CHAPTER I

INTRODUCTION

A. Background of the study

Language is medium to commucate, is an ability to say something to build

communication it is expressing ideas, opinions, or feelings to others to inform,

persuade, and entertain. By the language It also can be used to express the ideas,

opinions, though and feeling either such as written or orally1. So that, language is

the important things in our life.

All of human being in the world has the different language and they use

their language by themselves, one of the languages as international language is

English. Many people use english everyday life. Therefore, using english is with

people from other countries about many aspects in human life such as tecnology,

economy,social and politics.

Especially in Indonesia, English is foreign language, learning a foreign

language is an integrated process. The foreign language is usually taught as a

subject in schools with the aim of communicating basic and master the four

language skills are listening, reading, writing, speaking. in that language within

certain limits. Concerning the fact happens in Indonesia relates to teaching

English as a foreign language that the students speaking skill is still left behind

comparing to the competence, whereas speaking is one of the crucial skill that

must be mastered. Speaking is one of four basic skills in learning foreign language

besides listening, reading and writing. This is the oral communicative, it is

1
https://www.uio.no/studier/emner/hf/ikos/EXFAC03AAS/h05/larestoff/linguistics/Chapter%201.(
H05).pdf

1
considered as a priority for many second or foreign language learners. Through

speaking, we can express our minds, ideas and thought freely and spontaneously2.

Many of students still difficult to speak English because they afraid to express

their ideas. As result, the the students are unconfident, shy, and not really

motivated to learn English.

On the other hand, speaking can be called as oral communication and

speaking is one of skills in English learning. This become one important subject

that teacher should given. That is why the teachers have big challenge to enable

their students to master English well, especially speaking English in class or out

of the class. Speaking is a productive skill that could be directly and empirically

observed; those observations are invariably collared by the accuracy and fluency.

While, he also states that speaking is the product of creative construction of

linguistic strings, the speakers make choices of lexicon, structure, and discourse.3

The writer encourages to do simple research to know the factors make the

students performance, especially speaking English in not really well progressed.

It is known that one of the big problem faced by students in speaking class in

anxiety factor. “Empirical research shows that anxious foreign language students

are less willing to participate in learning activities, and have lower performance

than non-anxious students” 4. Researchers have provided different definitions to

language anxiety. We define anxiety as an emotion characterized by feelings of

2
Luoma Sari. (2014). Assessing speaking. New york :Cambridge University Press.p 9
33
Brown, Doughlas. 2007. Teaching by Principles: An Interactive approach to Language
Pedagogy. New York: Longman, pp. 14
4
Tsiplakidess, L. 2009:39. Helping Students Overcome Foreign Language
Speaking Anxiety in the English Classroom: Theoretical Issues and Practical
Recommendations. MEd in TESOL, Greek Open University.

2
anticipated danger, tension, and distress and by sympathetic nervous system

arousal. It is a feeling of uneasiness, aggravation, self-doubt, lack of confidence,

or fear; intricately entwined with self-esteem issues and natural “ego-preserving”

worries5. In addition, Citing Horwitz et al gives a more precise definition of L2

anxiety: “a distinct complex of self-perceptions, beliefs, feelings, and behaviors

related to classroom language learning arising from the uniqueness of the

language learning process. According to Horwitz, Horwitz, and Cope foreign

language anxiety is caused by the apprehension of communicating with others in

the second language context.

Research related to language anxiety stated that anxiety posed potential

problems for language learners “because it can interfere with the

acquisition, retention and production of the new language”

To make a success education in learning the foreign language, we can not

ignore about the language anxiety. The learners’ anxiety in speaking class to

perform in front of the class may influence in some aspects, such as in language

acquisition, or, to increase their ability in mastery the foreign language.

Anxiety experienced in communication in English can be debilitating and

can influence students’ adaptation to the target environment and ultimately the

achivement of their educational goals. Most research in this area focuses on

classroom based anxiety. This research considers second language anxiety as a

5
Haskin, J. (2003). Decreasing Anxiety and Frustration in the Spanish Language
Classroom Master of Arts Action Research Project, Saint Xavier University and
SkyLight Professional Development Field- Based Master's Progra.

3
two-dimensional construct reflecting commnication within the classroom in

everyday communicative situations.

To make a success education in learning the foreign language, we can not

ignore about the language anxiety. The learners’ anxiety in speaking class to

perform in front of the class may influence in some aspects, such as in language

acquisition, or, to increase their ability in mastery the foreign language. Many

causes of students anxiety to speak English, it’s important for students’ to reduce

their anxiety to speak English, Because a contributing factor to learners' success

or failure to master second/foreign language is the manner that learners for their

worries, apprehension, and even dread when faced with a certain language.

Students anxiety to speak English in the class is a problem commonly

found in English learning especially for speaking. Consequently, students can’t

improve their speaking ability. Furthermore the teachers also need a place to share

about students problem of anxiety to find out the best solution. It also happens in

SMPN 02 Bengkulu. Most of students feel reluctant to speak in speaking class.

Anxiety is one of their biggest problem. Thus, the researcher try to did the

research entitled: “Reducing Students’ Anxiety to Speak English (Survey Study

At SMPN 02 Bengkulu Tengah)”.

4
Identification of the problem

The identifcation of the research as follow :

1. Students anxiety to speak English in the class is a problem commonly

found in English study, especially for speaking. Consequently,

students can’t improve their speaking English. So the writer choose

this topics to give contribution in Reducing Students’ Anxiety to Speak

English.

2. All teachers need a place to share about student’s problem, especially

students anxiety to speak English problem to find out best solution.

B. Limitation of the research

Based on the research question above, the writer will limit the

discussion of reducing students’ anxiety to speak English at the eighth

grade of SMPN 02 Bengkulu Tengah. The research itself will focus to an

analysis of reducing students’ anxiety in speaking english.

C. Reserach question

1. What are the causes of students’ anxiety to speak English?

2. How the students’ anticipates to reduce their anxiety to speak English?

D. Objective of the research

This research will be aimed at finding out:

1.The causes of students’ anxiety to speak English.

2. The students’ anticipates to reduce their anxiety to speak English.

5
E. Significance of the study

The result of the study are hoped to give benefits for teachers, the

researcher, and the other researchers:

1. For Teachers

Through this research, the teacher will be able to increase teaching

speaking better, to know The causes of Students’ anxiety to speak

English. And how students’ anticipates to reduce their anxiety to speak

English.

2. For researcher

Through this study, the writer will be able to improve his

knowledge in writing good paper, and to improve his knowledge in

students anxiety to speak English.

F. Definition of the key term

1. Reducing : Overcome the students' anxiety to speak English.

2. Anxiety : The problem in this study, “ anxiety is usually classified

as being trait or state. Trait anxiety is a relatively stable personality

trait. A person who is trait anxious is likely to feel anxious in a variety

of situations. State anxiety, on the other hand, is a temporary condition

experienced at a particular moment. A third type of anxiety is situation

specific anxety.

6
 CHAPTER II

LITERATURE REVIEW

A. Introduction of Speaking

Speaking is very important to our life because with speaking

someone can communicate to another people. Speaking is an ability to say

something to build communication it is expressing ideas, opinions, or

feelings to others to inform, persuade, and entertain. In addition, speaking

is one essential aspect of English langage. However speaking has many

functions in real life, because the speaker can communicates or informs

another people by understanding vocabulary, pronounciations and

comprehension.6

Speaking is a productive skill that could be directly and empirically

observed; those observations are invariably collared by the accuracy and

fluency. While, he also states that speaking is the product of creative

construction of linguistic strings, the speakers make choices of lexicon,

structure, and discourse7. Speaking is the productive skill. It could not be

separated from listening. When we speak we produce the text and it should

be meaningful. In the nature of communication, we can find the speaker,

the listener, the message and the feedback. Speaking could not be

separated from pronunciation as it encourages learners to learn the English

sounds.

6
Esti Ambaratsari dan Anita Rekalina, “Improving Students’ Speaking Skill by Using Simulation
Method At VII A of SMPN 12 Kota Bengkulu,” (July 2014): Vol. 1 No. 1: h. 79
7
Brown, Doughlas. 2007. Teaching by Principles: An Interactive approach to Language
Pedagogy. New York: Longman, pp. 14

7
 Speaking is one of the four language skills (listening, speaking,

reading and writing) it is usally used to communicate to people in the

world and is dificult and very important to be learned, by speaking

someone can interact with somebody and explore their mind and feel with

another people.8

Speaking has been regarded as merely implementation and

variation, outside the domain of language and linguistic proper. Linguistic

theory has mostly developed in abstraction from context of use and source

of diversity. Speaking is fundamentally an instrument act. Speakers talk in

order to have some effect on their listener. It is the result of teaching

learning process.

Students’ skill in conversation is core aspect in teaching speaking,

it becomes vitally aspect in language teaching learning success if language

function as a system for expression meaning, states that the successful in

speaking is measured through someone ability to carry out a conversation

in the language. We confess that there are many proponent factors that

influence teaching speaking success and there are many obstacle factors

why it is not running well.

A) The competence of speaking

Speaking is described as the activity as the ability to

express oneself in the situation, or the activity to report acts, or

situation in precise words or the ability to converse or to express a

Esti Ambaratsari dan Anita Rekalina, “Improving Students’ Speaking Skill by Using Simulation
8

Method At VII A of SMPN 12 Kota Bengkulu,” (July 2014): Vol. 1 No. 1: h. 80

8
 sequence of ideas fluently. That is speaking as the way of

communication influences our individual life strongly.The

competence of speaking skill are9 : grammar, vocabulary,

comprehension, fluency and pronounciation.

B) Function of Speaking

In speaking activity students are hoped to be able in

communicating with other people because through speaking ability the

students could express their ideas and know more about the

information they need. The aim of implementing English speaking as

daily language conversation in SMP N 36 of Muko-Muko is also to

enable to learners to communicate in that language.

Numerous attempts have been made to classify the function of

speaking in human interaction. Brown and Yule10 made a useful

distinction between the interactional function of speaking (in which it

serves to establish and maintain social relation), and the transactional

function (which focus on the exchange of information).

C) Teaching speaking

Teaching speaking is one of activities or ways to reducing

students’ anxiety or communications to another people. Teacher can

help students’ in their speaking with teach speaking in the class. The

teachers can illustrate, elaborate and praktice the speaking in class

9
Yenny Rahmawati dan Ertin.(2014).Developing assessment for speaking. Journal of
IJEE Vol.1.No.1.P 4.
10
Brown, Gillian & Yule, George. 2000. Teaching the spoken Language. Cambridge University
Press, pp. 10

9
 with students. Teachers can ask learners to present’s ideas to pair

work and groups work in the class. They can learn or speak up about

one topic of their own choose or the teacher assigned topics.

Students sometimes think and feel study speaking is

difficult because they do not have to say about the topic, so it makes

they be bored in class. They do not have motivations to speak up and

active in classroom. And speaking is not only about active speak up

and confidences in the class but also in speaking the students must

have enough vocabulary. It makes speaking skill is anxiety and

difficult.

Teaching speaking is an activity to make students and

teacher active and creative in the class so reducing students’ anxiety to

speaking English. Students will be enjoying in speaking with their

personal experiences. So, teacher and students can provide sggestions

for speaking activity in class. Learners can learn to apply good

activates in speaking class. In teaching speaking students must active

and attractive in classroom, it is not easy for teacher because teaching

speaking is not same as teaching reading and writing because when

teacher wants teach speaking or speak up to another people it needs

habit formation because oral communications and when someone

speaks, she or he can not edit or revise what she or he said.11

Esti Ambaratsari dan Anita Rekalina, “Improving Students’ Speaking Skill by Using Simulation
11

Method At VII A of SMPN 12 Kota Bengkulu,” (July 2014): Vol. 1 No. 1: h. 81

10
 From the explanation above, the researcher concludes that speaking is

what we say to what we see, feel and think. When we feel something, we

want someone can hear us. So, in this process we can call it is an

interaction between two sides.In addition speaking determining which

logical linguistic, psychological a physical rules should be applied in a

given communicate situation. It means that the main objective of speaking

is for communication.

In order to express effectively, the speaker should know exactly what

he or she wants to speak or to communicate, he or she has to be able to

evaluate the effects of his or her communication to his or her listener, he

or she has to understand any principle that based his speaking either in

general or in individual.

Based on the statements above the researcher infers that if someone

speaks, he or she should understand what is he or she about. In this

section, the writer should develop ideas or build some topics to be talked

and to make other responds to what speakers says.

Stated that oral practice (speaking) becomes meaningful to students

when they have to pay attention what they are saying. Thus, the students

can learn better on how to require the ability to converse or to express their

ideas fluently with precise vocabularies and good or acceptable

pronunciation.

Speaking ability is the students’ ability in expressing their ideas

orally which is represented by the scores of speaking. Speaking is only an

11
 oral trail of abilities that it got from structure and vocabulary, stated that

speaking ability more complex and difficult than people assume, and

speaking study like study other cases in study of language, naturalize

many case to language teachers.

B. Introduction of Axienty

Many English teachers are familiar with governing problems being

faced by their students’ in speaking classes. Most of time they are seen

ignoring and hesitating to speak in classes.Anxiety is generally defined as

a state of apprehension, a vague fear,and it seems difficult to describe in a

simple and exhaustive manner, as it arises from manykinds of sources

often associated with particular contexts or situations that individuals

perceive threatening. Anxiety can be described as a perceived notion of

psychological distress which occurs due to the expectation of a

disconcerting and potentially threatening event. Although extensive

research has focused on the concept of anxiety, it cannot be defined by

purely objective or concrete means.12

Previous anxiety research suggests that there are roughly two types

that can be experienced at different psychological levels.At a global level,

anxiety is viewed as a permanent trait, as some people are predisposed to

be anxious. At a more local or situational level, anxiety can be experienced

in response to a particular situation or act.

12
Larson, H.A. 2007. Reducing Test Anxiety Among Third Grade Students Through the
Implementation of Relaxation Techniques. Eastern Illinois University.

12
 However, the question of how these constructs relate to second

language learning contexts is still under debate, although several

interpretations of language anxiety are offered in terms of situational

nature of anxiety, anxiety may work as a mental block to

cognitive performance at all three cognitive stages: Input, Processing, and

Output. In other words, anxietyarousal, which is typically associated with

self-deprecating thoughts, fear of failure, or worry over performance

procedures, may compete for cognitive resources that normal

cognitive processing will demand.

Anxiety is defined as a state of uneasiness and apprehension or fear

caused by the anticipation of something threatening. Public speaking

anxiety is very common among both college students and the general

population. It is a negative way to present human feelings. When we are

anxious, we feel nervous, worried, and fearful. We struggle, tremble,

perspire, and our hearts beat quickly.

In general, anxiety can be defined as a complex concept dependent

upon not only on one’s feelings of self-efficacy but also appraisals

concerning the potential and perceived threats inherent in certain

situations. Anxiety in communicating in a second/foreign language,

especially when that language is English can have a debilitating effect and

can influence students’ adaptation to the target environment and ultimately

their educational goals. There is also a well-asserted agreement that

13
 anxiety is related to performance, and that anxiety has been shown to have

a counter-productive negative effect on learning and achievenent.13

Persons with public speaking anxiety often avoid anxiety-

producing social or performance situations, but when unavoidable, these

situations are endured with feeling of intense anxiety and distress. Also,

anticipatory anxiety frequently occurs as an individual imagines the

situation in advance of the actual experience (e.g., worrying each day

about a presentationto be given in a class several weeks in the

future).Although individuals with these types ofanxious responses often

recognize that theirfear is excessive and/or unreasonable, they areunable,

without assistance, to change their responsesin these situations.

Broadly speaking, anxiety is the subjective feeling of tension,

apprehension, nervousness, and worry associated with an arousal of the

automatic nervous system. Traditionally, the nature of anxiety has been

differentiated these three categories can be claimed, the differences can

roughly be identified on a continuum from stability to transience, with trait

anxiety related to a generally stable predisposition to be nervous in a wide

range of situations on one end, and a moment-to-moment experience of

transient emotional state on the other.14

Many people who speak for a living, including actors,

businesspeople, and politicians, experience public speaking anxiety. In

Mohammad Shaukat Ansari, “Speaking Anxiety in ESL/EFL Classroom: A Holistic Approach

and Practical Study,” (April 2015): Vol. 2, No. 4: h . 39

Mohammad Shaukat Ansari, “Speaking Anxiety in ESL/EFL Classroom: A Holistic Approach

and Practical Study,” (April 2015): Vol. 2, No. 4: h . 39

14
 fact, some of these experienced public speakers feel that a little

nervousness before a performance or speaking engagement gives them the

ability to perform at their best. However, for some people the anxiety

becomes so intense that it interferes with the ability to perform at all.

In the research of students, this may lead to avoiding certain courses or

even majors where oral presentations are required, never speaking in class,

or deciding against certain careers because they would require occasional

speaking before a group. Students who are very anxious about public

speaking in class may sometimes also avoid social events they would like

to attend or may not talk to classmates they would like to get to know.

Public speaking anxiety may stem from numerous sources, such as

public speaking skills, fluency in a foreign language, emotional

predispositions towards public speaking, and characteristics of the public

speaking situation itself.

C. Anxiety in Speaking

MacIntyre and Gardner in Mary and Sam conducted a study

involving 97 college students learning French, found that those students

with language anxiety find it more difficult to express their own views and

tend to underestimate their own abilities. In order to explore high school

students’ English learning anxiety in Chinese EFL classrooms, the study

surveyed and analyzed 105 students from a high school. The results

indicated that students indeed had comparatively high anxiety in English

learning. It was also found that high anxiety plays a somewhat debilitative

15
 role in high school students’ language learning, some suggestions for

reducing students’ anxiety in classrooms were proposed for teachers.15

Public speaking anxiety is very common among students’ and also

the general population. It is a feeling of panic associated with physical

sensations that are all too painfullyfamiliar to those affected such as

increased heart and breathing rates, increased adrenaline,over-rapid

reactions, and a tension in the shoulder and neck area. He also defined

anxiety in broad-based as “an individual’s level of fear or

anxietyassociated with either real or anticipated communication with

another person or persons”.

The apprehension of speaking before a group of individuals

remains a problem. The fear of delivering a speech or a presentation

ranksas the number one fear among most people, including students as

well as adults from manydiverse backgrounds. Referred communication

anxiety related with the delivering of speech or the fear or anxiety

associated with anticipating the delivery of a speech. It is clear that fear of

speaking in public is different from anxietyabout social contact. True

communication apprehension means that the sufferers see more value in

keeping quiet in all circumstances (even in conversation) than they do

from talking.Speech anxiety is a much targeted fear. “Our sense of public

speaking anxiety is closer to what psychologists and psychiatrists refer to

as a phobia rather than a free-floating anxiety.” It is an anxiety-based

15
Mary and Sam, 2013. European social sciences research Journal. Vol.1 (3)

16
 response not unlike the wide range of phobias that can be found in the

areas of psychology and psychiatry.

D. Causes of Anxiety

There are various causes of anxiety. According to one article, there causes

for anxiety in public speaking are :

a) The first one is lack of preparation.

b) The second cause of anxiety is the feelingthat the students have

either too many points to cover in the allotted time period.

c) The thirdcause is worrying that the audience will be overly critical.

Fear about not entertaining or arousing the interest of people and

they will walk out is the fourth causes of public speaking anxiety.

Speakers who compare their perceptions to audience expectations

and public speakinganxiety are revealed when audiences’

expectations are perceived greater than the speaker’s. Perceived

audience expectations influence a speaker’s level of anxiety as

audiencesto play a role in public speaking anxiety.

d) The fifth cause is students’ intend toemulate other speakers rather

than being themselves. Other possible causes of anxiety can bethe

fear of potential negative outcomes and stuttering or difficulty to

finding words.

e) The nextcause is where students spend too much time over-

preparing instead of developing confidenceand trust in their own

natural ability to succeed.

17
 f) The last two causes are dislike in being thecentre of attention and

also low self-confidence.

Students who feel they have skill deficiencies in public

speakingapprehension often experience anxiety.While, in the context of

speaking English as a second language, potential causes of language

anxiety which include both personal and interpersonal factors,learners’

beliefs about language learning, instructors’ beliefs about language

teaching,instructor-learner interactions, classroom procedures and

language tests.

However,we have three causes of language anxiety, that is,

communication apprehension, test anxiety and fear of negativeevaluation.

Based on these three components they also designed a Foreign Language

ClassroomAnxiety Scale (FLCAS) comprising three items. This scale was

later used widely byresearchers to measure foreign language learners’

anxiety and examine the effect of anxiety onlearning in different contexts.

Considering language anxiety with relation to performance

evaluation within academic and social contexts, drew parallels between it

and three related performance anxieties: (1) communication apprehension

(CA), (2) test anxiety, (3) fear of negative evaluation. This description will

general for the causes of student’s anxiety in speaking English (foreign

language). providing an insight to comprehend the sources or causes it can

originate.

1) Communication Apprehension (CA)

18
 Students’ personality traits such as shyness, quietness, and

reticence are considered to frequently precipitate CA. These

feelings of shyness differential from individual to individual, and

from situation to situation. This found seven factors that could

result in students’ quiet. (1) low intellectual skills, (2) low speech

skill, (3) voluntary social introversion, (4) social alienation, (5)

communication anxiety, (6) low social self-esteem, (7)

ethnic/cultural divergence in communication norms.

2) Test Anxiety

Test is also relevant to the discussion of foreign language

anxiety. Test anxiety, as refers to a type of performance anxiety

stemming from a fear of failure.

3) Fear of Negative Evaluation

Fear of negative evaluation is an extension of the second

component (test anxiety) of second/foreign language anxiety

because it is not limited to test taking situations, but, it may occur

in any social, evaluative situation, such as interviewing for a job or

speaking in second/foreign language class. It is also broader in the

sense that it pertains not only to the teacher’s evaluation of the

students but also to the perceived reaction of other students as well.

19
 Where limited processing mental capacity may cause anxiety,

conversely, anxiety may restrict this operational capacity of the mind,

and both together may cause impaired performance or altered behavior.

Researchers have found a recursive or cyclical relationship among

anxiety, cognition and behavior.

This relationship as follow: “For example, a demand to answer a

question in a second language class may cause a student to become

anxious; anxiety leads to worry and rumination. Cognition performance is

diminished because of the divided attention and therefore performance

suffers, leading to negative self-evaluations and more self deprecating

cognition which further impairs performance, and so on”.

E. Three Stages of Language Learning

Language anxiety has been theorized to occur at all the three stages

of language learning: input, processing and output. The description of

these three stages with relation to anxiety will point out why

Second/Foreign language learners make mistakes and the reasons of

linguistic difficulties Second language/Foreign learners’ face in learning

and using the target language. This can offer an insight to help understand

anxiety experienced while communicating in the target language.This

section discusses the psychological and linguistic reasons of language

anxiety that occurs at all the three stages of language learning: input,

processing, and output.

a) Input

20
 Input is the first stage of language learning. It activates

‘Language Acquisition Device’ (LAD) an innate language specific

module in the brain,” which carries out the further process of language

learning. Anxiety at the input stage (input anxiety) refers to the anxiety

experienced by the learners when they encounter a new word or phrase

in the target language. Input anxiety is receiver’s apprehension when

receiving information from auditory and visual clues. Input anxiety is

more likely to cause miscomprehension of the message sent by the

interlocutors, which may lead to the loss of successful communication

and an increased level of anxiety.

b) Processing

Anxiety at the processing stage, called processing anxiety,

refers to the “apprehension students experience when performing

cognitive operations on new information.” Working on the

‘Information Processing Model’ have tried to explore how these

cognitive operations are performed in human brain and have explained

the learners’ inability to spontaneously use everything they know

about a language at a given time.

The Cognitive Processing Model can also explain the

difficulty learners feel in remembering and retrieving vocabulary items

while communicating in the target language another important source

of language anxiety for the learners. This found a significant negative

21
 correlation between language anxiety and ability to repeat a short

string of numbers and to recall vocabulary items.

c) Output

Anxiety while communicating in the target language is

more likely to appear at the output stage, which entirely depends upon

the successful completion of the previous stages: input, and

processing. Anxiety at the output stage refers to learners’ nervousness

or fear experienced when required to demonstrate their ability to use

previously learned material. High level of anxiety at this stage might

hinder students’ ability to speak in the target language.

F. Strategies to Reduce Students’ Anxiety

Language anxiety, being a student psychological construct, has

been found to make a huge difference in learning to speak a foreign

language. Many studies on language anxiety have suggested a variety of

strategies to successfully reducing students’ anxiety. Interestingly, all the

subjects who have been involved in the process of English language

learning and teaching for many years seemed to have given enough

thought to the ways of reducing student’s anxiety.

As explained by Surya, The most frequent suggestion participants

made was to make the language classroom environment less formal and

more friendly, one where students can make mistakes without looking

mistake.

22
 A way forward to create less stressful classroom environment, as

suggested by teacher, is that the instructors should create situations where

students can feel successful in using English and avoid setting up the

activities that increase the chances for the students to fail.

It was also asserted that students’ self-related cognitions and

beliefs should be taken into account in order to successfully cope with

language anxiety. As a first step, it was generally maintained that teachers

should take time to discuss or initiate discussion in the class by pointing

out that it is very common for students to feel uncomfortable, uneasy and

anxious while speaking English, thus inviting their thoughts about its

possible reasons as well as solutions.

The discussion, it was assumed, would heighten their awareness

that the feelings of anxiety are common in most of the learners and are not

associated with any particular individual. Thus, it would also help them to

take away the feeling of competition or comparison that others are all

smarter and more confident.

Students should be encouraged to think about their positive

personality traits and thus gather their own strengths and build upon them.

This way, instructors can “build students’ confidence and self-esteem in

their second/foreign language ability via encouragement, reassurance,

positive reinforcement, and empathy. Furthermore, the teachers should

identify the signs of perfectionism in the learners and should work to

explore their earlier belief systems in order to help them to step down from

23
 the set standards at the early stages and then work patiently to achieve the

desired standards gradually.

In spite of the variety of techniques found in this study, as well as

those reported in previous studies, language anxiety seems to continue to

flourish in the language classrooms. It suggests that these strategies are

just a guideline for the teachers, as well as for the learners, rather than a

treatment of language anxiety This also confirms the view that language

anxiety is a complex psychological phenomenon, one which requires

special attention by the language instructors if it is to be adequately dealt

with.

However, it can be postulated that apt implication of these

strategies can reduce language anxiety to a considerable extent, even if

they cannot completely alleviate it.

G. Previous studies

This research has the previous studies. The first previous study is a

reseach that conducted by Deden Saputra (2014) entitled A Study on

Students’ Strategies To Reduce Anxiety In Speaking Class On Second

Semester Students' SMP N 01 At Pekik Nyaring Academic Year

2013/2014.The results showed that the category of student to excel in his

second year in SMP N 01 At Pekik Nyaring in the academic year

2013/2014 were high.Previous research had similarities with Putri Ajalina

(2015) entitled Perspectives on Anxiety in Speaking English Activity

Outside of Class (The Case Study of Speaking English Activity Outside of

24
 Class Mts Al-Kariim Pematang Tiga in Academic Year 2014/2015). The

results showed that the dominant response of intrinsic students in learning

English in the second semester of 2014/2015 academic year at Mts Al-

Kariim Pematang Tiga is high. It illustrates (1) in need, (2) the desire (3)

and the destination.

CHAPTER III
RESEARCH METHODOLOGY

A. Reearch Design

The overall purpose of a survey is to obtain a snapshot of

conditions, attitudes, and/or events of an entire population at a single point

in time by collecting data from a sample drawn from that

population.Relevant to the purpose and research question above, survey

study design will be employed to capture the details about An Analysis of

Reducing Students’ anxiety to speakingEnglish.

Survey study involves systematically gathering enough information

about a particular person, social setting, and event, to permit the research to

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 effectively understand how the subject operates and how the subject solves

the problem.

B. Population and Sample

As population, the writer will take the students at the eighth grade

of SMP N 02 Bengkulu Tengah. To determine the sample, the researcher

will use cluster sampling technique. Because there are more than one class

in the school. There will only be one class which will be given treatment.

Cluster sampling technique is Restrict one's selection to a particular

subgroups. from within the population.

C. Setting of the Study

This study will be conducted in one of junior high school in

Bengkulu regency, Bengkulu Tengah, i.e. SMP N 02 Bengkulu Tengahand

research time is after the exit permit study of the Icelandic Institute of

Religion (IAIN) Bengkulu.

D. Procedure of the research

The writer will carry out the research comprising some steps as

follows:

a) Asking for permission to the headmaster of SMP N 02 Bengkulu

Tengah.

b) Giving the questionnaire to the students at eight grade of SMP N 02

Bengkulu Tengah.

c) Conducting the interview.

d) Calculating the percentage from the data of questionnaire.

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 e) Making the transcript of interview.

f) Generalizing the data of interview.

g) Making Conclusion.

E. Data Collection Technique

It is impossible to collect the data from respondent without any

instrument. There will be several instruments used by writer to get the data

from respondents, i.e, questionnaire and interview. Meanwhile, to discover

the causes of students’ anxiety to speakingEnglish and the students

anticipate to reduce their anxiety to speakingEnglish, the researcher will

use a questionnaire and interview. The interview will be conducted to

validate data from the questionnaire.

F. Data Analysis Technique

a) Data AnalysisObservation

Observation is a method or means to analyze and conduct

systematic recording in behavior by watching or observing

individuals or groups directly the condition of the researchers

obtain a broader picture of the problems studied. Data examined

included the implementation of learning undertaken by teachers in

class VIII at SMP N 02 Bengkulu Tengah.

b) Data Analysis of Questionnaire

To investigate the causes of students’ anxiety and the

students anticipates or strategies to anticipate the difficulties, the

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 researcher will give a questionnaire. the writer will use Closed

items on Questionnaire method. Closed items on Questionnaire

which the range of possible responses is determined by the

researcher and the respondent select from or evaluate the option

provided.The data from questionnaire will be analyzed by using

Closed Items on Questionnaire. And the percentage computation as

suggested.

To interpret the obtained data from the percentage

computation, the writer will use percentage categories as follows:

0% : none of the respondents

1%-25% : small number of respondents

26%-49% : almost half of respondents

50% : half of the respondents

51%-75% : most of the respondents

76%-99% : almost all of respondents

100% : all of the respondents

c) Data Analysis Interview

To obtain data of this study, the writer uses standardized

open ended interviews. Standardized open ended interviews are

likely the most popular form of interviewing utilized in research

studies because of the nature of the open ended questions, allowing

the participants to fully express their viewpoints and

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 experiences. The data from interview will be analyzed by

generalizing of the data.

d) Data Analysis Documentation

This dokementasi technique I use to complete the

observation and interviews. This method is a collection of dat

which generates important records related problems examined, in

order to obtain complete data, legitimate and not based on the

premise. Data documentation referred to in the form of notes and

writings that contains descriptions of SMP N 02 Bengkulu Tengah.

G. Validity of Engineering Data

Any findings in the study should be checked for validity so that the

research results can be trusted accountable truth and can be authenticated.

The technique of checking the validity of the data used in this study,

namely:

1. Extension Researcher Participation in qualitative research is the

instrument itself. The participation of researchers is critical in the

data. Such contribution is not only done in a short time, but it

requires the extension of participation in the study background. The

extension of this participation means that researchers stay on the

field until saturation data collection is reached. Extension of

participation is also intended to build the trust of the subject

researchers and also the confidence of researchers themselves. In this

study, researchers plunge into the field exactly at SMP N 02

29
 Bengkulu Tengah and observe classroom management strategies

conducted by the teacher in the learning process of Islamic education

and looked at the ability / achievement obtained by students through

classroom management strategies.

2. The presence of investigators enough in school to know the

achievements / successes learning through classroom management

strategies is to have the intention to test the correctness of the data

obtained to be more clear. Persistence / regularity Observations

Researchers make observations carefully and in detail on an ongoing

basis of the factors that stand out. No data should be relevant to the

issues discussed. Then the researchers examine them in detail to a

point in order to obtain clarity depth.

3. Triangulation is a technique utilizing data validity checking

something else comparison. Triangulation technique used is to

compare and check the source is behind the degree of confidence the

information obtained through time and different tools in qualitative

research. Triangulation with resources can be achieved through

several paths:

a. Comparing the observed data with data from interviews.

b. Comparing what people are saying in public with that

which is said in private.

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c.Comparing what people say about the situation of research

in what he says all the time.

d. Comparing the results of interviews with the contents of

the documents related.

Triangulation technique by researchers to compare data

or information obtained from the respondents as a source

of data with the documents and the existing reality in

schools. This technique aims to determine classroom

management strategies to improve student achievement

SMP N 02 Bengkulu Tengah.

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