CHAPTER I

INTRODUCTION

A. Background

Nowadays, being able to speak in English is one the most important things in life

because English is one of the most international languanges widely used in communicating

between nations. As stated by Crystal, English is a global languange. In Indonesia, English is

the first foreign languange studied as a compulsary subject from elementary school to

university.

By having the ability to speak English, we can easily access and obtain information

because most of the information is written in English. This happens because English functions

as the languange of science, technology and commerce. The ability to speak English is also

one of the most decisive abilities in obtaining employment, because many companies in

Indonesia always include English languange proficiency requirements, both oral and written.

According to that, Indonesia government has decide English to be a subject in

Indonesia schools starting from elementary schools as an efforts to improve English language

skills. In learning English, there are four skills that are need to mastered by students. There

are listening, speaking, reading and writing. Speaking is one of them as the productive skill.

Speaking is the skill that the students will be judged in real life situation or in class. It is such

an important aspects in learning English.

In daily life we speak for communicate directly. Nunan stated that people must master

the art of speaking is the single most important aspect of learning a second or foreign

language, and success is a measured in terms of the ability to carry out a conversation the

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language target. Usually, we cannot live without doing some speaking activities with others.

Moreover, speaking is not easy but we should try since it is a way to express ideas and

opinions directly what we are thinking.

Nevertheless, there are many problems in mastering speaking, from students teaching

process etc. One problem of the students are related to emotion. If students were experiencing

emotional strain it can disturb the concentration of study and can also appear nervous and

stuttering in the liver. Emotion is important in the conversation or classroom activities, since

it has good impact on learning. Brown states that emotions affect learning in the most

fundamental way because they are the foundations of the learning strategy and technique. It

means every state in students self that accompanied of affective both at the weak level and

broad level.

Emotions are grouped in two kinds, sensory emotion and mental emotion. First,

Sensory emotion is the emotion avoked by the stimuli from outside to the body, examples:

cool, sweet, tired, satiety, and hunger. Second, mental emotion is the emotion has psychiatric

reasons. Example: intellectual feeling, social feeling, morality feeling, aesthetic feeling,

definity feeling. So that the emotion is arised due to influence from changes in physical or

individual activities.

In the regard of foreign language, student’s emotions tend to be more discouraging

rather than encouraging. One of the emotional states that make such process become difficult

is anxiety. Anxiety can be divided such as feeling of tension, worry, and anxiety will impede

students’ ability to perform successfully in a foreign language classroom. According to

Oxford, “Most language research shows a negative relationship between anxiety and

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 performance. for example, when the teacher asks students to practice in front of the class.

Some of them thought that if they make mistake, their classmate will laugh at them. So they

preferred to be quite. That condition leads the students to feel anxious in classroom and it may

influence their speaking ability.

Anxiety harms students’ performance by way of worry, self-doubt, and reducing

participation. In addition, according to Krashen, debilitating anxiety can raise the effective

filter and form a ‘mental block’ that prevents a comprehensible input from being used for

language acquisition. Anxious students will have difficulties in following lessons and their

speaking.They may learn less and also may not be able to demonstrate what they have learned

to practice. Even worse, they may experience more failure, which in turn escalate their

anxiety.

Since anxiety can have main effects in English foreign language, it is important to

know the students’ anxiety. Therefore, the researcher wanted to investigate what the factors

felt by students, may contribute to the anxiety in trying to understand the problems of anxiety

in English Foreign Language more deeply.

B. Identification of the Problem

Based on the background above, the researcher can identify the problems as follows :

1. The student’s emotion inhibit or disturb the consentration of study.

2. The students at tenth grade shows signs of anxiety in Speaking Foreign Languange.

3. The students worried about making mistake in speaking English.

4. The students feel nervous when speaking English.

5. The students lack of self confidence in speaking in front of many people.

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C. Limitation of Problem

In this research, the researcher focuses on the causes of student’s speaking anxiety in

English languange at tenth grade SMK 57 Jakarta.

D. Formulation of Problem

In this research, the researcher focus to the following questions :

1. What kind of anxiety do the students have in speaking?

2. What are the factors contributed to student’s anxiety in English Foreign Languange?

3. What are student’s strategies to reduce their anxiety in speaking English?

E. Purpose of Research

To know the factors student’s anxiety in speaking English Foreign Languange and also

to describe student’s strategies to reduce the student’s anxiety in speaking English at tenth

grade of SMK 57 Jakarta in the academic year of 2020/2021.

F. Use of Research

The significances of this research :

1. This research as a source information for further research on English Speaking Anxiety in

English Foreign Languange.

2. This research as a source information and knowledge about factors cause the anxiety and

strategies to reduce the English Speaking Anxiety.

3. This research as one of the way to develop the researcher’s knowledge and experience.

4. For the student research motivated to practice their speaking in English Foreign

Languange.

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 5. For the lecturer research can be use as references and information about student’s anxiety

in speaking english and then the lecturer can improve their creativity in teaching program

to achieve the maximum goals.

G. Paper Organization

To make it easier to understand in understanding this research, then the researcher

make a systematic report in the chapter by chapter as follows:

CHAPTER I INTRODUCTION

Contains an introduction consisting of the background, trouble problem,

the objectives and benefits of the research, as well as the applied systematics.

CHAPTER II THEORY BASIS

Contains the theoretical basis that is generally put forward principles of

thought consisting of Speaking, Anxiety, Symptoms, Speaking Anxiety, English

as a Foreign Languange complemented by a research Relevant and Thinking

Framework.

CHAPTER III RESEARCH METHODOLOGY

This chapter will discuss the Research Approach, Research Techniques,

Research Focus and Subfocus, Instruments Research data, recording techniques

and validity techniques.

CHAPTER IV RESEARCH RESULTS AND DISCUSSION

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 Contains the results of research and discussion, this chapter consists of

from the Description of Research Information, Description of Findings Research,

as well as Interpretation and Description.

CHAPTER V CONCLUSIONS AND SUGGESTIONS

Contains conclusions and research results based on the data analysis

section that has been found and suggestions from authors or research results.

BIBLIOGRAPHY

ATTACHMENT

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 CHAPTER II

THEORITICAL REVIEW, RELEVAN RESEARCH, FRAMEWORK OF THINKING

A. Theoritical Review

I. Concept of Speaking

a. Definition of Speaking

Speaking is a form of communication, so it is important that what you say in

conveyed in the most effective way. How you say something can be as important as

what you say in getting meaning across. Based on that opinion, speaking is realized as

communication, therefore, speakers are required to be able to express what they want

to say as effectively as possible in order to convey the message.

According to Burton state that the main feature of speaking is the way in

which the talkers allow one another to have their say by the series of signal, given by

tone of voice, and hand gesture or a facial expression. The speaker who has taken the

active position to take the role makes a corresponding series of verbal responses. In

addition, speaking is showed that not only by voice but facial expression to make

talkers more correspond and make conversation became clear.

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 Meanwhile, Donough and Shaw state, “There are some reasons for speaking

involved expressing ideas and opinions: expressing a wish or a desire to do something,

negotiating or solving a particular problem, or establishing and mentaining social

relationships and friendship. Beside fluency, accuracy, and confidences are important

goal in speaking”. Therefore, by speaking students will get the message and get the

information they want cause speaking as the main tool of verbal communication and

its is the way to express ideas opinions directly what we have in our minds.Based on

the previous above, speaking is not only making sound by speech organs but ideas and

emotions are also taking part in it. Speaking is the process of using the urge of speech

to performance vocal symbol in order to share the information, knowledge, idea, and

opinion to the other person. Moreover, speaking cannot be dissociated from listening

aspect, because speaking involves speaker and listener.

b. The Funcions of Speaking

Function of speaking is to deliver message or ideas from the speaker to

listener. Richard said, Brown and Yule made a useful distinction between the

interactional functions of speaking, in which it serves to establish and maintain social

relations, and the transactional functions, which focus on the exchange of information.

There are tree functions of speaking. They are talks as interaction, talk transaction, and

talks performance

1. Talk as interaction

This refers to what we normally mean by conversation and describes

interaction which serves a primarily social function. When people meet, they

exchange greetings, egage in small talk and chit chat, recount recent experiences

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 and so on because they wish to be friendly and to establish a comfortable zone of

interaction with others. The focus is more on the speakers and how they wish to

present themselves to each other than on the message.

2. Talk as transaction

This type of talk refers to situations where the focus is on what is said or

done. The message is the central focus here and making oneself understood clearly

and accurately, rather than the participants and how they interact socially with each

other. In transactions, Jones in Richard states talk is associated with other activities.

For examples, students may be engaged in hand on activities. (e.g.in a science

lesson) to explore concepts associated with floating and sinking. In this type of

spoken language students and teachers usually focus on meaning or on talking their

way to understanding.

3. Talks to performance

The third type of talk which can usefully be distinguished has been called

talk as a performance. This refers to public talk. That is, talk which transmits

information before an audience such as morning talks, public announcements, and

speeches. From the definition above, it can be said that the function of speaking has

many sense, they are talk as performance refers to public talk. Entire of the

functions of speaking are related to guide the people in speaking activity.

II. Concept of Anxiety

a. The Nature of Anxiety

Anxiety is one of the most well documented psychological phenomena. In

general anxiety appears from human body as a response to a particular situation.

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 Commonly anxiety can be identified as a feeling of being threatened, apprehension,

tension, or worry. There are several definitions are of anxiety which are found by

theresearcher. According to Carlson, anxiety is “a sense of apprehension or doom that

is accompanied by certain physiological reactions, such as accelerated heart rate,

sweaty palms, and tightness in the stomach”.

Furthermore, anxiety arises as a respon particular situation. Paser define

anxiety as a state of tension and apprehension as a natural response to perceived threat.

It means that people are naturally feels anxious when they are threatened. While

according to Ormrod anxiety is a feeling of uneasiness and apprehension concerning a

situation with an uncertain outcome.

Although anxiety and fear sounds similar, both are actually different. Halgin

describe the difference between fear and anxiety, fear is a natural alarm response to a

dangerous situation while anxiety is more futureoriented, a feeling of apprehension

and uneasiness about the possibility of something terrible might happen.

Furthermore, according to Barlow, as cited in Passer and smith, Anxiety

responses consist of emotional component, feeling of tension; cognitive component,

worry, phsysiological responses, increased hearth rate and blood pressure; and

behavioral responses, avoidance of certain situations.

From the definition above, it can be concluded that anxiety is a feeling of

being threatened, of apprehension, tension, and worry as a respone to a particular

situation or something that might happen in the future.

b. Types of Anxiety

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 Thomas devides the types of anxiety into two types, state anxiety and trait

anxiety:

1. State anxiety is temporary feeling of anxiety elicited by a threathening situation”.

Another definition of state anxiety defined by Thomas which is “State anxiety

refers to anxiety that occurs in a specific situation and usually has a clean trigger”.

It means that state anxiety is an anxious feeling that felt by the people only when

they face a specific situation and in a short time.

2. Trait anxiety is pattern of responding with anxiety even in nonthreatening

situations.” People with trait anxiety tend to worry more than most people and feel

inappropriately threatened by several things in the invirnment. In regard to this,

Marwan argues that trait anxiety is a person’s tendency to feel anxious of the

situations they are exposed to.Trait anxiety is a part of a person’s character and is a

permanent disorder. People with trait anxiety tend to worry more than most people

and whatever the situation a person will remain affected this character.

However, in certain cases, anxiety comes intense and lasted for long. This kind of anxiety is

called trait anxiety. Based on the intensity, duration and situations, anxiety can be devided into

two types: state anxiety, feeling of apprehension and nervousness as reaction to particular

situation, and trait anxiety: more intense anxiety that depends on ones individual regardless of

the situation

3. Symptoms

a) Anxiety Symptoms

1. Emotional Symptoms

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 (1) Feeling of tension

(2) Apprehension

2. Cognitive Symptoms

(1) Worry

(2) Thoughts about inability to cope

3. Psychological Symptoms

(1) Increased heart rate

(2) Muscle tension

(3) Other autonomic arousal symptoms

4. Behavioral Symptoms

(1) Avoidance of Feared situations

(2) Decreased task performance

(3) Increased startle respone. 15

Another anxiety and symptoms also described by Thomas as follow: Michael W. Passer and

Ronald E. Smith, Psychology: The Science of Mind and Behaviour

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 Table 1

The Primary Characteristic of Anxiety

Cognitive Behavioral Physiological

Pain
Attention Problems Task Avoidance Rapid Heart Rate
Oversensitivity Rapid Speech Flushing The Skin
Difficulty Solving Problem Erratic Behavior Perspiration
Worry Irritability Headaches
Cognitive Dysfunction Withdrawal Muscle Tension

- Distortion

- Deficiencies
Attributional Style Problems Perfectionism Sleeping Problems
Lack Of Participation Nausea
Failure To Complete Task Vomiting
Seeking Easy Task Enuresis

To sum up, there are factors that can make people feel anxiety such as over self-

prediction toward fear, irrational faith, over sensitivity toward threat, the sensitivity of anxiety,

and wrong attribution body signal. Moreover, people who feel anxiety can experience emotional,

cognitive, psychological and behavioral symptom. When they are feeling anxious they may

worry about something, avoid the task, rapid heart rate, feeling of tension, etc.

4. Anxiety Factors

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 According to Jeffery some factors which can make people feel anxious are: 1) Over self

prediction toward fear, Person with anxiety disorder often predict copiously about how great fear

or anxiety in a situation. Example, people with phobic snakes will feel trembling it is same as

students who feel trembling if he/she forward in front of the class for perform and think if the

other students have bad impression. 2) Irrational faith, Self-defeating can increase anxiety

disorder. If a person face problems. Example, she/he would thought “I should get out from here”

or “my heart will come out from my chest”. That suggestion will distrurb the plan, encourage the

behavior to avoid, descreasing hope. 3) Over sensitivity toward threat, Over sensitivity toward

threat is like a fear of threat.other people feel in safe situation but for he/she will happen that

makes afraid. Example 4) The sensitivity of anxiety, a fear of anxiety people who high

sensitivity toward anxiety have excessive fear. They were afraid on emotions unmanageable

resulted something that detrimental theyeasly feel panic when having signs of anxiety are heart

breathing, short breath. 5) Wrong attribution body signal, it means that the beat of heart will rise,

the breath quickly, perspire. 6) Low self-efficacy. Low self-efficacy is tend to feel more anxious

in a situation where doubt the ability its own. And anxiety will impede performance. People with

low self-efficacy will less confidence on its ability to perform the task with success.

c. Speaking Anxiety

Horwitz dentified three performance anxieties. The first is communication apprehension,

which is a type of shyness that is felt when communicating with people and that manifests itself

through anxiety, test anxiety and fear of negative evaluation. The second is fear of negative

evaluation that stems from an individual’s concern of being evaluated negatively, leading to the

individual avoiding others evaluations and evaluative situations. The third test anxiety defined as

a type of performance anxiety that arises from fear of failure felt in academic evaluations

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environments. Performing spoken English in front of an audience can be a very difficult task for

some students as they may experience anxiety, which hinders them from giving successful oral

performance. When such anxiety is experienced by students majoring in English Language

Education, the stakes are higher since they are future. In this profession, they are required to

have confidence to demonstrate their skills before an audience: their students.

Lightbown also discuss speaking anxiety and how it can affect language

learning. They argue that anxiety is something that is more likely to depend on

special situations and circumstances that can make one feel uncomfortable as, for example, an

oral presentation in front of a larger group of people. Nevertheless, in these situations researchers

prefer to use the term tension. Lightbow claim however that one should distinguish temporary

anxiety or tension from anxiety that interferes with a student’s learning process. Anxiety that

interferes with the learning process affects most speaking activities and is not simply related to

specific situations such as oral presentations in front of the whole class.

Speech or oral communication anxiety are feelings or nervousness, dread, and concern

that people experience before, during, or after public speaking. Academic researchers use the

term communication apprehension to describe this condition and define it as the fear or anxiety

associated with real or anticipated communication with others said Dwyer. Moreover, Speech

anxiety and communication apprehension are terms used interchangeably to describe similar (if

not the same) phenomena. According to Brydon, speech anxiety refers to the feelings of

discomfort that people experience before or during speaking in public. Whereas Devito describes

communication apprehension as a feeling of fear or anxiety about a situation in which one must

communicate, especially when the communication act takes place in a public forum.

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d. Anxiety and English Foreign Language

1. English as Foreign Language

English is one of the subject in school, this subject is important value and be examined in

national standard in Indonesia. English is an international language and it is spoken by many

people all over the world, so it is an important language. English is used to communicate to the

world and is very important to acquire science and technology. English is used as foreign

language in Indonesia and it must be learnt by students in Indonesia to get science or the

knowledge which comes from others countries easly.

Setiyadi stated that English is really a foreign language in Indonesia. It means that in

Indonesia, English is just learnt at school as a compulsory subject. Students seldom use English

in the society, because they usually use a language based on their mother tongue.

Language is social construct as much as it a mental ability. It is important for students to

be just aware of this in foreign or second language as they are in their own. Learning English as a

foreign language is not same as learning a mother tongue were the students have much time to

use it in daily life. Learning is acquiring or getting of knowledge of a subject of skill by study,

experience, or instruction. It means that learning activity that done by students to get experience

and instruction to help us understanding everything that we wonder to know.

1. Foreign Language Anxiety

According to Brown, foreign language anxiety is “a feeling of intimidation and

inadequency over the prospect of learning foreign language.” In addition, according to Gardner

that “It is fear or apprehension occurring when a learner is expected to perform in the target

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language,” Furthemore, Horwits Proposed conceptual Foundations of foreign language anxiety.

Based on them, foreign language anxiety such as: communication apprehension, test anxiety, and

fear of negative evaluation.

Anxiety related to foreign language learning is fear of negative evaluation. Watson and

Friend, as citied in Horwitz, defined fear of negative evaluation as “apprehension about others’

evaluations, avoidance of evaluate situations, and expectations that other would evaluate one-self

negatively.”

In foreign language learning context, students are prone to have a fear of negative

evaluation from both teacher as the only fluent speaker in the class and their peers. However,

Horwitz, and Cope also believe that foreign language anxiety is not simply the combination of

those performance anxiety related to foreign language learning context. They also proposed that,

“foreign language anxiety as a distinct complex of self-perception, beliefs, feelings, and

behaviors related to classroom language learning arising from the uniqueness of the language

learning process.”

Based on description above, it could be said that foreign language anxiety is a feeling or

uneasiness, nerveousness, worry and apprehension experienced when using the target language.

2. Impact of Foreign Language Anxiety

Basically, uneasiness feeling such anxiety will disturb students in no doubt. It absolutely

affects students learning effort and performance. Anxious students will think less clearly and

probably make more mistakes. Moreover, to perform a task they have to work harder because

anxiety makes them worry and distract their practice process.

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 Anxiety has long been recognized by educators as a potential problems in foreign

language classroom. Anxious student will have difficulty in their language learning and practice

since anxiety affects cognition processing. According to Ormrod, anxiety can interfere with

several aspect of cognition in learning process. Anxious student may be disturbed in paying

attention to what needs to be learned, processing information effectively, retrieving information,

and demonstrating that have previously been learned. In other words, foreign language anxiety

belongs to debilitating anxiety because it can hinder language learning and performance.

B. Relevan Research

Many people have investigated the issue of foreign language anxiety from different

prespective. Worde in his investigation to the cause of language learning anxiety found that

speaking activities, inability to comprehend,negative classroom experiences, fear of negative

evaluation, native speakers, methodology, pedagogical practices and the teachers themselves as

the main causes of learning anxiety.

Marwan investigated Indonesia students foreign language anxiety. He tried tofind out the

types of anxiety experience by foreign language learners and the strategies they used to cope

with their anxiety. Factors like lack of confidence, lack of preparation and fear of failing the

class were the primary of their anxiety.

In similar study, William and Andrade examined anxiety in Japanese EFL classes in

order to find out the type of situation that provoked the anxiety and the ability to cope with the

anxiety. Their findings indicated that anxiety was most often associated with the output and

processing stages of the learning process. Furthermore, they found that fear of receiving negative

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evaluation, speaking in front of the class, and random selection; procedure that the teacher used

for calling the students were cited as sources of anxiety.

Finally, the result show that students experienced anxiety in some context as follows:

participating in class without enough preparation, speaking in front of class, difficulty in

following teachers, fear of making mistake in presentation, and students feeling about his/her

own English profiency.

C. Framework of Thinking

Speaking is one of the subject that needed to be learned and practiced by the students in

Indonesia. But some students still get difficulty to practice speaking. One of the problems that

may influence students speaking material is the difficulty of speaking material itself since it is

mostly by English (Foreign Language). In addition another factor that may influence students

speaking is psychological condition, in this case is anxiety. The students who are troubled with

anxiety may feel incapable to achieve a good result on the test or task that the teacher gave.

Thus, in a process of achieving a good result, the students would feel difficult to concentrate, to

remember ideas and speak something new. Consequently, those negative feelings will influence

their practice. Therefore, the researcher intends to investigate students whether students with

high anxiety will get bad performance in speaking English Foreign Language, meanwhile the

students with low anxiety will get good.

CHAPTER III

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 RESEARCH METODOLOGY

This chapter explains the methodological foundation used for this study

comprehensively. At first, this chapter presents research design that explores qualitative

approach. Then, it is followed by site and respondents of the research to describe the general

description of the place and involved participants of the study. The next, it describes data

collections, data validation and data analysis.

A. Time and Location Research

To determine the research, and to limit the time in conducting the research to make

the research easier.

1. Time Research

This research is going to be analyze on 2021.

2. Location Research

This research is on SMK 57 Jakarta at eleventh grade, which located at Jl. Taman

Margasatwa No.38B Jati Padang, Pasar Minggu Jakarta Selatan. The researcher

would collected the data from the learning process of speaking class in eleventh

grade of SMK 57 Jakarta in the academic year of 2020/2021. She observe XI

UPW 1 Class.

B. Method of the Research

In conducting the study, the researcher used descriptive qualitative method. It is

because in doing this research, she collects the data, makes an analysis, and also

makes a conclusion.

In conclusion, this research is a descriptive qualitative research. This is caused the

researcher describes about the students’ anxiety in speaking English language, the

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 factors cause the students’ anxiety and their strategies that use to overcome the

anxiety in speaking English at eleventh grade of SMK 57 Jakarta.

C. Technique of Data Collection

Data collection becomes the most important step in research because the data

collected by the researcher would be prepared, analyzed, and interpreted to solve the

problem.

There are many instruments or tools usually used in a research. It is based on the

problem of research. The instruments are questionnaire, observation and interview.

1. Questionnaire

By using this method, the researcher got the data from two kinds of questionnaire.

They are close questionnaire and open questionnaire.

a. Close Questionnaire

Close questionnaire used to know about student’s general English learning

experience, especially those experiences related to learner’s English learning anxiety

and participants’ language anxiety in English learning. Closed questionnaire is used

to ask the respondent to choose among a possible set of answers. The respondent is

usually asked to tick or circle the choosen answer. They may also require that the

respondent choose among several answer categories, or that he/she uses a frequency

scale, an importance scale or an agreement scale.

b. Open Questionnaire

Open ended question is used to seek the potential source of anxiety and anxiety

coping strategies by the students.Open ended questionnaire used to get the students’

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 response about the factor behind their anxiety and their strategies to cope the feeling

of anxious in speaking English language or presentation performance.

In this research, the researcher gives two questionnaire, close questionnaire and

open questionnaire. The close questionnaire is used to ask the respondent to choose

among a possible set of answers, and the open ended questionnaire used to seek the

potential source of anxiety and anxiety coping strategies by the students. This

questionnaire gave to the students of the eleventh grade of SMK 57 Jakarta in the

academic year of 2020/2021 to know the anxiety that felt by the students.

D. Technique of Data Analysis

After collecting the data and studying the informantion that are taken from the steps

of collecting data above and from some books which relates to the discussio of this

study, the researher analyzes them. Bogdan in Sugiono (2017) states that data analysis

is the process of systematically searching and arranging the interview transcripts,

fieldnotes, and other materials that accumulate to increase understanding and to

enable to present what discovered to others. Sugiyono suggest that qualitative data

analysis consist of three procedures; data reduction, data display, and conclusion

drawing/verification.

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