Anxiety students in participant in English learning Speaking English
AT SMPK BINTANG TIMUR
BY
FREDERICK JEMMY JUNIOR JEUSA
NPM: 18312038
ENGLISH LANGUAGE EDUCATION PROGRAM FACULTY OF
TEACHER TRAINING AND EDUCATIONAL UNIVERSITAS KATOLIK
INDONESIA SANTU PAULUS RUTENG
OKTOBER 2021
i
LETTER OF APPROVAL THE FINAL REPORT THE SECOND INTERNSHIP
PROGRAM
This final report on the second internship program 2020 by Frederick Jemmy
Junior Jeusa (18312038) has been approved by the advisor Dr.Sebastianus
Menggo,M.Pd
Ruteng,
2021
Approved by,
Cordinator of the Second Internship Program
Dr. Sebastianus Menggo, M.Pd
Advisor
Dr. Sebastianus Menggo, M.Pd
NIDN. 0802108001
NIDN. 0808077801
Acknowledged by,
The Head of the English Language Education Program
Stanislaus Guna, M.Pd
NIDN. 0816106601
ii
ACKNOWLEDGEMENT
First of all the author wishes to express gratitude to Almighty God, for his
blessing, mercies, and protecting, so this article under the title “ axienty students
in participant in english learning at Smpk Bintang Timur” Could be accomplished
well.
Second, the writer realized that in completing this article, it could be
achieved without supported from anyone who cares the author. Therefore, the
author would like to express his gratitude to those who contribute to the
completion of this article:
1. Stanislaus Guna, M. Pd as the head of English study program
2. Dr. Sebastianus Menggo, M.Pd as my advisor of second internship program for
his attention, guidance, and kindness during finishing of this article
3. The researcher said thanks to the headmaster of SMPK Bintang timur,
Elisabet Sarong,S.pd and for the second grade students, the researcher
would like to say many thanks for their cooperation and participation
during the completion this research.
4. My beloved mother who always supported me
Finally, I the wrote this article realized that it is not far from perfect and i
hope if anything is unclear from this research article. I hope comments, critique,
and suggestions from the readers for this article. I hope this article is very useful
for the readers.
Ruteng, December 2020
Researcher
Frederick Jemmy Junior Jesua
iii
Anxiety students in participant in English learning AT SMPK
BINTANG TIMUR
FREDERIC JEMMY JUNIOR JESUA
Universitas Katolik Santu Paulus Ruteng
Abstract
This study aims to determine the sources that cause speaking anxiety
overwhelms English learners. It is a qualitative in nature and focuses on learners’
speaking anxiety. The samples of the research are composed of junior high
school students who deal with speaking anxiety. The primary data-gathering
method is interview through semi-structured questions. The data were collected
by in-depth face-to-face interview with 8 participants. The results show 3 themes
regarding sources that cause Speaking anxiety: Personal and Interpersonal
Anxiety, Language Testing, grammar. It is undeniable that attitude holds an
imperative role in learning to speak English
The results show 3 themes regarding sources that cause Speaking
anxiety: Personal and Interpersonal Anxiety, Language Testing, grammar. It is
undeniable that attitude holds an imperative role in learning to speak English.
The results show two themes regarding learners’ attitude in causing them to
become anxious whenever they speak English; the themes are self- inferiority
and fear of making mistakes. Despite sources that cause learners to be anxious in
speaking English, they find ways to reduce their anxiety in speaking English and
from this study, there are three themes found regarding ways to reduce anxiety;
they are: Preparation Relaxation and Positive Thinking.
Keywords: Anxiety students in participant in English learning
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1. INTRODUCTION
English was the first foreign language in Indonesian. Many
schools or courses have given English as one of the lessons. English
have four skills: speaking, reading, listening, and writing and
vocabulary as component could be a tool to increase all the skills of
English.
The position of English as the first foreign language in
Indonesia and as the first and the main language in the global era has
made all students in Indonesia from elementary school level need to
learn seriously and continuously.Language was basic to mastery all
English skills.Moreover, there is a global demand that fresh students
from school should be able to communicate in English either spoken
or written. It can be stated that students can get their best future of
their work if they master English well.
First, the difficulties of students to speaking english is a
vocabullary. Many students were obtaining difficult when they spoke
because restrictiveness their vocabulary. Second, the lack of used the
media only always rely on the speech method without involved media. The
students were not interested and difficulty to understand vocabulary. Third,
learning English was stilted or serious that made students depressed or
afraid to develop their ability in vocabulary. Fourth, the lack of control
memorize students vocabulary.They were easy to forget vocabulary has
been taught or learned.
In fact, there were still some problems that faced such as the
students English ability. When the researcher did taught English there,
the researcher found that the ability of student still low and need effort
to increase students vocabulary. The students were blank and difficult
to said or write anything about vocabulary. However the researcher
realized that the students have potential and ability to increase their
vocabulary.
Therefore, mastery on English is a compulsory subject that
should be mastered by all students in SMPK Bintang Timur. Speaking
as one of productive skills is considered as important skill in oral
communication. When a speaker produces his/her thoughts, feelings
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and ideas, the listener as the partner in speaking process, must respond
the speaker well. It means a speaker ought to produce his/her words
well in order to be understood by the listener completely.Some reasons
which could be caught by the as student are the students feel anxious
to speak English because of lack of vocabulary and grammar. They
also tend to be nervous, worried and fear to speak English.
As Brown (2001) states that Anxiety is a negative way of a
human feeling that appears once speakers assume their oral
performance to be wrong, stupid or incomprehensible. This problem
occurred in the class of English subject and it also caused the negative
achievement of their speaking ability.
From description above the researchers are interested in conducting
the research related to Students’ Speaking Anxiety at English Classroom in
SMPK Bintang Timur. The researchers’ main problems focus on what
levels of students’ anxiety in speaking English, the causes of their anxiety
and their strategies in coping with their anxiety.
In this study, the researchers are eager to know the level of
students’ Speaking anxiety at English Classroom in Agroecotechnology
Department of Agricultural Faculty, to find out the causes of the students’
speaking anxiety and to describe the students’ strategies in solving the
speaking anxiety problems.
In this study, the researchers are eager to know why Anxiety
students in participant in English learning at SMPK Bintang Timur to find
out the causes of the students’ speaking anxiety and to describe the
students’ strategies in solving the speaking anxiety problems
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2. METHOD
In this research, the researcher used classroom Action Research (CAR). The
purpose of using this Classroom Action Research is to improve students' ability to
speak English. Class action research was a kind of research that used in this
classroom action research. The subject of this research was the students of VIIA
consist of 8 students. There were 8 students in the class with 1 girl and 7 boys.
This research was conducted in the first semester of SMPK Bintang in theTimur
academic year 2021 — 2022.In collecting the data the researcher used two
instruments they are test and observation sheet. Test was a series of questions or
exercise as well as other equipment usedto measure the skills, knowledge,
intelligence, ability or talents of individual or groups.Test used for measuring the.
There were some aspects observed in the teaching and learning process,namely
asking students to memorize vocabulary and asking students to make
conversations with their classmates.After collecting the data, the researcher
analyzed them quantitatively Data and Qualitatively.
3. FINDINGS
The objective of this research is to know the level of students’ Speaking anxiety
at English Classroom atSMPK Bintang Timur, to find out the causes of the
students’ speaking anxiety and to describe the students’ strategies in solving the
speaking anxiety problems. Below is the data findings and the discussion
described in detail.
A. Findings
1. Students’ Speaking Anxiety Level.
From the results of students answering questions is 10% of the 100%
highest score. We can deduce the level of anxiety of students in speaking English
from how they work on the questions or assignments given.Since all of the
population has Low Anxiety level, it can be said that 100% students were
indicated as having Low Anxiety.
2. Factors of Students’ Speaking Anxiety
To find out the data about factors that cause them feel anxious, the researcher
used interview. There were five questions delivered to
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be answered by the students. Below is the result of the interview
related the reasons of why the students’ feel anxious.
No
1
Factor of Students Speaking
Total students
Anxiety
Number
Personal and Interpersonal
Percentage
8 students
5%
8 student
3%
2 students
10%
0
0%
10 students
5%
Anxiety
2
Learners’
Belief
about
Language
3
Grammar
4
Classroom Procedure
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Lganguage Testing
3. The Strategies Used by the Students to Cope with the Anxiety
The researchers used structured interview in interviewing the students in
getting to know their strategies to solve their speaking anxiety. Theresults
of the interview related the strategies they used to cope withspeaking anxiety
problems are displayed below:
No
Strategies
Total
Students’
Percentage
Number
1
Preparation
8 students
10%
2
Relaxation
3 students
10%
3
Positive Thinking
8 students
7%
4
Grammar
8 student
3%
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3. Discussion
Based on the findings, there were 6 of 8 students who said AGREE (It
frightens me when I don’t understand what the teacher is saying in the English). It
indicates that 95% students frightened when the teacher of English explain the
materials in English. There were 7 of 8 students who answered AGREE (I started to
panic when I have to speak without preparation in speaking class). It indicates that 90%
students were panic when they did not prepare for speaking task.
There were 7 of 8 students who answered AGREE (I get upset when I don’t
understand what the teacher is correcting.). It indicates that 90% students did not
understand the teacher correction.There were 7 of 8 students who answered AGREE
(I get nervous and confused when I am speaking in speaking class). It indicates that
95% students felt nervous and confused when they were speaking in English
class.There were 6 of 8 students who answered AGREE (In English class, I can get so
nervous I forget things I know.). It indicates that 90% students forgot things they
know when they get nervous.There were 6 of 8 students who answered AGREE (I
tremble when I know that I’m going to be called on in speaking class). It indicates
that 90% students were afraid when they knew they were going to be called to speak.
After analyzing and interview results, the researchers got supporting and
important information related to the student’s strategies that they have applied to
struggle in English classroom and to solve the anxiety problems. There was 90%
students answered that they had to prepare well before entering English class. It
indicates that they really realize their lacking points.
On the other hands, there were 10% students told that by having positive
thinking made them decrease speaking anxiety problem. The last strategies that often
used by students (13%) to cope with anxiety problems were by having relaxation.
There was also a student who answered having peer seeking and peer correction and
discussion to minimize speaking anxiety.
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4. Conclussion
The researchers have concluded the research after getting, analyzing
and displaying the data. They are:
1. All the students of class 2 had Low Anxiety
2. There were four of six factors that answered by students to make them have
speaking anxiety in joining English classroom. They are Personal and
Interpersonal Anxiety (90%), Language Testing (75%), InstructorLearner
Interaction (80%), and Learners’ Belief about Language (3%).
3. There were four of five strategies chosen by the students to cope with the
problem of speaking anxiety. They are Preparation (10%), Positive Thinking
(7%), Relaxation (10%), and grammar(3%).
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5.REFERENCES
Katemba, C.V. (2013), Anxiety Level of Indonesian Students and Its Relationship
To Academic Achievement In English. Journal of Education and Practice Vol.4
No.27 pp. 1-9.
Koizumi, R. (2013). Vocabulary Knowledge and Speaking Proficiency among
Second Language Learners from Novice to Intermediate Levels.
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL
learners.doi:10.1016/j.system.2011.04.002.
Purpura, J. E. (2004). Assessing Grammar. Cambridge University Press. 24(2),
291-298. doi.org/10.1177/02655322070240020502.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language
teaching (3rd ed.).
Cambridge: Cambridge University PresClassroom Implications. Eds. EK.
Horwitz and DJ Young. Englewood Clifs, Nj: Prentice Hall.
2001. Language Anxiety and Achievement. Annual Review of Applied
Linguistics, 21, 112-126
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