AN
INVESTIGATION OF SPEAKING ANXIETY
AMONG INDONESIAN EFL LEARNERS
A.
Research
Background
Communication skills or speaking skill is a big part of
learning a language, speaking is the one of two productive skill besides
writing, Speaking is an important skill, it is as bridge that connect people
talking the same language. Speaking help people to express their thought, idea,
feeling, and emotion to other. As stated by Dorgham (2011: 1) that speaking skill has vital role in
communication process, and with improving speaking skill help us creating an
effective connection among the individual society. And Barras, (2006: 1) also
states that “good communication skill are needed in everyday life, in study at
college or university, and in any career based on such studies.”
After spent twelve years
at school, and then entering the higher education, many student still have poor
communication skill, they unable to express their thoughts clearly and
effectively in their own language. However the most of student usually get
difficulties in the study of speaking, because when someone study about
speaking, he not only study about speaking itself, but also there are the other
areas and disciplines which is related, such as pragmatics ethnography,
syntax, semantic, etc. As stated by Hughes (2011: 6), one of the central
difficulties inherent in the study of speaking
is that it overlaps with a considerable number of
other areas and disciplines.
To practice speaking is
therefore a central part of English lessons in schools today. But there some
problem that face by student when they speak in foreign language. Lejla Basic
(2011: 1) states that “to make students speak
the target language is not always easy and there can be several different
reasons why this is the case.” As (BBC, 2006:
1) Confidence is a very important element in learning to speak a language. Many
learners worry that they are going to make a mistake, or that the people
listening will not understand them.
There are many study
which is related with speaking area, and the writer will divide the study into
three side, the first is a study about difficulties in speaking, and the second
is study about strategy in teaching and learning speaking, and the third is study
about public speaking. The first side is about difficulties in speaking. The first,
is study by Khairi Izwan Abdullah & Nurul Lina Bt Abdul Rahman (2009), Chia-Hui Cheng (2009), Lejla Basic
(2011), And study by Sarah Osboe, Tomoko Fujimura & Rob Hirschel (2007).
The second side in the research of speaking
discussed the strategy in teaching
speaking. The research in
the strategy in teaching speaking was
written by Widyawati, (2013), Surtikanti (2011), Maarif (2014), Ismuwardani,
(2014), Rianjani, (2014), Sumini, (2014), Frista Sukma, (2012). The third side in the research of speaking is discussed about
method in teaching speaking. The research in the method in teaching speaking was written by
Amrizal (2014), and Titi (2014).
There are many problem which is found in speaking
activities, the main problem is the student’s worries when they speak a foreign
language especially English in this case. There are many students that feel
anxious when they speak in a foreign language, they feel worry when they speak.
There are many student college that still have poor communication skill, or
they feel difficult to express their thought.
Based on the problem described above, the
writer interest to doing a descriptive qualitative or case study research
concerning in an investigation of speaking anxiety among Indonesian EFL (English
as A Foreign Language) learner. The writer tries to find the factors that may
make students’ anxious is appear when they speak a foreign language especially
English in this case. And to know the effort which is done by teacher and
student to solve speaking anxiety.
B. Focus of the Study
The field of the research
in writing this research proposal is speaking, discussing speaking anxiety among
Indonesian EFL Learner. This research focus on speaking
anxiety among Indonesian EFL learner, a case in
IAIN Syekh Nurjati Cirebon, In
other word, this study investigate the factor that may make students fell
anxious when they speak English. The main problem of this
research proposal is the student’s worries when they speak a foreign language
especially English in this case. Therefore, the researcher tries to find the
factors that may make students’ anxious is appear when they speak English, and
the researcher want to know what are the effort which is done by teacher and
student himself to solve the speaking anxiety.
At the first the researcher use
scale as a method of collecting data, that was developed by Howitz et al (1986). The scale here is used to
measure the student anxiety level. The researcher divide student into 3 level,
student with low anxiety, medium anxiety, and high anxiety. Then the researcher would like to investigate or interview a few
of student as a samples who has high anxiety level in EFL classroom that known
by scale before.
C.
Research
Formulation
Based on the background
above and the identification of the problem that mentioned relating to the
title. ”An Investigation of Speaking Anxiety among Indonesian EFL Learners- a
Case at IAIN Cirebon”, the researcher would like to arrange the question of
the research as follow:
1. What
are the factors that make students feel anxious when they speak English as foreign
language?
2.
How does the students’ perceptions towards
the feeling of anxiety they experienced when speak English as foreign language?
3. What
are the efforts that done student to solve speaking anxiety?
D.
The
Aim of The Research
Based question above, the
writer would like to arrange the aim of the research as follow:
1. To
know the factors that make student feel anxious when they speak English as a
foreign language.
2. To
know students’ perceptions towards the feeling of anxiety they experienced when
speak English the foreign language.
3. To
know the efforts that done student to solve speaking anxiety.
E.
The
Significance of The Research
The writer hopes this
research will give significant advantage in improving speaking skill. This
research has two significances: they are theoretically and practically.
Theoretically:
This research has
usefulness to give information and understanding about anxiety itself, foreign
language anxiety especially in speaking skill. And what kinds of situations that cause anxiety on student while speaking
English in EFL class.
Practically:
The
result of this research, the teacher and researcher himself can take some
useful strategies to face or teach and guide students who have speaking
anxiety, in other word, the teachers can decide the best effort to solve
student’s anxiety. And for reader they can use this research as their
reference.
F.
Previous
Studies
There are many researches
that discuss about speaking anxiety. The researchers took various aspect to be
investigated. The researcher reads some studies and journals which is done by
other people to find out inspiration, and also the previous study here is
useful to find out gaps between this research and the previous study that had
been done by previous researchers.
Lejla Basic (2011) about speaking
anxiety- an obstacle to second language learning. Her study discuss about the effect of speaking anxiety with
Second language acquisition. She investigated the research practically and
theoretically. In theoretically, she discussed about the term of speaking
anxiety itself and its effect to second language learning. Whereas practically,
she did the research with an interview with two upper secondary teachers. The
purpose of the interview was to attain a sample of teachers’ view on speaking
anxiety and how they teach students that have this problem. The teachers were
interviewed at the same time. The reason for that was mainly to stimulate a
discussion where the teachers could share their opinions and experiences about
the matter. Since one of her intentions with the study was to examine how
speaking anxiety can affect second language acquisition and also how teachers
can deal with speaking anxious students, she found it relevant to speak with
teachers about the phenomenon. The following interview was made with two
Swedish English teachers at an upper secondary school.
Chia-Hui Cheng (2009) about Language Anxiety and
English Speaking Proficiency, His quantitative study is investigate the
relationship between English speaking proficiency and speaking anxiety among
EFL English major student of the Department of applied English in Ming Chuan
University. A total of 380 student including 111 freshman, 104 sophomore, 79
Junior, and 86 senior student, participated
in her study. The purpose of his study is to know are speaking proficiency and
speaking anxiety correlated among English major university student? The result
of his study show that language anxiety has negative influence on English
speaking proficiency of the fresh man student. The result of his study
indicated that foreign language anxiety does have significant influence on
foreign language learning. Therefore student feeling of discomfort and distress
in English class cannot be overlooked. Teacher must be sensitized to the issue
of anxiety in English class and need to spend additional time and effort in
comforting the problem.
Alessia Occhipinti (2009) about foreign language anxiety in class speaking activities. In order to proceed with the present
research, he use a questionnaire which would allow him to measure students’
anxiety level in a more objective way. This choice, in fact, gave him the
possibility to quantify and classify his findings by comparing them with those
of previous studies, identifying those factors and activities which contribute
to increase and lower students’ anxiety in the foreign language class. In
addition, a quantitative methodology as the one adopted in the present research
helped him calculate the results more easily, avoiding the difficulties which a
qualitative approach might produce. In the last section of the questionnaire,
he gave the students the opportunity to express freely their thoughts referring
to the activities he expected to be the most anxiety-producing. 100
university-level students were interviewed. All the subjects were enrolled in
the third year of a Bachelor degree in English language. Considering that the
main focus of the survey is the observation of speaking anxiety experienced in
the English classroom in relation to the context where this language was
learned.
Khairi Izwan Abdullah (2011) about study on second
language speaking anxiety. His study was carried out to determine the
perceptions of University Technology Malaysia students towards the feeling of
anxiety they experienced when speaking in the second language. Specifically,
the objectives of the study were to investigate students’ anxiety level towards
speaking English as a second language and to identify the types of speaking
activities that caused high anxiety level among the students. Communication
apprehension, fear of negative evaluation and general feeling of anxiety were
among the factors studied in the research. The instrument used for his study
was adapted from Horwitz’s (1983) Foreign Language Classroom Anxiety Scale
(FLCAS). The questionnaire consists of 32 items, each one on a 5-point Likert
scale ranging from “strongly agree” to “strongly disagree”. The data obtained
were analyzed using SPSS version 10.0 Windows and were represented in the form
of descriptive statistics which include percentages and mean. Results from the
study show that students experienced moderate level of anxiety.
Sarah Osboe, Tomoko Fujimura & Rob Hirschel (2007) student confidence and anxiety in second
language speaking activities. The
researchers conducted a questionnaire study on a sample of 62 students of
English in their first year at university in Japan. The questionnaire study
examined confidence in speaking English as a foreign language against variables
of second language proficiency, study abroad experience, first language
personality factors, and confidence in speaking with different interlocutors
against the variable of English proficiency level. A follow-up focus group
study with eight first year students was conducted in order to elicit a more
robust understanding of the actual classroom situation. Preliminary findings
suggest that first language personality factors do have a carryover role in
second language classroom speaking performance. The focus group study
highlights classroom speaking activities in which students enjoy varying levels
of confidence.
Those previous studies have
done in different countries, areas, and subjects which may inappropriate in our
department. So, from those
studies, the researcher found an area which is not touched yet. The researcher
tries to fill in the gap for the factor that may make student’s anxious is
appears when they speak English. And also the researcher tries to know “what
are the effort which is done by the teacher and student to decrease speaking
anxiety”. So,
the difference of this research, the researcher would like to investigate few
of student who has speaking anxiety in EFL class room, to know the factor that
make student feel anxious when they speaking English.
G.
Frame
of Thought
1. Speaking
Speaking skill is a big part of
learning a language, speaking is the one of two productive skill besides
writing, Speaking is an important skill, it is as bridge that connect people
talking the same language. Speaking help people to express their thought, idea,
feeling, and emotion to other. As stated by Dorgham (2011: 1) that speaking skill has vital role in
communication process, and with improving speaking skill help us creating an
effective connection among the individual society. And Barras (2006: 1) also
states that “good communication skill are needed in everyday life, in study at
college or university, and in any career based on such studies.” Hughes (2011: 6) state that one of the central
difficulties inherent in the study of speaking
is that it overlaps with a considerable number of
other areas and disciplines.
2. Anxiety
Acording
to Ramsay (2003: 7) anxiety is a
feeling of fear, dread or uneasiness. While Lanerfeldt, (1992: 53-54) define anxiety clearly, he state that “anxiety is an
abnormal and overwhelming sense of apprehension and fear often marked by physiological signs (as sweating, tension, and increased
pulse), by doubt concerning the reality and nature of the
threat, and by self-doubt about one's capacity to cope with it.” Anxiety
is explained as a sort of fear that is manifested by visual signs. But Ramsay
(2003: 7) said that a certain amount of anxiety is normal, for example, most of
us will become anxious when we have exams or tests, have to meet deadlines, are
being interviewed for a job, waiting for a baby to be born, etc.
|
Man
|
|
Woman
|
|
More anxious
|
|
Less anxious
|
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Anxiety
|
Ramsay (2003: 16-17) differentiate between anxiety in woman and anxiety in man he state that woman are usually more anxious than man, the anxiety is caused by changes in a woman’s body, for instance: during the week before a woman has her menstrual period, and when they are pregnant, while the men are usually less anxious than women, men are less likely than woman to admit than they anxious.
Studying anxiety means studying the
interaction of the person in the situation producing that anxiety. There are two type of anxiety, trait anxiety and state anxiety. Trait Anxiety reflects the stable tendency of the
person to respond with nervousness in any threatening situation, while state anxiety
is a sense of uneasiness that may be experienced at a particular moment in
time, as a response to a definite situation, for example, prior to an
examination. (Occhipinti, 2009:14)
3. Foreign Language Anxiety
“The increasing cross-cultural relations among individuals in society
create a need for people to communicate in languages different from their
native tongue. Due to reasons such as business or the mere interest in a
foreign culture the need to learn how to speak an L2 fluently, correctly and
even in a short time is evident. As globalization increases, people in most
nations find themselves in the situation of speaking in front of others in an
L2.” (Ochipinti, 2010: 10)
However, speaking in the foreign language,
both in social and academic contexts, entails risk taking and seems to be a
challenging activity, in which learners who are not fluent in the target
language experience that they cannot fully express their personality, or their
intelligence. Learners attempting to learn a foreign language have difficulties
in relating to others, experiencing in some cases a sense of alienation or
“cultural shocks” (Crookal & Oxford, 1991: 142). Since anxiety can have
profound degree that effects on many aspects it is of foreign
language learning, important to be able to who are particularly identify those
students anxious in foreign language class. (horwitz, 1986: 128).
Over
the past decades, the general impacts of foreign language anxiety on learners
have produced conflicting results. Many educators and researchers have
suggested that foreign language anxiety can have negative effects on learners'
speaking ability. For example,
Onwuegbuzie, et. al. (1999) argue that the existence of foreign language
anxiety can affect negatively the fluency of
learners' speech and learning in a general sense. Howitz et al (1986). Developed the most
commonly tool for assessing foreign language anxiety (FLA), Foreign language
classroom anxiety scale (FLCAS). The FLCAS is
a 33-item individual self-report Likert scale that reflects three things:
communication apprehension, test anxiety, fear of negative evaluation.
4. Foreign
Language Speaking Anxiety
Speaking is a productive one among four
language skills. In today’s language classrooms, students try to improve this
productive skill in many ways. They perform orally in front of a group, and
they make oral presentations or participate in group discussion. They are
sometimes called on to speak by their teacher in the target language. All these
challenging speaking tasks may sometimes influence the learners and cause such
sentences uttered by the learners:
“I
always feel nervous when speaking English”.
“I feel bad in my mind because I wonder why I
can’t speak English very well.”
“My English appear is not good enough; I can’t
express very well.”
“Sometimes I feel stupid, some people look at
me, a strange man, cannot speak good.”
(Tanveer, 2007: 1)
Students in foreign language classrooms
generally report that speaking in the target language is the most anxiety
producing experience. According to Young (1990), speaking activities requiring
in front of class and on spot performance produce the most anxiety from the students’
perspective and learners experience more anxiety over speaking than other
language skills. Students who have
speech anxiety are often very calm and passive and can therefore also receive
less attention from teachers in comparison with noisy, antisocial and
aggressive children. Basic (2011: 4)
Several
research studies have been carried out related to students’ foreign language
speaking anxiety. In his study, Price (1991) found that speaking in front of
their peers is a very anxiety provoking activity for the foreign language
learners because the learners were concerned about making mistakes in
pronunciation and being laughed at. Koch and Terrell (1991) found similar findings
concerning students’ speaking anxiety. They claimed that activities examined in
the Natural Approach such as oral presentations, role-playing, defining words
are the most anxiety producing ones. Gökhan Öztürk,
& Nurdan Gürbüz, (2011: 3) and Young (1990: 539) state that speaking in the foreign
language is often cited by students as their most anxiety producing experience.
5.
Sources of
Language Anxiety
There are
several causes or source of language anxiety, Personal and interpersonal issues
are probably the most commonly cited and discussed sources of language anxiety in most studies,
low self-esteem and competitiveness are the two
significant sources of learner anxiety,
and competitiveness can lead to anxiety
when language learners compare themselves to others or
to an idealized self-image. According
to Young (1991: 427) there
are at least six potential sources of language anxiety can be identified. Some are associated
with the learner, some with the
teacher, and some with the instructional practice.
: 1) Personal and interpersonal anxieties. 2)
Learner beliefs about language learning. 3) Instructor beliefs about language
teaching. 4) Instructor-learner interactions. 5) Classroom procedures and 6) Language testing.
H.
Research
Method
a.
Research
Setting
The
writer will do the research in IAIN Syekh Nurjati Cirebon. Based on the
observation which is done by the researcher during studies over there, the
researcher find problem or phenomena among English major student of IAIN Syekh
Nurjati Cirebon, where many students feel worry when they speak English, and that
phenomena is not only happen to first grade student but also the last grade
student. So the researcher want to know the factors that make student feel anxious
when they speak English. And what kind of situation that make student feel
anxious when speaking English. And what are their effort to decrease the
speaking anxiety.
b.
Population
and Sample / Participants
The source of the data are the students
of IAIN Syekh Nurjati Cirebon, especially English major student from first
semester until the seventh semester. The researcher will chose one class from
each grade of semester. So there are 7 class as a participant of this research.
The researcher will take the data by doing an interview to some English major
students who has speaking anxiety. The researcher choose 4 students as samples (2
female and 2 male) from each grade of semester. So there are 28 students as
participants of this research, which is taken from each grade of semester.
c.
Research
Design
The
method of this research is qualitative research. Exactly it uses case study research. According to Ari,
et. al (2010: 454), case studies provide an
in-depth description of a single unit.
The “unit” can be an individual, a group, a site, a class, a policy, a program,
a process, an institution, or a community. It is a single occurrence of
something that the researcher is interested in examining.
The greatest advantage of a case study is the possibility of
depth; it seeks to understand the whole case in the totality of the environment,
not only the present actions of an individual but also his or her past,
environment, emotions, and thoughts can be probed. The researcher tries to
determine why an individual behaves as he or she does and not merely to record
behavior.
The reasons for case studies of this research are: the
researcher wants to know the factors that makes student feel anxious when they
speak a foreign language especially English in this case. And the effort that
done by teacher and student to decrease speaking anxiety.
I.
Research
System
a.
Step
of the research
Every
qualitative study has a distinct starting and ending point, however.
It begins when the researcher identifies the phenomenon he wishes to study, and it ends when the researcher draws his final conclusions.
There are five basic steps
involved in this research, which is adapted from the How
to Design and Evaluation Research in Education by Fraenkel, et al. (2010: 429-431)
1) Identification of the phenomenon to
be studied. Before any study can begin, the researcher must
identify the particular phenomenon he or she is interested in investigating.
2) Identification of the participants in
the study. The participants in the study constitute the sample
of individuals who will be observed (interviewed, etc.)
3) Data collection.
Data are not collected at the “end” of the study. Rather, the collection of
data in a qualitative research study is ongoing.
4) Data analysis.
Analyzing the data in a qualitative study essentially involves analyzing,
synthesizing, and reducing the information the researcher obtains from various
sources (e.g., observations, interviews, documents) into a coherent description
of what he or she has observed or otherwise discovered.
5) Interpretations and conclusions.
In qualitative research, interpretations are made continuously throughout the
course of a study. Qualitative researchers tend to formulate their interpretations
as they go along.
b.
Techniques
and instrument of collecting Data
The
primary instrument of this research is the researcher himself. The researcher
is primary data collection tool who has knowledge and also the references
relating to the study. Because qualitative research
studies human experiences and situations, researchers need an instrument flexible
enough to capture the complexity of the human experience, an instrument capable
of adapting and responding to the environment, And Ary (2010: 424) believe that,
only a human instrument is capable of this task.
One of the distinguishing characteristics of qualitative
research is the methods used to collect and analyze data. According to Ary, et.
Al. (2010 : 431). Thre are three methods that usually used in qualitative
research. That three methods are: (1) observation, (2) interviewing, and (3) document or artifact analysis. Artifacts
may include audio and video recordings, photographs, games, artwork, or other
items that provide insight related to the context or participants. In this
study the researcher will use interview as a method to collecting data. And the
researcher also use a method beside 3 method mention above, foreign language classroom anxiety scale
(FLCAS) the most commonly tool for assessing foreign language anxiety. That
was developed by Howitz et al (1986).
1)
Scale
Foreign language classroom anxiety scale (FLCAS) is
the most commonly tool for assessing foreign language anxiety (FLA) that was
developed by Howitz et al (1986). The FLCAS is
a 33-item individual self-report Likert scale that reflects three things:
communication apprehension, test anxiety, fear of negative evaluation. The
researcher use anxiety scale to know or to measure the level of anxiety of a
student. The researcher will divide student into three level, student with low
anxiety, medium anxiety, and high anxiety. The FLCAS used as a hint or
reference to doing interview, the second methode that use in this researh. The scale will be administered to one class
from each grade of smester. So there are seven class as populatin of this
research. And the foreign language anxiety scale can
be seen in appendix 1.
2)
Interview
Beside
observation, the method which is usually use in qualitative study is interview, interviews are
used to gather data from people about opinions, beliefs, and feelings about
situations in their own words. Interview is a method of collecting data
involves presentations of oral-verbal stimuli and reply in terms of oral-verbal
responses. In the qualitative approach, Ary et. al (2010: 438) stat that “the
list of questions are typically open ended (cannot be answered with a yes or no
or simple response) and the questions are designed to reveal what is important
to understand about the phenomenon under study.
According to Ary. (2010: 438), there are two type
interview: unstructured interview and structured interview, the unstructured
interview, which is a conversational type of interview in which the
questions arise from the situation. It is sometimes described as “a
conversation with a purpose.” While the structured interview, scheduled
for the specific purpose of getting certain information from the subjects. The advantages of personal interviews are one of the most important
aspects of the interview is its flexibility and questions can be repeated or
their meanings explained in case they are not understood by the respondents.
This research using interview as the second
data collection method after scale. The researcher would like to conduct
interview to few English major students of IAIN Syekh Nurjati Cirebon, the
researcher choose 4 students from each grade of semester who has speaking
anxiety. So there are at
least 28 students as a smaple of this research. There are six questions of
interview. The questions made based on the research formulation and the aim of
this research. The question of
interview can be seen in appendix 2.
c.
Data
analysis
There are many different types of qualitative data analysis.
The method the researcher use will depend on his research topic. Also,
qualitative data analysis is a very personal process, with few rigid rules and
procedure. For qualitative data, the researcher might analyze as the research
progresses, continually refining and reorganizing in light of the emerging
results. Analysis involves reducing and organizing the data, synthesizing, searching for significant patterns, and discovering what is important. The researcher must organize what he or she has seen, heard, and read and try to make sense of it in order to create
explanations, develop theories, or pose new questions
Dawson (2009: 115-125) show that there are different processes involved
in qualitative data analysis.
1.
You need to think about the
data from the moment you start to collect the information.
2.
You need to judge the value of
your data, especially that which may come from dubious sources.
3.
As your research progresses
you need to interpret the data so that you, and others, can gain an
understanding of what is going on.
4.
Finally, you need to undertake
the mechanical process of analyzing the data.
After all of data are collected from both scale and interview, the
researcher would like to process and analyze the data, at the first, the
data will be reduced, the researcher only take the
data which can significantly contributes to the research problem, To make easily in analyzing of qualitative data, it is
useful to produce an interview summary form or a focus group summary form which
the researcher complete as soon as possible after each interview or focus group
has taken place. This includes practical details about the time and place, the
participants, the duration of the interview or focus group, and details about
the content and emerging themes.
|
Collecting
data
|
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Interpreting
and representing
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Familiarizing
and organizing
|
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Reducing
data
|
J.
Research
Timeline
The researcher will take the data at IAIN Syekh Nurjati Cirebon which is
located in Jalan Perjuangan, Cirebon. This study will capture data for about
three months. It is begun from January until March 2015. Here, the table of
timeline in this study:
NO
|
Activities
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Months
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January
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February
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March
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1
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2
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3
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4
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5
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1
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2
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3
|
4
|
1
|
2
|
3
|
4
|
5
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||
1
|
Making research
proposal
|
V
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V
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||||||||||||
2
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Collecting
research proposal
|
V
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|||||||||||||
3
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Seminar of
research proposal
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V
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4
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Guidance of
research proposal
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V
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5
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Defining the population
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V
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6
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Sampling
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V
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7
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Constructing the
Instrument interview
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V
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8
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Conducting interview
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V
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9
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Analyzing data
from interview
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V
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10
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Sorting data from
interview
|
V
|
V
|
||||||||||||
11
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Making data
conclusion
|
V
|
V
|
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References
Abdullah Khairi
Izwan , a study on second language
speaking anxiety among UTM student. Fakulti Pendidikan. Universiti
Teknologi Malaysia
Ary, Donald; Jacobs, Lucy Cheser;
Razavich, Asghar; & Sorensen, Chris. 2010. Introduction to Research in Education (8th ed.).
Belmont: Thompson Wardsworth.
Barras, Robbert. 2006. Speaking for Your Self- A Guide for Student.
Abingdon: Routledge.
Basic, Lejla. 2011. Speaking- Anxiety An obstacle to
second language learning?, Akademin for ultdildning och ekonomi. 1-25
BBC World Service. 2006. Better Speaking- A guide to Improving Your
Spoken English. British. BBC
Cheng, Chia-Hui, 2009. Language anxiety and English speaking proficiency. Unpublished
Graduate Thesis. China: Ming Chuan
University
Dawson, Chaterine. 2009, Introduction to Research Method (4th ed.).
Bebrboke: How to content.
Dorgham,
R. A. S. 2011. The effectiveness of a proposed program in developing the
speaking skills of English language among preparatory stage pupils in the light
of multiple intelligences theory. Unpublished PhD thesis. Institute of
Educational Studies. Cairo University
Fraenkel,
Jack R.; Wallen, Norman E; & Hyun, Helen H. 2012. How to Design and Evaluation Research in Education (8th ed.).
New York: McGraw-Hill.
Hadziosmanovic, Lejla
2012. Students’ Perspective on
Speaking Anxiety and Dynamics in the ESL Classroom.
Horwitz, E.
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426-439
APPENDIX 1
Foreign Language Classroom Anxiety Scale (FLCAS)
1. I never feel quite sure of myself when I am speaking in my foreign language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
2. I don't worry about making mistakes in language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
3. I tremble when I know that I'm going to be called on in language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
4. It frightens me when I don't understand what the teacher is saying in the foreign language.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
5. It wouldn't bother me at all to take more foreign language classes.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
6. During language class, I find myself thinking about things that have nothing to do with the course.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
7. I keep thinking that the other students are better at languages than I am.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
8. I am usually at ease during tests in my language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
9. I start to panic when I have to speak without preparation in language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
10. I worry about the consequences of failing my foreign language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
11. I don't understand why some people get so upset over foreign language classes.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
12. In language class, I can get so nervous I forget things I know.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
13. It embarrasses me to volunteer answers in my language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
14. I would not be nervous speaking the foreign language with native speakers.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
15. I get upset when I don't understand what the teacher is correcting.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
16. Even if I am well prepared for language class, I feel anxious about it.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
17. I often feel like not going to my language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
18. I feel confident when I speak in foreign language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
19. I am afraid that my language teacher is ready to correct every mistake I make.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
20. I can feel my heart pounding when I'm going to be called on in language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
21. The more I study for a language test, the more con- fused I get.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
22. I don't feel pressure to prepare very well for language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
23. I always feel that the other students speak the foreign language better than I do.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
24. I feel very self-conscious about speaking the foreign language in front of other students.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
25. Language class moves so quickly I worry about getting left behind.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
26. I feel more tense and nervous in my language class than in my other classes.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
27. I get nervous and confused when I am speaking in my language class.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
28. When I'm on my way to language class, I feel very sure and relaxed.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
29. I get nervous when I don't understand every word the language teacher says.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
31. I am afraid that the other students will laugh at me when I speak the foreign language.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
32. I would probably feel comfortable around native speakers of the foreign language.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
33. I get nervous when the language teacher asks questions which I haven't prepared in advance.
o
Strongly agree
o
Agree
o
Neither agree nor disagree
o
Disagree
o
Strongly disagree
APPENDIX 2
(Interview)
Interview
Questions: Speaking Anxiety
1.
What
is your oppinion about foreign language learning?
2.
What
is your oppinion about learning speaking?
3.
What
do you feel when you speak English?
4.
What
kind of situation that make you feel anxious when speak English?
5.
What
are factor that make your anxious is appear when speak English?
6.
What
are the efforts that you done to decreas your anxiety?
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