i THE HIGHLY-MOTIVATED STUDENTS' LIVED EXPERIENCE OF COMMUNICATION

i

THE HIGHLY-MOTIVATED STUDENTS’ LIVED EXPERIENCE

OF COMMUNICATION APPREHENSION AND FEAR OF NEGATIVE

EVALUATION

A Thesis Presented to

The Graduate Program in English Language Studies

in Partial Fulfillment of the Requirements

for the Degree of

Magister Humaniora (M.Hum)

in

English Language Studies

by

Fika Apriliana

146332006

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2016

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI





vi

ACKNOWLEDGMENTS

First and foremost, I give glory and honor to Almighty God for His

blessings, wisdom and guidance for enabling me to complete my master thesis

and my study in ELS.

I would like to express my sincere gratitude and deep appreciation to my

thesis advisor, F.X. Mukarto, Ph.D., for his helpful, warm encouragement as well

as his insightful suggestions on my work from the beginning to the end of my

thesis. I would like to thank my thesis reviewers who are also my thesis

examiners, Dr. J. Bismoko, Dr. E. Sunarto, M.Hum and Dr. B.B. Dwijatmoko.,

M.A., for their invaluable knowledge and suggestions to improve my thesis. I

would like to thank Paulus Kuswandono, Ph.D., the head of ELESP, for the

permission to obtain the data from ELESP students. I would also thank all

lecturers in ELS for the invaluable knowledge that they shared through teaching

and learning process.

I would like to thank my beloved parents, my brother and my sisters whose

love and encouragement keep me warm and lead me to achieve this dream. To my

beloved fiancé, Yohanus Fhani Purnama Adi, you have been a source of

inspiration, and the completion of this degree would not have been achieved

without your love, patience and support. I am also thankful to all my colleagues in

ELS especially batch 2014 for their togetherness and inspiration.

The completion of my thesis would not have been possible without the

cooperation from my participants, Venita and Petra (pseudonym). I am grateful to

them for their willingness to share their memorable and interesting experiences.

Finally, I express sincere gratitude to others whose names are not mentioned here.


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TABLE OF CONTENTS

TITLE PAGE ......................................................................................................i

APPROVAL PAGE ............................................................................................ii

DEFENSE APPROVAL PAGE ..........................................................................iii

STATEMENT OF WORK’S ORIGINALITY ...................................................iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI....................................v

ACKNOWLEDGEMENTS ................................................................................vi

TABLE OF CONTENTS ....................................................................................vii

LIST OF TABLES ..............................................................................................xi

LIST OF FIGURES ............................................................................................xii

LIST OF APPENDICES .....................................................................................xiii

LIST OF ABBREVIATION ...............................................................................xiv

ABSTRACT ........................................................................................................xv

ABSTRAK ............................................................................................................xvii

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

A. Background of the Study ................................................................................1

B. Problem Delimitation .....................................................................................5

C. Research Formulation .....................................................................................6

D. Research Goal .................................................................................................7

E. Research Benefits ...........................................................................................7

CHAPTER II: LITERATURE REVIEW .......................................................9

A. Theoretical Review .........................................................................................9

1. Motivation ...............................................................................................9


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a. Definition of Motivation .....................................................................10

b. Types of Motivation ...........................................................................12

c. Highly-Motivated Students ................................................................16

2. Foreign Language Anxiety (FLA) ...........................................................16

a. Definition of FLA ...............................................................................17

b. Types of FLA .....................................................................................18

1) Communication Apprehension ......................................................18

2) Fear of Negative Evaluation ..........................................................19

c. Causes of FLA ....................................................................................20

1) Personal and Interpersonal Issues ..................................................21

2) Learner’s Beliefs about Language Learning ..................................22

3) Teacher’s Beliefs about Language Learning .................................22

4) Classroom Characteristics ..............................................................23

5) Classmates .....................................................................................24

d. Manifestation of FLA .........................................................................24

e. Students’ Strategies to Cope with FLA ..............................................25

f. Effects of FLA ....................................................................................27

3. Relationship between Motivation and FLA ............................................27

4. Lived Experience .....................................................................................29

B. Framework of Pre-Understanding ..................................................................35

CHAPTER III: METHODOLOGY ................................................................39

A. Research Method ............................................................................................39

B. Nature and Source of Data .............................................................................40

C. Instruments .....................................................................................................41


ix

1. Questionnaire for Recruiting Participants ...............................................41

2. Interview for Investigating Participants’ Lived Experience ...................42

D. Data Collection ...............................................................................................45

E. Data Analysis .................................................................................................47

1. Data Analysis for Questionnaire .............................................................47

2. Text Description and Interpretation for In-Depth Interview ...................48

F. Trustworthiness ..............................................................................................51

CHAPTER IV: DESCRIPTION AND INTERPRETATION.......................53

A. Description .....................................................................................................53

1. Venita’s Story ..........................................................................................54

2. Petra’s Story ............................................................................................57

B. Interpretation ..................................................................................................60

1. Struggle with Communication Apprehension (CA) ................................60

a. Causes of CA ......................................................................................60

1) Classroom Activities ......................................................................61

2) Personal Traits ...............................................................................63

3) Beliefs about Language Learning ..................................................64

b. Manifestation of CA ...........................................................................65

1) Physical, Psychological and Behavioral Symptoms ......................65

2) Feeling of Incompetence ................................................................67

3) Perfectionism .................................................................................68

c. Strategies to Cope with CA ................................................................69

1) Relaxation ......................................................................................70

2) Positive Thinking ...........................................................................70


x

3) Preparation .....................................................................................71

2. Struggle with Fear of Negative Evaluation (FNE) ..................................72

a. Causes of FNE ....................................................................................72

1) Lecturer’s Characteristics ..............................................................72

2) Classmates’ Characteristics ...........................................................73

b. Manifestation of FNE .........................................................................74

1) Physical Symptom .........................................................................74

2) Psychological Symptoms ...............................................................74

c. Strategies to Cope with FNE ..............................................................75

1) Relaxation ......................................................................................75

2) Positive Thinking ...........................................................................75

3) Ignoring ..........................................................................................75

3. Reasons for Choosing the Coping Strategies ..........................................76

4. Impacts of the Experience .......................................................................78

CHAPTER V: CONCLUSIONS, IMPLICATIONS AND

RECOMMENDATIONS ..................................................................................81

A. Conclusions ....................................................................................................81

B. Implications ....................................................................................................85

C. Recommendations ..........................................................................................86

BIBLIOGRAPHY ............................................................................................88

APPENDICES ...................................................................................................96


xi

LIST OF TABLES

Table 3.1. List of Questions as the Interview Guideline ....................................... 43

Table 3.2. Table for Positive and Negative Statements of Motivation, CA and

FNE ....................................................................................................... 47

Table 3.3. Interpretation of Mean Score Results................................................... 48


xii

LIST OF FIGURES

Figure 2.1. Construct of the Study ........................................................................ 38

Figure 3.1. Data Collection and Data Analysis ..................................................... 50


xiii

LIST OF APPENDICES

Appendix 1. Adapted Questionnaire ...................................................................96

Appendix 2. Invitation for Interview ..................................................................99

Appendix 3. Surat Permohonan Ijin Penelitian ..................................................100

Appendix 4. Questionnaire (Venita) ...................................................................101

Appendix 5. Questionnaire (Petra) ......................................................................103

Appendix 6. Consent Form (Venita) ...................................................................105

Appendix 7. Consent Form (Petra) .....................................................................106

Appendix 8. In-Depth Interview Transcript 1 (Venita) ......................................107

Appendix 9. In-Depth Interview Transcript 2 (Venita) ......................................118

Appendix 10. In-Depth Interview Transcript 3 (Venita) ....................................121

Appendix 11. In-Depth Interview Transcript 1 (Petra) .......................................123




xiv

LIST OF ABBREVIATION

CA : Communication Apprehension

EM : Extrinsic Motivation

ELS : English Language Studies

FL : Foreign Language

FLA : Foreign Language Anxiety

FLCAS : Foreign Language Learning Anxiety Scale

FNE : Fear of Negative Evaluation

IM : Intrinsic Motivation

INTRVW : Interview

WPI : Work Preference Inventory


xv

ABSTRACT

Fika Apriliana. 2016. The Highly-Motivated Students’ Lived Experience of

Communication Apprehension and Fear of Negative Evaluation. Yogyakarta:

The Graduate Program in English Language Studies, Sanata Dharma

University.

A series of research undertaken have revealed some interesting aspects

regarding the importance of motivation and the existence of Foreign Language

Anxiety (FLA) which can hinder students to learn foreign languages. Previous

research has been done showing that the number of students who experience FLA

is amazing. Students with high motivation are not the exception. In the foreign

language learning, it is highly likely that they also experience FLA. It is

interesting to find out how students who are closely associated with language

achievement and considered as successful learners experience FLA handle it and

give meaning to it. In this study, the type of FLA was delimited into

Communication Apprehension (CA) and Fear of Negative Evaluation (FNE) since

they are factors contributing to students’ oral communication in the classroom.

Therefore, this study was conducted to find the scientific truth of the highly-

motivated students’ lived experience of CA and FNE specifically by describing

and interpreting their lived experience of CA and FNE.

This study was a hermeneutic phenomenological study since it was an

interpretive study of the highly-motivated students’ lived experience of CA and

FNE. The data gathered for completing the study was in the form of texts

including anecdotes. The texts represented the participants’ lived experience and

their reflection on their experience. The texts were obtained from two second-year

ELESP students through in-depth interviews. The texts were interpreted

thematically by using van Manen’s (1990) approach named selective reading

approach. The trustworthiness of the study was supported by the suitability of the

participants’ criteria with the criteria set for the study, the validity of the

instruments and member checking.

The results of my study were the description of the participants’ stories and

the interpretation of their lived experience. Four major themes appeared to best

reflect the highly-motivated students’ lived experience of CA and FNE. The four

major themes were: (1) struggle with communication apprehension (CA), (2)

struggle with fear of negative evaluation (FNE), (3) reasons for choosing the

coping strategies and (4) impacts of the experience. Both participants experienced

CA as well as FNE when they had to speak in front of the class. Classroom

activities, participants’ personal traits and participants’ beliefs were found to be

factors causing their CA, while the external factors such as the lecturers and

classmates were found to be factors causing their FNE. The situations were indeed

complex phenomena. It included the participants' physical, psychological, and

behavioral aspects. Experiencing CA and FNE meant that the participants’ self-

confidence was challenged and that the participants experienced a sense of being

blocked by their negative thoughts of feelings of incompetence, by fear of making

mistakes and by fear of negatively evaluated by the lecturer and the classmates.

The participants made efforts to turn away from physical symptoms by taking a


xvi

deep breath. They also made effort to turn their negative thoughts into the positive

ones by believing their own competence. Further, one participant made

preparations before her presentation. Interestingly, both participants tried to ignore

the thought that they would be negatively evaluated by their classmates.

Motivation seemed to have important roles in helping the participants cope with

CA and FNE in that their reasons of chosing coping strategies were related to their

motivation. About the impacts of the experience, the experience brought positive

impacts to one participant. For the other participant, the experience brought a

positive impact as well as a negative impact.

This study provided scientific, practical and humanistic benefits.

Scientifically, the findings of the study contributed to the body of knowledge in

English Language Studies (ELS). Practically, the findings of the study implied

that educators and students should be aware of the existence of CA and FNE in

teaching and learning process. Thus, educators were expected to help students

cope with anxiety-provoking situations for example by helping students recognize

their beliefs, being aware of factors related to educators that could trigger

students’ FNE, reassuring that their students had learning goals and giving

extrinsic reward if it was necessary. Humanistically, the study presented findings

that were expected to promote empathic understanding of participants’ lived

experience of CA and FNE. Moreover, this understanding was expected to lead to

self-actualization which occurs when people realize their own maximum potential

and capabilities.

Keywords: lived experience, motivation, foreign language anxiety,

communication apprehension, fear of negative evaluation


xvii

ABSTRAK

Fika Apriliana. 2016. Pengalaman Hidup Mahasiswa dengan Motivasi Tinggi

dalam Menghadapi Kecemasan Berkomunikasi dan Kecemasan terhadap

Evaluasi Negatif. Yogyakarta: Program Kajian Bahasa Inggris, Universitas

Sanata Dharma.

Penelitian-penelitian yang telah dilakukan menunjukkan beberapa aspek

menarik berkaitan dengan pentingnya motivasi and keberadaan kecemasan

berbahasa asing yang dapat mengganggu mahasiswa dalam belajar bahasa asing.

Penelitian-penelitian yang telah dilakukan sebelumnya menunjukkan bahwa

jumlah mahasiswa yang mengalami kecemasan dalam berbahasa asing sangatlah

menakjubkan. Mahasiswa yang mempunyai motivasi tinggi tidak luput dari hal

ini. Di dalam kelas bahasa asing, mereka juga cenderung mengalami kecemasan

dalam berbahasa asing. Akan sangat menarik jika dapat mengetahui bagaimana

mereka mengalami, menghadapi dan memaknai kecemasan mereka. Dalam

penelitian ini, tipe kecemasan berbahasa asing hanya difokuskan pada kecemasan

dalam berkomunikasi dan kecemasan terhadap evaluasi negatif karena tipe-tipe

kecemasan tersebut adalah tipe-tipe kecemasan yang erat kaitannya dengan

komunikasi lisan di dalam kelas. Untuk itu penelitian ini dilakukan untuk

menemukan kebenaran saintifik tentang pengalaman hidup mahasiswa dengan

motivasi tinggi dalam menghadapi kecemasan berbahasa asing khususnya dengan

mendeskripsikan dan menginterpretasikan pengalaman hidup mereka dalam

menghadapi kecemasan berbahasa asing.

Penelitian ini merupakan penelitian fenomenologi hermeneutika karena

penelitian ini merupakan penelitian interpretasi tentang pengalaman hidup

mahasiswa dengan motivasi tinggi dalam menghadapi kecemasan dalam

berkomunikasi dan kecemasan terhadap evaluasi negatif. Data didapatkan dalam

bentuk teks termasuk anekdot. Teks merepresentasikan pengalaman partisipan dan

refleksi mereka terhadap pengalaman yang telah mereka lalui. Partisipan

merupakan dua mahasiswa Program Pendidikan Bahasa Inggris Universitas

Sanata Dharma. Teks didapat melalui wawancara mendalam antara peneliti dan

partisipan. Selanjutnya teks diinterpretasikan dengan menggunakan analisa yang

berfokus pada tema. Data di dalam penelitian ini dapat diyakini kebenarannya

karena didukung oleh kecocokan partisipan dengan kriteria penelitian, validitas

instrumen penelitian dan konfirmasi ulang kepada partisipan.

Hasil dari penelitian ini adalah deskripsi tentang pengalaman hidup para

partisipan dan interpretasi pengalaman hidup mereka. Empat tema utama yang

muncul adalah: (1) perjuangan menghadapi kecemasan dalam berkomunikasi, (2)

perjuangan dalam menghadapi kecemasan terhadap penelitian negatif, (3) alasan-

alasan di balik pemilihan strategi untuk menghadapi kecemasan-kecemasan

tersebut dan (4) dampak pengalaman hidup partisipan kepada partisipan itu

sendiri. Masing-masing partisipan mengalami kecemasan dalam berkomunikasi

dan kecemasan terhadap evaluasi negatif saat masing-masing dari mereka harus

berbicara di depan kelas. Aktivitas kelas, sifat-sifat pribadi partisipan dan

keyakinan mereka dalam pembelajaran bahasa asing merupakan faktor-faktor

yang menyebabkan kecemasan dalam berkomunikasi. Keberadaan dosen dan


xviii

teman kelas merupakan faktor-faktor yang menyebabkan kecemasan terhadap

evaluasi negatif. Situasi yang dihadapi mereka sangatlah kompleks. Mereka

merasakan gejala fisik, gejala psikologis dan gejala yang berhubungan dengan

perilaku. Mereka merasa kepercayaan mereka diuji. Mereka melihat pengalaman

tersebut sebagai pengalaman di mana mereka merasa kesulitan karena terhalang

oleh perasaan takut membuat kesalahan dan pikiran negatif mereka terutama

pikiran negatif bahwa mereka tidak mampu untuk mengatasi keadaan pada saat

itu. Mereka menarik nafas dan menghilangkan pikiran negatif dengan cara

berpikir positif bahwa mereka mampu mengatasi situasi pada saat itu. Satu

partisipan melakukan persiapan sebelum presentasi. Untuk mengatasi kecemasan

terhadap evaluasi negatif oleh teman kelas, para partisipan berusaha untuk

mengabaikan pikiran bahwa mereka akan dievaluasi negatif oleh teman kelas.

Motivasi nampaknya memiliki peran penting dalam membantu para partisipan

dalam mengatasi kecemasan berkomunikasi dan kecemasan terhadap evaluasi

negatif. Hal tersebut terlihat dari alasan-alasan mereka dalam memilih strategi

untuk mengatasi kecemasan mereka. Pengalaman-pengalaman yang dialami

membawa dampak positif terhadap salah satu partisipan sedangkan terhadap

partisipan lainnya membawa dampak positif sekaligus dampak negatif.

Hasil dari penelitian ini diharapkan mampu memberikan keuntungan

saintifik, praktis dan humanistik. Secara saintifik, hasil penelitian ini memberikan

kontribusi terhadap ilmu pengetahuan di dalam lingkup Kajian Bahasa Inggris.

Dalam prakteknya, hasil dari penelitian ini mengindikasikan bahwa pendidik dan

mahasiswa seharusnya sadar akan adanya kecemasan berkomunikasi dan

kecemasan terhadap penilaian negatif di dalam proses belajar mengajar.

Selanjutnya, pendidik diharapkan mampu membantu mahasiswa dalam mengatasi

hal-hal tersebut misalnya dengan cara membantu mahasiswa untuk menyadari

keyakinan dalam belajar bahasa Inggris, menyadari faktor-faktor yang berasal dari

pendidik yang mampu menyebabkan kecemasan mahasiswa, memastikan bahwa

setiap mahasiswa memiliki tujuan dalam belajar dan memberikan penghargaan

jika dibutuhkan. Secara humanistik, hasil dari penelitian ini diharapkan mampu

menciptakan pemahaman empati dan selanjutnya pemahaman empati ini

diharapkan dapat mengarah pada aktualisasi diri.

Kata kunci: pengalaman hidup, motivasi, kecemasan berbahasa asing, kecemasan

dalam berkomunikasi, kecemasan terhadap evaluasi negatif


1

CHAPTER I

INTRODUCTION

This introductory chapter consists of background of the study, problem

delimitation, problem formulation, research goal and research benefits. The

background section contains the underlying information of the research which

shows the readers the importance of the issues under study. The scope of the study

should be delimited and therefore is stated in the problem delimitation. The

research question which is the focus of this research is formulated and can be

found in the problem formulation section. The next section is research goal which

is closely related to the research question. In the end of this chapter, the research

benefits section describes the scientific and practical benefits of the study.

A. Background of the Study

I remember one day in the middle of a course that I took in my graduate

study, my lecturer asked a question, “What is the difference between learning and

acquisition?” What happened was none of the students answered. That situation

perhaps would make my lecturer think, “Does the silence mean they do not have

any idea, does the silence mean they are thinking or does the silence actually show

the fights in the students’ minds whether to give answer or not?” I–as one of the

students in that class–would say that it was about the fight in mind. I knew the

concept and wanted to answer, but I hesitated. This fight happened in my mind,

“Is my answer correct? What will my lecturer and other friends think if I give

incorrect answer?” I was anxious of being negatively evaluated by my lecturer

and friends. Finally, I just kept my mouth closed and did not give the answer.


2

This fight in mind happened not in one course only. In another course, my

lecturer asked me and my friends to actively participate in every group discussion.

Moreover, in this course, my lecturer employed participation grade. He would

give additional grades for the students who shared their ideas. One day, the

discussion was on what we would do if our beliefs as a teacher were different with

the beliefs of institution where we worked. I thought about the answer then

formulated good statements to represent my ideas. Again and again, I was a little

bit hesitant to speak out my ideas. I was not confident enough and afraid of what

others would think of my ideas. My heart beat faster, but then I was eager for

participating in the group discussions because of the grade I would get. I took a

deep breath, then finally I raised my hand and spoke out my ideas.

My struggles above were two-real examples of situations when I

experienced language anxiety. In my first story, my anxiety caused me to remain

silent in the class. I was failed in handling my anxiety. However, sometimes like

in my second story, I could cope with my anxiety successfully. At that time, I was

motivated by the grade I could get. I am quite sure that these kinds of struggle not

only happened to me but also happened to the most students. Unfortunately,

Oxford (1999) states the idea that my first reaction–being silent or giving up–is

more frequent than my second reaction found in mostly students when they

experienced language anxiety.

Anxiety can be simply defined as “worrying or fear feeling.” Many people

feel nervous when they are speaking because they may feel anxious inside their

hearts. Anxiety is often viewed as a possible stumbling block to the language

learning process. Some students may be reluctant to deliver their opinion in


3

classroom because they feel worry. Horwitz, Horwitz and Cope (1986, p. 124)

define anxiety as “the subjective feeling of tension, apprehension, nervousness

and worry associated with the arousal of the nervous system.” A study from

Worde (1998) in Zheng (2008) showed that one third to a half of students

examined were reported to experience high levels of language anxiety. It shows

that the number of students who report that they are anxious language learners is

amazing. In addition, according to McCroskey (1984), even at higher levels of

proficiency, many students may experience some level of fear and anxiety when

asked to communicate, especially in public. According to Horwitz et al. (1986, p.

126), in the foreign language context, “anxiety centers on the two basic task

requirements: listening and speaking, and difficulty in speaking in class is

probably the most frequently cited concern of the anxious foreign language

students.” Some researchers have revealed that anxiety can impede foreign

language production and achievement (Horwitz et al., 1986; MacIntyre &

Gardner, 1991, 1994). Specifically, MacIntyre & Gardner (1991, p. 86) claim that

“language anxiety is experienced by learners of both foreign and second language

and causes potential problem as it can interfere with the acquisition, retention and

production of the new language.”

Investigating further into my second experience, I could find another

variable which was motivation in my process of making the decision. At that time,

I was motivated by the participation grade employed by my lecturer. Grade

actually was also one form of motivation. Richard (1994, p. 4) states that

“motivation is concerned with one’s reasons for learning the language, the

strategies used to achieve these goals, the effort put into learning and one’s ability


4

to sustain that effort.” Motivation has frequently been reported to be the most

critical factor for success in the language learning process. Motivation has been

widely accepted by teachers and researchers as one of the key factors influencing

the success of language learning (Ely, 1986; Dornyei, 1994; Williams & Burden,

1997 in Li & Pan, 2005). Brown (2007) states that motivation is a star player in

the cast of characters connected to language learning around the world. It plays an

important role of success and failure.

According to the Affective Filter hypothesis proposed by Krashen (1987),

both motivation and anxiety are important affective variables that may function as

affective filter and influence comprehensible input in the process of acquiring a

language. Affective factors are defined as “those that deal with the emotional

response and motivations of the learner” (Scovel, 1978 in Tanveer, 2007). It is

well established that second or foreign language learning is often associated with

affective factors, among which the constructs of anxiety and motivation have been

recognized as important predictors of second or foreign language achievement.

Learning more about the affective factors that may influence the process of

language acquisition and lead to ineffectual learning is crucial to prevent an

atmosphere that not only frustrates the teachers, but also causes anxiety for

students.

Numerous empirical studies have focused on the relationship between

motivation and anxiety. The researchers have found language anxiety is

negatively related to language motivation (Gardner et al., 1987; Hashimoto, 2002;

Tsai & Chang, 2013; Liu & Cheng, 2014; Tahernezhad, Behjat & Kargar, 2014).

Motivation was also shown to be served as a significant predictor of learner


5

anxiety. Clement, Dornyei and Noels (1994) found that learners who are more

motivated to learn are usually less anxious learners who have better previous

experiences, who evaluate their own proficiency more highly, and who consider

the learning tasks as less difficult. According to Noels, Clement and Pelletier

(2001), the more learners feel amotivated, the less effort they will expand and the

more anxiety they will feel. However, it should not be the end of the investigation.

The important point is to explore the role of these affective filters altogether in

teaching and learning process.

As a language learner who had experienced anxious feelings aroused by

language learning situations and as a future teacher of English, I had always been

interested in exploring the role of affective factors in general and of motivation

and anxiety in particular. In this study, I went deeper exploring the motivated

students’ lived experience of anxiety and the meaning of the experience to them.

To the best of my knowledge, no published study had been yet conducted to

explore the issue. Since it was the study of lived experience, the study was a

phenomenological study in nature.

B. Problem Delimitation

Learning a foreign language required the students’ motivation to be

successful. It was worth noticing that students’ levels of motivation varied

between one and another. In my study, I focused on students who are highly

motivated since they were strongly related to high achievement, and therefore

could be considered as successful students. Exploring their lived experience of

language anxiety was a beneficial thing to do since they might provide useful self-


6

reflection and guideline for other students who had similar problem and still found

out the best way to be successful in language learning.

Considering that the study was conducted in the foreign language context, I

specified the kind of anxiety into what is so-called Foreign Language Anxiety

(FLA). Horwitz et al. (1986, p. 128) define FLA as “a distinct set of beliefs,

perceptions, and feelings in response to foreign language learning in the

classroom and not merely a composite of other anxieties.” FLA is unique since it

happened in foreign language classroom which requires the learners to

communicate or use a language which they have not mastered perfectly

(Keramida, 2009).

Furthermore, Horwitz et al. (1986) and Cubukcu (2007) identify three main

types of FLA. The three types are communication apprehension (CA), test anxiety

(TA) and fear of negative evaluation (FNE). Cubukcu (2007, p. 128) defines CA

as “a type of shyness characterized by fear of and anxiety about communicating

with people”. TA refers to “a type of performance anxiety stemming from a fear

of failure” (Horwitz et al., 1986, p. 127). FNE is defined as “apprehension about

others’ evaluations, avoidance of evaluative situations and the expectation that

others will evaluate them negatively” (Horwitz et al., 1986, p. 128). In this study,

I focused on CA and FNE since they are factors influencing to students’ oral

communication in the classroom.

C. Problem Formulation

Considering the importance of the issue being studied, this study attempted

to answer the following research questions:


7

What is the highly-motivated students’ lived experience of communication

apprehension and fear of negative evaluation?

D. Research Goal

The research goal of this study was closely related to the research question

of this study. By conducting this study, I aimed at finding the scientific truth of

the highly-motivated students’ lived experience of communication apprehension

(CA) and fear of negative evaluation (FNE) specifically by describing and

interpreting their lived experience of CA and FNE.

E. Research Benefits

My study of the highly-motivated students’ lived experience of CA and

FNE was expected to provide scientific, practical and humanistic benefits.

Scientifically, the description and interpretation of the result would contribute to

the body of knowledge in English Language Studies (ELS). The scientific

contribution would lead to practical benefits which was related to efficiency or

productivity.

Practically, the finding of this study might help English-medium institution

such as ELS to understand the individual difference, to understand the

psychological process of learning foreign language and to come up with effective

teaching methods to control students’ affective filter. Therefore, these practical

benefits would promote equity in the classroom. Learning equity was highly

needed to ensure that language learners got a fair opportunity at learning.

Humanistically, the study presented findings that promoted empathic

understanding of the participants’ lived experience of CA and FNE. This is what


8

phenomenological psychology is about–“rich description of people’s experiences,

so that we can understand them in new, subtle and different ways and then use this

new knowledge to make a difference to the lived world of ourselves and others”

(Langdridge, 2007, p. 9). This understanding was expected to lead to self-

actualization which occurs when people realize their own maximum potential and

capabilities.


9

CHAPTER II

LITERATURE REVIEW

This chapter will be divided into two sections. The first section is the

theoretical review which will provide a comprehensive knowledge of the field of

this study. By reviewing the related theories, the construct map can be

theoretically generated. The construct map serves as the basis for the framework

of pre-understanding which will be provided in the second section of this chapter.

The framework of pre-understanding functions as the rationale to predict the

relationships among variables of this study and to describe this study in the whole

picture.

A. Theoretical Review

This section presents my review of published information of some relevant

theories and previous studies related to the topic of my study. In this section, I

review the theories and previous studies’ findings of: (1) motivation, (2) foreign

language anxiety (FLA) including communication apprehension (CA) and fear of

negative evaluation (FNE), (3) relationship between motivation and FLA and (4)

lived experience.

1. Motivation

In this section, I review the theories and previous studies’ findings of

motivation. This section is divided into 3 smaller sections: (a) definition of

motivation, (b) types of motivation and (c) highly-motivated students.


10

a. Definition of Motivation

“Motivation is concerned with one’s reasons for learning the language, the

strategies used to achieve these goals, the effort put into learning and one’s ability

to sustain that effort” (Richards, 1994, p. 4). Motivation has frequently been

reported to be the most critical factor for success in the language learning process.

Motivation has been widely accepted by teachers and researchers as one of the

key factors influencing the success of language learning (Ely, 1986; Dornyei,

1994; Williams & Burden, 1997 in Li & Pan, 2005). Brown (2007) states that

motivation is a star player in the cast of characters connected to language learning

around the world. It plays an important role of success and failure.

Motivation helps students get started. Sometimes, it will be hard for students

to start learning new knowledge and new skills of language through new subjects

in a new semester. Many questions will appear in students’ mind. Motivation

helps students get started because motivation involves the student’s reason for

attempting to acquire the language (Schumann, 1986). Therefore, realizing the

reason can help students to set the goal and plan strategies to achieve the goal.

Motivation helps students keep moving in language learning process. Since

motivated students have an effort put into learning and also have ability to sustain

that effort, the students can face difficulties and challenges in the process of

learning. Moreover, Hedge (2000, p. 23) emphasizes that “motivation is crucial in

the classroom, whether learners arrive with it or whether they acquire it through

classroom experience.” Motivation escorts the process of learning.

Motivation makes students do more than necessary. Motivation leads

students to have an effort to achieve the goals, consciously or unconsciously


11

students will do better and more than necessary. The students will explore and use

all their knowledge and skills in language learning process. Reece and Walker

(1997) express that a less capable student who is highly motivated can achieve a

greater success than the more intelligent student who is not well motivated.

Motivation makes the journey fun. Students who do not have motivation

might think that the journey to succeed is long and difficult. Differently, students

who are motivated will see the long journey as an enjoyable travel. Donald (2008)

argues that motivation enables students to endure such difficult times. A

motivated individual will enjoy learning the language and will strive to learn the

language (Gardner, 1985).

In language learning, “motivation determines the extent of active, personal

involvement in language learning” (Oxford & Shearin, 1994, p. 121). Motivation

leads the students to be self-directed. A highly-motivated student begins to want a

greater responsibility for their own learning. “Self-directed students gradually

gain greater involvement and proficiency” (Oxford, 1990, p. 10).

Motivation has a strong effect on students’ achievement in numerous

studies. Bank and Finlapson (1980) concluded that successful students were found

to have significantly higher motivation for achievement than unsuccessful

students did. Clement, Dornyei and Noels (1994) revealed that achievement in

English language of Hungarian students was significantly related to motivational

indices. Johnson (1996) found that academic achievement was highly correlated

with students’ motivation. A quantitative study done by Sikhwari (2007) at the

University of Venda in South Africa, suggested that highly motivated students

tried to achieve academic success through attending classes regularly and


12

participating in class discussions, which resulted in their getting higher marks in

tests and examination.

b. Types of Motivation

Harmer (1998) mentions that motivation can be separated into two main

types: intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation are two

major types with which college students are engaged in the process of learning

language. Intrinsic motivation basically comes from the students themselves such

as their own goals and the needs to learn (e.g. I have direction and goals in

learning English, I want my study provides me with opportunities to develop my

knowledge and skills in English). If you are motivated intrinsically, it means that

you are doing something because you want to do it or because you make your

own choice to do it. Deci and Ryan (2000, p. 56) state that “intrinsic motivation is

defined as the doing of an activity for inherent satisfactions rather than for some

separable consequences.” Dev (1997) views that student who are intrinsically

motivated will not need any type of reward or incentive to complete a task. This

type of student is more likely to complete the chosen task and triggered by the

challenging nature of an activity.

While extrinsic motivation comes from outside of the students such as

parents, environment and class condition. “Extrinsic motivation is a construct that

pertains whenever an activity is done in order to attain some separable outcome”

(Deci & Ryan, 2000, p. 60). Extrinsic motivation thus contrast with intrinsic

motivation. For students, extrinsic motivation variable is the sum of a recognition,

grades, and competition in learning (Wigfield, 1997). As suggested by Best,

Rulison, Davidson and Welsh (2008), grade was regarded as tangible reward,


13

while good academic reputation, praise and recognition from others were regarded

as intangible reward.

Ormrod (2008) says that both types of motivation may not have exactly the

same effect on student learning and performance at the college level. Deci and

Ryan (1985) claim that learners who are intrinsically motivated rather than

extrinsically motivated are likely to become more successful and effective

learners. Students who are intrinsically motivated to learn are still believed to be

more persistent in language learning, and this persistence contributes to students’

achievement. According to Ushioda (1996), students who are intrinsically

motivated can experience greater pleasure and emotional involvement because the

rewards generated from intrinsic motivation are usually positive feelings such as

enjoyment, pleasure, satisfaction, and self-indulgence and students can be always

motivated by those internal rewards from the learning itself to persist learning.

While for students who are extrinsically motivated, they “may work efficiently in

the short term in response to external rewards and incentives, but their motivation

is unlikely to sustain itself autonomously if the learning experience does not

generate internal or intrinsic rewards” (ibid, p. 22). Those students who work for

extrinsic rewards are comparatively passive because if the external reinforcement

is not available, they have no reason to do it and they may remain stagnant. Even,

these students may give up learning once the external pressure no longer exists

(Noels, Clement & Pelletier, 2001).

The key of extrinsic motivation is a reward, which can either be tangible or

intangible. For example, if students excel, they will attain a good academic

reputation, receive praise and recognition from their significant others which are


14

regarded as intangible rewards. Students who are perceived as having a good

academic reputation may often be asked for academic help and are associated with

students who excel (Gest et al., 2008). Deci and Ryan (1985) found that using

rewards in an academic setting resulted in a significant improvement in students’

motivational levels. Moneta and Spada (2009) suggest that individuals who are

extrinsically motivated by an expected reward increase their effort to complete the

task and earn an incentive.

Besides the controversy of intrinsic and extrinsic motivation, Lumsden and

Linda (1994) investigated that passion to learn seemed to shrink as children grew.

As children grow, learning sometimes becomes compulsion than pleasure. The

similar idea is revealed by Goldberg (1994) in Broussard (2002), who points out

that an intrinsic orientation toward education switches to a more extrinsic

orientation as children increase in age. On the contrary, Zemke and Zemke (1988)

argue that there is transition from extrinsic to intrinsic motivation in the college

classroom. The students need to come to class to learn because learning is

intrinsically motivating, rewarding, exciting and of real benefit to the students.

Research on adult learners indicated that learners are most motivated when they

see relevance to their learning, engage in the learning process and feel that they

can meet their interests and needs (ibid).

It should be noted that some studies have found significant relationship

between specific types of motivation and academic achievement. Intrinsic

motivation was found to have a significant effect on students learning and

performance in an empirical study (Deci et al., 2004). Several studies have shown

positive correlations between intrinsic motivation and academic achievement (e.g.


15

Gottfried, 1985, 1990; Harter & Connell, 1984; Henderlong & Lepper, 1997;

Lloyd & Barenblatt, 1984). Afzal, Ali, Khan and Hamid (2010) found that

students who were intrinsically motivated performed much better academically

than students who were extrinsically motivated. Extrinsically motivated students

might perform very well in one semester or quiz to achieve a certain reward or

goal and then next semester might show poor performance because the reward did

not exist anymore. Their performance did not remain constant as a result. While,

intrinsically motivated students were truly interested in learning and in achieving

high goals. Their overall performance was consistent. On the other hand, recent

research conducted to with college-student populations revealed that students who

had high extrinsic motivation had positive achievement (Barron & Harrackiewicz,

2001; Elliot & McGregor, 2001; Harackiewicz, Barron, Pintrich, Elliot, & Trash,

2002 in Lepper, Corpus & Iyengar, 2005). Students who were particularly focused

on the extrinsic consequences of their behaviors did particularly well on objective

indicators of performance.

A study conducted amongst students in KwaZulu-Natal, South Africa, found

that factors leading to academic achievement occurred interactively (Dass-

Brailsford, 2005). For example, family pressure might contribute to a decrease in

students’ motivational levels. However, students who were highly intrinsically

motivated might counteract these negative factors from their families (ibid, 2005).

Muller and Louw (2004) assert that extrinsic factors, such as a supportive social

environment can foster intrinsic motivation. Davis, Muller and Middleton (2006)

state that intrinsic and extrinsic variables are likely to interact with each other to

support an individual in reaching their desired targets.


16

c. Highly-Motivated Students

Previously, I have presented the definition of motivation by Richard (1994).

Richard (1994, p. 4) states that “motivation is concerned with one’s reasons for

learning the language, the strategies used to achieve these goals, the effort put into

learning and one’s ability to sustain that effort.” From this definition, it can be

inferred that highly-motivated students have their own reasons or goals in

language learning, employ some strategies used to achieve their goals and put a

big effort to achieve their goals.

A highly-motivated student wants a greater responsibility for their own

learning (Oxford, 1990). Self-directed students gradually gain greater involvement

and proficiency. Motivation has strong effect on students’ achievement in

numerous studies. Bank and Finlapson (1980) concluded that successful students

were found to have significantly higher motivation for achievement than

unsuccessful students did. Gottfried (1985) explains that students who were

reported to have high academic intrinsic motivation had significantly high school

achievement. Also, some previous research on college-student populations

uncovered that students who had high extrinsic motivation had positive

achievement (Barron & Harrackiewicz, 2001; Elliot & McGregor, 2001;

Harackiewicz, Barron, Pintrich, Elliot, & Trash, 2002 in Lepper, Corpus &

Iyengar, 2005).

2. Foreign Language Anxiety (FLA)

In this section, I review the theories and previous studies’ findings of FLA.

This section is divided into 6 smaller sections: (a) definition of FLA, (b) types of


17

FLA, (c) causes of FLA, (d) manifestation of FLA, (e) students’ strategies to cope

with FLA and (f) effects of FLA.

a. Definition of FLA

Teachers and students generally feel that anxiety is a major obstacle to

overcome in learning to speak another language. In order to understand FLA, it is

important to first consider the definition of FLA. Horwitz, Horwitz, and Cope

(1986) were the first to treat FLA as a separate and distinct phenomenon particular

to language learning. According to Horwitz et al. (1986, p. 128), FLA is “a

distinct complex of self-perceptions, feelings and behaviors related to classroom

learning arising from the uniqueness of the language learning process.”. In a

similar vein, Oh (1992) in Wang (2005, p. 16) perceives FLA as a situation-

specific anxiety students experience in the classroom, which is characterized by

“negative self-centered thoughts, feelings of inadequacy, fear of failure, and

emotional reactions.”

Batumlu and Erden (2007) in Worku (2008, p. 10) add that “FLA is

different from all kinds of anxiety because it is a distinct complex of self-

perceptions, feelings and behaviors related to language learning process.” Here,

the students who feel anxious are caused by the foreign language learning process.

Moreover, “foreign language learning process is seen as a unique process because

learners are required to communicate or use a language which they have not

mastered perfectly” (Keramida, 2009, p. 39). In other words, the worry and

negative emotional reaction aroused when the students are learning or using a

foreign language that they do not have full competence. For many learners,

learning English as a foreign language can make them feel anxious and worried


18

because English is something new for them. They have to use or communicate

using English that they have not mastered perfectly.

b. Types of FLA

Horwitz et al. (1986) identified three related performance anxieties. They

are communication apprehension (CA), test anxiety (TA) and fear of negative

evaluation (FNE), which are believed to “provide useful conceptual building

blocks for a description of foreign language anxiety” (Horwitz et al., 1986, p.

128). In the following part, I review two types of FLA used in this study.

1) Communication Apprehension (CA)

McCroskey (1977, p. 28) defines CA as “an individual’s level of fear or

anxiety associated with either real or anticipated communication with another

person or persons.” Meanwhile, Cubukcu (2007, p. 128) defines CA as “a type of

shyness characterized by fear of and anxiety about communicating with people.”

Horwitz et al. (1986, p. 127) state that “difficulty in speaking in dyads or groups

(oral communication anxiety) or in public (“stage fright”) or in listening to or

learning a spoken message (receiver anxiety) are all manifestation of CA.”

Gregersen and Horwitz (2002, p. 562) elaborate more by saying

people whose typical CA is high tend to encounter even greater difficulty

communicating in a foreign language class where they have little control of

the communicative situation; there exists a disparity between learners’

mature thoughts and their immature foreign language proficiency, and their

performance is constantly monitored.

Horwitz et al. (1986, p. 127) state that the inability to express oneself fully or to

understand others not only lead to frustration and apprehension in typical

apprehensive communicators but also make many otherwise talkative people

become silent in a foreign language class.


19

A study by Nor and Normazla (2008) found that the participants of their

study experienced the highest level of CA when participating in meetings,

interpersonal communication and public speaking. Their study also revealed that

the major causes of CA were the personality trait of the students and their inability

to pronounce English words correctly. Likewise, Pappamihiel (2002) in her paper

wrote that students who come in with fewer language skills tend to be more

nervous and anxious about learning the English language. Therefore, anxiety is

viewed as a possible stumbling block to the language learning process of these

students. Another study conducted in Puerto Rico by Lucas (1984) revealed that

only 115 students were found to experience CA when speaking using their mother

tongue, Spanish. However, these students were found to display high CA (43%)

when speaking in English. A similar study conducted by McCroskey (1984) in

Japan found that three-fourths of the samples were classified as having high levels

of CA in both Japanese and English. Finally, in a study conducted by Shameem

and Siti (2006) in Tom et al. (2013), the researchers found that more than half of

their subjects were afraid of using English due to poor proficiency in the

language. They also found that the subjects had high levels of CA when using the

language to communicate. Similar to Nor and Normazla’s (2008) study, they also

discovered that one of the main factors causing CA was personality trait.

2) Fear of Negative Evaluation (FNE)

Fear of negative evaluation (FNE) is defined as “apprehension about others’

evaluations, avoidance of evaluative situations and the expectation that others will

evaluate them negatively” (Horwitz et al., 1986, p. 128). From the definition of

fear of negative evaluation, it can be concluded that many learners seem to be


20

sensitive when they are evaluated by others because they are afraid of having

negative evaluations. Consequently, learners who are highly concerned about the

impressions of others form them to behave in ways that minimize the possibility

of negative evaluations (Gregersen & Horwitz, 2002). In foreign language

classrooms, students with FNE tend to "sit passively in the classroom,

withdrawing from classroom activities that could otherwise enhance their

improvement of the language skills" or even "cutting class to avoid anxiety

situations" (Aida, 1994, p. 157).

Young (1991) found that anxious learners thought their skills in language

were weaker than their peers’ and they were looking down at them. A study from

Hilleson (1996) showed that the awareness of performing badly in English

seemed to indicate a loss of self-esteem. The students were aware that their

performance was being evaluated by their peers and teachers, which made them

very anxious in learning.

c. Causes of FLA

Research has indicated a number of ways that learning a foreign language

can cause anxiety for language learners. Tallon (2008) comprehensively

summarize three main sources of FLA. They are learner’s characteristics,

teacher’s characteristics and classroom’s characteristics. In addition, classmates

also act as the source of main source of FLA (Horwitz et al., 1986). Learner’s

characteristics include personal and interpersonal issues and learner’s beliefs

about language learning. Teacher’s characteristics include teacher’s beliefs about

language teaching which determine teacher-learner interactions.


21

1) Personal and Interpersonal Issues

Several other researchers argued that low competitiveness and self-esteem

are the two significant sources of learner anxiety. Bailey (1983) studied the diary

entries of 11 students and reported that competitiveness can lead to anxiety when

language learners compare themselves to others or to an idealized self-image.

Likewise, Price (1991) found that the majority of her subjects believed their

language skills to be weaker than those of the others in class that they weren't

doing a good job and that everyone else looked down on them.

As regards to self-esteem, Hembree (1988) in Linh (2011) implies that

students who start out with a self-perceived low ability level in a foreign or

second language are most likely to experience language anxiety. Krashen (1987)

also suggests that anxiety can arise according to one's degree of self-esteem as

those students tend to worry about what their peers or friends think, in fear of their

negative responses or evaluation.

Anxiety was, moreover, related to self-confidence gained as a result of

perceived communicative competence (Clement, 1980). Lack of anxiety is thus

viewed as a predictor of self-confidence characterizing motivated language

learners. Another personality trait that has a positive correlation with FLA is

shyness Chu (2008) in Zhang (2010). Chu (2008) in Zhang (2010) affirms that

anxiety, unwillingness to communicate and shyness function together to create a

negative impact on Taiwanese students’ in studying English.


22

2) Learner’s Beliefs about Language Learning

Learner’s beliefs about language learning can also be associated with

anxiety (Horwitz et al., 1986; Horwitz, 1988, 1989; Price, 1991; Young, 1991).

Horwitz's study (1988) in Young (1991, p. 428) revealed that the students:

(1) expressed great concern over the correctness of their utterances, (2)

placed a great deal of stress on speaking with "an excellent accent", (3)

supported the notion that language learning is primarily translating from

English (4) believed that two years is enough time to become fluent in

another language and (5) believed some people were more able to learn a

foreign language than others. In addition, many students also believed that

learning a second language primarily involved memorizing vocabulary

words and grammatical rules.

According to Tallon (2008, p. 4), “when students’ unrealistic expectations

about language learning are not met, the situation can lead to negative feelings

about one’s intelligence and abilities.” Such unrealistic beliefs like what Horwitz

(1988) found may make the students later become disappointed and frustrated. I

conclude that unrealistic beliefs may make students have unrealistic expectations

about language learning process, thus leading to anxiety. In addition, Palacios

(1998) in Tallon (2008, p. 5) found that the following beliefs are associated with

FLA. They are

(1) the feeling that mastering a language is an overwhelming task, (2) the

feeling that one needs to go through a translation process in order to

communicate in the target language, (3) the difficulty of keeping everything

in one’s head and (4) the belief that learning a language is easier at an

earlier age.

3) Teacher’s Beliefs about Language Teaching

Teacher’s beliefs about language teaching determine the teacher-learner

interactions. They are further possible sources of language anxiety because the

teacher's assumption about the role of language teachers may not always


23

correspond to the student's needs or expectations toward him or her (Ohata, 2005

in Linh, 2011). Young (1991) identifies the following teacher beliefs which have

been shown to evoke feelings of anxiety in students: (1) it is necessary for the

teacher to be intimidating at times, (2) the instructor is supposed to correct every

single mistake made by the students, (3) group or partner work is not appropriate

because it can get out of control, (4) the teacher should do most of the talking and

(5) the instructor’s role is that of a drill sergeant.

Besides, Palacios (1998) in Tallon (2008) found the following

characteristics of the teacher to be associated with anxiety. They are absence of

teacher support, unsympathetic personalities, lack of time for personal attention,

favoritism, absence that the class does not provide students with the tools

necessary to match up with the teacher’s expectations and the sense of being

judged by the teacher or wanting to impress the teacher. A judgmental teaching

attitude (Samimy, 1994 in Linh, 2011) and a harsh manner of teaching (Aida,

1994) are closely linked to student fear in the classroom. In addition, Ando (1999)

in Linh (2011, p. 41) argues that “having a native speaker for a teacher can cause

anxiety because the teacher may lack the sensitivity of the learning process or the

teacher’s English may be hard for students to understand.”

4) Classroom Characteristics

Young (1991) propose a list of classroom activities which are perceived as

anxiety-provoking: (1) spontaneous role play in front of the class, (2) speaking in

front of the class, (3) oral presentations or skits in front of the class, (4) presenting

a prepared dialogue in front of the class and (5) writing work on the board.

Similarly, Palacios (1998) in Tallon (2008, p. 6) found that “demands of oral


24

production, feelings of being put on the spot, the pace of the class, and the

element of being evaluated (i.e., fear of negative evaluation) to be anxiety-

producing to students.” Young (1999) emphasizes that putting the learner “on the

spot” in front of their classmates without allowing adequate preparation is also

source of anxiety for many students. Moreover, Oxford (1999) emphasizes

learning and teaching styles as a potential source of language anxiety. If the

teacher’s teaching style and a student’s learning style are not compatible, “style

wars” can trigger or heighten anxiety levels.

5) Classmates

According to Horwitz et al. (1986), anxiety especially FNE is triggered not

only by the teacher as a fluent speaker but also the classmates. Koch and Terrell

(1991) similarly state that speaking in front of the peers is another source of

anxiety in learning a foreign language. In her study, Young (1990) investigated

the students’ perspectives on anxiety and speaking. The result of her study

revealed that, in a language class, the students felt most anxious when they had to

speak in front of their peers. Horwitz et al. (1986) suggest that language

classrooms are threatening in part because students are often required to

communicate in front of their peers in an unfamiliar language and are often

publicly evaluated while doing so.

d. Manifestation of FLA

According to Oxford (1999, p. 66), anxiety in general and FLA in particular

can have “physical, psychological and behavioral manifestation.” The

manifestation can differ from one to another. Physical symptoms include bodily

reactions such as rapid heartbeat, muscle tension, dry mouth, and excessive


25

perspiration. Psychological symptoms include feelings of helplessness, problems

with concentration such as going blank and inability to concentrate, as well as

memory difficulties such as poor memory recall and retention. Moreover,

behavioral symptoms include physical actions such as squirming, fidgeting,

playing with hair or clothing nervously touching objects, stuttering or stammering

displaying jittery behavior, being unable to reproduce the sounds or intonation of

the target language even after repeated practice. More importantly, behavioral

symptoms of anxiety can be manifested in negative avoidance behaviors like

inappropriate silence, monosyllabic or non-committal responses, lack of eye

contact, unwillingness to participate, coming late, arriving unprepared, showing

indifference, cutting class, and withdrawal from the course. In addition, other

signs might reflect language anxiety depending on the culture. The symptoms are

excessive study, perfectionism, hostility, excessive competitiveness, as well as

excessive self-effacement and self-criticism (e.g. “I am so stupid”).

e. Students’ Strategies to Cope with FLA

Folkman and Moskowitz (2004) claim that coping is accomplished through

the thoughts and behaviors used to manage the internal and external demands of

situations that are appraised as stressful. Despite the absence of direct empirical

work that deals with strategies that students use to cope with their FLA, extensive

research has been done to help students cope with their anxieties in academic

setting (Kondo and Ying-Ling, 2004). Generally, three approaches to the

alleviation of anxiety are cognitive, affective and behavioral approaches

(Hembree, 1988 in Kondo & Ying-Ling, 2004). These three intervention


26

approaches provide the basis for the types of strategies students may use to tackle

their language anxiety.

According to Kondo and Ying-Ling (2004), if students think that their

cognition (worry, preoccupations, and concerns) creates anxiety, they may attempt

to suppress or alter the thought processes related to language learning. Those who

believe that somatic arousal (physical responses to anxiety) is the main concern

may find ways to ease bodily reactions and tension. If students assume that

anxiety arises because they lack the necessary academic skills, they may study

harder. However, if students perceive that their anxieties are too much to cope

with, they may not invest effort in reducing the anxiety. In their study which was

designed to develop a typology of strategies that Japanese students use to cope

with English language learning anxiety, Kondo and Ying-Ling (2004, p. 258)

identified 70 basic tactics and put them into five strategy categories. Those

include:

(1) Preparation (e.g. studying hard, trying to obtain good summaries of

lecture notes), (2) Relaxation (e.g. taking a deep breath, trying to calm

down), (3) Positive thinking (e.g. imagining oneself giving a great

performance, trying to enjoy the tension), (4) Peer seeking (e.g. looking for

others who are having difficulty controlling their anxieties, asking other

students if they understand the class), and (5) Resignation (e.g. giving up,

sleeping in class) (p. 47).

According to Kondo and Ying-Ling (2004), preparation can be considered a

behavioral strategy because it focuses on behavioral components of language

learning that are related to effective performance in class. Relaxation is

characterized by its affective quality in that it aims at alleviating bodily tension

associated with emotional arousal. Positive thinking and peer seeking are attempts


27

to suppress or alter problematic thought processes related to language learning,

and thus can be subsumed into cognitive strategies.

f. Effects of FLA

MacIntyre et al. (1998) lists five major effects of FLA in language learning

and performance. First, academically, FLA is one of the best predictors of

language proficiency since high levels of FLA are associated with low levels of

academic achievement in foreign language learning. The second effect is the

social effect. Students with high anxiety level are not interested to take part in

interpersonal communication with others. Third, cognitively, FLA can occur at

any stage of language acquisition. FLA can become an affective filters that

prevents certain information from entering a student’s cognitive processing

system. Fourth, FLA arousal influence the quality of communication output as the

retrieval of information may be interrupted when students get anxious. Finally,

personally, language learning experience could, under some circumstances,

become a traumatic experience. This kind of unpleasant experience may

dramatically disturb one’s self-esteem or self-confidence as a student.

3. Relationship between Motivation and FLA

Both anxiety and motivation play fundamental parts in English learning.

They are closely related to each other in second and foreign language learning

(Liu & Huang, 2011). Various levels of foreign language learners’

accomplishment might be influenced by anxiety and motivation. Motivation is

one of the factors that influence the success of language learning. Language

anxiety, however, often works against motivation to learn. It is thus important to


28

review the relationship between motivation and anxiety in terms of students’

English learning achievement.

The relationship between language motivation and language anxiety has

been investigated by some researchers. Language anxiety was found to be

negatively related to motivation (Gardner et al., 1987; Hashimoto, 2002; Yang,

Liu & Wu, 2010; Liu & Huang, 2011). Clement, Dornyei and Noels (1994) found

that learners who are more motivated to learn language are usually less anxious

learners who have better previous experiences, who evaluate their own

proficiency more highly and who consider the learning tasks are less difficult.

According to Noels, Clement and Pelletier (2001), the more learners feel

amotivated, the less effort they will expand and the more anxiety they will feel.

Another study conducted by Liu and Cheng (2014) also found that Taiwanese

university freshmen’s anxiety levels were significantly lower when students had a

higher degree of motivation. The finding of Liu and Cheng’s study also revealed

that the combination of communication apprehension and fear of negative

evaluation acted as primary source language anxiety in the Taiwanese EFL

classroom.

Tahernezhad, Behjat and Kargar (2014) investigated the degree of anxiety

among Iranian intermediate EFL learners and its relation to their motivation. To

the end, a total number of 80 EFL learners (35 males and 45 females) were

selected through cluster random sampling from two language classes at Islamic

Azad University in Iran as the participants in this study. The instruments used to

collect the data from the participants were the Foreign Language Learning

Anxiety Scale (FLCAS) and Gardner’s (1985) Attitude/Motivation Test Battery


29

(AMTB). The results indicated that the majority of the participants experienced a

mid to high level of language learning anxiety. Besides, it was found that the

participants with lower levels of the language learning anxiety were more

motivated to learn English while those with higher levels of the language learning

anxiety were less motivated to learn English.

4. Lived Experience

“Lived experience is the starting point and end point of phenomenological

research” (van Manen, 1990, p. 36). Van Manen (1990) points out eight important

philosophical points of phenomenology research. First, “phenomenological

research is the study of lived experience” (van Manen, 1990, p. 9). Langdridge

(2007, p. 4) points out the same way that when doing phenomenological studies,

“we aim to focus on people’s perceptions of the world in which they live and what

this means to them: a focus on people’s lived experience.” “Phenomenology is the

study of the lifeworld–the world as we immediately experience it pre-reflectively

rather than as we conceptualize, categorize or reflect on it” (Husserl, 1970; Schutz

& Luckmann, 1973 in van Manen, 1990, p. 9). Van Manen (1990, p. 9) states that

“phenomenology aims at gaining a deeper understanding of the nature or meaning

of our everyday experiences.” Phenomenology asks what this or that kind of

experience is like. What I can highlight here is that, according to van Manen

(1990), phenomenology bring us in more direct contact with the world instead of

offering us the possibility of effective theory with which we can now explain

and/or control the world.

Second, “phenomenological research is the explication of a phenomenon as

it presents itself to consciousness” (van Manen, 1990, p. 9). “The word


30

phenomenon comes from the Greek phaenesthai, to flare up, to show itself, to

appear” (Moustakas, 1994, p. 26). Constructed from phaino, phenomenon means

“to bring to light, to place in brightness, to show itself in itself, the totality of what

lies before us in the light of day” (Heidegger, 1997 in Moustakas, 1994, p. 26).

The phenomena can be explained after people have been aware of their

experiences. In the other words, Langdridge (2007) explains that an object enters

our reality only when we perceive it, when it is presented to consciousness.

Langdridge (2007, p. 4) elaborates further by saying that “our perceptions varies

according to the context, the position of the perceiver in the relation to the object

and the mood of the perceiver, among other things.” Therefore, an experience may

be differently meaningful to different people and even the same person in a

different context. Going back to van Manen (1990, p. 9), he emphasizes that

“consciousness is the only access human beings have to the world.” What I can

highlight here is that, according to van Manen (1990, p. 10), “phenomenological

reflection is not introspective but retrospective meaning that reflection on

experiences that is already passed or lived through.”

Third, phenomenological research is the study of essences (van Manen,

1990, p. 10). Essence means “the structure and the internal meaning structure of

lived experience” (van Manen, 1990, p. 10). Husserl (1931) in Moustakas (1994,

p. 27) asserted that “essence provides on the one side a knowledge of the essential

nature of the real, on the other, in respect of the domain left over, knowledge of

the essential nature of the non-real (irreal).” Fourth, phenomenological research is

the description of the experiential meanings we live as we live them (van Manen,

1990, p. 11). In other words, phenomenology attempts to explain the meanings as


31

we live them in our everyday existence. Fifth, phenomenological research is the

human scientific study of phenomena (van Manen, 1990, p. 11). According to van

Manen (1990, p. 11), “phenomenology claims to be scientific in a broad sense,

since it is systematic, explicit, self-critical and intersubjective study of its subject

matter, our lived experience.” Van Manen (1990, p. 11) also states that

phenomenology is a human science since the subject matter of phenomenological

research is always the structures of meaning of the lived human world. Sixth,

“phenomenological research is the attentive practice of thoughtfulness” (van

Manen, p. 12). According to Heidegger (1962) in van Manen (1990, p. 12),

thoughtfulness is described as “a minding, a heeding, a caring attunement-a

heedful, midful wondering about the project of life, of living, of what it means to

live a life.” Seventh, phenomenological research is a search for what it means to

be human (van Manen, 1990, p. 12). Van Manen (1990, p. 12) emphasizes that

“phenomenological research, as its ultimate aim, the fulfillment of our human

nature: to become more fully who we are.” Eighth, “phenomenological research is

a poetizing activity” (van Manen, 1990, p. 13). Van Manen (1990, p. 13) defines

poetizing as “thinking on original experience and is thus speaking in a more

primal sense.” Another aim of phenomenology stated by van Manen (1990, p. 36)

is that “to transform lived experience into a textual expression of its essence–in

such a way that the effect of the text is once a reflexive re-living and a reflective

appropriation of something meaningful: a notion by which a reader is powerfully

animated in his or her own lived experience.”

Dilthey (1985) in van Manen (1990, p. 35) has suggested that in its most

basic form lived experience involves our immediate, pre-reflective consciousness


32

of life: a reflexive or self-given awareness which is, as awareness, unaware of

itself.

A lived experience does not confront me as something perceived or

represented; it is not given to me, but the reality of lived experience is there-

for-me because I have a reflective awareness of it, because I possess it

immediately as belonging to me in some sense. Only in thought does it

become objective.

Dithley (1985) in van Manen (1990, p. 36) also suggest that lived

experience is to the soul what breath is to the body: “just as our body needs to

breathe, our soul requires the fulfillment and expansion of its existence in the

reverberations of emotional life.” Gadamer (1975) in van Manen (1990, p. 37)

observed that the word “experience” has a condensing and intensifying meaning:

“If something is called or considered an experience its meaning rounds it into the

unity of a significant whole.” According to Dithley (1985) in van Manen (1990, p.

37), “what makes the experience unique so that I can reflect on it and talk about it

is the particular ‘structural nexus’, the motif, that gives this experience its

particular quality (central idea or dominant theme).” “Structural nexus” here

means as something that belong to a particular lived experience (something like a

pattern or unit of meaning), which becomes part of a system of contextually

related experience, explicated from it through a process of reflection on its

meaning.

According to Langdridge (2007, p. 4), phenomenologists argue that “it does

not make sense to think of objects in the world separately from subjectivity and

our perception to them.” Lived experience is a subjective experience. It is

subjective because “an experience may be differently meaningful to different

people and even the same person in a different context” (Langdridge, 2007, p. 5).


33

Four factors related to the subjectivity of lived experience are ideology,

historicity, intentionality and awareness. Ideology is related to set of beliefs

characteristics of a social group or individual. Each individual has his or her own

beliefs about a certain object or event, therefore the experience between one

individual and the other is likely to be different and unique depending on the

individual’s ideology. Ricoeur (1970) believes that people always occupy an

ideological position even if they are unaware of it. Bunnin and Yu (2004) define

historicity as a term in phenomenological tradition denoting the feature of our

human situation by which we are located in specific concrete temporal and

historical circumstances. Dilthey (1900) in Bunnin and Yu (2004) argues that

historicity identifies human beings as unique and concrete historical beings. “The

term ‘intentionality’ indicates the inseparable connectedness of the human being

to the world” (van Manen, 1990, p. 181). Langdridge (2007) explains that

intentionality refers to the fact that whenever we are conscious or aware, it is

always to be conscious or aware of something. Langdridge (2007) elaborates more

by saying that an object enters our reality only when we perceive it, when it is

presented to consciousness. Furthermore, “our perception varies according to the

context, the position of the perceiver in relation to the object and the mood of the

perceiver, among other things” (Langdridge, 2007, p. 5). Marleau-Ponty (1962) in

van Manen (1990, p. 183) describes awareness as “a certain kind of attentiveness

and will to seize the meaning of the world.” As Carruthers (1996, p. 152) states

that

the subjective feel of experience presupposes a capacity for higher-order

awareness, and as he then continues, such self-awareness is a conceptually

necessary condition for an organism to be a subject of phenomenal feelings,

or for there to be anything that its experiences are like.


34

Four factors above had been the basis for the fields of lived experience.

They are understanding, belief, feeling, intention and action. In investigating the

highly-motivated students’ lived experience of CA and FNE, I focused on belief,

feeling and action. First, when it comes to belief, I am very sure that every student

brings a variety of preconceived beliefs to the foreign language class. Puchta

(1999) in Arnold (2007) has stressed the importance of beliefs for any learning

experience. Puchta (1999) in Arnold (2007, p. 30) states that “beliefs are strong

perceptual filters; they serve as explanations for what has happened and they give

us a basis for future behavior.” In the other words, beliefs are likely to influence

the actions. Lonergan (1953) identifies five stages of the process of true belief.

They are (1) preliminary judgment on the value of belief in general, on the

reliability of the source, (2) a reflective act of understanding that, in virtue of the

preliminary judgments, grasps as virtually unconditioned the value of deciding to

believe some particular proposition, (3) the consequent judgment of value, (4) the

consequent decision of the will, and (5) the assent that is the act of believing.

Second, lived experience is related to how people feel the experience.

“Feeling is a state, which is in its entirety in every moment of time as long as it

endures” (Peirce, 2009, p. 363). When a person asks how someone feels, the

responses will include adjective responses expressing feelings such as anxious,

happy, afraid, confident, and so on (Patton, 2002). Since CA and FNE are closely

related to the feeling itself, the participants’ feelings are interesting to be explored.

Third, it was about action. Action involves the use of five senses and bodily

movements (Lonergan, 1985). According to Wilson (2007), action is something

that an agent does that was intentional under some descriptions. Van Manen


35

(1990, p. 154) states “human science is concerned with action in that hermeneutic

phenomenological reflection deepens thought and therefore radicalizes thinking

and the acting that flows from it.” A situation that each participant had is likely to

insist his or her to take actions.

For the purpose of this study, the highly-motivated students’ lived

experience of CA and FNE is defined as their past experience that is already

passed or lived through and may include the beliefs, thoughts, feelings and actions

that represent the essence of the situation when they experienced CA and FNE. I

focus on the lived experience in which the participants are powerfully animated.

B. Framework of Pre-Understanding

Many studies have been reported that the number of students who

experience CA and FNE is amazing. Students with high motivation are not the

exception. In foreign language learning, they cannot avoid dealing with CA and

FNE. It is interesting to find out how the students who are closely associated with

language achievement and considered as successful learners experience, handle

and give meaning to CA and FNE.

Highly-motivated students tend to be motivated internally and externally

although the degrees are not exactly the same. The students have motivation

which comes from the students themselves such as their own goals and the needs

to learn. They learn foreign language in order to experience pleasure and

satisfaction such as the joy of doing a particular activity or satisfying one's

curiosity. This type of students is also triggered by the challenging nature of an

activity. The students are also eager to learn to get external reward. The rewards

can be tangible (e.g. grades) and intangible (e.g. recognition).


36

Even though they have equipped themselves with such kind of motivation,

they cannot avoid dealing with CA and FNE. In the teaching learning process, CA

and FNE can be caused by some factors. The factors are from the student

themselves, the teacher, the classmates and the classroom’s activities. When they

have to face CA and FNE, they will manifest several symptoms. The symptoms

can be physical, psychological, behavioral and other symptoms. Therefore, they

have to cope with their anxieties. They will act as how they are aware of factors

contributing to their CA and FNE. They will come up with some strategies to

cope with their CA and FNE. The strategies may be one of these strategies;

cognitive, affective, behavioral and resignation. Combination of more than one

strategy is possible. One’s strategy to cope with CA and FNE may also be

different since CA and FNE are actually two different types of FLA.

The strategies might not fully represent the further decision of highly-

motivated students. Let us consider my experience that I use in the beginning of

my background of study in chapter I. When in the middle of the class, the lecturer

asks a question. The highly-motivated students may know the answer but they

experience FNE. Therefore, they have fights in minds whether to give answer or

not. The highly-motivated students probably answer the question since their

motivation is greater than their anxieties or in the other words, they cope with his

or her FNE successfully. However, the decision of not answering the question is

still possible.

In sum, in the process of foreign language learning, highly-motivated

students have high possibility in experiencing CA and FNE. Experiencing CA and

FNE covers several essential themes. They are causes of students’ CA and FNE,


37

students’ beliefs, students’ manifestation of CA and FNE and students’ strategies

to cope with CA and FNE. These themes are bracketed off. Bracketing describes

my attempts to set aside all personal feelings, beliefs and preconceptions so that

an unbiased account of participants’ lived experience were made (Creswell,

2012). At the end, the awareness of these things will result in students’

understanding of themselves. Therefore, they may use the understanding to make

a difference to the lived world of themselves and others. The figure below

represents the construct of my study.


38

STUDENT

Classmates

Characteristics Intrinsic

Knowledge

&Skills

Curiosity

Challenge

Extrinsic

Grade

Recognition

Competition

High

Motivation CA and FNE

Student’s

Characteristic

Personal trait

Belief about

language

learning

Teacher’s

Characteristic

Teacher-

learner

interaction

Classroom

Characteristic

Class activities

The Highly-Motivated

Students’ Lived

Experience of CA and

FNE

Belief

Psychological

Physical

Behavioral

Other signs

Manifestation

of CA & FNE

Affective

Behavioral

Resignation

Cognitive

Strategies to Cope

with CA & FNE

Feeling Action

Figure 2.1. Construct of the Study


39

CHAPTER III

RESEARCH METHODOLOGY

This chapter explores the methodology employed to answer the research

question of this study, nature and the source of data, instruments, data collection,

data analysis and trustworthiness.

A. Research Method

This study was a hermeneutic phenomenological study. “Phenomenology

because it is the study of lived experience (phenomenon) in an attempt to enrich

lived experience by mining its meaning” (van Manen, 1990, p. 38).

“Hermeneutics because it is the interpretive study of the expressions and

objectifications (texts) of lived experience in an attempt to determine the meaning

embodied in them” (van Manen, 1990, p. 38).

Hermeneutic phenomenological method was the most appropriate method

for conducting this study since this study aimed at finding the scientific truth of

the highly-motivated students’ lived experience of CA and FNE specifically by

describing and interpreting their lived experience of CA and FNE. Hermeneutic

phenomenological method does not focus only on describing the experience but

also interpreting it. The purpose of interpretation is to understand the essential

meaning of experience (Heiddegger, 1927, 1962 in Langdridge, 2007). Heidegger

began the hermeneutic turn in phenomenological philosophy by stressing how all

understanding involves interpretation.


40

B. Nature and Source of Data

The data gathered for completing the study was in the form of texts

including anecdotes−a specific story form or narrative form. The texts were

obtained from in-depth interview. The texts represented the participants’

experience and their reflections on their experience. Van Manen (1990, p. 54)

mentions that

all recollections of experience including reflections on experience,

descriptions of experience, taped interviews about experience or transcribed

conversations about experience are already the transformations of those

experience.

In order to explore highly-motivated students’ lived experience of CA and

FNE, there was a need of using beginner students as they were assumed to

experience “transition anxiety” (Schumann and Schumann, 1977). The “transition

anxiety” is the feeling experienced by learners in the beginner level, when they

feel stressed because they have to face and adapt to a new atmosphere. I decided

to ask the participation of second-year ELESP students since they might still adapt

to the new atmosphere but they had more experience to be shared than the first-

year students. Related to motivation in learning, the second-year students

probably have clearer direction in their studies. When this research was being

conducted, the second-year students began their fourth semester. Therefore, the

participants of the study should meet these three criteria: (1) they were second-

year students, (2) they had high level of motivation and (3) had high level of CA

and FNE. After some procedure of recruitments, two students met the criteria and

were willing to be my participants. Therefore, the two participants became the

source of data in this study.


41

C. Instruments

Two instruments were employed in this study. First, questionnaire was used

to measure students’ level of motivation, CA and FNE. It was done in order to

make sure that the participants to be interviewed later met the criteria of this

study. Second, interview was used as the main instrument in this study in order to

get the main data to answer the research question.

1. Questionnaire for Recruiting Participants

Two questionnaires were adapted and made into one (see Appendix 1). The

first questionnaire is known as Work Preference Inventory (WPI) composed by

Amabile et al., (1994). WPI provides measurement of students’ intrinsic

motivation (IM) and extrinsic motivation (EM). The questionnaire seeks to assess

the extent to which students see themselves as either more intrinsically or more

extrinsically motivated in school or at work by asking them to report on their

usual motivations for a variety of diagnostic situations. The second questionnaire

is Foreign Language Classroom Anxiety Scale (FLCAS) proposed by Horwitz,

Horwitz and Cope (1986). It measures students’ level of Foreign Language

Anxiety (FLA). Cao (2011) has classified each item of FLCAS into three types of

FLA, namely communication apprehension (CA), test anxiety (TA) and fear of

negative evaluation (FNE). The questionnaire items related to TA were not used

since the focus of this study was on CA and FNE.

The adapted questionnaire consisted of 38 items: 10 IM items (2, 4, 6, 7, 9,

10, 11, 13, 18, 19), 10 EM items (1, 3, 5, 8, 12, 14, 15, 16, 17, 20), 11 CA items

(21, 23, 25, 27, 28, 29, 32, 33, 34, 35, 37) and 7 FNE items (22, 24, 26, 30, 31, 36,

38). The statements were also divided into two types of statements, positive and


42

negative statements. The positive statements were in the number 1, 2, 3, 4, 5, 6, 8,

9, 10, 13, 14, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 28, 30, 31, 33, 34, 35, 36,

37 and 38. The negative statements were in the number 7, 11, 22, 27, 29 and 32.

All the statements were written in the English in order to keep intended meaning

of each statement. The participants particularly were English major students who

could read and understand English well. The adapted questionnaire was designed

on a 5-point likert-scale ranging from strongly disagree (1 point) to strongly agree

(5 points) for positive statements and strongly disagree (5 points) to strongly

agree (1 point) for negative statements.

2. Interview for Investigating Participants’ Lived Experience

This study employed two steps of interview. The first was an initial

interview to get to know each participant’s background and each participant’s

motivation in learning English. The second was in-depth interview which was

done to capture the highly-motivated students’ lived experience of CA and FNE.

According to van Manen (1990, p. 66), interview in hermeneutic

phenomenological human science serves very specific purposes:

(1) it may be used as a mean for exploring and gathering experiential

narrative material that may serve as a resource for developing a richer and

deeper understanding of human phenomenon and (2) the interview may be

used as a vehicle to develop a conversational relation with a partner

(interviewee) about the meaning of an experience.

In other words, interview is designed to extract the perceptions and

experience as participants describe them (Lodico et al., 2010; Howitt & Cramer,

2011; Creswell, 2012 in Wildman, 2015). Fassinger (2005) in Ingiaimo (2012)

sees interviews as a valuable tool for allowing participants to tell their stories in

their own words.


43

In doing in-depth interview, I prepared myself with an interview guideline

to help guide the interview. The interview guideline was used to frame the

discussion and to focus attention on the topic of interest and then worked with the

participants to explore the participants’ lived experience. In addition to this, I

believed that the participants would reflect and tell their experience freely with the

open-ended questions. The interviews were carried out in participants’ mother

tongue, Indonesian, to facilitate communication and to promote richness of the

data in less threatening way.

The interview guideline was made based on Moustakas’s (1994) general

interview guide. The questions in the interview guideline were designed for the

interview as follows.

Table 3.1. List of Questions as the Interview Guideline

No Questions Intention

1. Have you ever felt anxious while

you were learning in the

classroom?

to open the conversation, to lead

to the main topic and to make

sure that the participants had ever

experience anxiety specifically

CA in the language learning

classroom.

2. Try to remember the last time you

were anxious and tell me about the

situation.

to understand the participants’

lived experience of CA. I focused

on the latest experience since it

would be easier for participants to

recall the experience.


44

3. How did you feel at that time? to indentify participants’ feeling

in a more specific way, or in the

other word, to identify

participants’ manifestation of CA

4. What bodily changes or states were

you aware of at the time?

to identify participants’ bodily

changes or states when they were

experiencing CA, or in the other

word, to identify participants’

manifestation of CA

5. What thoughts stood out for you? to identify participants’ thoughts

when they were experiencing CA

6. After having such kind of feeling

and thought, finally, what did you

do?

to explore the coping strategies

used by the participants to cope

their CA

7. Why did you do that? to explore the reasons behind

their decisions of doing what they

did or of choosing the specific

coping strategies

8. Related to situation of the

classroom, how was your teacher

and or classmates at that time?

to explore the students’ thoughts

and feelings related to the

presence of the lecturer and the

classmates

9. Did your teacher and classmates

affect your anxiousness?

to determine whether lecturer and

classmates affected the


45

participants and to confirm

whether they experienced FNE or

not

10. What did you do at that time? to explore the coping strategies

used by the participants to cope

their FNE.

11. Why did you do that? to explore the reasons behind

their decisions of doing what they

did or of choosing the specific

coping strategies.

12. How did the experience affect you?

What changes do you associate

with the experience?

to explore the impacts of the

experience to the participants. It

was more related to the future

time when they had to face the

same situation.

13. Do you have other experiences of

being anxious in the classroom?

What kind of activities did make

you feel anxious?

to probe into the other

possibilities of situation that

could trigger participants’ CA

and FNE

D. Data Collection

The sampling in hermeneutic phenomenology is likely to be purposive

(Langdridge, 2007). The sample is purposive because the researcher purposely set

out to recruit only those people who share the experience being investigated. To


46

recruit the participants, initially, I distributed the adapted questionnaire to measure

students’ level of motivation, CA and FNE. I also attached the invitation for

interview letter (see Appendix 2) along with the questionnaire. I came to two

classes in ELESP and asked the students to fill the questionnaires. I got sixty

students as my respondents.

The questionnaires filled by respondents were analyzed. Based on the result

of the questionnaires, four students met the criteria of my study. Unfortunately,

one of them forgot to fill the student number, so I was unable to contact him or

her. I tried to contact the other three students and finally two students were willing

to be my participants. The two participants willingly signed the consent form (see

Appendix 6 and 7). Therefore, I had access to conduct interviews for the study.

The two participants were interviewed three times in order to explore their

experience in depth or in the other words, to get the richness of data. They were

interviewed in depth through one-on-one interviews. One-on-one interview is a

data collection process in which the researcher asks questions to and records

answer from only one participant in the study at a time (Creswell, 2012). The

interviews were conducted in Indonesian and were audio recorded. After I had

done with the recording, I took a brief note to note down the important and

interesting point from the interview I just had. If it was not possible to meet the

participants, the online interviews were conducted through whatsapp or line

application.

E. Data Analysis

Two kinds of instruments employed in this study. Therefore, in this section,

I present the analysis for each instrument. This section is divided into 2 smaller


47

sections: (1) data analysis for questionnaire and (2) text description and

interpretation for in-depth interview.

1. Data Analysis for Questionnaire

The results of the questionnaire were inputted and calculated on the

computer sheets. Firstly, I classified each response whether it belonged to

motivation, CA and FNE. I also classified the each response whether it belonged

to positive or negative statement. The scoring for positive and negative statements

would be different. Table below showed the scoring for positive and negative

statements.

Table 3.2. Scoring for Positive and Negative Statements of Motivation, CA and

FNE

Level of Agreement and Disagreement

Scoring

Positive

Statement

Negative

Statement

Strongly Disagree 1 5

Disagree 2 4

Neutral 3 3

Agree 4 2

Strongly Agree 5 1

The motivation mean scores of each participant were calculated

individually. The individual motivation mean score was calculated by totaling all

scores of IM and EM items of each individual participant had and divided by 20

(the total number of motivation items). The individual mean score of CA was also

the sum of all scores of CA items that each individual participant had divided by

11 (the total number of CA items). I did the same with the FNE. The individual

mean score of FNE was the sum of all scores of FNE items that each individual


48

participant had divided by 7 (the total number of FNE items). After getting the

mean score, each of the participants was categorized into a certain level of

motivation, CA and FNE based on the following criteria by Degang (2010). The

higher mean score indicated the higher level of motivation, CA and FNE.

Table 3.3. Interpretation of Mean Score Results

Adapted from Degang (2010, p. 23)

2. Text Description and Interpretation for In-Depth Interview

The first step of analyzing the result of interview was to transcribe the audio

recorded files from the in-depth interviews. The audio files were carefully listened

to repeatedly. Each word was written and put into a word document format. After

having completed transcripts, they were read multiple times for the identification

of the specific situation faced by each participant. The situation of each participant

was described in order to give a clear and vivid picture of the situation before

arriving at the interpretation of the data.

Van Manen (1990) gives some suggestions for producing a lived-experience

description. First, it is needed to describe the experience as I lived through it. I

should avoid as much as possible causal explanations, generalizations, or abstract

interpretations. For example, it does not help to state what caused your illness,

why you like swimming so much, or why you feel that children tend to like to

Mean Score Range Motivation Level CA Level FNE Level

4.50 - 5.00 Highest Highest Highest

3.50 - 4.49 High High High

2.50 - 3.49 Moderate Moderate Moderate

1.50 - 2.49 Low Low Low

1.00 - 1.49 Lowest Lowest Lowest


49

play outdoors more than indoors. Second, it is suggested to describe the

experience from the inside, as it were; almost like a state of mind: the feelings, the

mood and the emotions. Third, what should be done is focus on a particular

example or incident of the object of experience: describe specific events, an

adventure, a happening or a particular experience. Fourth, it is better to try to

focus on an example of the experience which stands out for its vividness, or as it

was the first time. Fifth, it is important to attend to how the body feels, how things

smelled, how they sounded and many others. Sixth, what is not less important is

to avoid trying to beautify your account with fancy phrases or flowery

terminology.

Data were interpreted thematically in hermeneutic phenomenology.

Auerbach and Silverstein’s (2003, p. 38) define a theme as a way to categorize a

set of data into “an implicit topic that organizes a group of repeating ideas.”

Saldana (2009, p. 139) confirmed this understanding as he stated “a theme is a

phrase or sentence that identifies what a unit of data is about and/or what it

means.” However, my goal was to uncover these themes as van Manen (1990)

proposed by reading the data multiple times in order to come up with interpretive,

insightful discoveries. Overall I followed his model to get at the “notions” of the

data to make sense of it and give it shape. My themes emerged as a “form of

capturing the phenomenon one tries to understand” (van Manen, 1990, p. 87).

I used van Manen’s (1990) approach which is called selective reading

approach. In the selective reading approach, I listen to or read a text several times

and ask what statement(s) or phrase(s) seem particularly essential or revealing

about the phenomenon or being described. The completed transcripts as the result


50

of in-depth interviews were read multiple times for the identification of significant

sentences. The transcripts were cut out and assigned a sentence or a phrase in

order to capture the essence of the thought expressed by the participants. By

following this step, themes could be generated. The themes were examined for

similarities and links therefore attempts were made to order them into coherent

themes. The figure below summarized the data collection and data analysis of my

study.

Figure 3.1. Data Collection and Data Analysis

Constructing questions as in-depth interview guideline

List of questions

Conducting in-depth interviews Audio-recorded data

Transcribing audio-recorded data

Transcripts of in-depth interviews

Describing participants' situation

Participants' stories

Adapting questionnaires Adapted questionnaire

Distributing questionnairesQuestionnaires filled by

respondents

Analyzing mean scoresRespondents' level of

motivation and anxiety

Contacting students who had high level of motivation, CA

and FNE

2 partipants who wanted to share their experience

Conducting thematic analysis (selective reading approach)

List of themes

STEPS RESULTS


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F. Trustworthiness

The goal of trustworthiness is to support the argument that the inquiry’s

finding are “worth paying attention to” (Lincoln & Guba, 1985, p. 290). Before

ensuring the trustworthiness of the result of the analysis, I need to ensure that the

data gathered were trustworthy as well.

The trustworthiness of the data in this study was supported by two factors.

First, the data gathered from the participants who met the criteria of this study.

They were second-year students, had high level of motivation and experienced

CA and FNE. Second, the instruments employed in this study were valid and

reliable. Validity and reliability of the FLCAS and WPI have been proved by

previous studies as it is a well-known questionnaire used in the research of this

area. According to Horwitz (1986), pilot testing of the scale with seventy-five

introductory Spanish students at the University of Texas at Austin demonstrated

reliability and validity of FLCAS. In terms of internal reliability, the FLCAS

achieving an alpha coefficient of .93 with all items producing significant corrected

item-total scale correlations. Test-retest reliability over eight weeks yielded an r=

.83 (p<.001). Amabile et al. (1994) reported that WPI has meaningful factor

structures, adequate internal consistency, good short-term test-retest reliability and

good longer term stability. To maintain the construct and content validity of the

interview guideline, the interview questions were reviewed by two graduate

students of ELS at Sanata Dharma University.

The trustworthiness of the result of analysis was achieved by doing member

checking. Member checking allowed for further elaboration of questions answered

or omissions of any information collected. After the themes were established, they


52

were sent back to two participants who read the summarized phrases and themes.

These two individuals read the documentation and concurred with the results.

They agreed that the information presented to them was true and accurate to the

best of their knowledge. By following this model, the resulting conclusions were

considered validated.


53

CHAPTER IV

DESCRIPTION AND INTERPRETATION

This chapter includes the short introduction of the participants, the

exploration of the phenomena and the presentation of the themes derived from the

analysis of the data captured from the interviews. The data collected was

organized into themes portraying the the highly-motivated students’ lived

experience of communication apprehension (CA) and fear of negative evaluation

(FNE).

A. Description

This section covers the participants’ background and the description of the

participants’ experience of CA and FNE in teaching and learning process in the

classroom. At the beginning of in-depth interview, I asked each participant to try

to remember the last time each of them was anxious and to tell me about the

situation. I asked the latest experience of each participant since it would be easier

for each participant to recall the experience. Interestingly, each participant told me

that the latest experience was also the most anxious experience each of them had

ever had. I focused only on the latest and the most anxious situation since I

wanted to develop detailed description and interpretation of it. The completed

transcripts were read multiple times for the identification of the situation faced by

the participants. The description is presented in order to give a clear and vivid

picture of the situation before arriving at the interpretation of the data.


54

1. Venita’s Story

My first participant was Venita (pseudonym). She had high level of

motivation (M= 3.50), high level of CA (M= 3.91) and high level of FNE (M=

3.86). She told me the situation when she experienced CA and FNE in the

teaching and learning process in the classroom. Before going to the description of

her experience, I would like to give short introduction about her.

Venita is a cheerful girl who was born 19 years ago in Jakarta. She was the

last child in her family. Her father was a businessman and her mother was a

housewife. She had two elder brothers who were also college students. She was

inspired of her hard-working father who wanted his children to be better than him.

During her spare time, she liked reading novels, singing and drawing. She

described herself as a person who was cheerful, friendly, not easy to give up but

still lack of self-confidence and emotional. She lived in Jakarta until she finished

her junior high school. After graduating, she entered a private senior high school

in Semarang.

Venita started her study in the English Language Education Study Program

(ELESP) at Sanata Dharma University in August 2014. By the time she started her

study in the ELESP, she had studied English for fourteen years. Having an enough

background in English, she told me that English was not her interest. Her interest

was on design. However, because of some consideration, she decided to enroll

ELESP. She took the program as a new challenge for her since she had to go

outside her comfort zone. She expected that she would have a better career

opportunity after graduating from the program. Therefore, she could make her

parents proud of her. When this study was being carried, she began her fourth


55

semester. For the previous three semesters, she learned that all of the courses were

taught using English. In the speaking class, especially, she had to speak English

actively. In her third semester, she joined speaking class named Critical Listening

and Speaking (CLS). Once in the semester, each student was required to give an

impromptu speech. The lecturer employed a classroom activity called “hot seat”.

Each student randomly picked a topic prepared by the lecturer, then thought about

the topic for about 15 seconds and talked about the topic for 5 minutes. Venita’s

worry began when she found out about the activity and knew further that the

performance would be graded by the lecturer. She felt that she was lack of public

speaking skill. Only by imagining the situation could make her uneasy. She did

not want to make a fool of herself in front of the lecturer and her friends, nor did

she want to fail the class.

Every time she attended the speaking class, she felt anxious that her name

would be called by the lecturer. Until one day, her name was really called by the

lecturer. She picked a topic prepared by the lecturer and got “three unique ways to

use pencil except for writing and drawing”. The situation hit her in panic, made

her heart beat fast and brought her break out in a cold sweat. In 15 second, she

tried to think about what she would talk in front of the class. In the process of

thinking, she was helpless and unable to concentrate. She thought that the topic

was difficult and she was unable to handle it. However, she knew that whether she

wanted or not, she had to talk. She tried to look at her friends who previously

were also in her position. She wanted to be as good as her friends. She also

reminded herself of her own goal to get good grade in every class she took.

Therefore, she handled her anxiousness by taking a deep breath to calm down


56

herself. Instead of thinking like the previous way, she turned her negative thought

into positive thought saying to herself that she could handle the situation. Doing

these things could lessen her anxiousness but the real war was about to begin.

She started to give the speech in front of the class. She would do the same

things when she started to feel overwhelmed with her anxiousness, but still she

was afraid of looking at her lecturer and friends directly. In the process of giving

speech, she was afraid that her lecturer would give negative feedback since her

lecturer was a person who paid attention on details. She was also distracted by

some friends who, according to her, liked to underestimate others. The lecturer

and friends made her heart beat faster than before. Again and again she took a

deep breath to calm herself down. She tried to ignore the thought that her friends

would give negative comments behind her back. Her struggle to give the speech

was not only up to that point. Many thoughts came to her mind especially about

the correctness of the grammar, vocabulary and pronunciation.

After she ended her speech, she went back to her chair and listened to her

lecturer’s feedback. The lecturer said that Venita was good in opening the speech

and in using gestures to practice what she said so that the audience would get the

information better. The lecturer reminded her to enrich vocabularies, to mind the

grammar and to reduce unneeded gestures. Not only listening to her teacher’s

feedback, Venita also reviewed her performance by herself. She felt so stupid of

forgetting some trivial things. She was not satisfied with her performance then

after that she was lack of self-confidence. In spite of that, she was determined to

prepare herself in case she had to face the same situation. According to her, the


57

preparation was more about enriching vocabulary since knowing many

vocabularies would help her in doing spontaneous speech.

2. Petra’s Story

My second participant was Petra (pseudonym). She had high level of

motivation (M= 3.60), high level of CA (M= 3.64) and high level of FNE (M=

3.86). She told me the situation when she experienced CA and FNE in the

teaching and learning process in the classroom. Before going to the description of

her experience, I would like to shortly introduce her.

Petra is a friendly girl who was born 19 years ago in Yogyakarta. She was

the first child in her family. Her father was a farmer who had his own farm, while

her mother was a housewife. She had two younger brothers who studied in high

school. During her spare time, she liked reading and writing poems. She described

herself as a person who was care and responsible. On the other hand, she was still

lack of self-confidence, shy and emotional. She attended kindergarten, elementary

school and high school in Yogyakarta. Then she enrolled ELESP that was also in

Yogyakarta.

Petra had studied English since she was in the fourth grade of elementary

school. She had an unpleasant experience of studying English which motivated

her to enter ELESP. When she was in the fourth grade of elementary school, she

joined a private English course with the other two friends. Being unable to

comprehend the material, her teacher got mad and judged her of not being able to

learn English. The effect of what was said by the teacher still remained in her

heart. She decided to prove that she was able to learn even master English by


58

entering the ELESP. When this study was being carried, she began her fourth

semester.

One of Petra’s goals was to learn to speak English well. Therefore, speaking

classes offered by the ELESP were the best place for her to speak English

actively. Like in the first and second semester, she joined the speaking class in the

third semester. In the third semester, the name of the speaking class was Critical

Listening and Speaking (CLS). One of the requirements to pass the class was that

the students had to give a group presentation consisted of three persons. Petra and

her friends had to give a presentation with the topic “nature school”. She and her

friends prepared themselves before their turn by looking for and arranging the

material into a good presentation. Petra personally prepared herself by practicing

and remembering her own part.

When the day came, Petra and her friends came in front of the classroom.

When one of her friend began the presentation, she started to feel anxious. Her

heart beat fast and suddenly her stomach ached. She tried to study her own part by

looking at the note she had prepared before the presentation but she went blank.

When it came to her turn, her heart beat faster than before. She said to herself, “I

cannot do this. I am afraid of making mistakes.” However, she remembered her

own goals to enhance her speaking skill. She also desired for getting good grade

in the class. Then, she took a deep breath. She tried to turn her negative thought

into positive one. She said to herself, “Yes, I can. I can. I can do this presentation

well. I have memorized all the things last night. I have to try.” Speaking in the

front of the classroom, she went blank. She wanted to be exactly the same like

what she had prepared before. However, she forgot the material that she had


59

prepared. She tried to recall her memory yet it was not easy. She kept trying, kept

thinking positively and said what she remembered. Speaking in front of the

classroom, she consciously made small hand movements but unconsciously

played with her hair. Besides, she was unable to pronounce some words correctly.

She knew the correct ones but unconsciously mispronounced them.

She looked at her lecturer who, according to her, was too serious in listening

to her presentation. Because of this, she thought that the lecturer would evaluate

her negatively. She was also distracted by some friends who, according to her,

liked to give bad comments behind her back. She looked at the other friends then

she thought that her topic might be boring so that her friends did not listen to her

presentation well. The situation caused her to be more difficult to bring back the

material into her mind. Again and again, she convinced herself that she was able

to do the presentation well. About her friends, she was confused how to handle the

situation but finally she said to herself, “It is okay. No problem. Don’t think about

it.” She tried to ignore the thought if maybe some friends would give negative

feedback behind her back.

The presentation ended. She went back to her chair. From that moment, she

made a commitment that she would make better preparation for instance by

practicing in front of the mirror, practicing with her friends, studying

pronunciation and studying grammar. During the presentation, she indeed felt

anxious, but it did not hinder herself to be brave to speak. She thought if she did

not brave enough, she would not be able to speak English. Even, she planned to

speak in front of the class voluntarily if her lecturers asked her to.


60

B. Interpretation

This section covers the interpretation of participants’ stories derived from

in-depth interviews. The completed transcripts as the result of in-depth interviews

were read multiple times for the identification of significant themes. The themes

were examined for similarities and links therefore attempts were made to order

them into coherent themes. Four major themes appeared to best reflect the highly-

motivated students’ lived experience of CA and FNE. The four major themes

were: (1) struggle with communication apprehension (CA), (2) struggle with fear

of negative evaluation (FNE), (3) reasons for choosing the coping strategies and

(4) impacts of the experience. Within these four themes were a number of

subthemes, which describe the substantive areas of the major themes.

1. Struggle with Communication Apprehension (CA)

Even though both participants had equipped themselves with high

motivation, they could not avoid dealing with CA. This section covers a big theme

dealing with their experience of CA. The theme had three subthemes which

described the substantive areas of how they struggled with CA. The three

subthemes were: (1) causes of CA, (2) manifestation of CA and (3) strategies to

cope with CA.

a. Causes of CA

Research had indicated a number of ways that learning a foreign language

could cause anxiety for language learners. Both participants in my study had the

same factors causing their CA. The factors were classroom activities and


61

participants’ characteristics. Participants’ characteristics included participants’

personal traits and participants’ beliefs about language learning.

1) Classroom Activities

Venita experienced CA when she had to deliver five-minute impromptu

speech in the speaking class. The lecturer employed a classroom activity called

“hot seat”. At that time, she randomly picked a topic prepared by the lecturer and

got a topic “three unique ways of using a pencil except for writing and drawing.”

Then, she thought about the topic in 15 seconds and talked about it for about 5

minutes in front of her lecturer and friends. She told me that this kind of

classroom activity made her so anxious because everything was so random

meaning that she did not know everything about the speech including the topic

and the presentation schedule, so she could not make any preparations before the

speech. Venita expressed

In other presentation, I did not feel so anxious because I could make

preparations. Nah, when it came to “hot seat”, I could not make any

preparations. I did not know the topic. I did not know what I would say. I

did not know when my turn would be.

(Intrvw1_V96)

Young (1999) state that using speaking activities that put the learner “on the

spot” in front of their classmates without allowing adequate preparation is one of

sources of anxiety for many students. Generally, through preparation, students

need time to construct their ideas and make correct language choices. Wong-

Filmore (1985) argues that more preparation and practice time are similar to the

message redundancy meaning that repeating main presentation contents gives

students more opportunities to improve and master their presenting skills. In


62

contrast, if students is not given time to prepare themselves, they may not give

fluent speech or presentation thereby causing CA in the classroom.

On the other side, Petra experienced CA when she had a group presentation

in the speaking class. Unlike Vernita, Petra could make preparations before the

presentation because she knew the topic and had fixed presentation schedule.

When I wanted to make sure whether she really anxious though she prepared

herself, she said

Yes. When I did free speech, I tended to do it well because I could speak

freely. When I knew that the presentation would be graded, I made

preparations but it turned out of my expectation. When I prepared the

presentation, I expected that the presentation would be the same like I had

prepared before. It gave a burden to me.

(Intrvw1_P72)

The situations faced by both participants showed that both of them

experienced “stage fright” which is one of the forms of CA. Both participants

experienced CA when they had to speak in front of the classroom though they had

different types of speaking activity. As Young (1991) states, speaking in front of

the class is one of the classroom activities which are perceived as anxiety-

provoking. Young (1990) in her study found that more than sixty-eight percent of

her subjects reported feeling more comfortable when they did not have to get in

front of the class to speak. Young (1990) identifies more by saying that this might

due to the fact that it is hard to be one’s self in the target language. “It is feeling of

uncertainty and threats to the ego due to the unknown element of the second

language, which can thus trigger anxiety” (Guiora et al., 1972 in Tallon, 2008, p.

3).

Both participants had different experience regarding the preparations.

Previous researchers had found and put more emphasize on the importance of


63

preparations (Horwitz et al., 1986; Young, 1990; Aida, 1994). They found that

their subjects of research would feel less nervous if they got more preparations.

However, the participants in this study still might experience CA with or without

preparations. Petra did not try to say that a preparation was not important. She told

me that she would still to do preparations for the next presentations. The problem

might be on how she viewed the preparation itself. She said previously that she

expected herself to be the same like what she had prepared before. Thus, it gave a

burden to her. This kind of viewpoint might lead into perfectionism that would be

discussed more under the subtheme manifestation of CA.

2) Personal Traits

The second factor causing the participants’ CA was participants’ personal

traits. It was in line with the previous study findings of Shameem and Siti (2006)

in Tom et al. (2013). They discovered that one of the main factors causing CA

was personality traits. Venita and Petra perceived themselves as persons who were

lack of self-confidence. Venita said

…My heart beat fast. First, it was because I could not speak in public. I was

not confident…

(Intrvw1_V50)

When I asked Petra whether her traits had relationship with her anxiousness,

she responded

Yes, I was shy and not confident.

(Intrvw1_P93)

According to Petra, another personality trait that influenced her anxiousness

was shyness. It was in line with Chu (2008) in Zhang (2010) who found that

shyness had a positive correlation with FLA and was one of the factors creating a

negative impact on Taiwanese students’ in studying English.


64

3) Beliefs about Language Learning

The third factor causing the participants’ CA was participants’ own beliefs

about language learning. I believed that language learners bring a variety of

preconceived beliefs to the foreign language class. According to Young (1991),

some beliefs may be based on unrealistic expectations. Young (1991, p. 428)

elaborates more by saying “when students’ unrealistic expectations about

language learning are not met, the situation can lead to negative feelings about

one’s intelligence and abilities.” Young (1991) also emphasizes that learner

beliefs about language learning are major contributors to language anxiety. Venita

and Petra expressed their concern over the correctness of the grammar and

pronunciation. Venita also stated the importance of memorizing many

vocabularies. Since Petra had made preparations before the presentation, she did

not express her concern greatly while she was giving presentation. On the other

hand, Venita who had not made any preparation before her speech, worried about

the correctness of the grammar, vocabulary and pronunciation. While speaking in

front of the class, she thought

Duh… Was my grammar correct? Did the others understand what I was

saying? Duh… Was there any vocabulary mistake? Duh duh duh.

(Intrvw1_V62)

When I reassured that she worried about them, she said

Yes, the grammar must be correct. I had to know many vocabularies. Oh,

the pronunciation should be correct too. In English, so many words were

written similarly but pronounced differently.

(Intrvw1_V65)

I asked her whether her thoughts had effects on her anxiousness, she

responded

Yes, they burdened me. (Intrvw1_V67)


65

The participants’ experience was similar to one of Horwitz's study’s

findings (1988) in Tallon (2008) revealing that the students supported the notion

that language learning was primarily memorizing vocabulary words and

grammatical rules. Moreover, Price’s (1991) qualitative interview study also

found that students were afraid of making errors in pronunciation. According to

Young (1991) adds that most beginning students unless they are highly motivated,

will not sound like native speaker. If they believe that pronunciation is the most

important aspect of a language, they will end up frustrated and stressed. In other

words, when beliefs and reality clash, anxiety results (Young, 1991).

b. Manifestation of CA

Anxiety in general and FLA in particular can have physical, psychological

and behavioral manifestation (Oxford, 1999). It was important to remember that

CA and FNE were highly subjective experience. Not everyone would experience

the same symptom, nor would each person experience the same intensity of a

symptom. When the participant experienced CA, they would manifest several

symptoms. Both participants in this study manifested their anxieties physically,

psychologically and behaviorally. While experiencing CA, both participants

tended to underestimate their competence and showed their perfectionism.

Moreover, in Venita’s experience, her perfectionism led to self-criticism.

1) Physical, Psychological and Behavioral Symptoms

The physical symptoms include how the participants experienced CA in

their bodies. Physically, Venita experienced rapid heartbeat. The situation also

brought her out in a cold sweat. She said


66

My heart beat fast. I broke into a cold sweat.

(Intrvw1_V58)

Like Venita, Petra experienced rapid heartbeat. Besides, she got sudden

stomachache. She stated

At that time, it was obvious that my heart beat fast…

(Intrvw1_P75)

Previously, she also said

I got stomachache. When I was in front of the class, I forgot everything. I

tried to remember what I had memorized, but it was not easy.

(Intrvw1_P73)

From Petra’s statements “I forgot everything. I tried to remember what I had

memorized, but it was not easy” (Intrvw1_P73), they showed that her CA was

manifested psychologically. Petra who had prepared herself before the

presentation went blank and had difficulty in recalling what she had memorized.

Psychologically, Venita also faced worse situation because she had not made any

preparations. She went blank, felt helplessness and was unable to concentrate.

Daly (1991, p. 12) argues that “being self-focused might result in a lower

concentration on the audience and the surrounding, which is replaced by a

reduction in speech performance.” Venita said

It was difficult to concentrate. Hopeless. “Oh my God, it is so hard. Oh my

God, it seems I cannot do this speech well.” I was afraid to speak in front of

the class. I was blank. I was afraid of looking at others’ eyes directly.

(Intrvw1_V60)

Participants’ anxieties were also manifested in their behavior. Venita

avoided eye contact because she was afraid of looking at others’ eyes directly.

Petra began to fidget specifically she began to make small hand movements. From

the lecturer’s feedback after the presentation, Petra knew that she unconsciously


67

played with her hair too much and was unable to pronounce some words correctly.

She knew the correct ones but unconsciously mispronounced them.

2) Feeling of Incompetence

It was worth noticing that both participants tended to underestimate their

competence to do the speaking activities they were assessed to. Venita said

It was difficult to concentrate. Hopeless. “Oh my God, it is so hard. Oh my

God, it seems I cannot do this speech well.” I was afraid to speak in front of

the class. I was blank. I was afraid of looking at others’ eyes directly.

(Intrvw1_V60)

Petra thought

I thought I could not do the presentation well, I was afraid of making

mistakes.

(Intrvw1_P79)

By saying “I could not do this speech well” and “I could not do the the

presentation well,” both participants tended to underrate their competence in

target language production. This was supported by MacIntyre, Noels and Clement

(1998) who note that the anxious learners tend to underestimate their own

competence than less anxious ones. Horwitz (2001) and Horwitz et al. (1986)

have contended that foreign language anxiety mainly stems from students’ low

self-evaluation of competence or individual’s self-concept being challenged or

threatened in the communication. It seemed that CA affected their self-efficacy.

Self-efficacy is “people’s judgments of their capabilities to organize and execute

courses of action required to attain designated types of performances” (Bandura,

1986, p. 391).


68

3) Perfectionism

The other symptom of the participants’ anxieties was perfectionism. To

have perfectionism meant that they refused to accept any standard short of

perfection. Petra said that she had to present the same way like what she had

prepared before. It showed that she had a standard for her performance. What she

had prepared was her standard and she did not want her performance to be below

it. She realized that it gave her a burden. She expressed

…When I knew that the presentation would be graded, I made preparations

but it turned out of my expectation. When I prepared the presentation, I

expected that the presentation would be the same like I had prepared before.

It gave a burden to me.

(Intrvw1_P72)

The perfectionism was also expressed by Venita. She said

I thought I was stupid because I forgot simple things. I realized it when I

came back to my seat. From that moment, if I had a presentation, I would

not be confident. If I was not satisfied with what I had presented, I became

unconfident.

(Intrvw1_V90)

Saying about satisfaction, she implied that she had a standard for her

speech. She mentioned that she regretted of forgetting simple things. Her

perfectionism might be related to her beliefs about language learning that she

concerned greatly over grammar, vocabulary and pronunciation. In the other

occasion, I had a chance to ask further what could make her satisfied with her

presentation. She said

I could deliver the ideas smoothly, could use good grammar, did not forget

the vocabulary or in other word could use as many vocabularies as possible.

I realized it when I came back to my seat “Why didn’t I say this when I was

in front of the class?”

(Intrvw3_V6)


69

Puchta (1999) in Arnold (2007, p. 30) affirm “beliefs are strong perceptual

filters, they serve explanations for what has happened and they give us a basis for

future behavior.” Moreover, Gregersen and Horwitz (2002) look at the

relationship between foreign language anxiety and perfectionism. They found that

anxious language learners and perfectionists may have a number of characteristics

in common such as higher standards for their English performance, more worry

over the opinions of others, and a higher level of concern over their errors. In

Venita’s experience, the perfectionism led to self-criticism “I think I was

stupid…” (Intrvw1_V90). Based on what she believed, she might put unrealistic

demands on herself and feel that anything less than perfect performance was a

failure.

c. Strategies to Cope with CA

Having several symptoms, both participants had to handle their anxieties.

They would come up with some strategies to cope with CA they experienced.

Generally, three approaches to the alleviation of anxiety are cognitive, affective

and behavioral approaches (Hembree, 1988 in Kondo & Ying-Ling, 2004). Both

participants in my study tried to relax and to think positively. In addition, Petra

also tried to do preparation. According to Kondo and Ying-ling (2004), relaxation

is characterized by its affective quality in that it aims at alleviating bodily tension

associated with emotional arousal. Positive thinking is an attempt to suppress or

alter problematic thought processes related to language learning, and thus can be

subsumed into cognitive strategies. Moreover, preparation can be considered as a

behavioral strategy because it focuses on behavioral components of language

learning that are related to effective performance in class.


70

1) Relaxation

It has been explained previously that Venita and Petra experienced physical

symptoms of CA. To cope with them, each of them tried to calm down by taking a

deep breath. When I asked what Venita did at that time, she said

I took a deep breath. It was for calming down myself. I knew, the more I

thought negatively, the faster my heart beat. And I would get more

confused. So, if my heart beat faster and faster. I made a pause to take a

deep breath then continued my speech.

(Intrvw1_V69)

When I asked what Petra did at that time, she said

I inhaled deeply then exhaled…

(Intrvw1_P80)

What my participants did was in line with what Kondo and Ying-Ling

(2004) state that if students who believe that somatic arousal (physical responses

to anxiety) is the main concern, they may find ways to ease bodily reactions and

tension.

2) Positive Thinking

When Venita had negative thought that is underestimating her competence

to do the impromptu speech, she tried to think positively specifically by trying to

be confident and believing her own competence. She added

By taking a deep breath, I was more relaxed. After I took a deep breath, I

said to myself “I can. I can. I can.” So, it was like a suggestion from the

inside that I could do the speech well. I had to be able to turn my negative

thought into positive thought.

(Intrvw1_V71)

It was revealed before that not only Venita, but Petra also underestimated

her competence to do the presentation. Interestingly, she also tried to think


71

positively. She expressed that she thought positively specifically by believing her

own competence.

…I tried to put aside my negative thought with this thought “Yes, I can. I

can. I can do this presentation well. I have memorized all the things last

night.”

(Intrvw1_P80)

Believing one’s own compentence was an indicator of self-efficacy. Though

their CA seemed to affect their self-efficacy, both participants could handle with

it. The participants surely had reasons of choosing this way to cope with their CA.

The reasons would be explained in the third theme. Moreover, what my

participants did was in line with what Kondo and Ying-Ling (2004) state that if

students think that their cognition creates anxiety, they may attempt to suppress or

alter the thought processes related to language learning.

3) Preparation

Knowing that she was easy to get nervous, Petra made preparations for her

presentation. It was her benefits that she knew the topic and had fixed presentation

schedule. According to Kondo and Ying-Ling (2004), preparation can be

considered as a behavioral strategy because it focuses on behavioral components

of language learning that are related to effective performance in class. Petra told

me

Basically, I was easy to get nervous. So, I made preparations for the

presentation. It was for CLS class. I made preparations one day before the

presentation day. At that time, I thought that I would be able to do the

presentation well by doing few practices...

(Intrvw1_P67)


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2. Struggle with Fear of Negative Evaluation (FNE)

While the participants were speaking in front of the class and experiencing

CA, they were experiencing FNE as well. This section covers a big theme dealing

with their experience of FNE. The theme had three subthemes which described the

substantive areas of how they struggled with FNE. The three subthemes were: (1)

causes of FNE, (2) manifestation of FNE and (3) strategies to cope with FNE.

a. Causes of FNE

Lecturer’s characteristics as well as classmates’ characteristics became the

major causes why the participants thought that they would be negatively

evaluated.

1) Lecturer’s Characteristics

Horwitz et al. (1986) state that fear of negative evaluation is triggered by the

teacher as a fluent speaker and the classmates. According to Venita, she liked the

lecturer’s personalities but the lecturer’s attentiveness to details made her afraid of

being negatively evaluated by the lecturer. She described

My lecturer was very detail when she came to the grading. She paid

attention on the gesture. That made my heart beat faster. I thought gestures

did not always show that we were nervous. Sometimes it was just a reflex

action. But my lecturer always said in the class that it was not good to have

unneeded gestures while speaking in front of people.

(Intrvw1_V76)

Her lecturer’s beliefs were manifested in the lecturer’s way of giving

feedback. Venita said that her lecturer would correct every single mistake she or

the other friends made. According to Young’s (1991) lists of teacher beliefs which

have been shown to evoke feelings of anxiety in students, she stated that one of


73

the beliefs is that the instructor is supposed to correct every single mistake made

by the students.

According to Petra’s experience, the lecturer’s way of listening to her

presentation made her feel afraid of being negatively judged by the lecturer. While

she was speaking in front of the class, she looked at her lecturer and thought

I thought my lecturer would give me a bad grade because the lecturer was so

serious. She hardly smiled.

(Intrvw2_P10)

When I asked what she expected from the lecturer’s reaction. She said

I hoped that my lecturer smiled and did not listen to me without any

reaction. If she smiled at least I knew that she was listening to my

presentation.

(Intrvw1_P84)

2) Classmates’ Characteristics

According to Horwitz et al. (1986), anxiety especially FNE is triggered not

only by the teacher as a fluent speaker but also the classmates. Koch and Terrell

(1991) similarly state that speaking in front of the peers is another source of

anxiety in learning a foreign language. In Venita’s and Petra’s experience,

classmates’ characteristics became one of the major causes why the participants

thought that they would be negatively evaluated. Venita told me that some of her

classmates liked to underestimate other friends. She explained

In my class, there were some students who were arrogant. They showed off

their abilities. When I was speaking, I thought that they would give bad

comments. They liked to underestimate others. It could be seen from the

way they looked at me at that time.

(Intrvw1_V83)

Petra said the same thing but in a different way

There were some friends who liked to give bad comments behind my back.

(Intrvw1_P87)


74

b. Manifestation of FNE

Similar to their experience of CA, Venita and Petra also experienced several

symptoms when they were afraid of being negatively evaluated by the lecturer and

friends. The participants in this study experienced the symptoms of FNE

differently. Venita experienced a physical symptom whereas Petra experienced a

psychological symptom. The manifestation experienced by both participants

showed that realizing the presence of the lecturer and friends and the thought that

they might be negatively evaluated by the lecturer and friends worsened the

situations.

1) Physical Symptom

Being afraid of being negatively evaluated by the lecturer and some friends,

Venita’s heart beat faster than before. She said that her lecturer was very detail

when she came to the grading. Her lecturer paid attention on the gesture. That

made Venita’s heart beat faster. She also thought that some friends would give

bad comments since they liked to underestimate others. When I ask whether afraid

of being negatively evaluated by her classmates, she said

That made my heart beat faster than before.

(Intrvw1_V85)

2) Psychological Symptoms

Being afraid of being negatively evaluated by the lecturer, Petra told me that

she became more nervous. When she experienced CA, she went blank and had a

memory difficulty. When she experienced FNE, she went blanker. She said

What I wanted to say suddenly disappeared. I forgot the material.

(Intrvw2_P12)


75

Interestingly, the symptom when she was afraid of being negatively

evaluated by her lecturer was similar with the symptom when she was afraid of

being negatively evaluated by her classmates. She said once again, “I forgot the

material” (Intrvw2_P16).

c. Strategies to Cope with FNE

The symptoms that have been explained in the previous subtheme led both

participants to handle their FNE. Generally, three approaches to the alleviation of

anxiety are cognitive, affective and behavioral approaches (Hembree, 1988 in

Kondo & Ying-Ling, 2004). Each participant in my study came up with a strategy

to cope with the FNE they experienced.

1) Relaxation

To cope with FNE caused by the lecturer, Venita used affective strategy

specifically by doing relaxation. Venita who physically experienced rapid

heartbeat tried to relax by taking a deep breath. She stated

I tried to relax. I took a deep breath.

(Intrvw2_V8)

2) Positive Thinking

Petra who experienced psychological symptoms used cognitive strategy

specifically by thinking positively. She expressed

I tried to think positively that I could do the presentation well.

(Intrvw2_P13)

3) Ignoring

Interestingly, to cope with FNE caused by the classmates, both participants

used the same strategy. They tended to ignore the thought that they would be


76

negatively evaluated by their friends. It was interesting because this strategy does

not belong to one of the strategies proposed by Hembree (1988) or Kondo &

Ying-Ling (2004). Venita stated

I ignored it. It bothered me but I tried to ignore it. I tried not to think about

it. It was not the time to think about it.

(Intrvw1_V86)

Petra also similarly stated

I tried to ignore it though sometimes it distracted me.

(Intrvw2_P17)

I could conclude that both participants tended to cope with FNE in positive

ways instead of negative ways. This fact was in contrast with Aida’s (1994, p.

157) idea that in foreign language classrooms, students with FNE “tend to sit

passively in the classroom, withdrawing from classroom activities that could

otherwise enhance their improvement of the language skills or even cutting class

to avoid anxiety situations.”

3. Reasons of Choosing The Coping Strategies

The participants in this study had some reasons why they chose certain

strategies to cope with CA and FNE. When I asked why Venita chose the

strategies, she said

At that time, I was hopeless, really hopeless. I saw the other friends who had

given the speech before me. They could deliver the speech smoothly. Why

couldn’t I? I also wanted to get a good grade in the course. Those things

helped me calm down myself.

(Intrvw1_V74)

When I asked why Petra chose the strategies, she expressed

Because I wanted to be able to speak English and wanted to get a good

grade. If I kept thinking negatively, I would not be able to do the

presentation well and would not be able to speak English until the end. If I


77

thought positively, at least I tried to think that I could do the presentation

well. Who knew?

(Intrvw1_P82)

Venita and Petra stated clearly that the reason was to get a good grade in the

course. Venita also stated clearly that she wanted to be as good as the other

friends who had given the speech before her. It was interesting fact since previous

researcher like Bailey (1983) and Young (1991) concluded that anxiety can be

caused and aggravated by the learners’ competitiveness when they see themselves

as less proficient than the object of comparison. In Venita’s experience, this

competitiveness helped her to cope with CA and FNE.

Getting good grades and wanting to be as good as other friends belong to

extrinsic motivation. “Extrinsic motivation is a construct that pertains whenever

an activity is done in order to attain some separable outcome” (Deci & Ryan,

2000, p. 60). According to Wigfield (1997), extrinsic motivation variable is the

sum of a recognition, grades and competition in learning.

Moreover, Petra wanted to be able to speak English. In other word, she

wanted to enhance her English speaking skill. Therefore, it could be inferred that

she was motivated intrinsically. “Intrinsic motivation is defined as the doing of an

activity for inherent satisfactions rather than for some separable consequences”

(Deci & Ryan, 2000, p. 56). In this case, the Petra’s need was to develop her skill

in speaking English.

The relationship between language motivation and language anxiety has

been investigated by some researchers. Language anxiety was found to be

negatively related to motivation (Gardner et al., 1987; Hashimoto, 2002; Yang,

Liu & Wu, 2010; Liu & Huang, 2011). Clement, Dornyei and Noels (1994) found


78

that learners who are more motivated to learn language are usually less anxious

learners. However, it was worth noticing that it was also possible for the learners

to have high level of motivation and high level of anxiety at the same time like

both participants in this study. According to Venita’s and Petra’s experience, their

motivation could help them to cope with the CA and FNE they experienced.

The controversy of intrinsic and extrinsic motivation has been exposed by

many researchers (Deci & Ryan, 1985; Gottfried, 1990; Ushioda, 1996; Noels,

Clement & Pelletier, 2001; Moneta & Spada, 2009). Students who are intrinsically

motivated to learn are still believed to be more persistent in language learning,

and this persistence contributes to the students’ performances and achievements.

On the contrary, students who are extrinsically motivated by expected rewards

increase their effort to complete the task and earn an incentive. Besides the

controversy of intrinsic and extrinsic motivation, the experience of the participants

in this study suggested that both intrinsic and extrinsic motivation appeared to

help the participants to cope with CA and FNE. It was important to note that not

only intrinsic motivation, but also extrinsic motivation was found to be important

in coping with CA and FNE.

4. Impacts of the Experience

Both participants of my study told me that their experience brought impacts

to them. The experience brought a negative as well as a positive impact to Venita.

Negatively, she felt so stupid of forgetting some trivial things. She was not

satisfied with her performance then after that she was lack of self-confidence. This

kind of effect belongs to one of MacIntyre et al.’s (1998) list that, personally,

language learning experience could, under some circumstances, become a


79

traumatic experience. This kind of unpleasant experience may dramatically

disturb self-confidence as a student. Venita said

I thought I was stupid because I forgot simple things. I realized it when I

came back to my seat. From that moment, if I had a presentation, I would

not be confident. If I was not satisfied with what I had presented, I became

unconfident.

(Intrvw1_V90)

Positively, she was determined to prepare herself in case she had to face the

same situation. According to her, the preparation was more about enriching

vocabulary since knowing many vocabularies would help her in doing

spontaneous speech. When I asked about what she would do after that moment,

she said

I studied more vocabularies. I read novels written in English in order to

enrich my vocabulary.

(Intrvw1_V91)

She elaborated more by saying

So, if I had to speak in front of the class spontaneously or not, knowing

many vocabularies would make me easier to do it.

(Intrvw1_V92)

The experience brought positive impacts to Petra. During the presentation,

she indeed felt anxious, but it did not hinder herself to be brave to speak in the

other occasions. She thought if she did not brave enough, she would not be able to

speak English. She said

The experience affected me. But for me, the effect was good that I wanted to

be better. It did not hinder me to speak. If I was not brave to speak, I would

not be able to speak English until the end.

(Intrvw1_P89)

From that moment, she made a commitment that she would make better

preparation for instance by practicing in front of the mirror, practicing with her

friends, studying pronunciation and studying grammar. Even, she planned to


80

speak in front of the class voluntarily if her lecturers asked her to. When I asked

about what she would do after that moment, she said

After that, if I had a presentation, I did some practices like talking in front of

the mirror or practicing with friends though my friends were bored listening

to me. But at least, I tried. If there was a voluntarily speech, I was brave to

do it. I also studied pronunciation.

(Intrvw1_P90)

She elaborated more by saying

And also the grammar. It was important.

(Intrvw1_P92)


81

CHAPTER V

CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS

This chapter is divided into three sections. The first section is the

conclusions which show how the study’s findings have fulfilled the research goal

of the study. The second section is the implications which describe the meaning of

the study’s findings in term of theory and practice in ELS. The last section,

recommendations, explores possibilities for further and future study.

A. Conclusions

The goal of this study was to find the scientific truth of the highly-motivated

students’ lived experience of CA and FNE specifically by describing and

interpreting their lived experience of CA and FNE. Through in-depth interviews,

two participants who had high level of motivation as well as high level of CA and

FNE shared their lived experience of CA and FNE. Each participant experienced

CA as well as FNE when each of them had to speak in front of the class.

However, CA and FNE were different types of FLA. Therefore, I explored the

phenomena separately in order to gain deeper understanding.

Participants’ lived experience was described then interpreted. Four major

themes appeared to best reflect the highly-motivated students’ lived experience of

CA and FNE. The four major themes were struggle with CA, struggle with FNE,

reasons for choosing the coping strategies and impacts of the experience. The first

theme, struggle with CA, included three subthemes. The first subtheme was

causes of CA. It was revealed that not only classroom activity, but the

participants' personal traits and participants’ beliefs were also factors causing CA.


82

The personal traits included lack of self-confidence and shyness while the

participants’ beliefs included the concern over the correctness of grammar,

pronunciation and vocabulary. The second subtheme was manifestation of CA.

They manifested their CA physically, psychologically and behaviorally. While

experiencing CA, both participants had a tendency to underestimate their

competence and showed their perfectionism. Moreover, for one participant in this

study, the perfectionism led to self-criticism. Third subtheme was strategies to

cope with CA. In coping with CA, they did relaxation and thought positively. One

participant also made preparations.

Having the thought that they will be negatively evaluated by the lecturer and

the classmates worsened the situation. The second theme, struggle with FNE,

included three subthemes. The first subtheme was causes of FNE. Lecturer’s

characteristics such as attentiveness to details and the way of listening to the

participants as well as classmates’ characteristics that liked to underestimate

others became the major causes of particopants’ FNE. The second theme was

manifestation of FNE. One of the participants experienced increased heartbeat,

while the other experienced more difficulty in recalling what she had memorized.

The third subtheme was strategies to cope with FNE. To cope with FNE caused

by the lecturer, the participant who experienced rapid heartbeat tried to take a

deep breath to calm down herself while the other one tried to think positively. To

cope with FNE caused by the classmates, both participants tried to ignore the

thought that they will be negatively evaluated by the classmates.

I was keen on exploring the participants’ way of coping the CA and FNE as

well as the participants’ reasons of chosing the coping strategies. The third theme


83

was reasons for choosing coping strategies. One participant shared that she chose

the coping strategy because she wanted to get a good grade in the speaking class

and wanted to be as good as her friends who had previously given the

presentation. The other participant told me that she wanted to get a good grade in

the speaking class and wanted to enhance her speaking skill. Their reasons

actually showed their motivation since motivation is concerned with one’s reasons

for learning the language. Getting good grades and wanting to be as good as other

friends belong to extrinsic motivation whereas enhancing English speaking skill

belongs to intrinsic motivation. The fourth theme was impacts of the experience.

The experience brought positive impacts to one participant. For the other

participant, the experience brought a positive impact as well as a negative impact.

If I could make a short conclusion here, the anxiety would be always there though

the participant had prepared themselves. Highly-motivated participats still had

high possibility in experiencing anxiety spesifically CA and FNE. Both

participants had reasons or goals in learning. Therefore, they would be able to

cope with the anxiety.

Though the speech and presentation were short in duration, their processes

were indeed complex phenomena. It includes participants' physical,

psychological, and behavioral aspects. Some findings of the study confirmed the

previous theories and other previous studies’ findings. They were related to causes

of CA and FNE, manifestation of CA and FNE and strategies to cope with CA and

FNE. First, in relation to causes of CA and FNE, my study’s findings confirmed

the previous theories and other previous studies’ findings that CA was caused by

learners’ personal traits, learners’ beliefs and classroom activity. Besides, FNE


84

was caused by teachers’ characteristics and classmates’ characteristics. Previous

theories had focused on the causes of FLA in general without investigating further

which factors tended to cause which type of FLA. Second, in relation to

manifestation of CA and FNE, my study’s findings confirmed the previous

theories and other previous studies’ findings that CA and FNE were manifested

physically, psychologically and behaviorally. Third, in relation to coping

strategies of CA and FNE, my study’s findings confirmed the previous theories

and other previous studies’ findings that CA and FNE could be handled by using

cognitive, affective and behavioral strategies.

In addition, this study revealed more deeply three ideas that had been

proposed by previous researchers. First, it had been proposed that classroom

activity was one of the factors causing FLA. From this study’s findings, it was

identified that prepared or unprepared speaking activity might determine the

manifestation of CA especially the psychological ones. The participant who had

made preparations might tend to suffer from poor memory recall. Second, CA

could be manifested by underestimating self-competence. Believing self-

competence is strongly related to self-efficacy. In this case, CA seemed to affect

the participants’ self-efficacy. Third, perfectionism as manifestation of CA might

be influenced by students' beliefs. The perfectionism was not easy to be handled.

For one participant in this study, it gave negative impacts such as self-criticism

and lack of self-confidence.

Four new findings emerged from this study. They were considered new

since no previous researchers found and explored more about these aspects. First,

ignoring classmates’ negative evaluation was one possible way to cope with FNE.


85

Second, the possible characters of lecturer that might cause FNE were lecturer’s

attentiveness to details and the lecturer’s way of listening to the presentation.

Third, the experience might bring a positive impact that is preparation for the

upcoming presentation or speech. The last and the most important was that

motivation seemed to have an important role in helping the participants cope with

CA and FNE. Not only was the intrinsic motivation found to be important in

coping with CA and FNE, but also the extrinsic motivation. Motivation also

seemed to help participants maintain their self-efficacy. Motivation and self-

efficacy seemed to work together especially in coping with CA.

B. Implications

The findings of the study had two implications related to theory in ELS.

First, the theory of FLA spesifically CA and FNE should be more developed by

finding out further possible causes, manifestation and coping strategies besides

the available ones. I said this based on the findings that emerged in my study. For

example, I found that my participants chose to ignore the feeling and the thought

of being negatively evaluated by their classmates. This kind of coping strategies

had not been covered in the literature. Second, the findings of the study implied

that the deeper analysis of each aspect should be achieved in order to enrich the

available theories. One of the examples was the deeper analysis of perfectionism.

Perfectionism as manifestation of CA might be influenced by students' beliefs. For

one participant in this study, it gave negative impacts such as self-criticism and

lack of self-confidence.

The findings of the study had implications related to practice in ELS. The

first thing that educators and students should do was to be aware of the existence


86

of CA and FNE in teaching and learning process in the classroom. Thus,

educators were expected to help the students learn to cope with the anxiety-

provoking situations. Three possible ways would be discussed. First, for anxiety

stemming from students’ beliefs, educators might have students recognize their

beliefs and might discuss with students reasonable expectations for successful in

language learning. Second, educators should also be aware of some aspects that

might seem trivial but they could trigger students’ FNE. It was implied that

students might have some expectations toward the educators. I recommend that

the educators ask students to verbalize those expectations to minimize the feeling

of being negatively evaluated by the educators. Furthermore, the most important

thing was to be aware of the importance of motivation in coping with CA and

FNE. Educators might reassure that their students had learning goals and gave

extrinsic reward if it was necessary.

C. Recommendations

Three possible ways of conducting future hermeneutic phenomenological

studies were proposed in this section. First, since my study only focused on one

event triggering CA and FNE, a future study exploring more than one event would

be needed to develop more further and varied findings of this area of study.

Second, since my study was delimited in terms of participants who had high

motivation, a future study could be done by investigating lived experience of

students who had varied levels of motivation. It might gain more unique lived

experience and strengthen the importance of motivation in helping students cope

with FLA in general or CA and FNE in particular. Third, since my study

exclusively asked the participation from second-year students, a future study


87

could be done by investigating the lived experience of students from different

years of study. It would be interesting to explore freshman, sophomore, junior and

senior students’ lived experience of FLA in general or CA and FNE in particular

since their amount of experience and proficiency differed.

The results of this study might not be generalized for other various groups

of students in different contexts, for example, students of other majors in Sanata

Dharma University or other universities. Therefore, the need to do the similar kind

of study in different context remained in order to determine the students’

particular lived experience of FLA in general or CA and FNE in particular.


88

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APPENDIX 1. Adapted Questionnaire

Student Number: ______________

This questionnaire features the aspects related to your motivation you have in

your study. It also help you reflect how anxious you are as the language learner. I

will keep all the information you provide to me completely confidential. Your

answer will be very helpful and greatly appreciated for the success of this

research. Thank you for your cooperation.

Instruction: Please put only one tick (√) in appropriate column. All the questions

are related to your study experience in ELESP.

Strongly Disagree – Disagree – Neutral – Agree – Strongly Agree

1 2 3 4 5

1 2 3 4 5

1 I prefer having someone set clear

goals for me in in my study.

2 I enjoy trying to solve every

challenge I face during my study.

3 I am keenly aware of the goals I

have for getting good grades.

4 I want my study provide me with

opportunities to develop my

knowledge and skills in English.

5 To me, success means doing better

than other ELESP students

6 No matter what grades I get, I am

satisfied if I feel I have gained

experience in learning English.

7 I enjoy simple, straightforward

assignments.

8 I am keenly aware of the grade

point average (GPA) goals I have

for myself.

9 Curiosity is the driving force

behind much of what I do in my

study.

10 I enjoy tackling assignments that

are completely new to me.

11 I prefer assignments I know I can

do well over assignments that


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stretch my abilities.

12 I seldom think about grades and

awards I can get in my study.

13 I am more comfortable when I can

set my own goals in study.

14 I am strongly motivated by the

grades I can earn.

15 I prefer working on assignments

with clearly specified procedures.

16 I am strongly motivated by the

recognition I can earn from other

people.

17 I have to feel that I am earning

something for what I do in teaching

learning process. (e. g. I am

earning participation grade for

asking other friend when they do

presentation)

18 I enjoy trying to solve complex

assignments.

19 I want to find out how good I really

can be at my study.

20 I want other people to find out how

good I really can be at my study.

21 I never feel quite sure of myself

when I am speaking in the class.

22 I do not worry about making

mistakes in the class.

23 It frightens me when I don’t

understand what the teacher is

saying in the class.

24 I keep thinking that the other

students are better than I am.

25 I start to panic when I have to

speak without preparation in the

class.

26 It embarrasses me to volunteer

answers in the class.


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27 I would not be nervous speaking

English with native speakers.

28 I get upset when I don’t understand

what the teacher is correcting.

29 I feel confident when I speak in the

class.

30 I am afraid that my lecturer is

ready to correct every mistake I

make.

31 I always feel that the other students

speak English better than I do.

32 I feel very self-conscious about

speaking English in front of other

students.

33 I get nervous and confused when I

am speaking in the class.

34 I get nervous when I don’t

understand every word the lecturer

says.

35 I feel overwhelmed by the number

of rules you have to learn to speak

English.

36 I am afraid that the other students

will laugh at me when I speak

English.

37 I would probably feel comfortable

around native speakers of English.

38 I get nervous when the lecturer

asks questions which I haven’t

prepared in advance.


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APPENDIX 2. Invitation for Interview

INVITATION FOR INTERVIEW

Dear ELESP students,

This letter is an invitation to consider participating in a study I am

conducting as part of my Master degree in the English Language Studies at Sanata

Dharma University. I would like to provide you with more information about this

project and what your involvement would entail if you decide to take part.

I am conducting interviews as part of a research study to increase my

understanding of how communication apprehension and fear of negative

evaluation experienced by highly-motivated students. As an English language

learner, you are in an ideal position to give me valuable first-hand information

about your own experience.

Participation in this study is voluntary. It will involve an interview of

approximately one hour in length to take place in a mutually agreed upon location.

You may decline to answer any of the interview questions if you want. Further,

you may decide to withdraw from this study at any time without any negative

consequences by advising the researcher. With your permission, the interview will

be tape-recorded to facilitate collection of information, and later transcribed for

analysis. Shortly after the interview has been completed, I will send you a copy of

the transcript to give you an opportunity to confirm the accuracy of our

conversation and to add or clarify any points that you wish. All information you

provide is considered completely confidential. Your name will not appear in any

thesis or report resulting from this study, however, with your permission

anonymous quotations may be used.

Thank you for your consideration. If you would like to participate, please

complete the information below:

Phone Number : ____________________________

Email : ____________________________

If you have any questions regarding this study, or would like additional

information to assist you in reaching a decision about participation, please contact

me at 085647459303 or by e-mail at [email protected]. I very much

look forward to speaking with you and thank you in advance for your assistance in

this project.

With kind regards,

Fika Apriliana


mailto:[email protected]

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APPENDIX 3. Surat Ijin Permohonan Penelitian


101

APPENDIX 4. Questionnaire (Venita)


102


103

APPENDIX 5. Questionnaire (Petra)


104


105

APPENDIX 6. Consent Form (Venita)


106

APPENDIX 7. Consent Form (Petra)


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APPENDIX 8. In-Depth Interview Transcript 1 (Venita)

Name : Venita (pseudonym)

Location : A café in Yogyakarta

Day and Date : Tuesday, 8th March 2016

Time : 11.00 – 12.30

A few parts in the transcription related to participant’s identity were not

presented for the sake of confidentiality. The parts were from R9/V9 until

R31/V31.

R: Researcher

V: Venita

Text

R1 Selamat siang, dek.

V1 Selamat siang, kak.

R2 Iya jadi kan seminggu yang lalu aku masuk ke kelasmu ya… untuk

membagikan kuesioner. Nah, setelah aku analisis datanya, kamu salah

satu mahasiswa yang memenuhi kriteria untuk penelitianku. Dan

setelah kamu mengisi kuesioner, kamu juga mengisi data di bagian

invitation for interview. Jadi aku hubungin kamu dan janjian deh sama

kamu di sini (laughing)

V2 Iya kak.

R3 Jadi terima kasih untuk waktunya ya… Sebelum kita ngobrol-ngobrol,

ini ada consent form, jadi di sini dijelaskan tujuan dan prosedur dari

penelitianku. Silahkan dibaca dulu…

V3 Oke kak. (reading the consent form). Sudah kak…

R4 Oke, jadi apa ada pertanyaan?

V4 Engga kak.

R5 Oke. Jadi hal yang terpenting adalah partisipasimu dalam penelitianku

ini bersifat sukarela dan untuk semua informasi data dirimu akan

dirahasiakan. Apakah kamu bersedia untuk jadi partisipanku?


108

V5 Iya kak, oke.

R6 Oke, terima kasih ya sudah mau menjadi partisipanku… Nah tolong

tanda tangan disini.

V7 Oke

R8 Oke, jadi kita mulai ya interviewnya…

V8 Oke kak

R32 Oke kita kembali ke kehidupan kuliahmu, tadi kamu bilang masuk PBI

sejak 2014. Bulan apa ya tepatnya?

V32 Bulannya… Juni, Juli, Agustus (counting). Iya Agustus kak.

R33 Oke Agustus ya… Kalau motivasi kamu pengen masuk PBI tuh apa?

V33 Motivasinya? Sebenarnya kan ini bukan passion aku ya kak. Tapi aku

motivasinya lebih ke orang tua. Aku pengen walaupun ini bukan

passion aku, tapi kan ini mempermudah aku di masa depan nantinya

misalnya lowongan pekerjaan juga banyak. PBI tuh lowongan

pekerjaannya luas dan aku juga mau buktiin aja ke orang tuaku kalau

aku bisa di sini, aku bisa nglewatin ini dan aku bisa sukses nanti. Itu

yang jadi motivasi aku.

R34 O gitu, jadi lebih ke orang tua dan lowongan pekerjaan kalau udah

lulus. Tapi kamu bilang, bukan passion, lalu passionmu apa? Bisa

tolong diceritakan?

V34 Aku tuh pengennya jurusan desain, tapi yang namanya mikirin orang

tua mah intinya harus liat keadaan kan. Aku mikir-mikir. Papaku sih

ngebolehin. Tapi aku mikir kan aku anak terakhir, kakak-kakakku

masih pada kuliah. Papaku biayain 3 anak kuliah. Kalau aku ambil

desain, biayanya banyak banget kak. Pertama, peralatannya tuh ya harus

punya laptop yang buat desain mesti apple, beli catnya mahal-mahal

dan cuma sekali pakai. Biayanya udah tinggi banget tuh di

peralatannya. Ada kelas fotografi harus punya kamera SLR. Buset itu

biayanya udah banget. Akhirnya aku lepas lah. Terus aku bingung mau

milih apa. Papaku saranin akuntasi. Tapi papaku saranin akuntasi di

UGM. Wah susah banget kan…

R35 Iya saingannya banyak. Terus kamu coba tesnya? SNMPTN atau UM


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gitu?

V35 Iya aku coba dua-duanya tapi ga masuk. Habis itu aku bingung tuh.

Temen-temenku pada daftar Sadhar. Iseng-iseng aku daftar pake jalur

ranking. Eh masuk. Papaku bilang PBI, pendidikan? Kamu mau jadi

guru? Jaman sekarang kan guru gajinya kecil, kamu nanti malah bla bla

bla… Terus ada temennya papaku bilang “bagus kok Inggrisnya

Sadhar”. Papaku akhirnya tahu kan, terus bilang ke aku “ya udah kamu

masuk Sadhar aja” Ga mesti jadi guru juga kan. Iya kan kak?

R36 Iya lah bebas.

V36 Ya udah akhirnya, udah di Sadhar aja. Jadi sebenarnya bukan passionku

sih.

R37 Tapi sejauh ini cocok kan? Bisa mengikuti?

V37 Iya sih, Puji Tuhan bisa mengikuti.

R38 Enjoy ga sih belajar di PBI?

V38 Emmm dienjoyin (laughing)

R39 Enjoy atau ga nih? (laughing)

V39 Enjoy

R40 Enjoy ya… Enjoy karena?

V40 Karena ngikutin alur, temen-temennya juga. Sebenernya ini challenge

sih buat aku, harus keluar dari zona nyaman aku kan. Di situ aku jadi

tertantang buat nyelesin PBI ini. Berusaha lah, setidaknya aku udah

berusaha. Dan aku orangnya ga suka hidup dibawa sedih-sedih. Misal

“aduh aku tuh ga bisa” orangnya lebih ke enjoy aja lah. Kalau memang

ga bisa coba dibaca, dibaca-baca terus kalau dosen tanya masih belum

bisa ya udah main feeling aja.

R41 O ya oke. Dan setelah kamu belajar 4 semester, eh 3 setengah semester

di PBI, apakah motivasimu berubah atau ga?

V41 Ga sih, masih sama.

R42 Oke. Ada ga motivasi lain dalam belajar di PBI?

V42 Sebenernya aku lihat temen-temenku sangat termotivasi sama nilai.

IPKnya tinggi-tinggi jadi aku agak termotivasi. Aku merasa aku ga mau

kalah juga. Jadi temen aku kaya gini masa aku males-malesan. Dari situ


110

aku dapet motivasi juga sih. Iya bener walaupun seenjoy-enjoynya kita,

ga boleh santai banget. Ada persaingannya. Itu sih paling. Sama temen-

temen deketku juga. Kaya ada rasa kalau bisa lebih baik kenapa ga.

R43 Jadi dengan kata lain, apakah kamu punya goal dalam belajar di PBI?

V43 Punya kak.

R44 Bisa dijelaskan apa goalmu?

V44 Ada dari awal aku mau usahain pas lulus aku bisa cumlaude.

R45 Goal itu km setting sendiri atau orang lain misalnya orang tua pengen

kamu dapet IPK segitu?

V45 Aku sendiri.

R46 Oke. Kan kamu belajar sesuatu yang baru selama di PBI, gimana

perasaanmu?

V46 Seneng. Waktu asik belajar terus dosennya juga enak ngejelasin

kuliahnya tuh ada pikiran buat baca lagi nanti abis pulang kuliah, baca

materi-materi yang akan datang dan materi-materi terkait.

R47 Kalau menghadapi challenge selama perkuliahan?

V47 Ya, misalnya aku ga suka writing. Aku orangnya ga suka nulis, lebih

suka baca. Idenya susah dan di situ aku tertantang buat belajar writing.

Aku coba nulis cerita-cerita walaupun cuma dikit kaya cerpen-cerpen

gitu.

R48 Oke gitu ya. Nah tapi ketika kamu menjalani proses belajar mengajar di

kelas, sekitar 3 setengah semester ini, kamu punya pengalaman

merasakan kecemasan ga di kelas?

V48 Pernah.

R49 Pernah ya… Oke. Terakhir kali kamu merasakan itu kapan?

V49 Waktu hari Jumat kemarin.

R50 Wah masih fresh banget. Bisa ceritain kelas apa dan gimana situasinya?

V50 Jadi kalau kelas speaking kan kita maju satu-satu. Istilahnya “hot seat”

Itu dinilai, kita ambil topik secara acak dan langsung mikir 15 detik

langsung ngomong. Nah itu aku deg-degan banget. Karna pertama, aku

ga bisa ngomong di depan umum. Ga PD juga. Terus apalagi gitu kan

panik, jadi buyar semua yang mau diomongin terus grammar acak-


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acakan. Vocabulary lupa. Semuanya yang bikin takut banget.

R51 Jadi tanpa persiapan apapun?

V51 Iya. Dipanggilnya juga asal. Acak. Jadi kita maju ke depan kelas, ambil

topik secara acak terus ngomong selama 5 menit.

R52 Terus berarti kamu dipilih acak kemarin Jumat?

V52 Ga, setiap minggu ada. Jadi setiap minggu deg-degan. Kemarin belum

ditunjuk. Waktu semester 3 aku dapet topik 3 cara unik untuk pakai

pensil.

R53 O jadi kamu alami itu dari semester 3?

V53 Itu malah dari semester 1.

R54 Semester 1 ada system “hot seat” juga gitu?

V54 Iya.

R55 Itu dosennya beda-beda atau?

V55 Beda-beda kak.

R56 Beda-beda tapi mereka pakai sistem yang sama?

V56 Iya, 3 semester ini sama tapi semester 2 itu terserah kita mau pilih topik

apa, nentuin hari apa, mau maju kapan. Yang penting hari itu udah siap

dengan topikmu. Jadi kita kaya presentasi gitu lebih tepatnya. Yang

lainnya bener-bener tanpa persiapan langsung di depan kelas gitu. Kalo

semester 1 topiknya lebih luas, Semester 3 lebih detail.

R57 Berarti kamu merasa cemas ketika tanpa persiapan?

V57 Iya kak.

R58 Perasaanmu gimana tuh?

V58 Deg-degan banget. Heart beats fast. Keringat dingin.

R59 Terus?

V59 Ga tenang. Aduh takut. Kaya orang panik gitu.

R60 O gitu. Lalu?

V60 Jadi susah konsentrasi, hopeless. Ya ampun kayanya susah banget. Ya

ampun kayanya aku ga bisa speech lancar. Aku takut ga bisa ngomong

di depan, aku blank gitu kak. Aku juga ga berani natap mata juga.

R61 Terus natap kemana?


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V61 Aku natap ke atas atau ke bawah. Pokoknya ga berani natap ke mata.

Padahal ga boleh (laughing)

R62 Terus saat itu, apa yang ada di pikiran kamu?

V62 Duh grammarnya bener ga ya. Duh aku ngomong pada ngerti ga ya.

Duh aku ada yang salah ga ya vocabnya. Duh duh duh.

R63 Itu abis kamu ngomong di depan?

V63 Ga kak, itu pas aku ngomong di depan.

R64 Padahal kamu juga harus mikir abis itu mau ngomong apalagi juga kan

setelahnya.

V64 Iya kak, jadi campur aduk gitu.

R65 Oke, kamu mikirin grammar, vocab gitu. Kamu mencemaskan

grammar and vocab?

V65 Iya. Grammar harus bener. Harus tau banyak vocab. Oh iya,

pronunciation juga kak. Kan kalau bahasa Inggris banyak kata

penulisannya sama tapi pengucapannya beda.

R66 Berarti pengucapannya harus bener ya?

V66 Iya kak.

R67 Adakah pengaruh pemikiranmu saat itu terhadap kecemasan kamu?

V67 Iya, soalnya itu beban banget.

R68 Kan ada tuh orang yang cuek-cuek aja selama orang lain ngerti apa

yang dia omong. Nah kalau itu beban buat kamu, lalu kamu gimana?

V68 Kalau aku lebih ke grammarnya si aku. Kaya ada rasa cemas banget

aduh grammar karena menurutku grammar paling susah, gimana ya

kita tuh udah pelajarin terus tapi kok ya masih bingung terus. Ribet

banget grammarnya. Kalau kaya kita ngomong bahasa Indonesia kata

kemarin kan sama aja. Ga ada penambahan apa-apa, ga ada yang

diganti ke past tense atau future. Kalau pronounce sih emang aku ga

gitu membebani ya selama orang itu ngerti apa yang kita omongin.

R69 Nah, itu yang kamu pikirkan, tadi kamu juga udah share perasaanmu

gimana pas ngrasain itu. Terus apa yang kamu lakukan, dek?

V69 Aku langsung tarik nafas dalam-dalam. Buat tenangin diri. Kalau

negative thinking gitu makin deg-degan kan. Makin bingung gitu kan.


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Jadi pas aku udah bener-bener deg-degan. Aku tarik nafas dulu baru

nglanjutin lagi.

R70 Oh gitu. Karna pas itu mau ga mau kamu harus presentasi topikmu ya?

V70 Iya.

R71 Adakah cara lainnya?

V71 Udah sih kayaknya karna dari situ jadi bikin lebih tenang. Setelah tarik

nafas dalam-dalam dan bilang “bisa, bisa, bisa” jadi kaya ada

suggestion dari dalam diri gitu kalo bisa nglewatin presentasi dengan

lancar. Aku harus bisa ganti negative thinking itu jadi positive thinking.

R72 Ini pengalamanmu bukan Jumat kemarin kan ya? Kaya yang tadi kamu

bilang.

V72 Iya bukan soalnya kemarin Jumat baru mulai dan aku belum dapet

giliran.

R73 Berarti ini recall your experience pas semester berapa?

V73 Semester 3 kak.

R74 Saat itu kenapa kamu mengatasinya dengan cara-cara itu?

V74 Di situ aku mikir waktu udah ga tenang gitu kan. Udah hopeless bener-

bener hopeless. Aku liat temen-temen sebelumnya. Duh mereka bisa

lancar masa aku ga. Dari temen-temenku itu juga dan juga aku harus

dapet nilai bagus di mata kuliah ini. Jadi karna hal-hal itu bantu aku

buat nenangin diri. Gitu.

R75 O jadi temen sama nilai gitu ya?

V75 Yap.

R76 Kalau dari situasi kelas speakingmu itu ya. Dosenmu gimana di kelas

itu saat itu?

V76 Orangnya menurutku teliti banget kalau nilai. Jadi dia itu nilai gesture

tubuhnya, jadi itu bikin deg-degan juga karena dia juga komentarin hal

itu juga. Padahal itu kan reflek kan gitu. Bukan berarti kita nervous

banget juga tapi kan itu reflek sedangkan dia tuh bilang “ga bagus kaya

gitu kalau ngomong formal di depan orang lain kaya gitu.”

R77 O gitu ya. Nah selain dia yang melarang untuk buat gesture berlebihan,

dosenmu menurut kamu gimana sih?


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V77 Dia correct every single mistake.

R78 Jadi interrupt gitu atau?

V78 Jadi abis maju gitu langsung dikasih feedback. Feedbacknya biasanya

kaya gini ke temen-temenku yang sebelumnya presentasi “saya suka

cara kamu memperluas topik itu atau mendetailkan topik itu, cara kamu

ambil ide-ide, cara kamu pembukaan, cara kamu penutupan. Jadi dia

tuh detail nilainya dan emang dia tuh bener-bener… misalnya “jangan

langsung knocking the door” Jangan langsung to the point. Harusnya

tuh ada pembukaan dulu.

R79 Oke jadi dosenmu gitu ya…

V79 Iya bagusnya tuh kasih feedback jadi kita tahu apa yang harus kita

perbaikin. Dosen-dosen sebelumnya ga. Jadi kita maju terus dinilai gitu.

R80 Jadi menurut kamu feedback itu penting ya?

V80 Yap, penting banget.

R81 Nah kalau lebih ke sifat, sifat dosenmu tuh kaya gimana?

V81 Dosenku tuh menurutku dosen yang bisa mengerti anak-anak, mengerti

murid-muridnya. Jadi dia tuh ada kemauan buat mengenal anak-

anaknya secara mendalam. Jadi kaya mau nghafalin namanya,

mukanya. Biasanya dosen kan cuek ya. Kalo dosenku ini aku liat

ngajarnya tuh dengan pendekatan mandalam dan menurutku itu paling

pengaruh sih daripada yang lainnya. Mungkin karena dia juga belajar

BK kan jadinya dia tahu cara yang pas buat muridnya tuh nyaman

belajar sama dia, seneng belajar sama dia.

R82 Nah masih tentang dosen ya. Jadi kamu kan merasa cemas ga cuma

sekali dua kali ya pastinya. Dosen seperti apa sih yang kamu harapkan

tidak membuat gugup atau bisa membantu kamu mengatasi kegugupan

itu?

V82 Ya itu sih, yang kasih feedback. Dan dosen itu mau ngajarinnya sabar.

Dan dosen yang mendekati itu ya dosenku speaking itu sih. Kalau yang

lain tuh cek cek cek gitu.

R83 Kalau classmate, temenmu sendiri, apa yang kamu pikirkan tentang

temen-temenmu waktu kamu lagi cemas di depan kelas gitu?


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V83 Kan ada beberapa anak yang di kelasku yang emang sombong gitu lah.

Show off banget kemampuannya dia. Di situ aku cuma mikir sih

mungkin anak itu mikir “apaan sih, ngomongnya gini-gini” pasti kaya

komentar gitu. Mereka agak suka ngrendahin orang gitu sih. Misal dari

tatapannya kan keliatan gitu kak.

R84 Temenmu yang show off itu emang pintar atau ga pintar tapi

meremehkan?

V84 Ga semua, jadi di kelasku ada 2 anak yang emang sering bareng juga.

Mereka berdua nih pintar cuma kadang sok tahu dan show off dua-

duanya.

R85 Berarti kamu merasa mungkin mereka menilai kamu negatif ya? Terus

efeknya pas kamu di depan kelas?

V85 Itu buat aku makin deg-degan. Bikin nervous.

R86 Gimana kamu mengatasi penilaian temen-temenmu itu?

V86 Aku cuek. Kepikiran tapi tetep berusaha cuek. Aku berusaha jangan

mikirin dulu. Itu bukan saatnya dipikirin sekarang. Kaya gitu sih.

R87 Berarti cuekin aja gitu ya?

V87 Iyap.

R88 Terus kalau temen-temenmu yang pinter yang lain?

V88 Biasa aja mereka.

R89 Overall, temen-temenmu di kelasmu itu gimana sih orangnya?

V89 Ya mereka kalo ada yang presentasi ya dengerin, kalo ada yang lucu ya

ketawa. Mereka ga menekan aku sih. Cuma kalau lagi nervous kan

pikiran negatif keluar semua tuh dan di situ tantangan aku buat ngubah

pikiran negatif itu dan ningkatin percaya diriku.

R90 Oke semua tadi kan pengalamanmu ya, nah setelah mengalami itu, ada

ga sih pengaruh ke depannya?

V90 Aku ngerasa pas hot seat itu kok aku bodoh banget, gini aja kok lupa.

Kan pas aku sadarnya pas udah selesai, pas kembali ke tempat duduk.

Di situ ke depannya kalau aku presentasi jadi ga PD. Kalau aku ga puas

sama yang aku presentasiin, jadi buat ga PD gitu.

R91 O gitu ya… Setelah kamu mengalami hal kaya gitu apa yang kamu


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lakukan ke depannya?

V91 Ini sih… belajar banyak vocab. Aku banyak baca novel Inggris biar

nambah vocab.

R92 Jadi menurutmu kuncinya vocab?

V92 Iya, jadi kalau maju spontan atau ga spontan, itu bisa mempermudah

aku kalau tahu vocabnya.

R93 Berarti kalau mau preparation berarti lebih ke vocab gitu ya?

V93 Iya paling belajar-belajar vocab.

R94 Kamu punya pengalaman yang lain ga yang mengena selain hot seat di

kelas speaking itu?

V94 Pas itu sih yang paling mengena. Pas kelas speaking.

R95 Nah kalau di kelas yang lain?

V95 Listening sih, karena listeningku ga gitu bagus. Susah buat aku denger

native speakernya ngomong cepet banget tuh. Ada cemas juga sih tapi

ga semenegangkan pas kelas speaking itu karena aku ga biasa ngomong

di depan umum. Takut banget kalau ngomong di depan umum.

R96 Sama dong (laughing). Kalau presentasi yang lain selain hot seat

gimana?

V96 Kalau presentasi yang lain ga gitu cemas karena ada persiapan. Nah

kalau hot seat kan ga ada persiapan. Ga tau topiknya, ga tau apa yang

mau diomongin. Majunya juga ga ditentuin segala macem.

R97 Oh jadi kalau di kelas lain, kalau presentasi tapi ada preparation kamu

merasa cemas ga?

V97 Cemas tapi dikit.

R98 Berarti ga secemas pas hot seat itu ya?

V98 Yap. Karena ada persiapan.

R99 Oke. Kalau kita tarik kesimpulan, aktifitas di kelas seperti apa sih yang

bisa membuat kamu merasa cemas?

V99 Kalau berbicara di depan kelas tanpa persiapan.

R100 Ada ga aktifitas lain?

V100 Mungkin kalau ujian lisan. Walaupun persiapan tapi cemasnya itu ga


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bisa jawab karna face to face sama dosen.

R101 Tapi ga setiap mata kuliah ada ujian lisan kan?

V101 Ga kak.

R102 Oke makasih banyak waktunya ya. Kurang lebih itu aja yang aku mau

tanyakan ke kamu. Makasih udah mau sharing pengalamanmu ya.

Sukses terus and keep in touch.

V102 Oke kak, sama-sama.


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Day and Date : Monday, 11th April 2016

Time : 17.38 – 19.25

The interview was done through online chatting via LINE application.

R: Researcher

V: Venita

Text

R1 Hai Ven! Apa kabar? Lagi sibuk ga?

V1 Baik kak. Engga kak.

R2 Mau nanya-nanya lagi nih, untuk melengkapi interview kita waktu

itu.

V2 Boleh-boleh tanya aja.

R3 Ven, pengalamanmu yang kamu ceritakan ke aku pas di semester 3

kan ya? Impromptu nama kelasnya apa? Spesifiknya.

V3 Iya kak. Impromptu speech itu selalu ada di kelas speaking. Dari

semester 1. Kalau yang semester 3 itu namanya Critical Listening

and Speaking.

R4 Oke siap. Di semester 3 itu kamu dapat topik apa? Bisa ceriatin

waktu itu kamu presentasinya gimana? Singkat aja.

V4 Itu aku dapat topik 3 unique ways to use pencil except for writing

and drawing. Itu aku bingung kan kak mau ngomong apa. Yaudah

aku asal ngomong aja. Aku bilang

1. Buat mengikat rambut. Ini sering banget aku lakuin soalnya.

Kaya konde orang Cina gitu. Nah terus aku praktekin di depan

kelas.

2. Aku udah bingung banget nih. Akhirnya nyeplos buat makan mie

sebagai pengganti sumpit.

3. Yang terakhir… aku udah agak speechless gitu di depan.


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Akhirnya nyeplos “you can use pencil to entertain yourselves”

terus aku jelasin deh pensil bisa jadi barang buat mainan kaya

sulap-sulapan, lempar pensil ke atas lalu ditangkap lagi. Semacam

itu deh.

R5 Pokoknya yang penting ngomong ya.

V5 Iya kak, karna kalau diem mikir gitu malah ngurangin nilai. Jadi

dibawa asik gitu.

R6 Ven, masih ingat feedback dari dosenmu saat itu?

V7 Seingetku ya kak. Katanya bagus karena di awal memulai dengan

bilang “pensil bisa dipakai buat apa aja lho selain buat gambar atau

nulis” Terus bagus juga karna aku praktekin ngiket rambutnya dan

mainin pensilnya. Yang kurang vocabnya masih kurang. Grammar

juga. Terus gesturenya juga. Katanya kebanyakan gerak-gerak.

R8 Oke-oke. Ngomong-ngomong gesture, kamu bilang kalau dosenmu

orang yang teliti banget sampai nilai gesture tubuh dan itu buat

kamu deg-degan. Cara kamu mengatasi itu gimana Ven?

V8 Iya kak teliti banget. Aku mencoba rileks aja. Tarik nafas gitu.

R9 Oke. Kenapa tarik nafas dan mencoba cuek sama penilaian negatif

teman-teman?

V9 Iya aku berusaha jangan mikirin dulu. “Itu bukan saatnya dipikirin

sekarang.” Yang penting aku bisa ngomong dulu dan gimana

caranya bisa dapet nilai bagus di kelas.

R10 Lalu apa ada feedback, komentar atau pertanyaan dari teman-

temanmu?

V10 Ga ada kak. Emang cuma kita yang ngomong terus dikomentari

dosen. Udah deh.

R11 Pas kamu struggle mengatasi kecemasanmu saat presentasi dan

berada di depan dosen dan teman-temanmu, gimana prosesnya?

Sulitkah? Mudahkah?

V11 Sulit. Soalnya cenderung mikir negatif tapi tetep berusaha buat PD.

R12 Oke dengan pengalaman-pengalamanmu mengatasi kecemasan di

dalam kelas terutama saat presentasi, pernahkah mengalami


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kegagalan buat mengatasi kecemasanmu?

V12 Ga pernah sih kak.

R13 Oke-oke. Lagi sibuk UTS ya?

V13 Iya kak.

R14 Oke semangat ya! Sorry ganggu kamu lagi persiapan UTS. Gitu aja

dulu informasi yang aku tanyakan. Thanks ya.

V14 Oke kak. Sama-sama.


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Day and Date : Tuesday, 17th May 2016

Time : 11.30 – 12.00

R: Researcher

V: Venita

Text

R1 Halo Ven!

V1 Halo, kak.

R2 Akhirnya kita ketemu lagi. (laughing)

V2 Iya kak. (laughing)

R3 Oke. Jadi aku mau make sure dan tanya beberapa hal nih. Dikit aja.

V3 Oke kak.

R4 Ven, waktu itu aku minta kamu ceritakan pengalaman terakhirmu

merasa begitu cemas di dalam proses belajar mengajar di dalam kelas.

Dan apakah itu juga yang paling cemas selama ini?

V4 Iya kak.

R5 Selama semester 3 atau selama semester 1 sampai 3?

V5 Selama semester 1 sampai 3. Itu gara-gara dosennya sih. Detail banget.

R6 O gitu. Oke-oke. Waktu itu kamu bilang kalau ga puas kamu jadi ga PD

kedepannya. Emang speech yang gimana sih yang buat kamu puas?

V6 Emmm… pas ngomong lancar, grammar rapi, ga lupa vocab atau pakai

vocab yang banyak dan ide-idenya tertata gitu lho kak. Kalau udah

kembali ke tempat duduk tuh baru sadar “kenapa tadi ga ngomong gini

aja.”

R7 O iya kamu mengatasi dengan cara positive thinking. Sebenernya

positive thinking seperti apa sih? Spesifiknya…

V7 Lebih kaya berusaha lebih PD sama percaya sama kemampuanku kak.


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R8 Oke gitu ya. Kalau aku bisa mengajukan pertanyaan terakhir nih ya.

What does the experience mean to you? Seperti apa dan apa artinya

pengalaman itu buat kamu?

V8 Pengalaman itu pengalaman yang memorable. Melatih aku buat PD

meskipun pada dasarnya aku ga PDan.

R9 Oke siap. Thank you Venita!

V9 Oke kak.


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APPENDIX 11. In-Depth Interview Transcript 1 (Petra)

Name : Petra (pseudonym)


Day and Date : Tuesday, 8th March 2016

Time : 16.00 – 17.30

A few parts in the transcription related to participant’s identity were not

presented for the sake of confidentiality. The parts were from R9/P9 until

R46/P46.

R: Researcher

P: Petra

Text

R1 Hai, dek.

P1 Hai, mbak.

R2 Minggu lalu aku masuk ke kelasmu untuk membagikan kuesioner.

Masih inget ya?

P2 Iya mbak.

R3 Nah, setelah aku analisis datanya, kamu salah satu mahasiswa yang

memenuhi kriteria untuk penelitianku. Tapi kebetulan kamu ga isi data

di invitation for interview. Jadi aku hubungin kamu lewat facebook dan

janjian deh di sini. Makasih untuk waktunya ya…

P3 Iya mbak sama-sama.

R4 Sebelum kita ngobrol-ngobrol lebih panjang, ini ada consent form, jadi

di sini dijelaskan tujuan dan prosedur dari penelitianku. Silahkan dibaca

dulu…

P4 Oke mbak. (reading the consent form)

R5 Setelah kamu baca, kamu bisa menanyakan hal-hal yang belum jelas.

Kalau hal yang terpenting itu bahwa partisipasimu ini bersifat sukarela

tanpa paksaan dan semua informasi tentang data dirimu bersifat rahasia.

Gitu…


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P5 Oh gitu. Oke…

R6 Nah setelah kamu baca nih. Apakah kamu bersedia untuk jadi

partisipanku? Karena kebetulan kamu ga isi invitation for interview

yang udah aku lampirkan waktu itu.

P7 Iya mbak bersedia.

R8 Oke, terima kasih ya sudah mau menjadi partisipanku… Nah tolong

tanda tangan disini.

P8 Oke.

R47 Kapan masuk PBI?

P47 Tahun 2014.

R48 Pas kamu masuk PBI itu, apa motivasi kamu? Kenapa kamu memilih

PBI?

P48 Emm… Sebenernya motivasinya itu dulu pas aku les kelas 4, guruku

bilang “kamu tuh ga bisa bahasa Inggris” mungkin karena saat itu aku

dijelasin ga ngerti-ngerti. Namanya juga bahasa asing ya mbak.

R49 Terus?

P49 Soalnya temen-temenku yang lain, 2 cowok itu diajarin bisa. Mungkin

gurunya agak kesal kenapa aku kok ga bisa-bisa. Kaya gitu. Terus aku

pengen buktiin kalo aku bisa bahasa Inggris.

R50 Oh gitu?

P50 Iya jadi dari kelas 4 masih kebawa sampe sekarang.

R51 Oalah sampai terbawa sampai sekarang ya. Kamu masih sering ketemu

gurumu itu?

P51 Ga sih mbak. Tapi suatu saat nanti kalau ketemu dia aku pengen buktiin

kalau “aku bisa pak”. Meskipun waktu masuk PBI tuh ternyata PBI

susah.

R52 Iya unggulan juga kan. Jadi susahnya di mana menurut kamu?

P52 Ya tugas-tugasnya. Aku juga susah bagi waktu di kampus dan gereja

kepanitiaan gitu. Sampai ada yang ditinggal. Biasanya kegiatan gereja

yang aku tinggal. Sampai dimarahin temen gerejaku. Tapi gimana acara

di kampus juga besar jadi ga mungkin ditinggalin.

R53 Gitu ya? Jadi motivasimu lebih karena gurumu pas dulu kamu kelas 4


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SD itu?

P53 Iya itu.

R54 Terus ketika kamu menjalani sampai semester 4 gitu kan. Apakah ada

perubahan terhadap motivasimu?

P54 Pengen membanggakan orang tua. Dan katanya kalau di PBI kan,

lulusannya kalau cari kerja kan terjamin. Jadi misalnya kerja jadi

translater di perminyakan atau di mana gitu. Atau kerja di perhotelan

gitu.

R55 Oh jadi karena lowongan kerja gitu ya?

P55 Iya mbak.

R56 Terus kamu enjoy ga belajar di PBI?

P56 So far sih enjoy-enjoy aja mbak. Kalau awalnya tuh kok aku sendirian

ga ada teman. Tapi semakin kita tahu, semakin kenal, tahu IPnya segini.

Ketika sharing-sharing sama teman jadi tahu “oh ga cuma aku sendiri

yang mengalami” Kalau dosennya tuh ada yang jelasinnya ga jelas. Aku

ga ngerti-ngerti. Itu dosen linguistics mbak. Jadi nilaiku C. Aduh

pusing. Terus ada dosen yang beberapa standarnya ketinggian. Kaya

gitu juga.

R57 Tp so far enjoy ya?

P57 Iya mbak.

R58 Kita spesifikkan lagi ya, kamu punya goal dalam belajar bahasa

Inggris? Oke nantinya kamu pengen membahagiakan orang tua dan

mendapat pekerjaan, tapi goal yang lebih spesifik yang paling pengen

kamu raih sekarang apa?

P58 Iya. Pengen bisa ngomong bahasa Inggris sama bule mbak. Kalau

ketemu bule, aku pengen ngobrol. Tapi kalau udah ketemu orangnya

udah nervous duluan mbak.

R59 Jadi maksudmu apa lebih meningkatkan speaking skill gitu kah?

P59 Iya bener mbak speaking skill.

R60 Siapa yang set goal itu?

P60 Aku sendiri.

R61 Sendiri ya… Oke adakah motivasi yang lain?


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P61 Mungkin IPK ya mbak. Pengennya 3,5 lulus nanti minimal. Meskipun

sebenernya aku belum pernah punya IPK 3,5 sampai semester 3

kemarin. Kadang minder juga sama temen-temen di kelas yang punya

IP bagus-bagus kayanya aku ga bisa sendiri gitu lho. Ada kakak kelas

yang bilang kalau di bawah 3,5 tuh kaya gimana gitu, ga pinter-pinter

banget. Kan aku ngerasa “selama ini aku udah usaha terus apa artinya”

kadang aku sering mikir gitu lho mbak.

R62 Ada yang lain?

P62 Pujian dari teman sih. Ketika temen-temen memuji kita tuh kaya

meningkatkan kepercayaan diriku. Kaya gitu.

R63 Lebih termotivasi mana mengembangkan skill atau mendapatkan IPK

itu?

P63 Emm… sebenernya mungkin IPK 3,5. Ga tau kepengen aja dapat IPK

segitu.

R64 IP 3,5 itu pas lulus atau IP per semester?

P64 Pengennya sih tiap semester juga.

R65 Oke, kamu udah ceritain motivasimu belajar di PBI. Nah sekarang kita

fokuskan ke pembelajaran di dalam kelas. Nah, ketika kamu menjalani

semester 1-4, ya selama 3 setengah semester ini. Pernah ga kamu

mengalami kecemasan atau ketakutan gitu?

P65 Pernah, pasti pernah.

R66 Aku tanya sekarang yang paling terakhir kamu merasakan begitu cemas

kapan ya? Bisa kamu ceritakan situasinya?

P66 Pas terakhir itu di kelas speaking.

R67 Cemasnya situasinya seperti apa kok bisa buat kamu cemas?

P67 Pada dasarnya aku orangnya gampang nervous tu lho mbak. Jadi aku

buat persiapan presentasi. Itu kelas CLS. Aku udah buat persiapan

sehari sebelumnya. Aku bisa pasti bisa, latihan dikit-dikit. Tapi pas aku

maju tuh bisa lupa semuanya gitu mbak. Lupa materi yang udah

dipelajarin.

R68 Tapi kamu dah prepare kan sebelumnya?

P68 Udah mbak tapi preparenya ya santai-santai gitu. Pikiranku pas kelas


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speaking pasti bisa tapi pada akhirnya kaya gitu.

R69 Kelas speaking itu nama spesifiknya apa? Sorry…

P69 CLS. Critical Listening and Speaking.

R70 Itu semester 4 ya?

P70 Iya semester 3 dan 4.

R71 Nah yang kamu ceritakan ini semester berapa?

P71 Semester 3. Semester 4 belum presentasi.

R72 Meskipun kamu udah ada preparation tapi masih cemas ya?

P72 Iya mbak. Malah kadang kalau ga disiapkan malah bisa. Kalau

ngomong biasa kaya gitu tu aku biasa aja. Kalau udah ambil nilai aku

persiapan tapi ya gitu tadi di luar harapan gitu. Soalnya kalau disiapkan

aku harus sama kaya yang aku siapkan jadi beban gitu.

R73 Oke berarti itu konteksnya saat kamu presentasi di kelas CLS. Gimana

perasaanmu saat itu? Selain rasa cemas itu, tapi apa yang terjadi pada

kamu saat itu?

P73 Aku sakit perut. Terus ketika maju tuh aku lupa semua. Berusaha inget

tapi ga gampang mbak.

R74 Jadi kaya going blank gitu?

P74 Iya bener mbak. Aku bawa taking note tapi paling kan kecil gitu lho

mbak. Aku pegang tapi ujungnya aku baca itu.

R75 O gitu, kalau selain itu?

P75 Yang jelas deg-degan. Terus kaya gugup pegang tangan-tangan kaya

gini (practicing in front of me).

R76 O gitu. Iya jadi kamu bayangkan aja kamu sekarang di kelas itu lagi

presentasi. Bayangkan kondisinya. Kamu presentasi sendirian atau?

P76 Ga, sama temen-temen.

R77 Jadi kamu merasakan cemas dan gugup itu pas giliranmu?

P77 Ga mbak, dari awal. Meskipun temenku lagi ngomong tetep rasanya

gerogi mbak.

R78 Dan waktu giliranmu?

P78 Semakin grogi. Semakin blank. Berusaha ngapalin terus tapi kok ga


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masuk-masuk.

R79 Iya kamu merasakan kaya gitu ya. Saat itu, apa yang kamu pikirkan?

P79 Aku mikir “aku ga bisa, ga bisa presentasi lancar, aku takut salah” Aku

tu takut mbak kalau ditatap orang secara langsung, kalau dilihat banyak

orang tuh takut. Ga tau kenapa. Takut aja gitu lho mbak.

R80 Lalu setelah itu setelah kamu mengalami perasaan dan mempunyai

pikiran kaya gitu. Akhirnya kamu gimana? Apa yang kamu lakukan

untuk mengatasi itu?

P80 Aku tarik nafas terus dibuang. Berusaha menyingkirkan pikiran negatif

itu dengan pikiran “aku bisa kok, aku bisa presentasi dengan lancar, aku

udah ngapalin semalem”

R81 Oh okay. Saat kamu presentasi, lancar?

P81 Karna the show must go on. Aku tetap presentasi sesuai yang aku inget,

yang aku bisa semampuku.

R82 Kenapa sih kamu tarik nafas dan positive thinking?

P82 Karena aku pengen bisa ngomong bahasa Inggris dengan lancar dan

pengen bisa dapet nilai bagus. Kalau aku mikir negatif kan pasti ujung-

ujungnya ya ga bisa ngomong, ga bisa presentasi. Tapi kalau mikir

positif kan seengganya aku mencoba berpikir siapa tau aku bisa

presentasi bagus.

R83 Oh ya oke. Kalau dosenmu saat itu orangnya kaya gimana?

P83 Sebenernya dosennya tuh termasuk dosen yang baik. Dia tuh

memberikan banyak masukan. Kalau maju tuh caranya kaya gini. Kalau

mau presentasi caranya kaya gini. Bukan termasuk dosen killer gitu lho

mbak.

R84 Kamu berharapnya dosenmu saat itu gimana saat dengerin

presentasimu?

P84 Ya pas aku presentasi paling ga senyum jangan datar-datar aja. Kalau

senyum kan seengganya dosennya ndengerin.

R85 Cara dosenmu menilai gimana?

P85 Abis presentasi dikasih feedback tapi dikasih beberapa minggu

setelahnya.


129

R86 Oke itu dosen, kalau teman-temanmu saat kamu presentasi gimana?

P86 Iya. Aku takut mereka bosen, ngantuk. Aku jadi merasa presentasiku

kurang menarik. Kadang itu bikin distract presentasiku.

R87 Apakah ada perasaan takut dinilai negatif sama teman-teman kamu?

P87 Iya mbak. Sejujurnya iya. Ada beberapa temenku yang ngomong di

belakang gitu biasanya.

R88 Gimana kamu mengatasi penilaian temen-temenmu itu?

P88 Ya aku mikirnya gapapa. Ga masalah. Biarin aja. Meskipun aku juga

bingung mengatasinya gimana.

R89 Oh oke. Apakah presentasimu itu mempengaruhi kamu ke depannya?

P89 Iya mempengaruhi, tapi kalau aku mempengaruhinya lebih ke aku jadi

pengen lebih baik. Jadi positif ga malah ga berani ngomong. Kalau ga

berani ngomong nanti aku ga bisa ngomong terus.

R90 Lalu kedepannya kamu melakukan apa?

P90 Kalau presentasi lagi aku belajar latihan di depan cermin, berusaha

latihan sama temen meskipun temen juga bosen dengerin tapi paling ga

kita udah usaha. Gitu. Terus kalau ada maju di depan sukarela ya berani

maju. Belajar pronunciation juga.

R91 Kenapa pronunciation?

P91 Soalnya pronunciation harus bener.

R92 O gitu. Ada lagi yang harus bener dan harus disiapkan?

P92 Iya grammar juga. Itu emang penting.

R93 Oke pronunciation and grammar ya. Kalo gitu, tadi apakah hal-hal itu

terpikirkan juga sama kamu saat kamu presentasi?

P93 Iya juga sih mbak. Yang penting sama aja kaya yang aku persiapkan.

R94 Oke. Kalau dari sifatmu sendiri, apakah sifat itu ada hubungannya

kecemasan saat itu?

P94 Iya, aku pemalu dan ga PDan.

R95 Ada ga sih pengalaman yang lain yang mengena banget. Jadi rasanya

cemas banget.

P95 Di semester 2, kelas pronunciation practice. Itu dosennya mbak.


130

R96 Oya?

P96 Iya kan sebenernya pronunciation kan enak ya mbak tinggal baca

phonetics atau apa tapi dosennya tuh perfeksionis. Awalnya masuk

kelasnya enak tapi pertemuan berikut-berikutnyanya kok suasananya

kaya gimana gitu jadi berasa kaya mau ujian gitu. Dulu pernah waktu

suruh maju buat nulis phonetics kan tulisanku emang ga bagus-bagus

banget. Nah ada huruf yang salah, terus dosenku bilang “kamu tuh ga

bisa jadi guru kalau tulisannya kaya gini gini gini.” Gitu bilang di depan

kelas.

R97 Terus perasaanmu gimana dibilang kaya gitu?

P97 Ya siapa sih mbak yang pengen jadi guru terus dibilang ga bisa jadi

guru kaya gitu. Meskipun kepengenan jadi guru juga belum besar gitu

lho.

R98 Lha kalau udah lulus mau jadi apa?

P98 Masih galau mbak

R99 Iya nanti bisa sambil jalan ya, tergantung interestnya juga.

P99 Iya mbak.

R100 Berarti pengalamanmu paling berkesan itu tadi ya? Kelas CLS dan

pronunciation.

P100 Iya mbak. Kalau kelas pronunciation karna dosennya tadi. Kalau kelas

CLS karena aku orangnya pemalu itu tadi.

R101 Oke. Kalau semester 1 ketika barusan masuk pernah merasakan cemas

ga?

P101 Kalau semester 1 takut ga bisa mengimbangi temen-temen. Semester 2

karena ketemu dosennya. Semester 3 karena tadi ga bisa ngomong tu

lho mbak.

R102 Oke, kalau boleh disimpulkan, aktifitas apa sih di kelas yang paling

membuat kamu cemas?

P102 Speaking mbak itu tadi.

R103 Giving presentation berarti ya?

P103 Iya mbak.

R104 Oke jadi kurang lebih garis besarnya kaya gitu, dek. Biasa orang


131

ngobrol ada yang kelupaan, aku hubungin kamu lewat whatsapp atau

lewat messenger ya. Makasih udah ngrepotin.

P104 Iya mbak sama-sama


132



Day and Date : Thursday, 24th March 2016

Time : 09.20 – 10.30

The interview was done through chatting on Whatsapp.

R: Researcher

P: Petra

Text

R1 Hai Petra! Apa kabar?

P1 Baik mbak. Mbak gimana kabarnya?

R2 Aku juga baik, Petra! Lagi sibuk ga?

P2 Belum sibuk mbak.

R3 Ada beberapa hal yang mau aku tanyakan lagi nih dek, ada

hubungannya dengan hal-hal yang kita obrolin beberapa minggu

yang lalu.

P3 Oya mbak, tanya aja.

R4 Oke. Pet, aku mau tanya. Waktu itu kamu share pengalamanmu pas

presentasi di kelas CLS. Waktu itu kamu presentasi apa ya

topiknya?

P4 Nature School.

R5 Itu kelompok kan ya?

P5 Iya.

R6 Sekelompok berapa orang?

P7 3 orang. Termasuk aku.

R8 Okay. Bisa kamu deskripsikan presentasimu? Secara singkat aja.

P8 Jadi presentasinya itu soal keuntungan dari nature school. Aku

lupa-lupa inget mbak.

R9 Kamu presentasikan sumbernya dari buku atau bener-bener buat

sendiri?


133

P9 Kita browsing mbak.

R10 Oke oke. Saat kamu presentasi gitu, apa yang kamu pikirkan

tentang dosenmu yang saat itu mengamati dan mendengarkan

presentasimu?

P10 Aku mikir kalau dosennya bakal menilai jelek soalnya muka

dosennya seperti serius mbak. Senyumnya jarang sekali.

R11 Padahal kamu cerita kemarin itu kalau dosenmu bukan termasuk

dosen killer ya? Adakah pengaruhnya ke kamu?

P11 Iya mbak. Aku jadi tambah nervous gitu waktu presentasi.

R12 Nervous? Bisa dijelaskan gimana nervousnya?

P12 Ya jadi yang mau diomongin jadi hilang gitu mbak. Kaya lupa

sama materinya.

R13 Gimana cara kamu mengatasi itu?

P13 Aku berusaha mikir positif kalau aku tuh bisa presentasi lancar.

R14 Noted. Dan pada akhirnya, feedback apa yang dikasih oleh

dosenmu?

P14 Mispronounce sama kebanyakan benerin rambut mbak kalau ga

salah.

R15 Mispronounce memang kamu ga tau sebelumnya gimana cara

bacanya atau kamu tahu tapi tapi ga sadar kalau salah?

P15 Tau mbak pronouncenya tapi ga sadar kalau salah.

R16 Oke oke. Pas kita ngobrol-ngobrol kemarin, kamu cerita kalau ada

beberapa temenmu suka ngomong di belakang. Adakah

pengaruhnya di saat itu pas kamu presentasi?

P16 Aku jadi lupa materinya mbak.

R17 And finally, kamu gimana?

P17 Berusaha cuek aja mbak tapi kadang kedistract juga.

R18 Oke sama kaya yang kamu ceritain ke aku terakhir kali ya. Di akhir

presentasi, teman-temanmu kasih feedback, komentar atau

pertanyaan?

P18 Enggak si mbak. Mereka diem aja.


134

R19 Oke oke. Jadi kalau tentang dosen kamu berusaha mikir positif dan

kalau teman-teman, kamu berusaha cuekin aja. Kenapa memilih

melakukan itu Pet?

P19 Kalau aku mikirin pandangan negatif dosen dan teman-teman kan

pasti ujung-ujungnya ya ga bisa ngomong, ga bisa presentasi

lancar. Intinya kaya aku bilang waktu itu mbak. Aku pengen bisa

ngomong bahasa Inggris dengan lancar dan pengen bisa dapet nilai

bagus di kelas. Jadi aku fokus sama apa yang bisa aku lakuin.

R20 Dan overall, presentasimu lancar ga, Pet?

P20 Ya agak kesendat-sendat sih tapi tetep lancar.

R21 Sippp. Kamu kan udah cerita beberapa cara untuk mengatasi

kecemasanmu presentasi di depan kelas, karena dosenmu dan

teman-temanmu. Sebenarnya proses untuk mengatasi itu sulit ga

sih?

P21 Ya susah tapi bisa. Tergantung dari akunya. Pada awalnya sih

buang pikiran negatif dan berani ngomong di depan kelas tapi aku

tetep usahain bisa dan sekarang sedikit-sedikit aku berubah.

R22 Pernah mengalami gagal mengatasi kecemasanmu saat presentasi

yang lain? Di kelas lain mungkin. Atau aktifitas di kelas lainnya.

P22 Sejauh ini belum mbak. Aku selalu nyiapin apa yang aku omongin

gitu biar ga salah.

R23 Oke gitu aja Petra yang aku mau tanyakan buat melengkapi

ceritamu yang lalu. Thanks banget ya! Gbu

P23 Sama-sama mbak. Gbu too.


135




Day and Date : Tuesday, 17th May 2016

Time : 11.00 – 11.30

R: Researcher

P: Petra

Text

R1 Halo, dek.

P1 Halo, mbak.

R2 Ketemu lagi ya kita. (laughing)

P2 Iya mbak. (laughing)

R3 Ketemu gini aku mau make sure dan tanya beberapa hal. Dikit aja.

P3 Oke mbak.

R4 Pet, waktu itu aku minta kamu ceritakan pengalaman terakhirmu merasa

begitu cemas di dalam proses belajar mengajar di dalam kelas. Dan

apakah itu juga yang paling cemas selama ini?

P4 Betul mbak.

R5 Selama semester 3 atau selama semester 1 sampai 3?

P5 Selama semester 1 sampai 3.

R6 O gitu. Oke-oke. Waktu itu kamu merasa beban ya karena harus sama

dengan yang kamu presentasikan? Apakah itu bisa dibilang standarmu?

P6 Iya betul mbak.

R7 Adakah standar lain supaya kamu merasa puas dengan presentasimu?

P7 Kalau grammar udah dipersiapkan ya. Kaitannya dengan performance

sih mbak. Aku berharapnya dosen dan teman-teman lebih tertarik

dengerin aku.

R8 O iya kamu mengatasi dengan cara positive thinking. Sebenernya

positive thinking seperti apa sih? Spesifiknya…


136

P8 Aku berusaha percaya sama kemampuanku mbak. Aku bilang “bisa,

bisa, bisa” ke diriku sendiri.

R9 Oke. Noted. Kalau aku bisa mengajukan pertanyaan terakhir nih ya.

What does the experience mean to you? Seperti apa dan apa artinya

pengalaman itu buat kamu?

P9 Pengalaman itu pengalaman yang tak terlupakan. Jadi istilahnya dari

situ lain kali aku harus bisa menyiapkan presentasi dengan bagus dan

percaya sama diri sendiri.

R10 Oke siap. Thank you Petra!

P10 Sama-sama mbak.


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