A THESIS
SULFIANI
10535 6308 15
SURAT PERNYATAAN
Nama : Sulfiani
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya sendiri bukan
hasil ciplakan dan tidak dibuatkan oleh siapapun.
Sulfiani
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Nama : Sulfiani
1. Mulai dari penyusunan proposal sampai dengan selesai skripsi saya, saya akan menyusun
sendiri skripsi saya.
2. Dalam menyusun skripsi, saya akan selalu konsultasi dengan pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2, dan 3 maka
saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Sulfiani
Motto
“Effort makes you. You will regret someday if you don’t do your
best today. Don’t think it’s too late but keep working on it. It may
take time, but there’s nothing that gets worse due to practicing.
So practice…
You may get depressed but it’s evidence that you are doing
good.”
-JeonJungkook
Sulfiani, 2020. An Analysis on the English Speaking Anxiety of the Third Semester
Students’ of English Department in Muhammadiyah University of Makassar (A
Qualitative Research). Under the Thesis of English Education Department the Faculty of
Teacher Training and Education, Muhammadiyah University of Makassar, supervised by
Hasnawati Latief and Farisha Andi Baso.
The objective of this research to find out the factors that causing students anxiety in
speaking English and the types of students’ anxiety in speaking English at the third semester
students’ of English department in Muhammadiyah University of Makassar.
The results of this research showed that there are 5 factors that causing students’
anxiety in speaking English. The most factor that dominated is fear of making mistakes,
following by lack of vocabulary, lack of confidence, friends/classmates and type of task. And
researcher also find out 3 types of anxiety that the students experiencing in their speaking
anxiety, the most factor is communication apprehension, following by test anxiety and fear of
negative evaluation.
Sulfiani, 2020. Analisis Kecemasan Siswa dalam Berbicara Bahasa Inggris pada
Mahasiswa Semester Tiga Jurusan Bahasa Inggris di Universitas Muhammadiyah
Makassar. (Sebuah Penelitian Kualitatif). Skripsi Departemen Pendidikan Bahasa Inggris di
Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Makassar, di bimbing
oleh Hasnawati Latief dan Farisha Andi Baso.
Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif dengan
mengunnakan purposive sampling. Responden dari penelitian ini terdiri dari 15 siswa yang
mengalami kecemasan di kelas F, dari jurusan bahasa Inggris universitas Muhammadiyah
Makassar. Data dikumpulkan melalui observasi ceklis, angket open-ended dan interview.
Hasil dari penelitian ini menunjukan ada 5 factor yang mempengaruhi kecemasan
siswa dalam berbicara bahasa Inggris, factor yang paling mendominasi adalah takut
melakukan kesalahan, kemudian diikuti oleh kurang vocabulary, kurang percaya diri, teman
sekelas dan tipe tugas. Peneliti juga menemukan 3 tipe anxiety yang dialami oleh siswa, type
yang paling mendominasi yaitu komunikasi, tes kecemasan, dan takut terhadap evaluasi
negative.
Alhamdulillahi Rabbil Alamin, all praises be to Allah SWT, the Lord of this
universe. Researcher expresses her highest gratitude to Allah SWT for the love,
blessing, mercy, help and health to the researcher in finishing this research. Peace and
blessing be upon our prophet Muhammad SAW, his family, companions, and his
Alhamdulillah by the grace of Allah the highest, the researcher could finish
her thesis after long hard effort of writing. Thus, she would like to express her
greatest gratitude to her beloved parents Asri and Nurhayati who always pray,
support, and motivate her of every part of her life especially in doing this research.
During the writing of this thesis, the researcher received a lot of help from a number
of people. She realized that this thesis could never be completed without their
generous help, support, advice and prayers. It would be an honor for researcher to
express her deepest appreciation to:
1. Prof. Dr. H. Abd Rahman Rahim SE., MM. as the head of university of
2. Erwin Akib M.Pd.,P.Hd as the Dean of FKIP also for his signature, support
3. Ummi Khaerati Syam, S.Pd, M.Pd the head of English Department of FKIP
4. Researcher most profound and sincere thanks and appreciation is due to her
first supervisor Dra. Hasnawati Latief, M.Pd and to her second supervisor
Farisha Andi Baso, S.Pd., M.Pd. Who patiently guided and assisted her to
finish this thesis by giving suggestions, motivation, and correction since the
5. All lecturers who have taught her and all staff of FKIP and especially staff of
UNISMUH Makassar.
7. Her big family who always gives inspiration and motivation to continue her
study.
shortage. Thus, she would be grateful to accept any suggestions and corrections from
May the Almighty bless us now and forever, and this thesis can be useful,
Sulfiani
TABLE OF CONTENTS
Page
ABSTRACT ............................................................................................. ix
ABSTRAK ............................................................................................... x
ACKNOWLEDGMENTS . .................................................................... xi
A. Background ............................................................................ 1
D. Conceptual Framework............................................................ 22
C. Indicator .................................................................................. 25
A. Findings. .................................................................................. 29
B. Discussion ............................................................................... 46
A. Conclusion. .............................................................................. 52
B. Suggestion ............................................................................... 53
BIBLIOGRAPHY
APPENDICES
CURICULUM VITAE
LIST OF TABLES
Number Page
Number Page
Page
INTRODUCTION
This chapter deals with background, problem statement, the objective of the
A. Background
Speaking is one of the most important skills that need to be developed by English
language students. Students are asking to practice English in everyday life, especially
in class. Learning to speak can help the students to make a habit and being fluency in
speaking, so they can improve their speaking skill, because by getting use to speaking
will contribute greatly to improving students’ ability to speak English (Putra, 2018).
Richard (2008) adds that learners often evaluate their success in language learning as
well as the effectiveness of their English course basis of how much they feel they
have improved in their spoken language proficiency. It is mean that speaking is one
skill of language development that should be mastered by the target language learner.
psychological condition. Some problem of students face when they try to speak
English but they feel nervous of afraid going wrong and when they see a friend speak
up fluency but they feel unconfident and upset by English speaking skill they have.
1
2
Anxious situations like when we feel nervous, worried and fearful. People
struggle, trembled, perspire, and our hearts beat quickly (Tobias in Ansari 2015). The
anxious students are also inhibited when attempting to utilize any second language
fluency he or she managed to acquire. The resulting poor test performance and
the students lack either some necessary aptitude for learning a language or sufficient
motivation to do the necessary work for a good performance (Horwitz et al, 1986).
in Ohata (2005) offers an extensive list of the potential sources of language anxiety,
she argues that language anxiety can arise from 1) personal and interpersonal
anxieties, 2) learner beliefs about language learning, 3) teacher beliefs about language
Those are the potential sources that may a factor of students’ anxiety.
Every student sometimes may have different types of anxiety. It shows by their
psychological and psychological reaction such as when they feel stress and emotion.
concerns performance evaluation within academic and social context, there are three
to counselor that they “know” a certain grammar point but “forget” it during a test or
3
an oral exercise when many grammar points must be remembered and coordinated
spelling or syntax. The students realize usually sometime after the test, that he and
she know the correct answer but put down the wrong one due to nervousness. If the
student realizes he and she is working preventable errors during the test, anxiety and
anxiety. They fear to making mistakes and as a result get corrected by the teacher in
English for badly. Juhanna in Izumi (2017) stated that the very limited chance to
practice can be the causes of being not confidence, shyness, and silence that impede a
unable to provide information on test that they know before the test (Mashayekh and
Hashemi, 2011). In many cases, they may have an anxiety reaction which impedes
1986). If the students want to success in speaking, they must be lower their anxiety
Based on the previous research by Putra (2018), shows that the anxiety of the
learning to speak English. The result of the study showed that the most influencing
factor students’ anxiety was motivation, the second was shyness, limited vocabulary,
then the fear of making mistakes factor is the lowest factor that experienced by
students. The similarity with the previous study is the current research is both find the
this research is going to find out the types of students anxiety in speaking classroom.
anxiety and discomfort when they are try to speak in English class. This can see when
the lecturer asks the students to formulate or answer the questions, speaking
performance, or oral task, but the students just keep quiet. The interference with their
speaking English. Therefore, this research aims to find out factors that causing
anxiety and analyzing the students’ types of anxiety in English speaking class of the
Makassar.
Based on the explanation above, the researcher interests to conducts the research
with the title, “An analysis on the English speaking anxiety of the second semester
B. Problem Statement
Based on the backgrounds’ research above, the researcher would like to formulate
1. What are the factors that causing anxiety the third semester students’ of
2. What are the types of anxiety in speaking the third semester students’ of
1. To find out factors that causing students’ anxiety in speaking English the third
Makassar.
2. To find out the type of students’ anxiety in speaking English of the third
Makassar.
1. Theoretically Significance
speaking.
6
2. Practically Significance
By this research, the students can determine the types of their anxiety
and factors that cause their anxiety in speaking English, additionally they
By this research, the teacher can determine the types and factors that
strategy to teach based on students problem in order the teacher can help
reference for the next researcher about the types and factors that cause
This research is limited to the analyzing the factors that causing anxiety and the
focus personal and interpersonal anxieties, learner beliefs about language learning,
Young in Ohata (2005) and the types of anxiety are focus on types anxiety
7
Horwitz et al (1986).
CHAPTER II
This chapter deals with preview related research finding, some pertinent ideas and
conceptual framework.
There were some research findings about English speaking anxiety among the
gathered data. He found that the factor students’ anxiety in speaking was
University of Makassar.
2017/2018”. The study was descriptive qualitative research and using data
8
9
from the eleventh grade of MAN 4 Bantul. Based on the result of research, the
most dominant factor of speaking anxiety was lack of preparation, and following
classmate and personal and interpersonal anxiety. The researcher also found the
strategies that used by students in reducing anxiety, those were preparation, peer
resignation.
research used open-ended questionnaire to identify the cause, types and strategy
their anxiety were from learners’ beliefs about language learning,perdonal and
that anxiety appeared during the IS performance as seen from its indicators. The
10
Those types of speaking anxiety were affected by four factors, namely cognitive
Related to the findings above, the researcher concludes that there is a relationship
between anxiety and speaking English, and also variety of strategies to cope students’
Based on previous research, those are different with what researcher has. In this
study, the researcher tried to find out the factors and the type of anxiety that cause
B. Concept of Speaking
1. Definition of speaking
around the world hire people with no training to teach conversation. Although
speaking is totally natural, speaking in a language other than our own is anything but
simple.
information. Speakers require that speakers not know how to produce specific point
of language such as grammar, pronunciation, but also that understand when, why and
Moreover Matthew in Izumi (2017), stated that speaking is any process in which
people share information, ideas feeling. It involves all of body language mannerism
and styles anything that adds meaning to a message. it means that there is interaction
between the speakers and listener. The speaker must be able to convey the ideas
clearly in speaking order to the listener can understand and get the message or
meaning clearly.
Based on statements above, the researcher concluded that speaking is the way
people exchanges information, convey a message or ideas orally. Speaking has some
skill such as vocabulary, pronunciation, accuracy and fluency. These are the main that
make student can be a good speaker in communicate with the other people before
practice.
2. Goals of speaking
words that aims to convey what will be conveyed either feelings, ideas or ideas.
Therefore, to convey the message effectively, the speaker must understand what will
classroom, as follows:
a. Imitative
a certain vowel sound. It is carried out not for the purpose of meaningful
b. Intensive
c. Responsive
d. Transactional (dialogue)
e. Interpersonal (dialogue)
trickier for learners because they can involve some factors such as, slang,
f. Extensive (monologue)
practice, the advance levels are called on to give extended monologue in the
4. Function of speaking
framework (after Jones, 1996, and Burns, 1998), they are talk as interaction; talk as
a. Talk as interaction
social function. When people meet, they exchange greetings, engage in small
speaking and chit chat, recount recent experiences because they wish to be friendly
and to establish a comfort zone of interaction with others. The focus is more on the
b. Talk as transaction
c. Talks as performance
monologue rather that dialogue, often follow a recognizable format and it is closer
5. Obstacles in Speaking
Rababa’h (2005) stated that there are many factors that cause difficulties in
anxiety and unwillingness during the English speaking process are considered two
the biggest obstacle for EFL learners. Anxiety and unwillingness are caused by the
their friends.
15
C. Concept of Anxiety
the mind caused by fear of danger or misfortune. General anxiety is the excessive
and exaggerated worry about everyday things. Meanwhile Ansari (2015) stated that
anxiety is a negative way to present human feelings. When we are anxious, we feel
nervous, worried, and fearful. We struggle, tremble, perspire, and our hearts beat
2. Indicators of Anxiety
According to Saputri (2017), there were some presence of speaking anxiety that
tremble, sweat, mouth or throat feel dry, difficulty speaking, difficulty breathing,
in Saputri (2017) other visible reaction are body movements such as excessive
hands moving, hair wagging, or head scratching. Moreover, It may also activate
16
b. Behavior of students such as going blank, forgetting the utterance that have
prepared, being unable to say what they knew, being afraid of making
addition, Schlenker and Learly in Saputri (2017) contribute that speaking anxiety
can also see from the use of speech fillers, such as “uh uhh”, or “hmm..”.
The probably issues that are most commonly cited and discussed source of
language anxiety are Personal and interpersonal (Young, 2010). It was investigated in
correlation with the other social and psychology construct. For example, people that
have low self-esteem may worry about what their friends are think, in fear in their
self-esteem and competitiveness, may become the seeds of students to speak in fear
of anxiety.
17
Certain beliefs about language learning also affecting the students’ tension and
frustration in the classroom (Horwitz et al, 1968). Young (1991) also stated that
learner beliefs about language learning can contribute greatly to creating language
anxiety in students.
Gynan in Ohata (2005) added that the most important aspect of L2 learning in
learner beliefs about language learning is pronunciation, even though the other close
study by Horwitz et al (1986) that the numbers of students believe nothing should be
said in the foreign language until it can be said correctly and that is not okay to guess
suggesting that some of them are derived from the learners’ irrational and unrealistic
learners’ such as : 1) some learners were concerned about the correctness of their
believed that two years is enough time in language learning to achieve a native like
fluency, 3) some believed that language learning is learning about how to translate,
and 4) some others believed that success of L2 learning limited to a few individuals
who are gifted for language learning. As several of these beliefs are unrealistic for the
language learner and it can contribute the anxiety. For example, if the learner set their
self from the beginning they can be sound as good native or if the learner believed
18
that the most important in language learning is pronunciation, the perfection is how to
speak like native, they are going to frustrated and stressed by found the reality of their
imperfection of pronouncing even they have been do more practice. The stressed also
can contribute the learners if they believe should be mastered English by two years.
According to young (1991: 428) instructor beliefs about language teaching are a
further source of language anxiety. Instructor beliefs about language teaching can
also become a source of creating language anxiety among L2 learners. The teacher
believed that on the role of language teachers may not always correspond to student’s
needs or expectations toward the teacher. For example, when a teacher believes that
his role in class is constantly correct students’ errors, some of the students might
d. Classroom procedures
Many learners feel that some error correction is necessary (Koch & Terrel in
Horwitz, 1988), the manner of error correction is often cited as provoking anxiety.
that students are more concerned about how their mistakes are corrected rather than
19
classroom activities, such as oral presentation or oral skits in front of the class are
e. Language testing
This would lead to other psychology stresses, such as the fear of losing self-
to think they had to organize their ideas in a short period of time while caring about
tests, this likely contribute students not only complain, but also experience of
called as the technique to collect a score of the students. All the students afraid if they
get bad score, it is important to students. For example of testing which make students
anxious such as when the teacher gives a test in short period will make the students
anxious and pressured, the teacher doing a test before gives notification to students
(unprepared students), and the teacher gives unfamiliar and ambiguous task and
formats.
20
and social context, it is useful to describe with three performance anxieties. The
a. Communication Apprehension
comfortable communicating in the target language (TL) in front of the others, due to
have little control of the communicative situation and their performance is constantly
difficulty speaking in front of the other people are liked to be able to learn a foreign
Fear of negative evaluation is the learners feeling about how other teachers or
classmates may negatively evaluate their language ability. Learners who experience
21
fear of negative evaluation do not consider their language mistakes as a natural thing
or as an attempt to learn a new language, but as a danger for them especially in front
of their teachers or their friends. As a result, they keep silent most of the time and
c. Test anxiety
evaluation by others emerging from a fear of failing the performance and fear of
making mistakes. Test anxiety is a form of performance anxiety, in which the learner
feel the fear or failure and doing badly in text. Learners who experience text anxiety
consider the foreign language process and especially oral production, as a threatening
speaking skill.
22
D. Conceptual Framework
Speaking
Obstacle in
Speaking
Anxiety
Factors Types
research to be analyzed the factors and the types of students speaking anxiety. The
23
factors that could influenced the students to be anxiety according to Young (1991)
consisted of five factor, they were personal and interpersonal anxieties, learner beliefs
procedure and language testing. Moreover, the types of anxiety according to Horwitz
CHAPTER III
RESEARCH METHOD
This chapter deals with research design, variable and their operational
A. Research Design
particular context, and the multiple meaning of it for them. Heigham and Crocker
(2009) add that there are several data collection techniques such as observations,
did observation by checklist sheet before distributed questionnaire to find out the
factors and type of anxiety and also did an interview to validated the data gather in
this research about the factors influencing the students’ anxiety in speaking
English and types of students’ anxiety in speaking English at the third semester
1. Population
The population of this research was the third semester students of English
students in the third semester approximately 220 students and it devided into
eight classes.
2. Sample
The sample of this study was 15 students which taken by used purposive
C. Indicators
The indicators of this research were the factors of anxiety they are personal
in Ohata (2005) that cause students anxiety in speaking and the types anxiety
Horwitz et al (1986).
D. Research Instrument
1. Observation
Observation became first data gathering used to gather the data to get
the natural setting, such as classroom, or any other environment where the
class to directly see and understand how the anxiety appearing during the
2. Questionnaire
26
The questionnaire was the main instrument to collect data. By used this
method, the researcher could be device the data from open questionnaire.
their anxiety in speaking, and the type can be identified by their answer.
3. Interview
depth interview that uses to find the problem as fair, when the interviewee
findings.
27
data as follows:
and carefully gave attention to the learner who speaks in front of the class to
and the researcher explained the purpose and how to answer the
4. And the last, the researcher presented the data in qualitative descriptive
method.
the steps of reduction or words, display the data, and draw conclusion or
verification.
1. The first step was reduction process. It could be carried out immediately
after the data would obtain. Questionnaire and interview result arranged in
the form of pattern and group according to the research question. In this
process, the research would be collected all information that have correlation
2. The second step was display data. The data was grouping more specific.
Data from reduction data would be more categorized in short term. In this
process, the research took data that concern in factors of students’ anxiety
3. The last step was conclusion process. The researcher found out the structure
base on the theory and reinforce with data and information from analysis
in speaking English.
CHAPTER IV
In this chapter, the results of the research were presented. The chapter was
divided into two main sections; they are the findings and the discussion of
research. The finding presented the result of the data analysis collected through
questionnaire and interviews about the factors causing students’ English speaking
A. Finding
The results of the data analysis were presented in this part. The data have been
checklist consist of 7 items statement which have been checklist appropriate with
the statements that the students presence in their speaking performance. They
were 2 statements about students’ presence about physical and behavioral before
during speaking. The result of observation checklist shown in the table below:
30
The table 4.1 shows that all of the statement of students’ physical and
students. The first statement which prefer to sit in back row was scored 6%,
following the second, the third and four that was students keep silent when
lecturer asking a questions, students are going blank and using speech fillers were
93%, loading the fifth and sixth that were making grammar mistakes and
unnecessary movements were 60% and the last statement that students making
100
90
80
70
60
50
40
30 Series 1
20
10
0
presence in speaking performance that the students showed. The number of the
statements that dominated students presence who which highest checked was
students keep silent when lecturer asking, going blank and making a speech
fillers. The number of making excessive laugh was higher than making mistake
and making unnecessary movements. The number of sitting in back row was the
lowest.
items was about the difficulties that they faced in speaking performance, 2 items
that researcher used as main question that would be answer the research question.
The researcher conducted 4 statements which taken from the theory of source
researcher found that the most factors of students anxiety in speaking was afraid
to making mistakes, followed with they not confidence with their English skill
and afraid to being evaluated negatively by their friends. The researcher also
found that unexpected task as one caused students anxiety. The lecturer belief
the answer. Based on the result of interview, mostly students mentioned that the
factors that they were experiencing in their speaking anxiety was they were afraid
ideas, the un-expectable task, lack of confidence, and fear of friends evaluations.
From the table 4.2 about the factors of students’ anxiety in speaking English,
the researcher concluded that there were five classifications of the factors anxiety
Fear of making mistakes was the first factors that found in this questionnaire.
Fear of making mistakes was mostly found in the students before they were going
to speak in front of their friends and lecturer. They were afraid to making
mistakes in grammar, vocabulary and pronunciation were the most checked reason
which made them anxious in their speaking performance. It was pursuance with
result of observation early. The researcher captured that the students made
finding showed that the students’ limited knowledge in English was clearly. It
(Resource: Interview 6)
34
In the line of SDP, she have difficulty to speak because she afraid about her
grammatical. She hasn’t good enough knowledge about grammar so she didn’t
know to make sentence properly in speaking. From those mistakes, she also fear
of being laughed of friend. It was also showed by observation checklist when she
was speaking. She didn’t prepare well so it made her performance going worst.
Based on finding above, the researcher concluded that fear of making mistake
could be the factors that making students being worst in speaking. The knowledge
about English proficiency was important as the tools of speaking to convey the
ideas of topic properly, but when the students didn’t know the topic exactly, they
hard even they have English proficiency, it gone hard also for students to convey
their ideas.
b. Lack of vocabulary
The second factors that mostly found in students who were anxiety, it was
lack of vocabulary. Mostly the students mentioned that the difficulty of speaking
was they hard memorized the vocabularies. The vocabulary needed to producing
language in speaking. So it was hard for students conveyed their ideas especially
when the lecturer gave task unexpectedly to speak. The students might be
unfamiliar with the topic and also unfamiliar about the vocabulary that they were
be provoked the students to be anxiety of speaking. The students who have not
c. Lack of self-confidence
Based on the questionnaire result, there were students with this aspect as
factor of anxiety. Unconfident students were also the second factors that
confirmed that:
(Resource: Interview 2)
English proficiency knowledge, so it was make her cannot speak fluently as what
her expected. It was also showed by her performance in speaking when the
researcher observed her, she did many mistakes in pronouncing a word and looked
There also students were unconfident because they can’t believe their selves,
although they have been prepared before. But because of they have low self-
esteem, they worry about what their friend think if they were making mistakes in
speaking.
From the line of AA, she confirmed that she anxious because she unconfident
about her speaking ability in English, which is she worry about being evaluated
negatively by friends if she was making mistakes. It was also showed when she
has been observed by researcher when she was speaking. Although she has
making a concept about the topic, but when she speaking, she still making pauses,
excessive smile and sometimes cheated the concept in the paper that she brought
when she was speaking in front of friends and lecturer. The low self-esteem can
d. Friends/ classmates
of class especially their friends. Based on Interview, there were some students
anxious because when they made mistake, their friends would be laughed.
when she was speaking and there was mistake she made, her friends would
unconfident. Friends also sometimes laugh to students who were speaking, but
because they have self-confident, they would be ignored it. Those showed in the
There also friends, who were made the students lost. When the students made
mistakes and the friends constantly laugh, the students became blank and lost their
38
mind when speaking. Besides unsupportive friends, there also supportive friends,
that was make the students better when they were making mistakes. The friends
help the speakers to correct their mistakes. The interview showed that:
FSS : Kadang ketawa kadang diamji kak. Biasa juga berbisik untuk
membenarkan. (Sometimes they laugh, sometimes the just keep silent.
Sometimes they whisper to correct me)
R : Tidak takut ki di nilai negative? (Don’t you afraid evaluate
negatively)
(Source: Interview 4)
Based on the statements above, the researcher conclude that the classroom
success in speaking performance, although the friends just gave them a little help
like whispered to correct them, or keep silent when the students were making
mistakes.
e. Types of task
There are some kinds of task given by the teachers in the class, such as speech,
presentation, impromptu speech. The tasks were usually performed in front of the
class or in students’ own seats. The task became something that causes anxiety if
39
the students’ were asked to present the task in front of the class. Their anxiety
asking her to speak unexpectedly in front of her friends. This made her unable to
show her best during her speaking performance. It was also shown when the
researcher observed her speaking performance. Even she has prepared before, but
the lecturer pointed randomly and she was choosing to be performed, she didn’t
really show her best in speaking because she felt unconfident. The lack of practice
The students also anxious when the lecturer was tasking her to speak
unexpectedly and they have lack of knowledge about English proficiency. The
In the line of AYM, the data showed that the students are anxious because if
they were tasked speaking unexpectedly, he would became silent because he has
not enough vocabulary to produce language. The students need preparation and
Based on the result of questionnaire and interview, the factors of anxiety have
test anxiety
8 TNI Fear of making mistakes Test anxiety
Friends evaluation Fear of negative
evaluation
9 YMY Fear of making mistakes Test anxiety
Table 4.3 shows that there are three types of anxiety of the students’ speaking
performance. From the finding of factor anxiety, the researcher categorized into
anxiety and fear of negative evaluation. The result of Interview was showing that
a. Communication apprehension
Based on the questionnaire results, there were six students who clearly stated
that they were anxious since they were unconfident. This finding was verified by
the follow up interview. From the interview, this type of speaking anxiety was
S, MAA, NAD,NP, AA, and DAMJ. The researcher found one student who was
clearly stated that he was learned English from his childhood, but because of he
was shy so he never has got his best performance. He was RHR. Another students
who have unconfident about their English fluency, they were MAA and AP. And
the researcher also found the student who anxious when she didn’t understand the
Besides those reasons, the researcher also found the students’ who anxious
because they were afraid if their audience wouldn’t understand what they were
From the statements, the researcher concludes that there six students were
b. Test anxiety
acknowledged that they are anxious in speaking performance since they were
The result of interview showed that test anxiety experienced by 10 students, they
were AYM, FSS, S, MY, TNI, YMY, NAD, SDP, F and DAMJ. Based on
interview, AYM and YMY revealed that their anxiety provoked by limited
sentence. YMY also stated that she anxious because of afraid to being evaluated
negatively. But the researcher made decision to choose test anxiety because she
mentioned firstly n her answer it was about fear of making mistakes. She also was
sheet. AYM, NP, J and DAMJ revealed that they were anxious because of their
have limited vocabulary. When the lecturer tasked them to speak, especially when
the topic was unfamiliar it was making them hard to speak and worry about being
success in speaking.
DAMJ : Saya nervous kak karna saya khawatir kalo nanti dosen bertanya
diluar topic dan saya tidak bisa menjawab karena vocabularyku kurang.
Apalagi di tunjuk tiba-tiba untuk speaking. (I am nervous sis because I am
worry if later the lecturer asking me out of the topics that has been decided
and I can’t answer it because my vocabulary is limited. Moreover, I am
nervous when I am task to speak unexpectedly).
(Source: Interview 8)
In the line of DAMJ, she was anxious when she going to be tasked
unexpectedly to speak. Because sometimes the lecturer asked her out of the topic
that she prepared before. She couldn’t answer it because she has limited
From statements above, the researcher conclude that the test anxiety was
demanded the students to think they were going to be failed in their speaking
because of their limited vocabulary, the unknown topic and grammatical errors.
From the Interview result, there were 6 students revealed that their anxiety
was caused by afraid to being evaluated negatively by friends. They were TNI,
MY, NAD, SDP, F and AA. Based on the result of interview, NAD was revealed
herself about afraid to being evaluated negatively by her friends, even it bad
speaking performance. When she was making mistakes, her friends sometimes
observation that researcher did when she performed to present her task. She
looked hasn’t prepared before, she hesitated in speak because the limited
knowledge of the material she have. Her friends more active questioned but she
didn’t know the answer exactly. Her friends started to whisper each other about
the answer that they already knew, until there was one of them asked her about the
right answer. It was making her look so shy and down. The other students S,
NAD, and AA, also experienced it in their speaking performance. AA was the
students that always unconfident to speak. After doing Interview, she revealed that
because lack of vocabulary that made her hard to speak. The researcher was
observed her in her speaking performance, although she brought a paper of her
46
speaking concept, she still looked afraid of something. When she started to speak,
she sounded lower and her friends could hear it exactly. She going blank and
making excessive laugh, it shown that there was something wrong with her. After
the interview done, she revealed that she has anxiety about being laughed by
friends brought positive vibes to students’ improvement, but sometimes they were
B. Discussion
and doing interview. To make discussion clear, the researcher described the result
that divided with gave open-ended questionnaire and interview, in order to know
the factors caused students’ anxiety in speaking English in class 3F at the third
of Makassar.
There were some factors that causing students’ anxiety in speaking English.
performance. The kinds of making mistakes are when the students making wrong
pronounce or using appropriate grammar and still have a lack vocabulary. The
lack vocabulary also found as one factor that students experienced in speaking
b. Lack of vocabulary
Based on findings, there were 8 students showed that the most of their
difficulties in speak is because they have lack vocabulary. Sometimes, the lecturer
asked them out of the topic but the students were lack vocabularies to express
English. The previous research also found the lack of vocabulary as one of factors
that caused anxiety. Herwanto (2013) stated that the anxiety which made he forgot
the whole idea he (participant) wanted to say appeared when he tried to remember
c. Lack of confidence
Based on the result analysis, the researcher found 6 students which have lack
They were unconfident to speak because of their self and there were unconfident
because the outside factors. Nervous, shy, unconfident and low knowledge about
d. Friend/Classmate
Based on the result, the researcher found that there 5 of students who afraid to
constantly laugh or whisper to each other. Those conditions made the students feel
blank and feel bad of their selves. The previous researcher by Listiyaningsih
(2018) state that peer related fears or worries, it came light, were not the result or
laugh when making mistakes, this is actually psychological disorder because they
think other people greater and considered doing the wrong thing is big problem.
But mostly of the students didn’t put attention to much to their friends’ negative
evaluation.
e. Type of task
The previous finding by Herwanto (2013), stated the tasks became something
that causes anxiety if the students were asked to present the activities in front of
49
the class. When they practiced to speak in front of their friends, their confidence
performance. Type of task like speaking in front of friends and lecturer such as
giving presentation or impromptu speech made the students quite anxious. The
they constantly fear of making mistakes and afraid of being evaluated negatively
by friends or lecturer.
has been conducted which related to the research questions. Those was answer
about the factors that caused students’ anxiety in speaking English, the researcher
also categorized it into three types of anxiety according to Horwitz et all (1986),
evaluation.
a. Test anxiety
Based on the findings, test anxiety was the most type that students
anxious when the lecturer asking them to speak unexpectedly in from of the
others. Most of them think they afraid to fail in their speaking performance,
besides because of lack preparation, it also because they have lack knowledge of
b. Communication apprehension
Communication apprehension was the second type of anxiety that the students
students who were typically shyness and unconfident to speak in front of the other
lack, there also students anxiety because they rarely speaks in front of their
friends. There also students who are afraid if their speech doesn’t delivering the
front of the other people are liked to be able to learn a foreign language and
The lowest type of students’ anxiety in speaking English was fear of negative
evaluation. Fear of negative evaluation is similar with test anxiety. The 6 students
unsupportive friends which give them negative vibes when they were making
This chapter presented the conclusion and suggestion based on the findings
A. Conclusion
Based on the findings and discussion on the previous chapter, the researcher
concluded there are five factors that causing students’ anxiety in speaking
English, the first factor that mostly provoking students to be anxiety is afraid of
making mistake when the students have perception about their low ability in
English proficiency and afraid to going wrong in their performance. There were 8
of 15 students experienced it. The second factor was lack of vocabulary that
experienced by 8 students who were hard to speak because of they have lack
students experienced it. Most of students anxious because they were un-confident
and fear of negative evaluation. Based on the result analysis of factors anxiety, the
most type of anxiety was test anxiety that experienced by 10 students. The second
52
B. Suggestion
Based on the conclusion above, the researcher would like to give the following
suggestions for:
1. The lecturer of speaking must recognize the anxious students and give
treatment based on their types of anxiety. The lecturer also can build friendly
class with their students in helping students to reduce their anxiety and speak
evaluated negatively.
2. The students who are have anxiety, must find their own way to deal with it.
They should asking help to their lecturer or sharing with friends about their
3. The next research, this thesis could be an additional reference for their
research.
BIBLIOGRAPHY
Hashemi, M. 2011. Language stress and anxiety among the English language
learners. Social and Behavioral Science, 30, 1311-1316
Horwitz, E.K., Horwitz, M. B., & Cope, J. 1986. Foreign classroom anxiety.
Modern Language Journal, 70, 125-132.
Izumi, G. H. 2017. The Study between Students’ Anxiety and Speaking Ability at
the First Grade Students of SMA Negeri 1 Kabupaten Tangerang. Thesis:
Bandar Lampung.
Nunan, D. 2003. Practical English Language Teaching. New York: McGraw Hill.
Companies
54
Richard, Jack. C. 2008. Teaching listening and speaking from theory to practice.
New York: Cambridge University Press.
Robby, S. 2010. Conquer for Fear of Making Mistakes when Speaking English,
(Online) Avaliable: (http: englishharmony.com/conquesr-fear-of-making-
mistakes-when-speak-English/, March 15, 2011)
Tanveer, M. 2007. Investigation of the Factors that Cause Language Anxiety for
ESL/EFL Learners in Learning Speaking Skill and the Influence in Costs
on Communication in the Target Language. Unpublished dissertation.
Educational Studies, Faculty of Education : University of Glasgow).
Terese, S., Maria and Auriat. and Nadia. Questionnaire Design. UNESCO
International Institute for Educational Planning.
APPENDIX B
List Name Of Participants
APPENDIX C
Blue Print of Open-Ended Questionnaire
And Result of Questionnaire
APPENDIX D
Blue Print of Interview Guidelines and Interview Transcript
APPENDIX E
Data Categorization
APPENDIX F
Documentation
Appendix A:
Result of Observations Checklist
THE RESULT OF OBSERVATION CHECKLIST
No Name of
Respondents
1 AP
2 AYM
3 FSS
4 RHR
5 S
6 MAA
7 MY
8 TNI
9 YMY
10 NAD
11 NP
12 SDP
13 F
14 AA
15 DAMJ
Appendix C:
Blue Print of Open-Ended Questionnaire
And Result of Questionnaire
BLUE PRINT OF OPEN-ENDED QUESTIONNAIRE
Do you think
are the reason
of your anxiety
when you
speak English?
Give answer
based on your
experience!
Appendix D:
Blue Print of Interview Guidelines and
Interview Transcript
BLUE PRINT OF INTERVIEW GUIDELINES
Factors of anxiety:
type of anxiety:
Factor of anxiety
Language Testing
Type of anxiety:
Test anxiety
INTERVIEW 1
Interviewees:
1. Nurjannah p
2. Fajrina
R = Researcher
NP = Nurjannah
F = Fajrina
R : Kalau Fajrina?
R : Fajrina:
R :Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
NP : sering kak
F : sering kak
NP : kalo saya gelisah kak, apalagi kalo tiba-tiba dan saya tidak ada persiapan.
R : Kalau Fajrina?
F : Kalau saya kak takutka salah, takutka gagal. Karena menemukan topik
untuk diceritakan itu nda mudah.
Interviewees:
1. Anindia Putri
2. Nurul Asyah Dwizani
R = Researcher
AP = Anindia Putri
AP : Menurut saya speaking kak. Saya senang dikelas speaking apalagi saya
sangat menyukai bahasa Inggis tapi kadang untuk berbicara terasa sulit.
R : Kalau Nurul?
R : Nurul bagaimana?
R :Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
AP : Sering kak
R : Kalau Nurul?
NAD : Kalau saya kak takutka salah dan kadang kalo salah diketawai sama
teman.
Interviewees:
R = Researcher
R : Kalau Yaftah?
RHR : Saya dari kecil sudah diajar bahasa Inggris sama mamaku, tapi saya
orangnya pemalu jadi susahka berbicara apalagi di depan teman-teman.
R : Yaftah bagaimana?
AYM : Kalau saya kak kalau disuruhki speaking tiba-tiba, karena pengetahuan
vocabularyku masih terbatas.
R :Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
RHR : kesulitannya mungkin saya saya kurang peracaya diri, tapi saya harus
berbicara jadi saya berusaha mengatasinya.
R : Kalau Yaftah?
Interviewees:
R = Researcher
AA = Asyah Aliah
R : Kalau Askyah?
FSS : kadang kalo tidak saya menegrti topiknya jadi sulit kurasa berkata-kata.
R : Askyah bagaimana?
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
AA : Pernah kak
FSS : Kesulitannya mungkin gugupka karena tidak pahamka topic jadi tidak
ada ide untuk berbicara.
R : Kalau Askyah?
AA : Kalau saya sering sekali tidak PD karena takut salah dan ketika salah
kadang diketawai.
FSS : Kadang ketawa kadang diamji kak. Biasa juga berbisik untuk
membenarkan
Interviewees:
R = Researcher
R : Kalau Tri?
R : Tri bagaimana?
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
TNI : Kalau saya tidak pd karena grammarku kak, takut dinilai negative sama
teman.
MAA : Haruska percaya kalau bisa, dan tidak peduli apa yang dilakukan teman.
Interviewees:
R = Research
MY = Maudy Yunita
R : Kalau Maudy?
R : Maudy bagaimana?
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
MY : Pernah kak
SDP : Kalau saya kak takutka salah pengucapan atau salah grammarnya jadi
nanti temanku nda mengerti, dan takut dinilai negative juga.
R : Kalau Maudy?
MY : Kalau saya kak takutka ketika nda mengertiki temanku apa yang saya
bilang, jadi bertanya terusmi
MY : Membuat konsep dan memahaminya kak, dan kalo tampilka nda saya liat
matanya temanku
INTERVIEW 7
Interviewees:
R = Research
S = Sakiruddin
R : Kalau Sakir?
R : Sakir bagaimana?
R : Apakah kalian pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
S : Pernah kak
R : Kalau Sakir?
YMY : Kadang ketawa kadang diamji kak, tapi nda masalah menurutku.
YMY : Lebih sering belajar dan practice dan juga kalo tampilka harus ada
sesuatu yg saya pegang seperti pulpen
Interviewees:
R = Research
R : Apakah kamu pernah diberi tugas untuk tampil seperti pidato atau oral
persentasi didepan kelas? Atau yang lainnya
DAMJ : Saya nervous kak karna saya khawatir kalo nanti dosen bertanya diluar
topic dan saya tidak bisa menjawab karena vocabularyku kurang. Apalagi di
tunjuk tiba-tiba untuk speaking.
5 What do you feel, if you Yes 15 When the lecturer called their name
are going to called to to speak up in front of their friends,
presentation your task or they fell afraid, nervous, fear of
retell the material of failure, fear of making mistakes and
learning in the classroom? anxious.
Anxiety (afraid, nervous,
fear of failure)
I feel nervous although I was
preparing my material before.
(NAD)
Do you think are the a. I am afraid to making mistakes (such as grammar,
6 reason of your anxiety pronunciation, vocabulary). 13 students
when you speak English? b. I am afraid to being evaluated negatively by my friends. 2
Give answer based on your students
c. I am not feel good with my English skill (unconfident). 7
experience! students
d. The lecturer too formal -
RESULT OF INTERVIEW
2. What are the difficulties Vocabulary 8 They anxious because they have lack
that make you hard in vocabulary and knowledge about
learning speaking? Pronunciation 6 grammar and pronunciation
and Grammar
Unconfident 1
Unexpected 1
3. Are you ever task to They usually task to speak in front of the
perform in the class like class.
speech or oral
presentation?
R : Apakah kalian pernah diberi
tugas untuk tampil seperti pidato atau
oral persentasi didepan kelas? Atau yang
lainnya
Yes 15
MAA : Pernah kak
4. In English learning, what Fear of making 8 They anxious because they fear of
do you feel when you are mistakes making mistakes.
going to task to doing oral
presentation in front of your
friend and lecturer? Are SDP : Takut melakukan kesalahan
you feeling anxious, kak
nervous or any others?
MY : Sama kak, takutka salah.
Un-expected task 2
FSS : Gelisah kak, apalagi kalau tiba-
tiba
5. Can you explain the reason Vocabulary 2 MY : Kalau saya karena pengetahuan
of your anxiety based on vocabularyku masih terbatas juga cara
your experience? pangucapan kata.
R : Dapatkah kalian menjelaskan
alasan dari Anxiety atau kecemasan yang
kamu rasakan?
6. How is your friend react if The friends usually laugh of them, but
you making a mistake in they didn’t care about it.
speaking? Positive 10
No Data Resource
R : Kalau Fajrina?
R : Kalau Nurul?
R : Kalau Yaftah?
R : Kalau Askyah?
R : Kalau Maudy?
R : Kalau Sakir?
2. Lack of vocabulary
No Data Resource
R : Nurul bagaimana?
R : Nurul bagaimana?
R : Yaftah bagaimana?
R : Askyah bagaimana?
R : Maudy bagaimana?
3. Lack of confidence
No Data Resource
R : Kalau Fajrina?
R : Kalau Askyah?
R : Kalau Sakir?
4. Friends or classmates
No Data Resource
R : Kalau Askyah?
R : Kalau Maudy?
R : Kalau Maudy?
5. Type of task
No Data Resource
R : Yaftah bagaimana?
R : Kalau Askyah?
Afterwards, she graduated atSMA Negeri 1 Sinjai Barat in 2015. In the same
year, she continued her studyat Study Program English Education Departmentthe
University.Finally, she finished her thesis by the title “An Analysis on the English