Introduction
Anxiety in speaking English as a part of
a specific aspect of language acquisition grows more interests in terms
of the challenges arisen from distance learning problems in Indonesian
education system during the Covid-19 pandemic. In this study, the level of
English anxiety among English learners was investigated. Unfortunately, in
terms of learning English, students' emotions tend to be more discouraging than
encouraging. One emotional state that makes this process difficult is anxiety.
The ability of someone to use English does not come by itself, but it comes
from the process of studying the language. Learning to get the ability to use
English oneself can be done in a formal and non-formal educational setting (Pelenkahu,
2014).
Returning to the conditions of learning in schools, teaching English in
Junior High School includes four language skills such as listening, speaking,
reading, and also writing, language skills, and language elements. Speaking is
very important in the progress of learning English. For English language
learners, speaking is especially spoken which needs to be developed (Taufiq,
2016). This means that speaking is important for students to learn
in the language learning process because speaking is one of the tools in
communication. Le (2019) says, Speaking involves many factors.
This means the ability to process information and language, which makes
speaking a complex thing in a foreign language. The capacity for the scholastic
necessities and individual learning endeavors supplemented inspiration as a
significant element for effective language learning (Liando, 2009).
Anxiety speaking in the language alienation can be caused by various
factors, students may feel anxious when they are expected to communicate with
other people. The reason for this can be psychological factors emotions, fears,
and motivations) instructional factors (class procedures that are applied to
the students) which could become one of the reasons for the use of materials
and learning methods and situational settings (such as speaking in front of the
whole class). And following the observations that researchers found in the
field that not all students (first grade of Junior High School 3 Tondano) can
speak in English, especially in pronunciation problems because students are not
accustomed to saying a word in English because many students have not mastered
the vocabulary.
Therefore, the purpose of this study is to find out the kinds of anxiety
were experienced by the students in speaking English in the first grade of
Junior High School 3 Tondano and to find out the factors that caused students’
anxiety in speaking English at the first grade of Junior High School 3 Tondano.
The outcome of this study is expected to be input in the practicing and learning
process especially for knowing the students’ anxiety in Speaking English in the
first grade of Junior High School 3 Tondano and give additional information and
knowledge to the readers, especially to the students and lecturers in English
Department.
1.
The Causes of
Anxiety
According to Horwitz (2001), three causes
of anxiety related to performance anxieties are (1) communication apprehension
(CA), (2) test anxiety, and (3) fear of negative evaluation. This description
will be used to investigate the causes of students ‟s anxiety in speaking
English (a foreign language) in this study.
a.
Communication
Apprehension (CA)
Students' personality
traits such as shyness, quietness, and reticence are considered frequently
precipitate CA. The feeling of shyness is different from one individual to
another individual, and from situation to situation. According to Batkhina(
2020), seven factors could result in students‟ quiet: (1) Low intellectual
skills, (2) low speech skills, (3) voluntary social introversion, (4) social
alienation, (5) communication anxiety, (6) low social self-esteem, and (7)
ethnic/cultural divergence in communication norms.
b.
Test
Another source of anxiety
is related to a test. The test is also relevant to the discussion of foreign
language anxiety. Test anxiety, as explained by Hotwitz (2001),
refers to a type of performance anxiety stemming from a fear of failure. In
learning a foreign language, a learner may experience test anxiety that
prevents his or her performance.
c.
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, may
occur in any social, evaluative situation, such as interviewing for a job or
speaking in second/foreign language class (Horwitz, 2001). 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. Moreover, instructors of second/unknown dialect could be a genuine
model for understudies to work on their talking capacity in the objective
language (Liando, 2015:5),
2.
Element of
Speaking
Speaking is one of the language skills which is very important to be
mastered.
They are many elements of
speaking that must be mastered by students to be a good speaker of English.
There are five elements of the speaking ability which is based on Bahdi
(2014) who divided the elements of speaking ability into five parts.
It can be been in explanations below:
a)
Accuracy
Recognizably, accuracy is
one of the most important criteria to measure one’s linguistic ability and to
shelter language users from communication breakdowns. According to Richards
(2002) accuracy concerns “the ability to produce grammatically
correct sentence” (p. 8). In other words, accuracy in language means
grammatical accuracy only.
b)
Grammar
It needs for students to
arrange correct sentences in conversation. Students can use their ability to
manipulate the structure and to distinguish appropriate grammatical forms from
appropriate ones. Grammar is one of the major language components. Bahdi
(2014) states that grammar is a form of internal, linguistic
knowledge which operates in the production and recognition of appropriately
structured expression in that language.
c)
Vocabulary
Achieving accuracy in terms
of vocabulary refers to the appropriate selection of words during speaking.
Students often find difficulties when they try to express what they want to
say, they lack the appropriate vocabulary, and they sometimes use words
incorrectly like in the case of synonyms which do not carry the same meaning in
all contexts.
d)
Comprehension
Comprehension is having a
sufficient vocabulary or knowing the meanings of enough words. Students who
have strong comprehension can conclude what they speak, what is important, what
is a fact, what caused an event to happen, and which characters are funny. Thus
comprehension involves combining reading with thinking and reasoning.
e)
Fluency
The main goal teachers wish
to achieve in teaching the productive skill of speaking is oral fluency being
the main characteristic of the speaker's performance. Ali (2018) defines
that fluency as the ability to express oneself in an intelligible, reasonable
and accurate way without too much hesitation; otherwise, the communication will
break down because listeners will lose interest.
3.
Previous studies
The first journal entitled
“Anxiety in Learning English as a Second Language at a Tertiary Stage: Causes
and Solutions” from Dr. Sabah Salman Sabah Community College of Qatar, this
study aimed at exploring the causes of anxiety that freshmen English as a
second language college students may feel when they transfer from secondary
education to tertiary education. The sample of the study consisted of 70 female
students enrolling in the Level 1 Foundation ESL Center in the Community College
of Qatar. To collect the data, a Five Likert 40-item questionnaire was designed
by the researcher. Its items were based on Horwitz’s battery for anxiety
detection, with some adaptation to the specific situation in CQC. Means and
standard deviations of the subjects’ answers revealed that their anxiety was
due to three main domains: communication apprehension due to discrepancy
between secondary education and college education, test anxiety due to the
unfair breakdown of grades, and the unified tests and fear of negative
evaluation. The researcher suggests several recommendations for instructors,
students, and administrators to solve the problem of students’ anxiety.
The second journal is
entitled “Students’ Anxiety in Speaking English (A Case Study in One Hotel and
Tourism College in Bandung)” by Septy Indrianty from STIEPAR YAPARI-AKTRIP.
This study investigated students‟ anxiety in speaking English in one Hotel and
Tourism College in Bandung. This study examined types of anxiety, and source
anxiety. This study was implementing the characteristic of a case study. The
data were obtained through observation of class interaction and interviews. The
data were analyzed descriptively and interpreted to answer the research
question. The study revealed two findings related to research questions. First,
two types of anxiety were evidenced, i.e. trait anxiety and state/situational
anxiety. Second, the students'‟ anxiety in English speaking class was derived
from three main sources of anxiety, i.e. communication apprehension, test
anxiety, and fear of negative evaluation. Moreover, as the interview data
revealed, lack of vocabulary and lack of preparation have also contributed to
students‟ anxiety in speaking. These findings suggest that the teacher should
be more aware of students' anxiety to arouse students‟ motivation to speak up
confidently and fluently in an English speaking class. As such, teachers are
urged to be fairly creative in devising better techniques that could encourage
the students to speak more.
The researcher concludes
that the students have problems in terms learning English speaking. To know the
students‟ problems in learning English speaking, the researcher used depth
observation and also a questionnaire. Low vocabulary mastering, limited grammar
knowledge, and pronunciation, hands feel cool, nervousness, sweaty, my hand
trembled, chest-pounding, breath faster, the mind isn’t focused,‟ problems in
learning English speaking
Research Methods
The researcher used a
qualitative design with a case study. It
can be concluded that qualitative research is analyzing descriptive data that
is collected in the form of the situation in the first Grade of Junior High
School 3 Tondano. Where descriptive data such as
researcher or spoken, by using qualitative research the researcher got the
answer about the question in analyzing Students‟ Anxiety in Speaking English at
the first Grade of Junior High School
3 Tondano. Furthermore, Bologna and Aquino (2020)
states that the qualitative inquirer deals with data that are in the form of
words or pictures rather than numbers and statistics. In a nutshell,
qualitative description seeks to describe a social phenomenon in the form of
words.
Population
and Sample
The
population of this research is the second grades students of Junior High School
3 Tondano with a total number of
students are 74. The sample is one class from 3 classes are 21.
Techniques
of Collecting Data
Data dealing with the research question was analyzed in
percentage. The questionnaire was distributed to the participants by Google
form. The questionnaire was collected after the participants have finished
answering the questionnaire. The data were processed. The questionnaire was
counted and grouped based on the type of anxiety. The questionnaire's results
were provided in the form of percentages. The
questionnaire is adopted from a final version of the PSCAS (public speaking
class anxiety scale) by Yaikhong and Usaha (2012).
PSCAS itself contains 14 statements aimed
to know what causes students’ anxiety in speaking English.
The distributed questionnaires are in the detail
below:
Questionnaire
|
Item |
|
|
1. |
I
never feel quite sure of myself while I am speaking English. |
|
2. |
I
tremble when knowing that I am going to be called on to speak English. |
|
3. |
I
start to panic when I have to speak English without a preparation in advance. |
|
4. |
In
a speaking class, I can get so nervous I forget things I know. |
|
5. |
I
feel confident while I am speaking English. |
|
6. |
I
feel very self-conscious while speaking English in front of other students. |
|
7. |
I
get nervous and confused when I am speaking English. |
|
8. |
I
am afraid that other students will laugh at me while I am speaking English. |
|
9. |
I
get so nervous when the language teacher asks me to speak English which I
have prepared in advance |
|
10. |
I
have no fear of speaking English. |
|
11. |
I
can feel my heart pounding when I am going to be called on. |
|
12. |
I
feel relaxed while speaking English. |
|
13. |
It
embarrasses me to volunteer to go out first to speak English. |
|
14. |
I
face the prospect of speaking English with confidence |
|
15. |
I
enjoy the experience of speaking English. |
|
16. |
The
more speaking tests I have, the more confused I get |
|
17. |
Certain
parts of my body feel very tense and rigid while speaking English. |
|
18. |
I
feel anxious while waiting to speak English. |
|
19. |
I
want to speak less because I feel shy while speaking English. |
|
20. |
I
dislike using my voice and body expressively while speaking English. |
|
21. |
I
have trouble to coordinate my movements while speaking English. |
|
22. |
I
find it hard to look the audience in my eyes while speaking English. |
|
23. |
Even
if I am very well-prepared I feel anxious about
speaking English. |
|
24. |
I
do not have a lot of vocabulary. |
|
25. |
Iam lazy to memorize new
vocabulary and rarely use it. |
Aspect Representative Based On The
Questionnaire
|
Category |
No. |
Statement |
|
Motivation |
1. |
I never feel quite sure
of myself while I am speaking English. |
|
Motivation |
2. |
I tremble when knowing
that I am going to be called on to speak English. |
|
Motivation |
3. |
I start to panic when I
have to speak English without a preparation in advance. |
|
Motivation |
4. |
In a speaking class, I
can get so nervous I forget things I know. |
|
Motivation |
5. |
I feel confident while
I am speaking English. |
|
Confidence |
6. |
I feel very
self-conscious while speaking English in front of other students. |
|
Confidence |
7. |
I get nervous and
confused when I am speaking English. |
|
Confidence |
8. |
I am afraid that other
students will laugh at me while I am speaking English. |
|
Confidence |
9. |
I get so nervous when
the language teacher asks me to speak English which I have prepared in
advance |
|
Confidence |
10. |
I have no fear of
speaking English. |
|
Preparation |
11. |
I can feel my heart
pounding when I am going to be called on. |
|
Preparation |
12. |
I feel relaxed while
speaking English. |
|
Preparation |
13. |
It embarrasses me to
volunteer to go out first to speak English. |
|
Preparation |
14. |
I face the prospect of
speaking English with confidence |
|
Preparation |
15. |
I enjoy the experience
of speaking English. |
|
Vocabulary |
16. |
The more speaking tests
I have, the more confused I get |
|
Vocabulary |
17. |
Certain parts of my
body feel very tense and rigid while speaking English. |
|
Vocabulary |
18. |
I feel anxious while
waiting to speak English. |
|
Vocabulary |
19. |
I want to speak less
because I feel shy while speaking English. |
|
Vocabulary |
20. |
I dislike using my
voice and body expressively while speaking English. |
|
Confidence |
21. |
I have trouble to
coordinate my movements while speaking English. |
|
Confidence |
22. |
I find it hard to look
the audience in my eyes while speaking English. |
|
Preparation |
23. |
Even if I am very well-prepare I feel anxious about speaking English. |
|
Vocabulary |
24. |
I do not have a lot of
vocabulary. |
|
Vocabulary |
25. |
Iam
lazy to memorize new vocabulary and rarely use it. |
a. Motivation
In this part of the questionnaire
category of motivation is a change in energy in a person characterized by the e
motivation is a change in energy that occurs in a person which is then marked
by the emergence of a "feeling" which is based on a purpose. (Mc
Donald in Sardiman, 2005). Motivation can
cause changes in energy in a person so that this will be inherent in the
problem of mental symptoms, emotions, and feelings, then act or do something.
Moreover, motivation can be in the form of a plan, wants, and the purpose that
would be raised. The motivation of humans provides by a), the desire to be life
b), the desire possesses something c), the desire for authority d), the desire
for confession. Thus, all effect is contained by each statement divided into
their anxiety, learning style, and preferences.
b. Confidence
According
to Zimmerman, Schunk, and DiBenedetto (2017), students’ sense of
agency is an important characteristic of success. Students’ use of
self-regulation learning strategies is tied to their perceived ability or
confidence to adopt them. Thus, Zimmerman et al. propose a cyclical process
between self-efficacy and self-regulation processes. Indeed, for undergraduate
students enrolled in a flipped math course, self-efficacy to learn math and
students’ adoption of help seeking strategies were positively related to
performance (Russell, 2020). Moreover, students assigned to
a teaching intervention designed to enhance self-regulation demonstrated higher
self-efficacy, time management, and help-seeking behaviors in comparison to a
control group (Russell, 2020). As
stated by Maru (2009) “Teaching language is not merely a matter of
techniques and teachers’ teaching role as well as material but also aspect
related to an atmosphere or climate within the teaching and learning take
place”. (Dengah, Maru and Lolowang,
2019). Therefore, confidence purposes in this statement of
each questionnaire are an urgency of students problem
in the way to speaking English and limitations which they has.
c. Preparation
Being
prepared can reduce fear, anxiety, and losses that accompany disasters.
People also can reduce the impact of disasters (flood proofing, elevating a
home or moving a home out of harm’s way, and securing items that could shake
loose in an earthquake) and sometimes avoid the danger completely. (Mc Donald in Sardiman, 2005).
Preparation is as important as planning, maybe
even more so. Preparation get student ready to actually do the work, student
could say that planning is the original step, and preparation is the sequel.
The truth is, student can plan all you want, but if student don’t prepare, they
still won’t be ready.
d. Vocabulary
Vocabulary knowledge is often viewed as a
critical tool for second language learners because a limited vocabulary in a
foreign language impedes successful communication. Underscoring the importance
of vocabulary acquisition, Schmitt (2000) emphasizes that “lexical
knowledge is central to communicative competence and to the acquisition of a
second language” p. 55) Nation (2001) further describes the
relationship between vocabulary knowledge and language use as complementary:
knowledge of vocabulary enables language use and, conversely, language use
leads to an increase in vocabulary knowledge. The importance of vocabulary is
demonstrated daily in and out the school. In classroom, the achieving students
possess the most sufficient vocabulary.
Data
Analysis
In
analyzing the data, the participants’ responses were classified
into the determined categories. The results were further analyzed descriptively
based on the given indicator. The questionnaire results are presented in the form of
percentages by referring to the formula;
P = Percentage
f = Total Response/Item
N =
Total Respondents
Result and Discussion
The distributed questionnaires that had been answered by student
respondents. They were analyzed by the using the chosen formula. The results
suggested the following findings as presented in the forms of figures with
their descriptions and interpretations. Each questionnaire statement was
descriptively analyzed to construct general proposition as the results of this
study
Figure 1
I
never feel quite sure of myself while I am speaking English.
Figure.1 shows 10% of the students disagreed, 18% students with
strongly agreed, 71% students are agreed with the statement and there are 19%
students are neutral. It showed that students were agreed they never
feel quite sure of myself while I am speaking English. This section concludes
that more than half of the students have the mindset that they don't feel
confident about themselves when I speak English. They still lack
self-confidence and appreciation for their learning efforts and will ultimately
affect the success of students' learning English.
Figure 2
I tremble when
knowing that I am going to be called on to speak English.
Based on the chart (figure 2), it could be seen that 5% of the
students disagreed with the statement, 19% also students in neutral and 76%
students with agreed. Thus, students tremble when
knowing that I am going to be called on to speak English. Students experience a
shaking condition when they know that they will be called to speak English,
this physical impact is also the contribution of weak mental strength when
speaking in public or expressing their ideas in a large scope.
Figure 3
I start to panic
when I have to speak English without a preparation in advance.
Based on the chart (figure 3), it could be seen that 19% of the
students disagreed with the statement, 19% also students in neutral and 76%
students with agreed. It can be said that students I
start to panic when I have to speak English without a preparation in advance.
Clearly, the most dominant were students who admitted that they panicked when
they had to speak English without any preparation.
Figure 4
In a speaking
class, I can get so nervous I forget things I know.
Based on the chart (figure 4), it could be seen that 19% of the
students disagreed with the statement, 5% also students in neutral and 76%
students with agreed. So, in a speaking class,
students can get so nervous I forget things I know. The same thing also happens
when students in class talk, they can be so important that they forget things I
know, memorizing skills will decrease when they get important opportunities
(speaking, presenting, giving solo opinion).
Figure 5
I
feel confident while I am speaking English.
Based on the chart (figure 5), it could be seen that 33% of the
students disagreed with the statement, 10% also students in neutral and 62%
students with agreed. Thus, it showed that students were feel
confident while I am speaking English. Not all students feel confident when
speaking English, this is based on their belief in their own efforts and
internal factors, both lack of vocabulary and still dependence on language
translation applications.
Figure 6
I
feel very self-conscious while speaking English in front of other students.
Based on the chart (figure 6), it is very clear that 29% of the
students agreed with the statement, 14% also students in neutral and 57%
students with disagreed. So, it showed that the students weren’t feel
very self-conscious while speaking English in front of other students. More
than half of the students think that they do not feel very confident when speaking
English in front of other students because of social factors where English is
still relatively foreign, so there are still many students who think this is
too much for them, but it is very useful.
Figure 7
I get nervous and
confused when I am speaking English.
Based on the chart (figure 7), it is very clear that 72% of the
students agreed with the statement, 14% also students in neutral and 14% were
disagreed. It could be concluded that student’s
were agree that get nervous and confused when I am
speaking English. Almost all students still feel confused when they speak
English. They are confused because of the lack of habituation in practicing
English in everyday life and other reasons for cultural factors and mother
tongue that still strongly influence the process of language production.
Figure 8
I
am afraid that other students will laugh at me while I am speaking English.
Based on the chart (figure 8), it is very clear that 71% of the
students agreed with the statement, 10% students are neutral and 19% students
were disagreed. It means that students were afraid
that other students will laugh at me while I am speaking English. The same
thing happened when almost all students were afraid that other students would
laugh at them when they spoke English. There is anxiety about the mindset that
affects his confidence in speaking English in front of his friends.
Figure 9
I get so nervous when the
language teacher asks me to speak English which I have prepared in advance
Based on the chart (figure 9), it is very clear that 52% of the
students agreed with the statement, 38% students are strongly agreed and 5% of
them are disagreed, disagreed and neutral. It means students were agreed about get
so nervous when the language teacher asks me to speak English which I have
prepared in advance. More than half of students feel very interested when the
language teacher asks them to speak English which they have prepared
beforehand, therefore preparation in learning is interpreted for students as
the best solution rather than suddenly carrying out assignments.
Figure 10
I have no fear of
speaking English.
Based on the chart (figure 10), it can be seen that 25% of the
students agreed with the statement, 20% students are neutral and 55% of them
are disagree. Thus, students have no fear of speaking
English. It is still an adequate number where more than half of the students
are still afraid to speak English. This is influenced by social, personal and
external factors that arise.
Figure 11
I can feel my heart pounding when I
am going to be called on.
From the chart (figure 11), it could be seen that 71% of the
students agreed, 19% students with neutral and 10% students are disagreed with
the statement. It showed that students were agreed they can
feel my heart pounding when I am going to be called on. Again, the students
experienced the physical impact that they could feel their hearts pounding when
they were about to be summoned. This is not only related to being called to
report assignments but this is also related to calling the attendance list at
the start of learning by the teacher concerned.
Figure 12
I feel relaxed
while speaking English.
Based on the chart (figure 12), it could be seen that 14% of the
students agreed with the statement, 29% also students in neutral and 57%
students with disagreed. Thus, students were disagreed to feel
relaxed while speaking English. Some students still feel less relaxed when
speaking English. This is due to lack of self-confidence and weak mastery of
vocabulary and pronunciation of words in English.
Figure 13
It embarrasses me to volunteer to go out
first to speak English.
Based on the chart (figure 13), it could be seen that 14% of the
students disagreed with the statement, 57% also students in neutral and 29%
students with agreed. It can be said that students partially think that it
embarrasses me to volunteer to go out first to speak English. Unlike the other
figures, it is shown here that the students are neutral
With
the perception that they feel ashamed to volunteer to go out first to speak
English. Because they have never been involved in such activities and the lack
of activeness in social activities in the community in which they grow and
develop.
Figure 14
I face the prospect of
speaking English with confidence.
Based on the chart (figure 14), it could be seen that 52% of the
students disagreed with the statement, 19% also students in neutral and 29%
students with agreed. So, students were disagreed face
the prospect of speaking English with confidence
Figure 15
I
enjoy the experience of speaking English.
Based on the chart (figure 15), it could be seen that 43% of the
students agreed with the statement, 10% also students in neutral and 47%
students with disagreed. Thus, it showed that students were disagreed that
they enjoy the experience of speaking English. It is clear that in this
section, there are 2 groups of students who agree to face the prospect of
speaking English with confidence, and some who do not agree. This factor arises
due to the different social functions of students and the characters that have
an impact on this perception.
Figure 16
The
more speaking tests I have, the more confused I get.
Based on the chart (figure 16), it is very clear that 75% of the
students agreed with the statement, 10% also students in neutral and 14%
students with. So, it showed that the students were agreed with the
more speaking tests I have, the more confused I get. Still the contrasted is
seen that almost all students think that the more speaking tests I have, the more
confused I am. Due to the large number of students' learning burdens at school
and the management of learning time at home that has not been well controlled
by the family.
Figure 17
Certain
parts of my body feel very tense and rigid while speaking English.
Based on the chart (figure 17), it is very clear that 71% of the
students agreed with the statement, 14% also students in neutral and 14%
students were disagreed. It could be concluded that students were agreed certain
parts of my body feel very tense and rigid while speaking English. Almost all
students agree that when they experience some parts of their body
they feel very tense and stiff when speaking English. This is represented by
hand tremors, abdominal pain, and some even affect gestures and a stiff way of
speaking.
Figure 18
I
feel anxious while waiting to speak English.
Based on the chart (figure 18), it is very clear that 85% of the
students agreed with the statement, 5% students are neutral 10% students were
disagreed. It means that students were agreed they feel anxious while waiting to speak English.
Students still look dominant and feel anxious while waiting to speak English.
They feel a lot of anxiety that occurs when they will have their turn in
delivering assignments or presentations. Sometimes it is caused by the
teacher's performance or it can also be due to the social environment in their
class.
Figure 19
I want to speak
less because I feel shy while speaking English.
Based on the chart (figure 19), it is very clear that 62% of the
students agreed with the statement, 19% students are neutral and 19% of them
are disagreed. It means students were agreed about they
want to speak less because I feel shy while speaking English. Students want to
speak less because they feel shy when speaking English. Feelings of shame that
arise again are influenced by a lack of habituation in speaking English and a
primitive mindset towards English.
Figure 20
I
dislike using my voice and body expressively while speaking English.
Based on the chart (figure 20), it can be seen that 38% of the
students disagreed with the statement, 29% students are neutral and 33% of them
are disagreed. Thus, students were dislike using my
voice and body expressively while speaking English. It can be seen that there
are 2 conditions of students who like and don't like to use their voice and
body expressively when speaking English. Due to the different backgrounds of the
extracurricular organizations that are followed.
Figure 21
I
have trouble to coordinate my movements while speaking English.
Based on the chart (figure 21), it is very clear that 71% of the
students agreed with the statement, 5% also students in neutral and 24%
students with disagreed. So, it showed that the students were agreed with they have
trouble to coordinate my movements while speaking English. Students still have
difficulty activating their movements while speaking English. For example, hand
movements when explaining or walking leisurely when presenting assignments and
consistent eye contact placement are still lacking.
Figure 22
I find it hard to
look the audience in my eyes while speaking English.
Based on the chart (figure 22), it is very clear that 80% of the
students agreed with the statement, 10% also students in neutral and 10%
students were disagreed. It could be concluded that students were agreed find
it hard to look the audience in my eyes while speaking English. Almost all
students feel that they find it difficult to look the audience in their eyes
while speaking English. This has to do with self-confidence and how their
technique in mastering the situation.
Figure 23
Even
if I am very well-prepare I feel anxious about
speaking English.
Based on the chart (figure 23), it is very clear that 71% of the
students agreed with the statement, 5% students are neutral and 24% are
disagreed. It means that students were agreed about even
if I am very well-prepare I feel anxious about
speaking English. Still in contrast with 70% and above students feel even
though they are very prepared, they still feel anxious to speak English.
Because the learning process is balanced in integrating the 4 English skills,
it is possible that students are still comfortable with cognitive assignments
such as reading, writing, and listening (receptive skills).
Figure 24
I do not have a
lot of vocabulary.
Based on the chart (figure 24), it is very clear that 76% of the
students agreed with the statement, 10% students are neutral and 14% of them
are disagreed. It means students were not have a lot of
vocabulary. Almost all students agree that they do not have a lot of English vocabulary,
this is due to the lack of project vocabulary independently and learning
activities that allow them to have many word references, for example watching
movies without subtitles to listening to music by knowing the meaning and how
to use it in Indonesian.
Figure 25
I
am lazy to memorize new vocabulary and rarely use it.
Based on the chart (figure 25), it can be seen that 71% of the
students disagreed with the statement, 5% students are neutral and 24% of them
are disagree. Thus, students were lazy to memorize
new vocabulary and rarely use it. Students still feel lazy to memorize new
vocabulary and rarely use it. This needs to be supported by teachers who are
always active to support good learning goals and must involve themselves in
English self-development in accordance with the character preferences of the
students themselves.
Discussion
There are 3 main problems of Students anxiety in speaking English
revealed based on the result of their perception through questionnaire:
1.
Lack
of self-confidence
Lack of self-confidence
is one part of factors that influencing students’ anxiety that focused on from
internal factors. In the questionnaire, there is one item of the lack of
self-confidence. Loading factors that given meaning as expected and each factor
can ready be interpreted clearly. Lack of self-confidence included internal
factor because the loading factor with a strong internal factor, it means that
lack of self-confidence was the moderate factor that influenced students’
anxiety to speaking English. According to Russell (2020), an
anxious’ students will performance unsuccessfully in his/her foreign language
learning. In other way those who good in language class are they with little
anxiety. It is means lack of self-confidences is one of important factors
needed to be concerned, because it is determined to one successful learning.
2.
Limited
vocabulary
Limited vocabulary is one
part of factors influencing the students’ anxiety that focused on from external
factors. In the questionnaire, there were two items of the limited vocabulary.
Loading factors that given meaning as expected and each factor can ready be
interpreted clearly. It means that limited vocabulary was the second highest
score on internal rather factor that influenced students
anxiety to speaking English. (Zheng & Cheng, 2018). However limited
vocabulary night hindered the process of learning a language. Thus limited vocabulary should be noted as one of factors
contributing anxiety.
3.
Lack
of preparation
Lack
of preparation is one part of factors influencing the students’ anxiety that
focused on from external factors. In the questionnaire, there was one items of
the limited vocabulary. Loading factors that given meaning as expected and each
factor can ready be interpreted clearly.
It means that lack of preparation was the moderate factor that
influenced students’ anxiety to speaking English. Many previous study studies
stated that preparation becomes one of major factors that made students anxious
(Russell,
2020; Maru, Pikirang, Ratu, Tuna, 2021; Maru, Pikirang, Setiawan, Oroh, Pelenkahu, 2021) also mention “preparation”, in
their top lists how to overcome anxiety. Hence, it is obvious that lack of
preparation becomes one of the issues contributing students’ anxiety in
speaking class
Based on the data analysis used a questionnaire saw
that rotated loading factors that given meaning as expected and each factor can
ready be interpreted clearly. Lack of vocabulary, lack of confidence and less
of preparation are the factors which most dominated their anxiety in speaking
English.
Conclusion
Based
on the results of this study, it was found that 3 anxiety problems were most
feared by students themselves, lack of vocabulary in English and lack of good
study preparation resulting in unsatisfactory learning outcomes that they
produce. Therefore, it takes a more important role than usual by a teacher and
also learning partners in teaching and learning activities at school. The
teacher has the main role to be a mentor as well as a friend for them to open a
room for evaluation and significant development due to the openness of students
about what they are afraid of in speaking English, besides that, study partners
who are students themselves must be instilled in the power to create a learning
atmosphere be more conducive, mutually supportive, no bullying and prioritizing
common interests while still focusing on each other's self-development and
increasing collaborative activities that strengthen each student's social
interaction
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Maru, Christy Saerang, Claudia Nivita
Ante, Elizabeth Zuska Oroh,
Ceisy N Wuntu, Noldy Pelenkahu (2022) |
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