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AN ANALYSIS OF STUDENTS SPEAKING ANXIETY

(A Descriptive Study at the Third Semester of English Department Students in

Muhammadiyah University of Makassar)

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfillment of Requirement for the Degree of

English Department

EKA ARDINA PRATIWI

10535641315

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHERS TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2020

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERNYATAAN

Nama : Eka Ardina Pratiwi

NIM : 10535 6413 15

Program : English Education Department

TITLE : An Analysis of Students Speaking Anxiety in Third Semester

English Department at Muhammadiyah University of

Makassar

Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya

sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.

Demikian pernyataan ini saya buat dengan sebenar-benarnya dan

bersedia menerima sanksi apabila pernyataan saya tidak benar.

Makassar, September 2020

Yang membuat pernyataan

Eka Ardina Pratiwi

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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

UNIVERSITAS MUHAMMADIYAH MAKASSAR

SURAT PERJANJIAN

Nama : Eka Ardina Pratiwi

NIM : 10535 6413 15

Program : English Education Department

TITLE : An Analysis of Students Speaking Anxiety in Third Semester

English Department at Muhammadiyah University of

Makassar

Dengan ini menyatakan perjanjian sebagai berikut:

1) Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan

menyusun sendiri skripsi saya.

2) Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.

3) Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi

saya.

4) Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2,

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, September 2020

Yang membuat perjanjian

Eka Ardina Pratiwi

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MOTTO

“Bersabar dan Bersyukurlah, mungkin separuh mimpimu

bersembunyi di balik mata pelajaran yang tak pernah kamu

hargai; mata kuliah yang kamu anggap menjemukan; dan,

pekerjaan yang kamu benci rutinitasnya.”

DEDICATION

Thanks to Allah SWT, the ruler of heaven and earth and all its

contents. Our messenger, Muhammad SAW who has bring us

from the darkness to the brightness. For all the achievement that I

have now and especially of this thesis I dedicated for my beloved

parents, my family, my friends and all the people who love and

pray for me. Thank you so bad.

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ABSTRACT

Eka Ardina Pratiwi, 2020. An Analysis of Students Speaking Anxiety (A

Descriptive Study at the Third Semester of English Department Students in

Muhammadiyah University of Makassar). Thesis of English Department. The Faculty of

Teacher Training and Education, Muhammadiyah University of Makassar. Supervised

by Sulfasyah and Muh. Astrianto Setiadi.

The objective of the research was to find out the dominant factor that makes the

students feel anxious in speaking at the third semester of English Department in

Muhammadiyah University of Makassar in the year 2019/2020 from BG.IIIF. The

researcher used a descriptive quantitative research as design method and gave

questionnaire to collecting the data. The sample of this research was BG.IIIF class of

Muhammadiyah University of Makassar which consist of 21 students. The sample was

taken by used Purposive Sampling Technique.

Based on the findings, there was six factors that make the students felt anxious in

speaking English. They were over self-prediction toward fear, Irrational faith, Over

sensitivity toward threat, The sensitivity of Anxiety, Wrong attribution body signal, and

Low self-efficacy. Based on the analysis, the researcher concluded that the result of the

research indicated that "Over sensitivity toward threat" was the dominant factor that

make the student speaking anxiety.

Keywords : Speaking, Problem in Speaking, Dominant Factor of Anxiety.

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ABSTRAK

Eka Ardina Pratiwi, 2020. An Analysis of Students Speaking Anxiety (A

Descriptive Study at the Third Semester of English Department Students in

Muhammadiyah University of Makassar). Skripsi dari Pendidikan Bahasa Inggris.

Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar.

Dibimbing oleh Sulfasyah and Muh. Astrianto Setiadi.

Penelitian ini bertujuan untuk menemukan faktor dominan yang membuat siswa

merasa cemas dalam berbicara pada semester tiga Pendidikan Bahasa Inggris Universitas

Muhammadiyah Makassar tahun ajaran 2019/2020 dari kelas BG. IIIf. Penelitian ini

menggunakan metode deskriptif kuantitatif dan membagikan kuesioner untuk

mengumpulkan data. Sampel dari penenlitian ini adalah mahasiswa pendidikan bahasa

inggris kelas IIIf Universitas Muhammadiyah Makassar yang terdiri dari 21 siswa.

Pengambilan sampel dilakukan dengan menggunakan teknik Purposive Sampling.

Berdasarkan hasil penelitian, ada enam faktor yang membuat siswa merasa cemas

dalam berbicara bahasa inggris. Mereka yaitu over self-prediction toward fear, Irrational

faith, Over sensitivity toward threat, The sensitivity of Anxiety, Wrong attribution body

signal, dan Low self-efficacy. Berdasarkan analisis tersebut, peneliti menyimpulkan

hasil dari penelitian ini menunjukkan bahwa “Over sensitivity toward threat” merupakan

faktor dominan yang menyebabkan kecemasan siswa dalam berbicara.

Keywords : Berbicara, Masalah dalam berbicara, faktor dominan dari kecemasan.

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ACKNOWLEDGEMENTS

In the name of Allah, Most Gracious, Most Merciful

Alhamdulillah, the researcher expressed thank you very much for the

gratitude Allah SWT for blessing and mercy on the writer during the process until

the finished writing this thesis. Shalawat and salam are addressed to the final

chosen religious messenger, the Prophet Muhammad SAW, who has bring us

from the darkness to the brightness.

In writing this thesis, the researcher found many difficulties, so the

researcher realized that the thesis has a lot of mistakes and weakness. In order to

become perfect, the researcher needs correction and suggestion. The researcher

would like to say thank you so much for the people who gave spirit, advice,

suggestion, and helping to write as follows:

1. My highest appreciation and deepest thankful to my beloved parents,

Suhardi, my mother Dea Kati (Almh) and my second mother Ernawati

who always be my best parents. And all of my family for their attention,

support and their love.

2. My highest appreciation for the Rector of Makassar Muhammadiyah

University, Prof. H. Abd. Ambo Asse, M.Ag.

3. My highest appreciation and deepest thankful are due to Sulfasyah,

M.A., Ph.D as my first consultant and Muh. Astrianto Setiadi, S.Pd.,

M.Pd as my second consultant who had guided me very well during my

thesis.

4. My highest appreciation also is due to Ummi Khaerati Syam, S.Pd.,M.Pd

as the Head of English Department.

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5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dean

of FKIP Muhammadiyah University of Makassar.

6. The next gratitude also goes to all my friends from F class (Friendly

Class) in 2015 that cannot mention one by one, my best partners Ika,

Avid, and Fitri thanks for your support then thanks a lot for Bukan

Kaleng-kaleng group “Iji and Rima” my friends from the first semester

until now, and last for my best friends ever who always accompany me

from a long time ago until now “Wulan and Iyan”, it never been

forgotten, I do love you all.

7. Thankful the researcher present to all of members of Makassar Australia

Study who always support me, Science Three, Passisama. Thank you so

bad for an amazing experiences, knowledge, and a great moments in my

life. I love you more than 3000.

The words were not enough to say many appreciation for their help and

contribution in finishing this thesis. May Allah SWT guides and give them the

happiness throughout your life. Finally the researcher realizes that this “thesis”

was far from being perfect. So, it was a pleasure for him to accept constructive

critiques and suggestions for improving this thesis.

May Allah, The Almighty, bless them all.

Makassar, September 2020

The Researcher

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TABLE OF CONTENTS

SAMPUL………………………………………………………………………….i

LEMBAR PENGESAHAN……………………………………………………...ii

APPROVAL SHEET……………………………………………………………iii

SURAT PERNYATAAN………………………………………………………..iv

SURAT PERJANJIAN………………………………………………………….v

MOTTO……………………………………………………………………….....vi

ABSTRACT……………………………………………………………………..vii

ACKNOWLEDGEMENT…………………………………………………........ix

TABLE OF CONTENTS ..................................................................................... xi

LIST OF TABLE................................................................................................ xiii

LIST OF FIGURE.............................................................................................. xiv

LIST OF APPENDICES..................................................................................... xv

CHAPTER I. INTRODUCTION .......................................................................... 1

A. Background………….....................................................................................1

B. Research Question…………………………………………………………..3

C. Objective of the Research …………………………………………………..3

D. Significance of the Research ……………………………………………….4

E. Scope of the Research ……………………………………………………....4

CHAPTER II. REVIEW OF RELATED LITERATURE…………………….5

A. Previous Related Research Findings ……………………………………...5

B. Pertinent Ideas …………………………………………………………….7

1. Concept of Speaking …………………………………………………...7

2. Concept of Anxiety …………………………………………………..10

C. Conceptual Framework ………………………………………………..17

CHAPTER III. METHODOLOGY…………………………………………...19

A. Research Design …………………………………………………………19

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B. Population and Sample …………………………………………………..19

C. Instrument of the Research ………………………………………………20

D. Procedure of Data Collection ……………………………………………20

E. Technique of Data Analysis …………………………………………….22

CHAPTER IV. FINDINGS AND DISCUSSION……………………………..24

A. Findings………………………………………………………………….24

B. Discussion……………………………………………………………….31

CHAPTER V. CONCLUSION AND SUGGESTION……………………….35

A. Conclusion………………………………………………………………35

B. Suggestion……………………………………………………………….36

BIBLIOGRAPHY ……………………………………………………………..37

APPENDIX …………………………………………………………………….40

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LIST OF TABLES

Table 3.1 : Specification questionnaire of the students ...................................................21

Table 3.2 : Likert Scale and Score ................................................................................. 22

Table 3.3 : Classification of Students Speaking Anxiety………………………..23

Table 4.1 : The Classification Result of Students Speaking Anxiety……………25

Table 4.1 : Over Self-Prediction toward Fear ................................................................. 26

Table 4.2 : Irrational Faith ............................................................................................. 27

Table 4.3 : Over Sensitivity toward Threat .................................................................... 28

Table 4.4 : The Sensitivity of Anxiety ........................................................................... 29

Table 4.5 : Wrong Attribution Body Signal ................................................................... 30

Table 4.6 : Low Self-efficacy ......................................................................................... 31

Table 4.7 : Dominant Factor of Anxiety......................................................................... 32

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LIST OF FIGURES

Conceptual Framework ....................................................................................................17

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LIST OF APPENDINCES

Appendix 1 : Instrument of the Research (Questionnaire) ..............................................40

Appendix 2 : The Result of Students Questionnaire Answer ..........................................44

Appendix 3 : Students Response………………………………………………………...45

Appendix 4 : Documentation……………………………………………………………46

Appendix 5 : Curriculum Vitae…………………………………………………………47

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CHAPTER I

INTRODUCTION

This chapter presents the background, research question, the objective of the

research, the significance of the research, and the scope of the research.

A. Background

Language is a system to express meaning. Its primary function to interaction

and communication. Language is used by humans to know and understand each other.

As we know that God creates humans in a different character and condition, so they

need to interact and communicate among people. English as an International

Language is very important especially in education and to get a better job. In this era,

English has important roles as the communication media, not only to education but to

improve the quality of self in facing the challenge of the world.

There are four basic skills in learning English that students should master,

there are writing, reading, listening, and speaking. The most important skill that

should be mastered by the students is speaking. Richards (2002: 210), define

speaking is one of the central elements of communication in EFL (English as a

Foreign Language) teaching, it is an aspect that needs special attention and

instruction. Nunan (2005: 47), speaking is important in children’s overall language

development in which children learning English as their native language spend time

developing speaking skills. Based on the definition before the researcher can

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conclude that speaking is one important aspect of the human life process and also a

crucial part of second language learning and teaching.

Speaking is the delivery language through the mouth. To speak, we create

sounds using many parts of our body, including the lungs, vocal, tongue, teeth, and

lips. According to Brown (2001: 267), stated that when someone can speak a

language, it means that he can carry on a conversation reasonably competently. The

success of speaking is shown when the speaker can speak relevantly, easily

comprehended, and at an acceptable level to the listener. Speaking is a very important

skill that students have to master.

In some conditions, most students have difficulties in speaking. They lack

vocabulary, lack of confidence, lack grammar in English knowledge, anxiety, etc. for

example, some of the students think that if they have a mistake when they speak or

practice in front of the class, their friends will laugh at them. So they prefer to keep

quiet. This condition will make the students feel anxious in the classroom and it will

be influenced their speaking ability.

Anxiety is an emotion characterized by feelings of tension, worried thoughts,

and physical changes like increased blood pressure. Based on Foreign Language

Classroom Anxiety Scale (FLCAS) proposed by Horwitz et al (1986), the major

aspects of factors that contribute to foreign language anxiety are communication

apprehension, negative evaluation of performance, and test anxiety. Anxiety is

extremely detrimental to students because they will feel not confident again if they

talk in front of people. Anxiety can raise the affective filter and form a ‘mental block’

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that prevents comprehensible input from being for language acquisition. Anxious

students will have difficulties in following lessons and Speaking. They may learn less

and also may not demonstrate what they have learned to practice.

Based on the background above, the researcher is interested to research “An

Analysis of Students Speaking Anxiety in Third Semester English Department at

Muhammadiyah University of Makassar”.

B. Research Question

Based on the background above, the researcher has formulated the research

question as follows:

1. Do the students feel anxious when speaking English in the third semester?

2. What factors cause their anxiety to speak in the third semester?

3. What are the dominant factors that make the students feel anxious in speaking

at the third semester?

C. Objective of the Research

Based on the Research Question above, the objective of this research are as

follows:

1. To know the students feel anxious or not when speaking English in the third

semester.

2. To know the factors cause their anxiety to speak in the third semester.

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3. To find out the dominant factors that make the students feel anxious in

speaking at third semester.

D. Significance of the Research

The significance of the study are:

1. For Learners

This research is expecting to give advantages for learners about the problems

usually faced in speaking and they have the awareness to practice more.

2. For Lecturer

Hopefully, this research becomes a strategy for lecturers in making English

learning more interesting to increase students’ confidence in speaking and

reduce their anxiety.

3. For Researcher

The researcher hopes this research can be a reference for future researchers.

E. Scope of the Research

The scope of the research, the researcher limits the study to find out the

dominant factors influencing speaking anxiety in the third semester of the English

Department at Muhammadiyah University of Makassar

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of previous related research findings, pertinent ideas,

and a conceptual framework.

A. Previous Related Research Findings

First, a study by Osboe et al (2007), revealed that anxiety has affected the

level of students’ confidence at a university in Japan. Their data showed that students

who were asked to perform in front of the class individually tended to have less

confidence which affected their appearance whilst speaking. But, the researcher

found that the same students would have high confidence and speak lots of English if

they were placed in small discussion groups or in pairs.

Second, Mahmoodzadeh (2002), investigated foreign language speaking

anxiety faced by Iranian students within their inter-language system and found that

the students had high levels of anxiety in their inter-language system when speaking

English. The findings revealed that females were more susceptible and had higher

levels of anxiety than males. That researcher also found that students with low levels

of proficiency may not have high anxiety in their inter-language system. Students

with high proficiency were more vulnerable to experience high anxiety in the inter-

language system. Based on the exposure of these problems faced by students that had

shown how anxiety greatly affected and disturbed students when speaking English,

the researcher was interested to conduct this study.

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Third, a study conducted by Naghadeh et al (2014) with Iranian English major

students at Payame Noor University in which the position of English is a second

language showed that there was a significant relationship between anxiety faced by

students and their speaking ability. Naghadeh et al (2014), have written that the

higher the anxiety faced by the students in oral communications, the lower the

speaking ability of those students.

Fourth, According to Isnaini (2018), the result of this research conducted that

The students’ speaking anxiety factors in English foreign language (EFL) were the

students had over self-prediction toward, irrational faith to say something in English,

the sensitivity of anxiety, wrong attribution body signal because they cannot express

their ideas in English well, and low self-efficacy, that’s factors inhibit to practicing

speak English foreign language (EFL). Some kinds of anxiety can be concluded that

the students had unconfident, fear of mistake, shyness, worry, scared, panic when

having signs of anxiety are heart breathing, short breath that hinders them from

practicing their speaking in English.

Based on some findings above the researcher can describe that speaking is

very important in learning English but some students still feel anxious about

speaking. Furthermore, the researcher can conclude that every student and teacher

must know the factor that influences speaking anxiety. The similarities between the

research above and this research study about speaking anxiety of students but in this

research will be a focus in factor dominant of influencing students speaking anxiety

in third semester English Department at University Muhammadiyah of Makassar.

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B. Pertinent Ideas

1. Concept of Speaking

a. Definition of Speaking

There are many definitions of speaking according to experts.

According to Harmer (2007: 287), speaking is the ability to speak fluently and

presupposes not only knowledge of language features, but also the ability to

process information and language ‘on the spot’. Howarth (2001), and Abd El

Fattah Torky (2006) defined speaking as a two-way process including a true

communication of opinions, information, or emotions.

Brown (2001: 267) stated that speaking is an interactive process

constructing meaning that involves producing, receiving, and processing

information. Meanwhile, speaking ability means the ability to communicate

with people using the appropriate language to deliver the information and

convey the message to be understood by the listener. Brown (2001: 267)

stated that when someone can speak a language, it means that he can carry on

a conversation reasonably competently.

According to Harmer (2007: 284), speaking is how to deliver

expressive communication involving knowledge of language features and a

way to get information and language. Meanwhile, Donough and Shaw (2003:

157) state, “There are some reasons for speaking involved expressing ideas

and opinion: expressing a wish or a desire to do something, negotiating or

solving a particular problem, or establishing and maintaining social

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relationships and friendship. Besides fluency, accuracy, and confidence are an

important goal in speaking”.

Based on the previous above, speaking is not only making sound by

speech but emotions and ideas are also taking part in it. By speaking, students

will get the message and information that they want to cause speaking as the

main tool of verbal communication and it is the way to express their opinions.

b. Problem of Speaking

Speaking problems are some problems that make someone lacks

speaking ability. According to Xinghua (2007) states that psychological

problems are those problems that often interfere with your emotional and

physical health, your relationships, work productivity, or life adjustment such

as nervousness, lack of self-confidence, and afraid to speak. Khan (2005)

claims in his research that some of his participants have psychological

problems in speaking.

1) Lack of Vocabulary

Vocabulary is a set of words that have a specific meaning. The

problems of vocabularies occur when someone is lacking the

vocabulary needed to talk and does not know how to combine the

vocabulary into a good sentence. Khan (2005) states that the numbers

of students who learn English as a foreign language have difficulties

using words and expressions to speak. Students know what they are

going to say in the source language, but when they have to switch the

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language itself into the target language such as English, they often get

confused to combine and use the proper vocabularies needed.

2) Poor in Grammar

Grammar is a study about the structure and format of some

sentences. If learners do not know the rules of grammar, they will

never be able to communicate using English effectively. According to

Celce-Murcia (2001) states, grammar becomes difficult because

learners do not learn structures one in time. That is the reason why

learners feel difficult to speak.

3) Poor in Pronunciation

According to Hinkel (2005: 491), a second language learner

needs to master the individual characteristic of the sound of a new

language. Furthermore, it will be good for the students to be able to

speak naturally like native speakers themselves. Pronunciation is as

important as any other aspect of foreign language learning like syntax

and vocabulary. The correct pronunciation is very necessary to

develop speaking skills.

4) Lack of Self-Confidence

Most people in this world have problems with their confidence.

Self-confidence is knowing that we have the capacity for something

good and be positive thinking. There are several different aspects in

lack of self-confidence such as guilty feeling, shyness, turned inward,

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unrealistic expectation of perfection, the false sense of humility, fear

of change or making mistake, depression, etc. lack of self-confidence

may bring the students into a threat of believing that they are not going

to be a good English speaker. It is difficult for the students to master

English speaking if they are not confident with their speaking ability.

5) Anxiety

Rochelle (2011) investigated the causes of anxiety in the English

language learning of foreign students in the Philippines. It has been

found that the employment of this strategy enables the learners to take

charge of their learning as this serves as their basic aid to learn other

macro skills in the target language. They may feel nervous, anxious,

worry, shy, afraid or fear of something worse happen whether they are

trying to speak better. Students can speak English better in the future if

they realize their psychological problems and they also have to deal

with their anxiety states.

2. Concept of Anxiety

a. Definition of Anxiety

In general, anxiety appears from the human body as a response to a

particular situation. Commonly anxiety can identify as a feeling of being

threatened, apprehension, tension, or worry. There are several definitions of

anxiety which are found by the experts. Ormrod (2011), stated that anxiety

can be defined as uneasiness and apprehensions feeling toward the uncertain

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outcome of a given condition. According to Passer (2009: 787), define anxiety

is a state of tension, and apprehension as a natural response to the perceived

threat.

Thorbury (2006) stated that there are some factors of speech condition

whether making speaking easy or difficult which is divided into three types as

well as a cognitive factor, affective factor, and performance factor. There is a

lot of studies have been conducted that show that anxiety in speaking a

foreign language.

Although anxiety and fear sound similar but both are different. Halgin

(2007: 144), describes the difference between fear and anxiety, fear is a

natural alarm response to a dangerous situation while anxiety is more future-

oriented, a feeling of apprehension and uneasiness about the possibility of

something terrible might happen.

According to Rachman (2004: 3), stated that anxiety is one of the

natural feelings, feelings caused by tension and anxiety that made him feel

threatened. This is one of the effects of excessive fear, but this could be

caused due to the cause, duration, and maintenance of fear and anxiety. The

level of anxiety of a person could be seen from a person’s ability to respond to

a particular problem. To categorize the students to have anxiety or not, we can

see when students feel confident about the situation in their experience and

they don’t feel embarrassed to interact with others. But when the students get

anxious, the students will feel less confident about the situation in their

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experience and feel unconfident in their capabilities that make them afraid to

do something, so they will also comfortable if they get help and support from

others.

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

of being threatened, apprehension, tension, and worry as a response to a

particular situation or something that might happen in the future.

b. Types of Anxiety

There are two types of anxiety:

1) Trait Anxiety

Generally, trait anxiety is a kind of anxiety where a subject is

generally anxious about many things. In some cases, someone with trait

anxiety experiences anxiety every time. According to Omrod (2011),

clarified trait anxiety may appear even in non-threatening situations and

that this kind of anxiety can be a character of a person. People with trait

anxiety tend to worry more than most people and feel inappropriately

threatened by several things in the environment. Marwan (2007: 39), said

that trait anxiety is a person’s tendency to feel anxious about the situations

they are exposed to.

2) State Anxiety

According to Thomas (2009), said that State anxiety refers to

anxiety that occurs in a specific situation and usually has a clean trigger. It

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

only when they face a specific situation and in a short time.

Briefly, the trait and the state of anxiety are different in the

situation and duration. Someone with trait anxiety may feel anxious in

every condition for a long duration. On other hand, a person with state

anxiety will only feel anxious when they think that the situation will risk

him.

c. The Anxiety in Speaking

Based on the explanation before that anxiety is someone’s feeling of

nervousness in facing an event in a particular situation. Commonly, the

anxious feel appears because students have a lack of language features in

English (vocabulary, grammar, and word choice), fluency, accuracy, and

comprehension in speaking skills. Moreover, it can influence the students'

self-confidence such as afraid of being laughed at by other students. Finally, it

will affect their performance in speaking skills. Thus, the anxious students in

speaking categorize into state anxiety. It is because students feel threatening

when they are to practice speaking in front of their class.

To sum up, anxiety is a serious problem for students that can influence

their achievement in speaking. According to Antony (2004), claimed that it is

necessary to overcome students’ anxiety in speaking performance. The

students can plan to change the way of think, change the way to communicate

and improving relationships, meet new people, learn to make a presentation

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with confidence, and stop trying to be perfect. Horwits and Cope (1986),

figure out that there are three kinds of anxiety in language learning, they are

communication apprehension, test anxiety, and fear of negative evaluation.

In conclusion, the kinds of students’ anxiety categorize into three

major problems. Firstly, communication apprehension, in this case, the

students feel anxious because of an embracing feeling when speaking in front

of the class. Secondly, test anxiety, means that the students feel worried when

they have to face an English test, it is due to the level of difficulty of the test.

Lastly, fear of negative evaluation, someone will feel anxious when he or she

speaks in every social evaluation situation, for example, interview for a job.

d. Factor of Speaking Anxiety

Anxiety is a serious problem for students that can influence their

achievements in speaking. Antony (2004) states that it is necessary to

overcome students’ anxiety in speaking performance. The students can change

the way of think, confront the anxiety-provoke situation, change the way to

communicate and improving relationships, medicate, meet new people, copy

with rejection, stop trying to be perfect, and meet new people. Horwitz and

Cope (1986) figure out that, there are three kinds of anxiety, they are:

1) Communication Apprehension

Communication apprehension is a feeling of shyness as the impact

of fear to communicate with other people. In this case, the students will

have less control in a communicative situation when they feel difficulties

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speaking in a foreign language class and it will influence their speaking

skills.

2) Test Anxiety

Test anxiety appears when the students worry to fail a test. In this

case, the students feel anxious in the test of foreign language class because

they get the difficulty of the test and quizzes. Even, the students most

prepare but often make errors in the test.

3) Fear of Negative Evaluation

Fear of negative evaluation is the students who do not only get

anxiety in taking a test. They can feel anxious in every social evaluative

situation, for example, interview for a job or speaking in a foreign

language class.

According to the explanation above, the researcher can conclude that

the kinds of students’ anxiety are categorized into three major problems. First,

communication apprehension, when the students feel anxious because

embrace speaking in front of the class. Second, test anxiety, the students feel

worried when they have to face an English test. Third, fear of negative

evaluation, when students feel anxious to speak in every social evaluation

situation, such as an interview for a job.

Horwitz and Cope (1986) figure out that, there are some factors which

can make students feel anxious are:

16

1. Over self-prediction toward fear, when students feel trembling if they

forward in front of the class to perform and think if the other students have

a bad impression.

2. Irrational faith, self-defeating can increase anxiety disorder. It same when

the students face the problem. For example, the students think “I can’t do

that”. That suggestion will disturb the plan and encourage the behavior to

avoid it.

3. Over sensitivity toward the threat, when students feel in a safe situation

but for some students think something will happen that makes them feel

afraid.

4. The sensitivity of anxiety, when students feel fear and panic which is

marked by a rapid heartbeat and shortness of breath.

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

breath quickly, perspire.

6. Low self-efficacy, according to Rathus (2005: 180-183), low self-efficacy

tends to feel more anxious in a situation where doubt the ability it is own.

People with low self-efficacy will less confidence in their ability to

perform the task with success.

According to the explanation above, the researcher can conclude that

the factors of students’ anxiety are categorized into six major problems. There

are over self-prediction toward fear, irrational faith, over-sensitivity toward

17

the threat, the sensitivity of anxiety, wrong attribution body signal, and low

self-efficacy

C. Conceptual Framework

Figure 2.1 Conceptual Framework

The conceptual framework above show what the researcher was doing in this

research. The researcher focused on factor of speaking anxiety. The students felt

Students

Speaking

Ability

Close Ended

Questionnaire

Problem of

Speaking

Dominant factor of

Students Speaking

Anxiety

Factors of Anxiety

18

difficult to concentrate if they speak in front of class and they felt nervous or worries.

There were some factors anxiety that faced by the students. Over self-prediction

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

wrong attribution body signal, and low self-efficacy. Therefore, to know the

dominant factors of students speaking anxiety, the researcher analyzed the dominant

factors influencing students speaking anxiety by questionnaire.

19

CHAPTER III

METHODOLOGY

This chapter consisted of research design, research subject, instrument of

the research, procedure of data collection, and technique of data analysis.

A. Research Design

In this research, the researcher used descriptive quantitative research. The

researcher chose this method because this research aims to give information about

speaking anxiety in third semester English Department at Muhammadiyah

University of Makassar, specifically anxiety in English language.

B. Population and Sample

1. Population

The population of this research was students in third semester English

department Academic Year 2019/2020 at Muhammadiyah University of

Makassar.

2. Sample

In this research, the sample were taken by Purposive Sampling Technique

which the researcher selected one class that was F class and taken all of

students in F class that consisted of 21 students at the class selected.

20

C. Instrument of the Research

Research instrument is a tool that used by researcher in collecting data in

order to make the research easier and get better result in analyze. In this research,

the researcher used questionnaire as an instrument to collecting the data. The

questionnaire used to find out the dominant factors of students speaking anxiety.

There were 30 statements in questionnaire and students has to answer honestly

what they felt about the statements.

D. Procedure of Data Collection

Questionnaire is a list of questions that writer use to get information from

the students directly through a process of communication or ask questions. The

researcher used the questionnaire in order to get detail information about

dominant factor of students speaking anxiety in learning process. The researcher

used open ended questionnaire in this research. The specifications of the

questionnaire could be describe as follows:

21

Table 3.1

Specification questionnaire of the students

No Component Indicator No item

1 To know students

speaking anxiety

in third semester

English

department

To know students feeling of over self-

prediction toward fear

1,8,16,21,30

To know students irrational faith 2,7,15,19,28

To know students problems in over

sensitivity toward threat

3,10,18,23,29

To know students factors make

sensitivity of anxiety

4,9,14,22,27

To know students wrong attribution

body signal

5,12,17,20,26

To know why students have low self-

efficacy

6,11,13,24,25

(Sources: Isnaini, 2018)

Before the students start to fill the questionnaire, the researcher given

instruction on how to respond the questionnaire and gave 15 minutes to answer

the questionnaire. After collecting the data, the researcher classified and analyzed

the data from the students.

22

E. Techniques of Data Analysis

Analyzing the data can help the researcher to explain or present what will

have discover in this research. Hence, this section presented the way the

researcher analysis the data in this research.

In collecting data, the researcher analyzed dominant factor of students’

anxiety by questionnaire. After collecting the data, the data analyzed by

calculating the mean score to find out the dominant factors of students speaking

anxiety in learning process.

1. Calculating the Total Score of Each Respondents from Questionnaire.

Table 3.2

Likert Scale and Scoring

Items Score

Positive Negative

Strongly Agree 5 1

Agree 4 2

Neutral 3 3

Disagree 2 4

Strongly Disagree 1 5

(Sugiyono, 2017:136)

𝑃 =𝐹

𝑁𝑥 100%

Which:

P = Percentage

F = Frequency

N = Number of Sample

100% = Constant Value

(Sugiyono, 2017:135)

23

2. Calculating the Mean Score of the Factors from Questionnaire.

𝑥 = ∑𝑥

𝑁

Which:

x̅ = Mean Score

∑𝑥 = Total sum of all scores

N = the total number of sample

(Gay, 1991)

3. The classification of students speaking anxiety

Table 3.3

Classification of Students Speaking Anxiety

Range Classification

117 - 158 Very Anxious

101 - 116 Anxious

80 - 100 Middy Anxious

59 - 79 Relaxed

30 - 59 Very Relaxed

(Mayangta, 2013)

24

CHAPTER IV

FINDINGS AND DISCUSSION

After collecting all the data, the researcher got some results. In this chapter

consisted of findings and discussion of the research. The finding of the research

presented the result of students’ questionnaire on the dominant factor of students

speaking anxiety. The discussion of the research is further explanation of the

findings.

A. Findings

As previously explained, there are three research questions that guide this

research. First, do the students feel anxious when speaking English. Second, what

are the factors that cause their anxiety to speak. Third, what are the dominate

factors that make the students feel anxious to speak. The following was a

description of the research results related to each research question:

1. Do the students feel anxious when speaking English

In this research, researcher used questionnaire to obtain the data. The

questionnaire consisted of 30 statements. There were 6 factors of anxiety and

it was divided into 5 statements every factors, 3 statements positive and 2

statements negative. The participants of this research, those are all the F class

in third semester academic year 2019/2020 English Department at

Muhammadiyah University of Makassar. They were answered the

questionnaire completely. There were 21 students that answered the

questionnaire.

25

There were several causes or factors that make the students anxious in

speaking English, such as: Over self-prediction toward fear, Irrational faith,

Over sensitivity toward threat, The sensitivity of anxiety, Wrong attribution

body signal, Low self-efficacy.

The table below show the answer of the first question in problem

statement:

Table 4.1

The Classification Result of Students Speaking Anxiety

Range Classification Result

117 - 158 Very Anxious -

101 - 116 Anxious 4 (19.05%)

80 - 100 Middy Anxious 14 (66.67%)

59 - 79 Relaxed 3 (14.28%)

30 - 59 Very Relaxed -

From the table above, the result of this research confirmed that certain

situation could trigger anxiety to speaking English in the class. So, it could be

concluded that there are four students who still felt anxious when speaking

English in the class.

2. The factors that cause their anxiety to speak

As researcher mention before there were six factors causes the students

feel anxious to speaking English in the class. In this part, the researcher was

showed the result of each indicators in this research, there were:

26

Table 4.2

Over Self-Prediction Toward Fear

No Questionnaire Over Self-prediction toward Fear

SD % D % N % A % SA %

1 I am confident when it

is better to speak in

English than the local

language.

2 9.53 7 33.34 2 9.53 6 28.57 4 19.04

8 I feel fear to answer

my friends’ questions

using English.

1 4.76 6 28.57 5 23.81 9 42.86 - -

16 I am confident when

speaking English in

front of the class.

1 4.76 6 28.57 6 28.57 7 33.34 1 4.76

21 I never feel fear to

answer my friends

question using

English.

3 14.28 11 52.38 3 14.28 4 19.04 - -

30 I am not confident

when it is better to

speak in English than

the local language.

- - 6 28.57 5 23.81 8 38.09 2 9.53

Mean Score 1.58 8.16 4.76 7.70 1.58

From the table above shows that 1.58 out of students choose Strongly

Disagree. 8.16 choose Disagree. 4.76 choose Neutral. 7.70 choose Agree

and 1.58 out of students choose Strongly Agree. Data above explain that

most of students choose Disagree because they though using English to

speak made them unconfident and over self-prediction.

27

Table 4.3

Irrational Faith

No Questionnaire Irrational Faith

SD % D % N % A % SA %

2 I feel nervous when

speaking English in

the class.

1 4.76 1 4.76 9 42.86 9 42.86 1 4.76

7 My heart breath fast

when lecturer ask me

to come forward the

class to tell something

in English suddenly.

1 4.76 6 28.57 - - 12 57.14 2 9.53

15 I feel good when

speaking English in

front of the class.

1 4.76 5 23.81 8 38.09 7 33.34 - -

19 I feel relax when I

speaking English in

the class.

3 14.28 4 19.04 8 38.09 6 28.57 - -

28 My heart not breath

fast when my lecturer

ask me to come

forward the class to

tell something in

English suddenly.

1 4.76 8 38.09 6 28.57 6 28.57 - -

Mean Score 1.58 5.44 7.02 9.07 0.68

From the table above shows that 1.58 of students choose Strongly

Disagree. 5.44 choose Disagree. 7.02 choose Neutral. 9.07 choose Agree

and 0.68 of students choose Strongly Agree. Data above explain that

mostly students choose Agree because they could control their suggestion

for themselves that it has not disturb their plan or avoid their behavior.

28

Table 4.4

Over Sensitivity toward Threat

No Questionnaire Over Sensitivity toward Threat

SD % D % N % A % SA %

3 Eye contact from my

lecturer make me

nervous when

speaking in front of

the class.

- - 4 19.04 5 23.81 10 47.62 2 9.53

10 Eye contact views

from my friends make

me nervous when

speaking in front of

the class.

- - 4 19.04 5 23.81 11 52.38 1 4.76

18 Eye contact from my

friend makes me feel

comfortable to speak

in front of the class.

- - 7 33.34 4 19.04 4 19.04 - -

23 I feel comfortable

when my friends pay

attention to me when I

speak in front of class.

- - 20 95.23 4 19.04 5 23.81 - -

29 I feel confident when

my lecturer pay

attention to me when I

speak in front of class.

- - 15 71.42 6 28.57 8 38.09 - -

Mean Score - 11.33 5.44 8.61 0.68

From the table above shows that none of students choose Strongly

Disagree. 11.33 choose Disagree. 5.44 choose Neutral. 8.61 choose Agree

and 0.68 choose Strongly Agree. Data above explain that most of students

choose Disagree because they felt trembling or afraid when they speaking

English in front of class.

29

Table 4.5

The Sensitivity of Anxiety

No Questionnaire The Sensitivity of Anxiety

SD % D % N % A % SA %

4 I feel fear when my

lecturer ask me to re-

tell the material in

English language later

in the class.

- - 7 33.34 6 28.57 8 38.09 - -

9 I feel anxious when

my lecturer ask me to

re-tell the material in

English language later

in the class.

2 9.53 4 19.04 4 19.04 9 42.86 2 9.53

14 I am not feel anxious

when my lecturer ask

me to re-tell the

material in English

language later in the

class.

- - 8 38.09 9 42.86 4 19.04 - -

22 I am not feel fear when

my lecturer ask me to

re-tell the material in

English language later

in the class.

1 4.76 8 38.09 7 33.34 5 23.81 - -

27 I am not feel anxious

when I speaking

English and make a

mistake.

1 4.76 4 19.04 8 38.09 8 38.09 - -

Mean Score 0.90 7.02 7.70 7.70 0.45

From the table above shows that 0.90 choose Strongly Disagree. 7.02

choose Disagree. 7.70 choose Neutral. 7.70 choose Agree and 0.45 choose

30

Strongly Agree. Data above explain that most of students choose Neutral

and Agree because they felt normally and did not felt fear or panic in

every situation when they spoke English in speaking class.

Table 4.6

Wrong Attribution Body Signal

No Questionnaire Wrong Attribution Body Signal

SD % D % N % A % SA %

5 My body sweat

advance in front of the

class when I present

material in English.

3 14.28 8 38.09 5 23.81 4 19.04 1 4.76

12 I feel breath unstable

when come forward

tell something in

English.

1 4.76 6 28.57 7 33.34 6 28.57 1 4.76

17 My breath still stable

when I present

material in English.

2 9.53 2 9.53 10 47.62 6 28.57 1 4.76

20 I am not feel tremble

when I come forward

tell something in

English.

3 14.28 6 28.57 7 33.34 5 23.81 - -

26 Some people sweat a

lot when they present

material in English

suddenly, but I am not

feel like that.

- - - - 14 66.66 7 33.34 - -

Mean Score 2.04 4.98 9.75 6.34 0.68

From the table above shows that 2.04 of students choose Strongly

Disagree. 4.98 choose Disagree. 9.75 choose Neutral. 6.34 choose Agree

and 0.68 choose Strongly Agree. Data above explain that most of students

31

choose Neutral because they felt breath normally when they speaking

English.

Table 4.7

Low Self-efficacy

No Questionnaire Percentage of Low Self Efficacy

SD % D % N % A % SA %

6 Result of low score

values make me feel

unsure about speaking

English fluently.

1 4.76 11 52.38 5 23.81 4 19.04 - -

13 Getting unsatisfactory

results makes me

unsure of my English

abilities.

3 14.28 8 38.09 7 33.34 3 14.28 - -

11 Low score doesn't

make me feel like stop

to learning English.

3 14.28 3 14.28 6 28.57 7 33.34 2

24 I feel confident about

my English skills even

though my English

scores are low.

1 4.76 4 19.04 6 28.57 10 47.62 - -

25 High score will make

me more diligent in

learning English.

1 4.76 1 4.76 3 14.28 11 52.38 5 23.81

Mean Score 2.04 6.12 6.12 7.93 1.13

32

From the table above shows that 2.04 of students choose Strongly

Disagree. 6.12 choose Disagree. 6.12 choose Neutral. 7.93 choose Agree

and 1.13 out of students choose Strongly Agree. Data above explain that

most of students choose Agree because they felt confident to perform in

speaking class.

3. The dominant factors that make the students feel anxious to speak

From the classification questionnaire of the students for each

indicators above, the researcher could answered the problem statement in this

research that was the dominant factors that make the students felt anxious.

There were 30 statements in the questionnaire and it was divided into 2 parts,

there was positive statements and negative statements. Positive statements

more dominant than negative statements. The researcher made a conclusion by

dividing 6 factors of anxiety: Over self-prediction toward fear, Irrational faith,

Over sensitivity toward threat, The sensitivity of anxiety, Wrong attribution

body signal, and Low self-efficacy.

Table 4.8

Dominant Factor of Anxiety

No Factors of Anxiety Mean Score

1 Over Sensitivity toward Threat 11.33

2 Wrong Attribution Body Signal 9.75

3 Irrational Faith 9.07

33

4 Over Self-prediction toward fear 8.16

5 Low Self-efficacy 7.93

6 The Sensitivity of Anxiety 7.70

Based on the table 4.7, the results show the dominant factor of anxiety. Mostly

students chose “Disagree” in “over sensitivity toward threat” because they

always though that there is something will happen that makes them felt afraid

and it make them anxious to speaking fluently.

B. Discussion

The discussion section is aimed discuss the results of the data in order to

conclude the answer from the research question which will be discussed in the

following section.

This research was conducted at the third semester in Muhammadiyah

University of Makassar with population BG3F. The objective of this research was

to know the students still feel anxious, to know the factors that cause the students

feel anxious, and to identify the dominant factors that makes the students feels

anxious in Speaking. The researcher conducted the research by giving

questionnaire to the students in order to know the dominant factor of speaking

anxiety faced by the students.

Horwitz and Cope (1986), stated that there were six factors of students

speaking anxiety, they are: Over self-prediction toward fear, when students feel

trembling if they forward in front of the class for perform and think if the other

34

students have bad impression; Irrational faith, self-defeating can increase anxiety

disorder. It same when the students face the problem. Example, the students think

“I can’t do that”. That suggestion will disturb the plan and encourage the behavior

to avoid; Over sensitivity toward threat, when students feel in safe situation but

for some of students think something will happen that makes they feel afraid; The

sensitivity of anxiety, when students feel fear and panic which is marked by a

rapid heartbeat and shortness of breath; Wrong attribution body signal, that it

means the beat of heart will rise, the breath quickly, perspire; Low self-efficacy,

according to Rathus (2005: 180-183), low self-efficacy is tend to feel more

anxious in a situation where doubt the ability its own. People with low self-

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

Based on the result of the questionnaire, the result of this research

confirmed that certain situation could trigger anxiety to speaking English in the

class. The researcher found that there are four students who still felt anxious when

speaking English in the class. Then the researcher found the dominant factor of

students speaking anxiety. There is “over sensitivity toward threat”, the students

difficult to speak up in English language in front of the class because they felt

afraid to making a mistake, felt shy when they want to speak English, felt

nervous, less confident because of laughed by the teacher and other students so

that before being called by the teacher students felt anxious. It’s related with

theory Rochelle (2011), stated that students may feelings nervous, anxious, worry,

shy, afraid or fear of something worse happen whether they are trying to speak

35

better. Students can speak English better in the future if they realize their own

psychological problems and they also have to deal with their own anxiety states.

According to Isnaini (2018), the result of this research conducted that The

students’ speaking anxiety factors in English foreign language (EFL) were the

students had over self-prediction toward, irrational faith to say something in

English, sensitivity of anxiety, wrong attribution body signal because they cannot

express their ideas in English well, and low self-efficacy, that’s factors inhibit to

practicing speak English foreign language (EFL). There are some kinds of anxiety

can be concluded that the students had unconfident, fear of mistake, shyness,

worry, scared, panic when having signs of anxiety are heart breathing, short breath

that hinder them from practicing their speaking in English.

There was similarities results between my research and other research that

is equally researching about the factors of anxiety, but in my research was focus to

found out the dominant factor that make the students felt anxious.

36

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter consisted of two sections, the first section dealt with the

conclusion on findings of the research and the other one deal with suggestion.

A. Conclusion

Based on the findings and discussion in the previous chapter, the

researcher drew the conclusion as follow:

There were four students who still felt anxious when speaking English

in the class and there were six factors of students speaking anxiety, they are:

over self-prediction toward fear, irrational faith, over sensitivity toward threat,

the sensitivity of anxiety, wrong attribution body signal and low self-efficacy.

Based on the result of the questionnaire, the researcher found the dominant

factor of students speaking anxiety.

The dominant factor that makes the students feel anxious in Speaking

was “over sensitivity toward threat,” the students difficult to speak up in

English language in front of the class because they felt afraid to making a

mistake, felt shy when they want to speak English, felt nervous, less confident

because of laughed by the teacher and other students so that before being

called by the teacher students felt anxious.

37

B. Suggestion

1. For teachers

From the beginning teacher must recognize every anxiety

experienced by his students in order to overcome their language anxiety in

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

so that a positive mood will emerge which will make anxiety lessened.

Students who feel happy and not anxious will make them learning

comfortable especially in English classes.

2. For students

For students whose felt fear or less confident need to reduce a little

more relaxed when in class. Students also do not laugh each other when

their friends make mistakes, but try to keep supporting and motivating

them not to give up and never give up learning.

3. For further researcher

The researcher hopes that the future researcher conduct be better

research about students speaking anxiety and develop the research with

other skills such as reading, writing and listening.

38

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41

Appendix 1

INSTRUMENT OF QUESTIONNAIRE

Name :

Class :

Reg. Number :

Instructions for Filling of Questionnaire

1. Write down the name and the class and reg. number in the column

that have been provided

2. Answer the questions by choosing one of the five alternative answers

that have been provided by giving a sign (√)!

Which:

1: (Strongly Disagree) 3: (Neutral)

2: (Disagree) 4: (Agree)

5: (Strongly Agree)

NO QUESTIONS SCORE

1 2 3 4 5

1 Saya percaya diri ketika lebih baik

berbicara dengan menggunakan

bahasa inggris daripada bahasa

daerah

2 Saya merasa gugup ketika berbicara

bahasa inggris di kelas

3 Kontak mata dosen membuat saya

gugup ketika berbicara bahasa

inggris di depan kelas

42

4 Saya merasa takut ketika dosen saya

meminta saya untuk menceritakan

ulang materi dalam bahasa inggris

nanti di kelas

5 Badan saya mengeluarkan keringatan

pada saat di depan kelas ketika saya

menyajikan materi dalam bahasa

inggris

6 Hasil nilai berbicara yang rendah

membuat saya merasa tidak yakin

untuk berbicara dalam bahasa inggris

secara lancar

7 Jantung saya berdetak kencang

ketika dosen meminta saya maju ke

depan kelas untuk bercerita dalam

bahasa inggris secara tiba-tiba

8 Saya merasa takut untuk menjawab

pertanyaan teman saya yang

menggunakan bahasa inggris

9 Saya merasa cemas ketika dosen saya

meminta saya untuk menceritakan

ulang materi dalam bahasa inggris

nanti di kelas

10 Kontak mata teman-teman membuat

saya gugup ketika berbicara bahasa

inggris di depan kelas

11 Skor yang rendah tidak membuat

saya merasa ingin berhenti belajar

bahasa inggris

12 Saya merasa sesak napas ketika

menceritakan sesuatu di depan dalam

bahasa inggris

13 Mendapatkan hasil yang tidak

memuaskan membuat saya tidak

yakin dengan kemampuan bahasa

inggris saya

14 Saya tidak merasa cemas ketika

dosen saya meminta saya untuk

43

menceritakan ulang materi dalam

bahasa inggris nanti di kelas

15 Saya merasa baik ketika berbicara

menggunakan bahasa inggris di

depan kelas

16 Saya percaya diri ketika berbicara

bahasa inggris di depan kelas

17 Napas saya tetap stabil ketika saya

menyajikan materi dalam bahasa

inggris

18 Kontak mata dari teman-teman

membuat saya merasa nyaman untuk

berbicara di depan kelas

19 Saya merasa santai ketika saya

berbicara menggunakan bahasa

inggris di kelas

20 Saya merasa tidak gemetar ketika

saya saya menceritakan sesuatu di

depan dalam bahasa inggris

21 Saya tidak pernah merasa takut untuk

menjawab pertanyaan dari teman

saya menggunakan bahasa inggris

22 Saya tidak merasa takut ketika dosen

saya meminta saya untuk

menceritakan ulang materi dalam

bahasa inggris nanti di kelas

23 Saya merasa nyaman ketika teman-

teman saya memperhatikan saya

ketika saya berbicara di depan kelas

24 Saya merasa percaya diri terhadap

kemampuan bahasa inggris saya

walaupun nilai bahasa inggris saya

rendah

25 Skor yang tinggi akan membuat saya

lebih rajin untuk belajar bahasa

inggris

44

26 Beberapa orang berkeringat banyak

ketika mereka menyajikan materi

dalam bahasa inggris secara tiba-tiba,

tapi saya tidak merasa seperti itu.

27 Saya merasa tidak cemas ketika saya

berbicara menggunakan bahasa

inggris dan membuat kesalahan

28 Jantung saya tidak berdetak kencang

ketika dosen saya meminta saya maju

kedepan kelas untuk menceritakan

sesuatu dalam bahasa inggris secara

tiba-tiba

29 Saya merasa percaya diri ketika

dosen saya memperhatikan saya

ketika saya berbicara di depan kelas

30 Saya tidak percaya diri ketika lebih

baik berbicara dengan menggunakan

bahasa inggris daripada bahasa

daerah

(Sources: Isnaini, 2018)

45

Appendix 2

The Results of Students Questionnaire Answer

No Participants Questionnaire Number

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

1 RA N N N A D A A A A N N D N A N N N A D N N A A A A N N A A A

2 AP SA A A N N D D N N D A SD SD D A N D A A N D N D D A N A N D A

3 YIIF A A A N D N D A A A N N D D D A N D A A N N D A D N A A D A

4 AYM D A D D D D D D D A SD D D D SD SD SD D SD SD SD A D A A A A A A D

5 FSS A A D A D D A D D D SA A A A D D A A D D A D D A SA A D A D A

6 RHR A N A D SD D A N SD SA N A D D D N A D A N A D D N N N D D D A

7 S SA N N A A N A A A N A N N N A N N D N D D D D N A N N D D N

8 MAA D A D D D D D D D A D N SD D D D SD D SD SD SD A D A A A A A D A

9 DAMJ D A A A A SD SD D SD A SD D D D D D D D D D D D D A A A D D D SA

10 AA SD D D D D D A A A N N A N N N A N D SD SD SD SD D SD SD A SD SD A D

11 MY D SD A D SD D SA SD D D D SA D A A A SA D A A A A D A SA A A N D D

12 TNI D A SA A SD D D A A A SD A D D A D A D A A D D D D N A N D A A

13 RA SD SA A N A D A N SA N N D SD N N D A N N A D N D A SA N A N N N

14 YMY D A A A D A A D A A A D D D A A A D D N D N D D N N N D D D

15 NAD D A SA A N D A A A A D N D A N A A D N A D D D N A N A A D SA

16 NP N N A A N N A A N A SA A N N A A N D N D N N D A A N N D D N

17 SDP A N N D D D D D N D A D N N A A N D N N A A D N A N A N D D

18 F A N N N SA N A A SA A A N N N N N N D N D D N D N SA N D D D N

19 MAR SA N N N N N A N N A A A A N N N N D N N D D D D A N N N D N

20 AA A N A D N A SA A A N A N N N N SA N D A N D N D A A N N N D D

21 PIPS SA N A N A A A N A A N N A N N D N D N D D D D N SA N N D D A

Negative Statement

Positive Statement

46

Appendix 3

Students’ Response

No Participants Positive Statements Negative Statements

SD D N A SA SD D N A SA

1 RA - 1 9 8 - - 2 4 6 -

2 AP - 5 5 7 1 2 3 4 3 -

3 YIIF - 6 5 7 - - 3 3 6 -

4 AYM 7 4 - 7 - - 10 - 2 -

5 FSS - 8 - 8 2 - 6 - 6 -

6 RHR - 8 6 4 - 2 3 2 4 1

7 S - 7 7 3 1 - - 7 5 -

8 MAA 4 8 - 6 - 1 7 1 3 -

9 DAMJ 1 14 - 3 - 3 3 - 5 1

10 AA 9 2 4 3 - - 6 2 4 -

11 MY - 5 1 10 2 3 6 - 1 2

12 TNI 1 9 2 6 - 1 3 - 7 1

13 RA 1 3 9 4 1 1 2 4 3 2

14 YMY - 9 5 4 - - 5 - 7 -

15 NAD - 7 4 7 - - 2 2 6 2

16 NP - 5 8 4 1 - - 6 6 -

17 SDP - 3 7 8 - - 8 4 - -

18 F - 9 6 2 1 - - 7 3 2

19 MAR - 6 9 2 1 - - 8 4 -

20 AA - 4 8 5 1 - 2 5 4 1

21 PIPS - 8 8 - 2 - - 4 8 -

TOTAL 23 131 103 108 13 13 71 63 93 12

378 252

47

Appendix 4

DOCUMENTATION

Pengisian Questionnaire oleh Mahasiswa kelas F

49

Appendix 5

CURRICULUM VITAE

EKA ARDINA PRATIWI was born on June, 5th 1997 in

Selayar. She is the First daughter of Suhardi and Dea Kati

(Almh). She has two brothers. She started her study at SDI

Benteng 2 and graduated in 2009. She continued her study at

SMPN 1 Benteng and graduated in 2012. Then she studied in

SMAN 1 Benteng and finished in 2015. She was accepted at

Muhammadiyah University of Makassar as A Student of

English Education Department in 2015.

At the end of her study, she could finish with her thesis under the title “An

Analysis of Students Speaking Anxiety (A Decriptive Study at the Third Semester

of English Department Students in Muhammadiyah of Makassar)