negative

evaluation as apprehension about others' evaluations, avoidance of

evaluative situations, and the expectation that others would evaluate

one negatively.

They found that there was a moderate correlation between fear of

negative evaluation and language anxiety. Students are afraid of

making mistakes, especially in oral pronunciation and communication,

because they are afraid of negative evaluations from their colleagues

12
 or teachers. If students are anxious, they will try to avoid all forms of

communication, or reduce them to a minimum, to avoid negative

evaluations. Students regard each communicative situation or learn

language as the cause of stress and tension. This often results in poor

performance, because students focus more on perceived hazards than

on language production. In addition, students are surrounded by

learners of other languages, and when compared to them, they may

consider language performance unsatisfactory. Because language

anxiety produces physical reactions, such as increased perspiration,

reddening of the cheeks, increasing heart rate, students also become

aware of these anxiety signals, which causes discomfort.

C. Previous Studies

There have been some researchers doing same research which have

been summarized into some short and brief explanations about an analysis of

speaking anxiety in language classroom.

Fistly, Al-Sawalha (2016). The theme of this research is listening

anxiety of Jordanian students majoring in English language at Jerash

University. This study aims to investigate how listening anxiety affects the

listening process of English foreign language students at Jerash University in

Jordan. This Research used qualitative and quantitative method. The findings

of the study revealed that 43 of them experienced a high level of listening

anxiety. The Qualitative findings from the interviews with students

corroborate the findings generated from the quantitative part of the study.

13
 Secondly, Choi. The theme of this research is language anxiety in

second language writing. This study investigates how foreign language

anxiety is related to second language writing anxiety among second language

English learners in Korea and how English writing anxiety affects second

language writing performance. This Research used qualitative and

quantitative method. The data came from two survey instruments, the Foreign

Language Classroom Anxiety Scale (FLCAS; Horwitz, Horwitz & Cope,

1986) and the English Writing Anxiety Scale (EWAS; Lee, 2005), as well as

a background questionnaire. The study’s results indicate that there is a

significant positive correlation between the FLCAS and the EWAS. There

was not a significant correlation between EWAS and writing performance as

observed in the student portfolios, but students with high EWAS scores did

tend to show poor performance on the writing portfolio.

The last, Yahya (2013). The theme of this research is calculate anxiety

in course students at the American Arabia University of Jenin (AAUJ) among

speech communication. The primary purpose of this paper is to investigate

the factors which lead to speaking anxiety among speech communication. The

data is analyzed using the descriptive statistics (means and standard

deviation). The results of the study revealed that the fear of negative feedback

received the highest mean (2.93), followed by communication anxiety (2.80)

and test anxiety received the lowest mean (2.68). This study in addition to the

items appeared in the Foreign Language Classroom Anxiety Scale (FLCAS)

developed by Horwitz et al. (1986), researcher added other items to the scale

14
to conduct the research project. The scale was given to 2 referees at the

English Department, and the English Language Center (ELC) at the AAUJ.

By considering those previous researches, the writer saw something

difference. The difference was showed at the aspect of the skill. The writer

analyzes the level of speaking anxiety in English classroom. In the last

previous study, questionnaire was different from the one I used because in the

questionnaire some items were modified or deleted, and others were added, so

the questionnaire used was not purely from the Foreign Language Classroom

Anxiety Scale (FLCAS) developed by Horwitz et al. (1986).This research

used descriptive quantitative method and the writer also calculated the data

manually, not using SPSS program.

15
 CHAPTER III

METHODOLOGY OF RESEARCH

A. Type of Research

This research used a descriptive quantitative approach in order to

answer the proposed question. According to Stephen and Michael (1982: 46),

descriptive study is used in the literal sense of describing situations events.

Descriptive studies can yield rich data that lead to important

recommendations. Creswell (2003:18) states, quantitative research “employ

strategies of inquiry such as experimental and surveys, and collect data on

predetermined instruments that yield statistical data”.

B. Setting of Research

This research is located at SMA Islam Sudirman Bringin. It applied to

the XI grade and will be held in the first semester of the 2018/2019 school

year. The writer planned the time of research at Tuesday, July 31st, 2018.

The writer chooses eleven grade because their English teacher said

that there are the student has ability in English but most of them have

difficulties in speaking. Most of the students in this school have less of

confidence, difficult to express the idea orally, have limited knowledge on

pronunciation, and lack of courage to speak out for fear of being wrong.

16
C. Participants

In this research, the Participants were the all of eleven grade in SMA

Islam Sudirman Bringin. There are 17 Students.

Table 3.1

Name of Participants

No Code
1 AWDS
2 AAP
3 BNC
4 DR
5 DNS
6 HS
7 JSA
8 JU
9 NZ
10 NA
11 SA
12 SL
13 SP
14 SYA
15 TA
16 UNI
17 VF

D. Research Instrument

1. Questionnaire (Foreign language Classroom Anxiety Scale)

The FLCAS has been the most widely used instrument to measure

foreign language learners’ general anxiety in foreign language

classrooms. This scale provided five responses ranging from “Strongly

Agree (SA)”, “Agree (A)”, “Neither Agree nor Disagree (NA)”,

“Disagree (D)”, and “Strongly Disagree (SD)”.

17
E. The Data Collection Procedure

The data collection was held in one section of speaking class, on July

31st, 2018. The FLCAS questionnaire was administrated to all participants

during class hours, who were briefed about the research’s purpose. Half an

hour was given to the participants to answer the questions.

The writer also took some photos as a part of documentation. This

method used to completing and strengthening the data. After all the data were

collected, the researcher analyzed and processed the data based on the theory.

The result of the data was presented by the writer in chapter IV.

F. Technique of Data Analysis

FLCAS has two forms of statements which are positive and negative.

Positive statements in the questionnaire are in number 2, 5, 8, 11, 14, 18, 22,

28, 32. While, negative statements are in number 1, 3, 4, 6, 7, 9, 10, 12, 13,

15, 16, 17, 19, 20, 21, 23, 24, 25, 26, 27, 29, 30, 31, and 33. The positive

statements scale will be ranging from 1-5, on the contrary negative statements

scale ranged from 5-1 as in table below.

Table 3.2

Positive and Negative Statements of FLCAS

Positive 2. I don't worry about making mistakes in English class.

Statements 5. It wouldn't bother me at all to take more English
classes.
8. I am usually at ease during tests in my English class.
11. I don't understand why some people get so upset over
English classes.
14. I would not be nervous speaking the English with
native speakers.
18. I feel confident when I speak in English class.
22. I don't feel pressure to prepare very well for English

18
 class.
28. When I'm on my way to English class, I feel very sure
and relaxed.
32. I would probably feel comfortable around native
speakers of the English.

Negative 1. I never feel quite sure of myself when I am speaking

Statements in my English class.
3. I tremble when I know that I'm going to be called on
in English class.
4. It frightens me when I don't understand what the
teacher is saying in English.
6. During English class, I find myself thinking about
things that have nothing to do with the course.
7. I keep thinking that the other students are better at
English than I am.
9. I start to panic when I have to speak without
preparation in English class.
10. I worry about the consequences of failing my English
class.
12. In English class, I can get so nervous I forget things I
know.
13. It embarrasses me to volunteer answers in my English
class.
15. I get upset when I don't understand what the teacher is
correcting.
16. Even if I am well prepared for English class, I feel
anxious about it.
17. I often feel like not going to my English class.
19. I am afraid that my English teacher is ready to correct
every mistake I make.
20. I can feel my heart pounding when I'm going to be
called on in English class.
21. The more I study for a English test, the more confused
I get.
23. I always feel that the other students speak the English
better than I do.
24. I feel very self‐conscious about speaking the English
in front of other students.
25. English class moves so quickly I worry about getting
left behind.
26. I feel more tense and nervous in my English class than
in my other classes.
27. I get nervous and confused when I am speaking in my
English class.

19
 29. I get nervous when I don't understand every word the
English teacher says.
30. I feel overwhelmed by the number of rules you have
to learn to speak English.
31. I am afraid that the other students will laugh at me
when I speak the English.
33. I get nervous when the English teacher asks questions
which I haven't prepared in advance.

The likert’s scoring scale table to measure students’ anxiety level

using FLCAS is shown below :

Table 3.3

Likert’s Scoring Table Adopted from Horwitz et al. (1986)

Statement Scoring
Strongly Agree Neither Agree Disagree Strongly
Agree nor Disagree Disagree
Positive 1 2 3 4 5
Negative 5 4 3 2 1

Further, the data were calculated manually with range of score started

from 33 up to 165. After the researcher found the result of each students’

anxiety level, it will categorized into some levels started from “Very

Relaxed”, “Relaxed”, “Mildly Anxious”, “Anxious”, and “Very Anxious”.

The scoring table adopted from Oetting’s Scale which consists of 40

items with answers ranged from 1-5 and total score of 200. The following

table is the score for each anxiety level.

20
 Table 3.4

FLCAS Anxiety Scale Adopted from Oetting’s Scale

RANGE LEVEL
40 – 79 Very Relaxed
80 – 104 Relaxed
105 – 129 Mildly Anxious
130 – 149 Anxious
150 – 200 Very Anxious

Furthermore the classification to calculate the anxiety scale adopted in

Mayangta, 2013:28.

Table 3.5

FLCAS Anxiety Scale

RANGE LEVEL
124 – 165 Very Anxious
108 – 123 Anxious
87 – 107 Mildly Anxious
66 – 86 Relaxed
33 – 65 Very Relaxed

In FLCAS, there are three main types of causes of foreign language

classroom anxiety: communication apprehension, test anxiety, and fear of

negative evaluation. (Horwitz, Horwitz and Cope, 1986:127 cited in Cao,

2011:76).

21
 Figure 3.1

Types of Causes of Foreign Language Classroom Anxiety

From the figure above show that Foreign Language Class there are

Communication Apprehension : 1, 4, 9, 14, 15, 18, 24, 27, 29, 30, 32. Test

Anxiety : 3, 5, 6, 8, 10, 11, 12, 16, 17, 20, 21, 22, 25, 26, 28. And Fear of

Negative Evaluation : 2, 7, 13, 19, 23, 31, 33.

22
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter describes the result of data collections and data analysis to

answer the research questions in chapter I. The writer got the data from FLCAS

questionnaires that have been distributed to all respondents. Afterwards, the writer

gets the description of the final result.

A. Findings

1. Levels of Speaking Anxiety in English Classroom

Horwitz et al. (1986) have developed “Foreign Language

Classroom Anxiety Scale” (FLCAS) to measure the amount of anxiety

by students. The scale has 33 items scored on a 5-point Likert scale

ranging from strongly agree; agree; neither agree nor disagree; disagree;

and strongly disagree.

The participants of this research, those are all the eleven grades in

SMA Islam Sudirman Bringin in academic year 2018/2019 were

answered the questionnaire completely. There are 17 students that

answer the questionnaire. The table below shows the result of students’

response toward FLCAS questionnaire.

23
 Table 4.1

The Result of Students Questionnaire’s Answers

*Orange Columns : Positive Statements *White Columns : Negative Statement

24
24
 To make it easy to understand the answers of students, the writer

summarizes the results of 33 items questionnaire and are divided into

positive and negative statements.

Summarizing of student’s response the table below:

Table 4.2

Summarizing of Student's Response

Positive Statements Negative Statements

No Participants
SA A NA D SD SA A NA D SD
1 AWDS - 6 2 1 - - 9 3 11 1
2 AAP 2 6 - 1 - 1 6 - 12 5
3 BNC - 5 3 1 - 3 6 10 3 2
4 DR - 6 1 2 - - 5 3 15 1
5 DNS - 6 2 1 - 2 20 2 - -
6 HS 2 2 3 2 - 2 6 6 9 1
7 JSA - 3 4 2 - 4 13 6 1 -
8 JU - 1 3 5 - 1 12 2 8 1
9 NZ - - 2 7 - 4 9 3 7 1
10 NA 1 4 3 1 - 2 3 10 4 5
11 SA 3 1 - 5 - 17 5 - 2 -
12 SL - 3 2 4 - 3 10 5 6 -
13 SP - 2 6 1 - 3 2 6 12 1
14 SYA 3 2 2 2 - 1 10 4 6 3
15 TA - - 2 7 - 17 - 2 5 -
16 UNI - 2 - 7 - 3 10 - 10 1
17 VF 1 3 - 5 - 7 13 - 4 -
12 52 35 54 0 70 139 62 115 22
TOTAL
153 408

25
 The following is an overview of the summary of the students’

response in positive and negative statements is based on the description

of the table above.

Figure 4.2.1

The Summary of Students’ Response in Positive and Negative Statements

By which:

SA : Strongly Agree D : Disagree

A : Agree SD : Strongly Disagree

NA : Neither Agree nor Agree

From the summary above, the writer find that: Positive statements have

score: strongly agree (12); agree (52); neither agree nor disagree (35);

disagree (54); and strongly disagree (0). So from the positive statement it can

be concluded that the highest score is in "Disagree" (54 responses) and the

lowest score is in "strongly disagree" (0 responses). While the negative

26
 statement has score: strongly agree (70); agree (139); neither agree nor

disagree (62); disagree (115); and strongly disagree (22). So the negative

statement has the highest "agree" score (139 responses) and the lowest score

in "strongly disagree" (22 responses).

Furthermore, the writer show other data that presents the percentage of

students' preference towards 33 (Foreign Language Classroom Anxiety Scale)

FLCAS items. This is to gain the most students' responses to each statement

in the FLCAS questionnaire.

Table 4.3

The Percentage of Students' Preference

The Percentage of Students' Preference

No Questionnaire
SA % A % NA % D % SD %
1 I never feel quite sure
of myself when I am
8 47% 3 18% 2 12% 4 24% - -
speaking in my
English class.
2 I don't worry about
making mistakes in - - 6 35% - - 11 65% - -
English class.
3 I tremble when I know
that I'm going to be
1 6% 10 59% 3 18% 2 12% 1 6%
called on in English
class.
4 It frightens me when I
don't understand what
4 24% 5 29% 3 18% 5 29% - -
the teacher is saying in
English.
5 It wouldn't bother me
at all to take more - - 2 12% 5 29% 10 59% - -
English classes.
6 During English class, I
find myself thinking
about things that have 1 6% 4 24% 2 12% 10 59% - -
nothing to do with the
course.

27
 The Percentage of Students' Preference
No Questionnaire
SA % A % NA % D % SD %
7 I keep thinking that the
other students are
2 12% 8 47% 3 18% 4 24% - -
better at English than I
am.
8 I am usually at ease
during tests in my 1 6% 5 29% 6 35% 5 29% - -
English class.
9 I start to panic when I
have to speak without
5 29% 6 35% 3 18% 2 12% 1 6%
preparation in English
class.
10 I worry about the
consequences of
1 6% 10 59% - - 6 35% - -
failing my English
class.
11 I don't understand why
some people get so
3 18% 4 24% 6 35% 4 24% - -
upset over English
classes.
12 In English class, I can
get so nervous I forget 3 18% 7 41% 4 24% 2 12% 1 6%
things I know.
13 It embarrasses me to
volunteer answers in 3 18% 8 47% 2 12% 3 18% 1 6%
my English class.
14 I would not be nervous
speaking the English - - 6 35% 2 12% 8 47% 1 6%
with native speakers.

15 I get upset when I don't

understand what the - - 3 18% 4 24% 9 53% 1 6%
teacher is correcting.
16 Even if I am well
prepared for English
4 24% 10 59% 1 6% 2 12% - -
class, I feel anxious
about it.
17 I often feel like not
going to my English 3 18% - - 4 24% 6 35% 4 24%
class.
18 I feel confident when I
speak in English class. 1 6% 6 35% 4 24% 6 35% - -

28
 The Percentage of Students' Preference
No Questionnaire
SA % A % NA % D % SD %
19 I am afraid that my
English teacher is
4 24% 5 29% 3 18% 5 29% - -
ready to correct every
mistake I make.
20 I can feel my heart
pounding when I'm
3 18% 6 35% 2 12% 6 35% - -
going to be called on
in English class.
21 The more I study for a
English test, the more 3 18% 4 24% 3 18% 6 35% 1 6%
confused I get.
22 I don't feel pressure to
prepare very well for 2 12% 9 53% 4 24% 2 12% - -
English class.
23 I always feel that the
other students speak
3 18% 6 35% 2 12% 6 35% - -
the English better than
I do.
24 I feel very
self‐conscious about
4 24% 7 41% 4 24% 2 12% - -
speaking the English in
front of other students.
25 English class moves so
quickly I worry about 2 12% 5 29% 3 18% 7 41% - -
getting left behind.
26 I feel more tense and
nervous in my English
1 6% 7 41% 3 18% 4 24% 2 12%
class than in my other
classes.
27 I get nervous and
confused when I am
3 18% 6 35% 1 6% 5 29% 2 12%
speaking in my
English class.
28 When I'm on my way
to English class, I feel 1 6% 7 41% 3 18% 6 35% - -
very sure and relaxed.
29 I get nervous when I
don't understand every
3 18% 2 12% 5 29% 6 35% 1 6%
word the English
teacher says.

29
 The Percentage of Students' Preference
No Questionnaire
SA % A % NA % D % SD %
30 I feel overwhelmed by
the number of rules
2 12% 6 35% 2 12% 5 29% 2 12%
you have to learn to
speak English.
31 I am afraid that the
other students will
4 24% 4 24% 2 12% 5 29% 2 12%
laugh at me when I
speak the English.
32 I would probably feel
comfortable around
2 12% 8 47% 4 24% 3 18% - -
native speakers of the
English.
33 I get nervous when the
English teacher asks
questions which I 5 29% 6 35% 2 12% 3 18% 1 6%
haven't prepared in
advance.

The following is an overview of the percentage of students’

preference is based on the description of the table above.

Figure 4.3.1

The Percentage of Students' Preference

A. X

30
 Based on the figure and table, the results show a high and low total

score percentages of all FLCAS statements. There is 17 Participants who

has a different answer from each statement. The writer finds that the

highest total is in statement number 2 (I don't worry about making

mistakes in language class) with 65% of respondents.

The writer also finds homogeneity appearing in the same statement

number 3 “I tremble when I know that I'm going to be called on in English

class.”; statement number 6 “During English class, I find myself thinking

about things that have nothing to do with the course”; statement number 8

“I am usually at ease during tests in my English class”; statement number

9 “I start to panic when I have to speak without preparation in English

class”; statement number 10 “I worry about the consequences of failing

my English class”; statement number 12 “In English class, I can get so

nervous I forget things I know”; statement number 13 “It embarrasses me

to volunteer answers in my English class”; statement number 14 “I would

not be nervous speaking the English with native speakers”; statement

number 15 “I get upset when I don't understand what the teacher is

correcting”; statement number 16 “Even if I am well prepared for English

class, I feel anxious about it”; statement number 18 “I feel confident when

I speak in English class”; statement number 21 “The more I study for a

English test, the more confused I get”; statement number 26 “I feel more

tense and nervous in my English class than in my other classes”; Statement

number 27 “I get nervous and confused when I am speaking in my English

31
class”; Statement number 28 “When I'm on my way to English class, I feel

very sure and relaxed”; Statement number 29 “I get nervous when I don't

understand every word the English teacher says”; Statement number 33 “I

get nervous when the English teacher asks questions which I haven't

prepared in advance”. With 6% of respondents ( 1 students ).

To find out the level of anxiety of students when speaking, the writer

assess and categorize each student based on them responses in the FLCAS

questionnaire, as followed by table 4.5 below :

32
 Table 4.4

Scoring and Categorizing of Foreign Language Classroom Anxiety Scale

Total Level
No Participants Questionnaire Number
Score Anxiety
1 AWDS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
2 2 3 3 3 2 2 3 2 4 4 4 4 2 4 4 2 Mildly
90
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
2 2 4 2 2 3 4 4 2 2 2 2 2 1 2 4

2 AAP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
4 4 2 2 2 2 4 1 2 2 2 1 2 2 2 4 1
76 Relaxed
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 4 2 2 2 4 5 4 1 2 2 1 2 2 1 1

3 BNC 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
3 2 3 2 2 4 3 3 3 2 3 5 5 2 4 4 1 Mildly
100
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
3 3 3 4 2 4 3 3 2 1 4 3 4 5 2 3

4 DR 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
2 2 4 2 4 2 4 2 4 2 4 4 2 2 2 2 2
83 Relaxed
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 3 2 2 2 2 4 2 1 3 2 2 2 3 3 2

33
33
 Total Level
No Participants Questionnaire Number
Score Anxiety
5 DNS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
3 4 4 4 3 4 4 3 4 4 2 4 4 2 4 4 3
118 Anxious
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 4 4 5 2 4 4 4 4 4 2 5 4 4 2 4

6 HS 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
4 4 4 2 4 4 2 3 3 4 1 3 4 2 3 2 5 Mildly
94
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
3 4 2 3 1 2 5 2 3 2 2 2 3 1 3 2

7 JSA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 2 4 5 3 2 4 4 5 4 3 3 4 4 3 4 3
118 Anxious
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
2 4 4 3 3 5 4 4 4 4 3 3 3 4 2 4

8 JU 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
2 4 1 4 4 2 2 3 3 2 2 4 3 4 2 4 2 Mildly
107
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
4 5 4 4 3 2 4 2 4 4 4 4 4 4 3 4

34
34
 Total Level
No Participants Questionnaire Number
Score Anxiety
9 NZ 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
4 4 4 5 4 2 4 4 1 4 4 2 4 4 2 4 3
114 Anxious
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 2 2 2 3 4 5 3 4 5 3 3 4 2 4 5

10 NA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 4 4 3 3 5 3 2 4 2 3 3 3 3 1 3 1 Mildly
87
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
1 2 4 1 2 3 3 3 2 1 2 2 1 3 2 3

11 SA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 2 4 4 4 4 5 4 4 4 1 5 5 4 2 5 5 Very
134
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
4 5 5 5 1 2 5 5 5 5 4 5 5 5 1 5

12 SL 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 4 4 5 4 2 4 4 5 4 3 3 4 4 3 4 2
111 Anxious
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
3 3 3 4 2 4 4 2 4 2 2 3 2 2 3 4
35

35
 Total Level
No Participants Questionnaire Number
Score Anxiety
13 SP 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 4 2 3 3 3 3 3 5 4 2 4 2 3 2 5 1 Mildly
92
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
3 2 2 2 3 2 3 2 3 2 3 3 2 2 2 2

14 SYA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 4 3 4 4 3 2 2 4 4 3 2 1 5 3 4 3 Mildly
105
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
2 5 2 3 2 4 4 1 2 4 1 2 4 4 4 5

15 TA 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
2 4 5 5 4 2 5 4 5 5 3 5 5 4 2 5 2 Very
135
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 Anxious
4 5 5 2 4 5 3 5 3 5 4 5 5 5 3 5

16 UNI 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 4 4 2 4 2 4 2 5 2 4 4 4 4 2 4 2
108 Anxious
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 2 4 4 2 5 2 2 4 4 4 2 1 2 4 4

36
36
 Total Level
No Participants Questionnaire Number
Score Anxiety
17 VF 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
5 2 4 4 4 2 4 2 4 4 1 4 4 4 2 5 5
122 Anxious
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33
4 4 5 5 4 2 2 4 4 4 4 4 4 5 2 5

37
37
 Based on the Scoring and Categorizing table of Foreign Language

Classroom Anxiety Scale above, the results of the assessment and

categorization in students' anxiety levels can be seen in table 4.5 below:

Table 4.5

Result of Foreign Language Classroom Anxiety Scale

Range Level Result

124-165 Very Anxious Very Anxious : 2 Respodents (12%)
108-123 Anxious Anxious : 6 Respodents (35%)
87-107 Mildly Anxious Mildly Anxious : 7 Respodents (41%)
66-86 Relaxed Relaxed : 2 Respodents (12%)
33-65 Very Relaxed Very Relaxed : 0 Respodent (0%)

Based on the table above, the writer found 2 students (12%) who

experience "Very Anxious" level with a range score of 124-165, 6 students

(35%) who experience “Anxious” level, with a range score of 108-123, 7

students ( 41%) who experienced "Mildly Anxious" level with a range score

of 87-107, 2 students (12%) who experience "relaxed" level with a range

score of 66-86, and nothing student (0%) who experience "very relaxed" level

with range score of 33-65.

The following is an overview of the result of foreign language

classroom anxiety scale based on the description of the table above.

38
 Figure 4.5.1

The level of students’ anxiety

From the figure above, it can be seen that dominant anxiety scale that

occurred in "Mildly Anxious", it means that many students experience mildly

anxiety and only 2 students are "relaxed".

The table below will show the highest and the lowest score in each level

of anxiety.

39
 Table 4.6

The Highest and the Lowest Score in Each Level of Anxiety

The The
No Level Anxiety Highest Participants Lowest Participants
Score Score
1 Very Anxious 135 TA 134 SA
2 Anxious 122 VF 108 UNI
3 Mildly Anxious 107 JU 87 NA
4 Relaxed 83 DR 76 AAP
5 Very Relaxed - - - -

From 17 participants, only 2 students (12%) experienced a "very

anxious" level, then from 7 students (41%) were at a “mildly anxious”

level. This can be a normal condition when many people also feel tense

or nervous when having to do something in front of others, and only 2

students (12%) who are at the "relaxed" level means that they have no

problem with their level of anxiety.

2. Dominant Type of Anxiety that Occurred in English Classroom

From Table 4.3, the writer made a conclusion by dividing 3 types

of classroom anxiety: communication apprehension, test anxiety, and

fear of negative evaluation.

40
 Table 4.7

The Percentage of Students' Communication Apprehension

The Percentage of Students' Communication

No Questionnaire Apprehension
SA % A % NA % D % SD %
1 I never feel quite
sure of myself when
8 47% 3 18% 2 12% 4 24% - -
I am speaking in my
English class.
4 It frightens me when
I don't understand
4 24% 5 29% 3 18% 5 29% - -
what the teacher is
saying in English.
9 I start to be panic
when I have to speak
5 29% 6 35% 3 18% 2 12% 1 6%
without preparation
in English class.
14 I would not be
nervous speaking the
- - 6 35% 2 12% 8 47% 1 6%
English with native
speakers.
15 I get upset when I
don't understand
- - 3 18% 4 24% 9 53% 1 6%
what the teacher is
correcting.
18 I feel confident when
I speak in English 1 6% 6 35% 4 24% 6 35% - -
class.
24 I feel very
self‐conscious about
speaking the English 4 24% 7 41% 4 24% 2 12% - -
in front of other
students.
27 I get nervous and
confused when I am
3 18% 6 35% 1 6% 5 29% 2 12%
speaking in my
English class.
29 I get nervous when I
don't understand
3 18% 2 12% 5 29% 6 35% 1 6%
every word the
English teacher says.

41
 The Percentage of Students' Communication
No Questionnaire Apprehension
SA % A % NA % D % SD %
30 I feel overwhelmed
by the number of
rules you have to 2 12% 6 35% 2 12% 5 29% 2 12%
learn to speak
English.
32 I would probably feel
comfortable around
2 12% 8 47% 4 24% 3 18% - -
native speakers of the
English.

The following is an overview of the summary of the students’

communication apprehension is based on the description of the table

above.

Figure 4.7.1

The Percentage of Students' Communication Apprehension

42
 Based on the figure and table above, the results show the highest

total is in statement number 15 (I get upset when I don't understand

what the teacher is correcting) with 53% of respondents ( 9 Students ).

Meanwhile number 1, 14, and 32 “I never feel quite sure of myself

when I am speaking in my English class”; “I would not be nervous

speaking the English with native speakers”; “I would probably feel

comfortable around native speakers of the English” with 47% of

respondents ( 8 Students ). The writer can conclude that students feel

nervous when speaking English with native speakers but students may

feel more comfortable with native English speakers. These students feel

not angry when they don't know what the teacher corrects.

Table 4.8

The Percentage of Students' Test Anxiety

The Percentage of Students' Test Anxiety

No Questionnaire
SA % A % NA % D % SD %
3 I tremble when I know
that I'm going to be
1 6% 10 59% 3 18% 2 12% 1 6%
called on in English
class.
5 It wouldn't bother me
at all to take more - - 2 12% 5 29% 10 59% - -
English classes.
6 During English class, I
find myself thinking
about things that have 1 6% 4 24% 2 12% 10 59% - -
nothing to do with the
course.
8 I am usually at ease
during tests in my 1 6% 5 29% 6 35% 5 29% - -
English class.

43
 The Percentage of Students' Test Anxiety
No Questionnaire
SA % A % NA % D % SD %
10 I worry about the
consequences of
1 6% 10 59% - - 6 35% - -
failing my English
class.
11 I don't understand why
some people get so
3 18% 4 24% 6 35% 4 24% - -
upset over English
classes.
12 In English class, I can
get so nervous I forget 3 18% 7 41% 4 24% 2 12% 1 6%
things I know.
16 Even if I am well
prepared for English
4 24% 10 59% 1 6% 2 12% - -
class, I feel anxious
about it.
17 I often feel like not
going to my English 3 18% - - 4 24% 6 35% 4 24%
class.
20 I can feel my heart
pounding when I'm
3 18% 6 35% 2 12% 6 35% - -
going to be called on
in English class.
21 The more I study for a
English test, the more 3 18% 4 24% 3 18% 6 35% 1 6%
confused I get.
22 I don't feel pressure to
prepare very well for 2 12% 9 53% 4 24% 2 12% - -
English class.
25 English class moves so
quickly I worry about 2 12% 5 29% 3 18% 7 41% - -
getting left behind.
26 I feel more tense and
nervous in my English
1 6% 7 41% 3 18% 4 24% 2 12%
class than in my other
classes.
28 When I'm on my way
to English class, I feel 1 6% 7 41% 3 18% 6 35% - -
very sure and relaxed.

44
 The following is an overview of the summary of the students’ test

anxiety is based on the description of the table above.

Figure 4.8.1

The Percentage of Students' Test Anxiety

Based on the figure above, the writer found that homogeneity

appears there are similarities in the statements number 3, 5, 6, 10, and

16. “I tremble when I know that I'm going to be called on in English

class”; “It wouldn't bother me at all to take more English classes”;

“During English class, I find myself thinking about things that have

nothing to do with the course”; “I worry about the consequences of

failing my English class”; “Even if I am well prepared for English class,

I feel anxious about it” with 59% of respondents ( 10 Students ).

The writer can conclude that students feel very anxious when test

anxiety, shown by statement number 3 "I tremble when I know that I'm

45
 going to be called on in English class" by which "agree" with 10

students choosing it so that more than half of the amount students

experience anxiety during test anxiety and added with statement

number 5 "It would not bother at all to take more classes of English" by

which "disagree" which means that students do not want to take more

English classes either through extracurricular or additional classes in

school. Students still feel anxious even though they are well prepared in

English class, they worry about the consequences of failing in English

class.

Table 4.9
The Percentage of Students' Fear of Negative Evaluation

The Percentage of Students' Fear of Negative

No Questionnaire Evaluation
SA % A % NA % D % SD %
2 I don't worry about
making mistakes in - - 6 35% - - 11 65% - -
English class.
7 I keep thinking that
the other students are
2 12% 8 47% 3 18% 4 24% - -
better at English than I
am.
13 It embarrasses me to
volunteer answers in 3 18% 8 47% 2 12% 3 18% 1 6%
my English class.
19 I am afraid that my
English teacher is
4 24% 5 29% 3 18% 5 29% - -
ready to correct every
mistake I make.
23 I always feel that the
other students speak
3 18% 6 35% 2 12% 6 35% - -
the English better than
I do.

46
31 I am afraid that the
other students will
4 24% 4 24% 2 12% 5 29% 2 12%
laugh at me when I
speak the English.
33 I get nervous when the
English teacher asks
questions which I 5 29% 6 35% 2 12% 3 18% 1 6%
haven't prepared in
advance.

The following is an overview of the summary of the students’ fear

of negative evaluation is based on the description of the table above.

Figure 4.9.1

The Percentage of Students' Fear of Negative Evaluation

Based on the figure above, the results show the highest total is in

statement number 2 (I don't worry about making mistakes in English

class) by which “disagree”, it conclude that students are afraid of

making mistakes, especially in oral pronunciation and communication,

47
 because they are afraid of negative evaluations from their colleagues or

teachers. They chose this statement by which "disagree" with a total of

11 students so it can be concluded that more than half the students or

65% of the participants felt fear of negative evaluation.

B. Discussion

The discussion section is aimed to answer questions in the proposed in

this discussion aims to discuss the results of the data in order to conclude the

answers from the research questions which will be discussed in the following

section.

To answer the first research question about speaking anxiety in class,

the result showed: 2 students (12%) who experience "Very Anxious" level

with a range score of 124-165, 6 students (35%) who experienced "Anxious"

level, with a range score of 108-123, 7 students (41%) who experienced the

"Mildly Anxious" level with a range score of 87-107, 2 students (12%) who

experience "relaxed" level with a range score of 66-86, and nothing student

(0%) who experiences "very relaxed" level with range score of 33-65.

It concluded that the dominant level of students' anxiety that occurred in

"mildly anxious" with 7 respondents, so less than 50% of students who felt

themselves not too anxious but not relaxed when speaking in English, but the

data was followed by "anxious" with 6 respondents which means students

also have anxious feeling, nervousness and worry to make mistakes when

speaking English.

48
 The highest score in level of speaking anxiety that calculated 135,

participant of 'TA' and then the lowest score in level of speaking anxiety 76,

participant of 'AAP'.

In the second research question, the writer asked about the dominant

type of anxiety that occurred in English classroom.

From table 4.7, 4.8, 4.9, which describes communication apprehension,

test anxiety, and fear of negative evaluation, it can be concluded that the

dominant type of anxiety in classroom is fear of negative evaluation in

statement number 2 (I do not worry about making mistakes in English class)

by which "disagree". Student’s performance in the language classroom is not

only graded by the teacher, but is commented on by students in the same

classroom as well. Students may be sensitive to the evaluations, either real or

imagined, of their peers. Students feel afraid if they make mistakes in

English, it could be because of fear of punishment and laughed by the teacher

and other students so that before being called by the teacher students feel

anxious and students feel other students are better so their subconscious

feelings always emphasize that students others are better.

Same as said by Horwitz, Horwitz and Cope (1986: 128), they define

fear of negative evaluation as apprehension about others' evaluations,

avoidance of evaluative situations, and the expectation that others would

evaluate one negatively.

49
 CHAPTER V

CLOSURE

This chapter is divided into two parts, conclusions and suggestions. In

conclusion, the author will clarify the results of investigated speaking anxiety in

English classroom of the first Semester Eleven grade Students in Islam High

School Sudirman Bringin. The advice section contains the views and suggestions

of researchers for students, future researchers, and teachers / lecturers.

A. Conclusion

Based on the data analysis and the results of the study, the writer can

conclude as followed:

1. The results of this research are at "Mildly Anxious" level with no "Very

Relaxed" student. There are 2 (12%) students who experience "Very

Anxious" level, 6 (35%) students are in "Anxious" level, 7 (41%)

students are in "Mildly Anxious" level and only 2 (12%) students have

"Relaxed" level.

2. According to the data result of type based FLCAS grouping it found

that "Fear of Negative Evaluation" is the main factor that causes

students to feel anxious about 11 (65%) students, the number of

statement is 2 (I don't worry about making mistakes in English class) by

which "disagree". After that the Test anxiety factor became the second

factor with 10 (59%) students, then the last factor was communication

apprehension with 9 (53%) students.

50
B. Suggestions

1. For teachers

From the beginning teacher must recognize every anxiety

experienced by his students in order to overcome their language anxiety

in speaking skills. After that teacher can make the class atmosphere

cheerful so that a positive mood will emerge which will make anxiety

lessened. With students who feel happy and not anxious will make

learning comfortable. In the learning can insert humor or motivational

words so as to make the class atmosphere relaxed and can reduce

students' anxiety when in English classes.

2. For students

Based on the finding, each students are definitely has anxiety

feeling in different levels. For students whose high anxiety scale results

need to reduce a little more relaxed when in class. students also do not

mock or laugh at each other when their friends make mistakes, but try

to keep supporting and motivating them not to give up and never give

up learning. Students must realize that making mistakes when in an

English language class is a normal thing that makes the future as a

learning to be better.

3. For further researcher

The writer hopes that the future writers conduct a better research

about speaking anxiety in English Classroom, and develop the research

with other skills such as reading, writing and listening.

51
 REFERENCES

Al-Saraj, Taghreed M. Foreign Language Anxiety: What is This?. Institute of

Education, University of London. 1.

A1-Sawalha, Abdullah M. 2016. Qualitative and Quantitative Study on Listening

Inxiety of Jordanian Students Majoring in English Language at
Jerash University. International Journal of Humanities and Social
Science Vol. 6. No. 1.

Brown, H.D. 2004. Language Assessment Principles and Classroom Practice.

United States of America.

Cao, Yuan. 2011. Comparison of Two Models of Foreign Language Classroom

Anxiety Scale. De La Salle University, Manila, Philippines. Philippine
ESL Journal, Vol. 7. 76.

Choi, Sujeong. Language Anxiety In Second Language Writing: Is It Really A

Stumbling Block?. University of Hawai'i at Manoa.

Creswell, John W. 2003. Research Design Qualitative, Quantitative. And Mixed

Methods Approaches Second Edition. London: Sage Publications.

Damasio, A., Carvalho, G.B., 2013. The nature of feelings: evolutionary and
neurobiological origins. Neuroscience 14, 143-152.

Febria, Herdinatara. 2017. A Comparative Study on Students' Speaking Skill Using

Audio-Video and Picture. Final Project. Semarang: English Education
Department, Faculty of Foreign Language and Culture, University
of Muhammadiyah Semarang.

Florez & Cunningham MaryAnn. 1999. Improving Adult English Language

Learners' Speaking Skills. ERIC Digest.

Harmer, Jeremy. 2000. The Practice of English Language Teaching. England:

Longman. 269.

Horwitz, E.K., Horwitz, M.B. & Cope, J. 1986. Foreign language classroom
anxiety. The Modern Language Journal, 70, 125-132.

Horwitz, E.K., Horwitz, M.B. & Cope, J. 1986. Foreign language classroom
anxiety. The Modern Language Journal, 70, (2), 125-192.

52
Horwitz, E.K. 1988. The Beliefs about Language Learning of Beginning
University Foreign Language Students. The Modern Language Journal,
70, (3), 125.
Lauder, Allan. 2008. The Status and Function of English in Indonesia: A Review
of Key Factors. Makara, Sosial Humaniora, Vol. 12, No. 1, Mi 2008: 9-
20.

Lee, Mei-ling. Differences in the Learning Anxieties Affecting College Freshman

Students of EFL. Chienkuo Technology University, Taiwan.

Luo, Han. Foreign Language Speaking Anxiety: A Study of Chinese Language

Learners. Northwestern University.

MacIntyre, P. 1995. How does anxiety affect second language learning?. The
Modern Language Journal, 79, 28.

Mayangta, Tesalonika. 2013. Students’ Speaking Anxiety in an EFL Classroom.

Research Paper,Universitas Pendidikan Indonesia. 28.

Mustaghfirin. 2017. The Use Of Jigsaw Method In Speaking Ability.

Undergraduate thesis, Universitas Muhammadiyah Semarang. 11.

Nunan, David. 2012. Teaching English to Speakers of Other Languages.

Cambridge: Cambridge University Press.

Spielberger, CD. 1983. Manual for the State-Trait Anxiety (From Y) Consulting
Psychologists Press, Palo Alto, CA.

Souad, Maatar. 2010. The Impact of Language Anxiety on Academic Achievement

among Learners of EFL. Algeria: Faculty of Letters and Languages
Department of English.

Torky, Shiamaa A. 2006. The Effectiveness of a Task-Based Instruction Program

in Developing the English Language Speaking Skills of Secondary Stage
Students. Paper presented at Ain Shams University Women's college
Curricula and Methods of teaching Department, Cairo.

Widemann, Klaus. 2015. Anxiety and anxiety disorders. University Hospital

Hamburg Eppendorf, Hamburg, Germany. Elsevier Ltd. All rights
reserved.

William, Michael and Stephen. 1982. Handbook in Research and Evaluation.

California: San Diego.

53
 CURRICULUM VITAE

Name : Dewi Mariam

Student Number : 113-12-025

Gender : Female

Place & Date of Birth : Salatiga, June 10th, 1997

Religion : Moslem

Address : Canden RT 8, RW 3 Salatiga

Phone : 085 727 223 612

E-mail : [email protected]

Education Background : 2002 – 2008 : MI Ma’arif Canden Salatiga

2008 – 2011 : MTS NU Salatiga

2011 – 2014 : SMK Diponegoro Salatiga

2014 – 2018 : IAIN Salatiga

54
APPENDICES

55
 Appendix 1

Foreign Language Classroom Anxiety Scale (FLCAS)

Adapted from Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign
language classroom anxiety. The Modern Language Journal, 70 (2), 125-132

Neither
Strongly Agree Strongly
No Questionnaire Agree Disagree
Agree Nor Disagree
Disagree
1 I never feel quite sure of
myself when I am
5 4 3 2 1
speaking in my foreign
language class.
2 I don't worry about
making mistakes in 1 2 3 4 5
language class.
3 I tremble when I know
that I'm going to be called 5 4 3 2 1
on in language class.
4 It frightens me when I
don't understand what the
5 4 3 2 1
teacher is saying in the
foreign language.
5 It wouldn't bother me at
all to take more foreign 1 2 3 4 5
language classes.
6 During language class, I
find myself thinking about
things that have nothing 5 4 3 2 1
to do with the course.
7 I keep thinking that the
other students are better at 5 4 3 2 1
languages than I am.
8 I am usually at ease
during tests in my 1 2 3 4 5
language class.
9 I start to panic when I
have to speak without
5 4 3 2 1
preparation in language
class.

56
 Neither
Strongly Agree Strongly
No Questionnaire Agree Disagree
Agree Nor Disagree
Disagree
10 I worry about the
consequences of failing
5 4 3 2 1
my foreign language
class.
11 I don't understand why
some people get so upset
1 2 3 4 5
over foreign language
classes.
12 In language class, I can
get so nervous I forget 5 4 3 2 1
things I know.
13 It embarrasses me to
volunteer answers in my 5 4 3 2 1
language class.
14 I would not be nervous
speaking the foreign
1 2 3 4 5
language with native
speakers.
15 I get upset when I don't
understand what the 5 4 3 2 1
teacher is correcting.
16 Even if I am well
prepared for language
5 4 3 2 1
class, I feel anxious about
it.
17 I often feel like not going
to my language class. 5 4 3 2 1

18 I feel confident when I

speak in foreign language 1 2 3 4 5
class.
19 I am afraid that my
language teacher is ready
5 4 3 2 1
to correct every mistake I
make.
20 I can feel my heart
pounding when I'm going
5 4 3 2 1
to be called on in
language class.

57
 Neither
Strongly Agree Strongly
No Questionnaire Agree Disagree
Agree Nor Disagree
Disagree
21 The more I study for a
language test, the more 5 4 3 2 1
con‐ fused I get.
22 I don't feel pressure to
prepare very well for 1 2 3 4 5
language class.
23 I always feel that the other
students speak the foreign 5 4 3 2 1
language better than I do.
24 I feel very self‐conscious
about speaking the foreign
5 4 3 2 1
language in front of other
students.
25 Language class moves so
quickly I worry about 5 4 3 2 1
getting left behind.
26 I feel more tense and
nervous in my language
5 4 3 2 1
class than in my other
classes.
27 I get nervous and
confused when I am
5 4 3 2 1
speaking in my language
class.
28 When I'm on my way to
language class, I feel very 1 2 3 4 5
sure and relaxed.
29 I get nervous when I don't
understand every word the 5 4 3 2 1
language teacher says.
30 I feel overwhelmed by the
number of rules you have
to learn to speak a foreign 5 4 3 2 1
language.
31 I am afraid that the other
students will laugh at me
5 4 3 2 1
when I speak the foreign
language.

58
 Neither
Strongly Agree Strongly
No Questionnaire Agree Disagree
Agree Nor Disagree
Disagree
32 I would probably feel
comfortable around native
1 2 3 4 5
speakers of the foreign
language.
33 I get nervous when the
language teacher asks
5 4 3 2 1
questions which I haven't
prepared in advance.

59
 Appendix 2

The Result of Questionnaire

60
61
62
63
64
65
 Appendix 3

Documentations

66
67
68
69
70
71
72
73
74
75