A THESIS
i
ii
iii
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Skripsi yang saya ajukan di depan tim penguji adalah hasil karya saya
sendiri bukan hasil ciplakan dan tidak dibuatkan oleh siapapun.
iv
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
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.
v
MOTTO
DEDICATION
Thanks to Allah SWT, the ruler of heaven and earth and all its
contents. Our messenger, Muhammad SAW who has bring us
from the darkness to the brightness. For all the achievement that I
have now and especially of this thesis I dedicated for my beloved
parents, my family, my friends and all the people who love and
pray for me. Thank you so bad.
vi
ABSTRACT
vii
ABSTRAK
viii
ACKNOWLEDGEMENTS
Alhamdulillah, the researcher expressed thank you very much for the
gratitude Allah SWT for blessing and mercy on the writer during the process until
the finished writing this thesis. Shalawat and salam are addressed to the final
chosen religious messenger, the Prophet Muhammad SAW, who has bring us
from the darkness to the brightness.
In writing this thesis, the researcher found many difficulties, so the
researcher realized that the thesis has a lot of mistakes and weakness. In order to
become perfect, the researcher needs correction and suggestion. The researcher
would like to say thank you so much for the people who gave spirit, advice,
suggestion, and helping to write as follows:
1. My highest appreciation and deepest thankful to my beloved parents,
Suhardi, my mother Dea Kati (Almh) and my second mother Ernawati
who always be my best parents. And all of my family for their attention,
support and their love.
2. My highest appreciation for the Rector of Makassar Muhammadiyah
University, Prof. H. Abd. Ambo Asse, M.Ag.
3. My highest appreciation and deepest thankful are due to Sulfasyah,
M.A., Ph.D as my first consultant and Muh. Astrianto Setiadi, S.Pd.,
M.Pd as my second consultant who had guided me very well during my
thesis.
4. My highest appreciation also is due to Ummi Khaerati Syam, S.Pd.,M.Pd
as the Head of English Department.
ix
5. My deeply and most great full to Erwin Akib, M.Pd., Ph.D as the Dean
of FKIP Muhammadiyah University of Makassar.
6. The next gratitude also goes to all my friends from F class (Friendly
Class) in 2015 that cannot mention one by one, my best partners Ika,
Avid, and Fitri thanks for your support then thanks a lot for Bukan
Kaleng-kaleng group “Iji and Rima” my friends from the first semester
until now, and last for my best friends ever who always accompany me
from a long time ago until now “Wulan and Iyan”, it never been
forgotten, I do love you all.
7. Thankful the researcher present to all of members of Makassar Australia
Study who always support me, Science Three, Passisama. Thank you so
bad for an amazing experiences, knowledge, and a great moments in my
life. I love you more than 3000.
The words were not enough to say many appreciation for their help and
contribution in finishing this thesis. May Allah SWT guides and give them the
happiness throughout your life. Finally the researcher realizes that this “thesis”
was far from being perfect. So, it was a pleasure for him to accept constructive
critiques and suggestions for improving this thesis.
May Allah, The Almighty, bless them all.
The Researcher
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TABLE OF CONTENTS
SAMPUL………………………………………………………………………….i
LEMBAR PENGESAHAN……………………………………………………...ii
APPROVAL SHEET……………………………………………………………iii
SURAT PERNYATAAN………………………………………………………..iv
SURAT PERJANJIAN………………………………………………………….v
MOTTO……………………………………………………………………….....vi
ABSTRACT……………………………………………………………………..vii
ACKNOWLEDGEMENT…………………………………………………........ix
TABLE OF CONTENTS..................................................................................... xi
LIST OF TABLE................................................................................................ xiii
LIST OF FIGURE.............................................................................................. xiv
LIST OF APPENDICES..................................................................................... xv
CHAPTER I. INTRODUCTION ..........................................................................1
A. Background………….....................................................................................1
B. Research Question…………………………………………………………..3
C. Objective of the Research …………………………………………………..3
D. Significance of the Research ……………………………………………….4
E. Scope of the Research ……………………………………………………....4
CHAPTER II. REVIEW OF RELATED LITERATURE…………………….5
A. Previous Related Research Findings ……………………………………...5
B. Pertinent Ideas …………………………………………………………….7
1. Concept of Speaking …………………………………………………...7
2. Concept of Anxiety …………………………………………………..10
xi
B. Population and Sample …………………………………………………..19
C. Instrument of the Research ………………………………………………20
D. Procedure of Data Collection ……………………………………………20
E. Technique of Data Analysis …………………………………………….22
A. Findings………………………………………………………………….24
B. Discussion……………………………………………………………….31
CHAPTER V. CONCLUSION AND SUGGESTION……………………….35
A. Conclusion………………………………………………………………35
B. Suggestion……………………………………………………………….36
BIBLIOGRAPHY ……………………………………………………………..37
APPENDIX …………………………………………………………………….40
xii
LIST OF TABLES
Table 3.1 : Specification questionnaire of the students ...................................................21
Table 3.2 : Likert Scale and Score ................................................................................. 22
xiii
LIST OF FIGURES
Conceptual Framework ....................................................................................................17
xiv
LIST OF APPENDINCES
Appendix 1 : Instrument of the Research (Questionnaire) ..............................................40
Appendix 2 : The Result of Students Questionnaire Answer ..........................................44
Appendix 3 : Students Response………………………………………………………...45
Appendix 4 : Documentation……………………………………………………………46
Appendix 5 : Curriculum Vitae…………………………………………………………47
xv
CHAPTER I
INTRODUCTION
This chapter presents the background, research question, the objective of the
research, the significance of the research, and the scope of the research.
A. Background
and communication. Language is used by humans to know and understand each other.
As we know that God creates humans in a different character and condition, so they
Language is very important especially in education and to get a better job. In this era,
English has important roles as the communication media, not only to education but to
There are four basic skills in learning English that students should master,
there are writing, reading, listening, and speaking. The most important skill that
development in which children learning English as their native language spend time
developing speaking skills. Based on the definition before the researcher can
1
2
conclude that speaking is one important aspect of the human life process and also a
sounds using many parts of our body, including the lungs, vocal, tongue, teeth, and
lips. According to Brown (2001: 267), stated that when someone can speak a
success of speaking is shown when the speaker can speak relevantly, easily
vocabulary, lack of confidence, lack grammar in English knowledge, anxiety, etc. for
example, some of the students think that if they have a mistake when they speak or
practice in front of the class, their friends will laugh at them. So they prefer to keep
quiet. This condition will make the students feel anxious in the classroom and it will
and physical changes like increased blood pressure. Based on Foreign Language
extremely detrimental to students because they will feel not confident again if they
talk in front of people. Anxiety can raise the affective filter and form a ‘mental block’
3
that prevents comprehensible input from being for language acquisition. Anxious
students will have difficulties in following lessons and Speaking. They may learn less
and also may not demonstrate what they have learned to practice.
B. Research Question
Based on the background above, the researcher has formulated the research
question as follows:
1. Do the students feel anxious when speaking English in the third semester?
3. What are the dominant factors that make the students feel anxious in speaking
Based on the Research Question above, the objective of this research are as
follows:
1. To know the students feel anxious or not when speaking English in the third
semester.
2. To know the factors cause their anxiety to speak in the third semester.
4
3. To find out the dominant factors that make the students feel anxious in
1. For Learners
This research is expecting to give advantages for learners about the problems
usually faced in speaking and they have the awareness to practice more.
2. For Lecturer
3. For Researcher
The researcher hopes this research can be a reference for future researchers.
The scope of the research, the researcher limits the study to find out the
dominant factors influencing speaking anxiety in the third semester of the English
First, a study by Osboe et al (2007), revealed that anxiety has affected the
level of students’ confidence at a university in Japan. Their data showed that students
who were asked to perform in front of the class individually tended to have less
confidence which affected their appearance whilst speaking. But, the researcher
found that the same students would have high confidence and speak lots of English if
anxiety faced by Iranian students within their inter-language system and found that
the students had high levels of anxiety in their inter-language system when speaking
English. The findings revealed that females were more susceptible and had higher
levels of anxiety than males. That researcher also found that students with low levels
of proficiency may not have high anxiety in their inter-language system. Students
with high proficiency were more vulnerable to experience high anxiety in the inter-
language system. Based on the exposure of these problems faced by students that had
shown how anxiety greatly affected and disturbed students when speaking English,
5
6
language showed that there was a significant relationship between anxiety faced by
students and their speaking ability. Naghadeh et al (2014), have written that the
higher the anxiety faced by the students in oral communications, the lower the
Fourth, According to Isnaini (2018), the result of this research conducted that
The students’ speaking anxiety factors in English foreign language (EFL) were the
students had over self-prediction toward, irrational faith to say something in English,
the sensitivity of anxiety, wrong attribution body signal because they cannot express
their ideas in English well, and low self-efficacy, that’s factors inhibit to practicing
speak English foreign language (EFL). Some kinds of anxiety can be concluded that
the students had unconfident, fear of mistake, shyness, worry, scared, panic when
having signs of anxiety are heart breathing, short breath that hinders them from
Based on some findings above the researcher can describe that speaking is
very important in learning English but some students still feel anxious about
speaking. Furthermore, the researcher can conclude that every student and teacher
must know the factor that influences speaking anxiety. The similarities between the
research above and this research study about speaking anxiety of students but in this
B. Pertinent Ideas
1. Concept of Speaking
a. Definition of Speaking
According to Harmer (2007: 287), speaking is the ability to speak fluently and
presupposes not only knowledge of language features, but also the ability to
process information and language ‘on the spot’. Howarth (2001), and Abd El
with people using the appropriate language to deliver the information and
stated that when someone can speak a language, it means that he can carry on
way to get information and language. Meanwhile, Donough and Shaw (2003:
157) state, “There are some reasons for speaking involved expressing ideas
speech but emotions and ideas are also taking part in it. By speaking, students
will get the message and information that they want to cause speaking as the
main tool of verbal communication and it is the way to express their opinions.
b. Problem of Speaking
problems are those problems that often interfere with your emotional and
problems in speaking.
1) Lack of Vocabulary
vocabulary needed to talk and does not know how to combine the
vocabulary into a good sentence. Khan (2005) states that the numbers
using words and expressions to speak. Students know what they are
going to say in the source language, but when they have to switch the
9
language itself into the target language such as English, they often get
2) Poor in Grammar
learners do not learn structures one in time. That is the reason why
3) Poor in Pronunciation
4) Lack of Self-Confidence
may bring the students into a threat of believing that they are not going
English speaking if they are not confident with their speaking ability.
5) Anxiety
found that the employment of this strategy enables the learners to take
charge of their learning as this serves as their basic aid to learn other
macro skills in the target language. They may feel nervous, anxious,
worry, shy, afraid or fear of something worse happen whether they are
trying to speak better. Students can speak English better in the future if
they realize their psychological problems and they also have to deal
2. Concept of Anxiety
a. Definition of Anxiety
anxiety which are found by the experts. Ormrod (2011), stated that anxiety
threat.
Thorbury (2006) stated that there are some factors of speech condition
whether making speaking easy or difficult which is divided into three types as
lot of studies have been conducted that show that anxiety in speaking a
foreign language.
Although anxiety and fear sound similar but both are different. Halgin
(2007: 144), describes the difference between fear and anxiety, fear is a
natural feelings, feelings caused by tension and anxiety that made him feel
threatened. This is one of the effects of excessive fear, but this could be
caused due to the cause, duration, and maintenance of fear and anxiety. The
see when students feel confident about the situation in their experience and
they don’t feel embarrassed to interact with others. But when the students get
anxious, the students will feel less confident about the situation in their
12
experience and feel unconfident in their capabilities that make them afraid to
do something, so they will also comfortable if they get help and support from
others.
b. Types of Anxiety
1) Trait Anxiety
generally anxious about many things. In some cases, someone with trait
that this kind of anxiety can be a character of a person. People with trait
anxiety tend to worry more than most people and feel inappropriately
that trait anxiety is a person’s tendency to feel anxious about the situations
2) State Anxiety
anxiety that occurs in a specific situation and usually has a clean trigger. It
13
means that state anxiety is an anxious feeling that is felt by the people
Briefly, the trait and the state of anxiety are different in the
situation and duration. Someone with trait anxiety may feel anxious in
every condition for a long duration. On other hand, a person with state
anxiety will only feel anxious when they think that the situation will risk
him.
will affect their performance in speaking skills. Thus, the anxious students in
To sum up, anxiety is a serious problem for students that can influence
students can plan to change the way of think, change the way to communicate
with confidence, and stop trying to be perfect. Horwits and Cope (1986),
figure out that there are three kinds of anxiety in language learning, they are
of the class. Secondly, test anxiety, means that the students feel worried when
they have to face an English test, it is due to the level of difficulty of the test.
Lastly, fear of negative evaluation, someone will feel anxious when he or she
speaks in every social evaluation situation, for example, interview for a job.
the way of think, confront the anxiety-provoke situation, change the way to
with rejection, stop trying to be perfect, and meet new people. Horwitz and
Cope (1986) figure out that, there are three kinds of anxiety, they are:
1) Communication Apprehension
of fear to communicate with other people. In this case, the students will
skills.
2) Test Anxiety
Test anxiety appears when the students worry to fail a test. In this
case, the students feel anxious in the test of foreign language class because
they get the difficulty of the test and quizzes. Even, the students most
anxiety in taking a test. They can feel anxious in every social evaluative
language class.
the kinds of students’ anxiety are categorized into three major problems. First,
embrace speaking in front of the class. Second, test anxiety, the students feel
worried when they have to face an English test. Third, fear of negative
Horwitz and Cope (1986) figure out that, there are some factors which
forward in front of the class to perform and think if the other students have
a bad impression.
the students face the problem. For example, the students think “I can’t do
that”. That suggestion will disturb the plan and encourage the behavior to
avoid it.
3. Over sensitivity toward the threat, when students feel in a safe situation
but for some students think something will happen that makes them feel
afraid.
4. The sensitivity of anxiety, when students feel fear and panic which is
5. Wrong attribution body signal, that it means the beat of heart will rise, the
tends to feel more anxious in a situation where doubt the ability it is own.
the factors of students’ anxiety are categorized into six major problems. There
the threat, the sensitivity of anxiety, wrong attribution body signal, and low
self-efficacy
C. Conceptual Framework
Students Problem of
Speaking Speaking
Ability
Close Ended
Questionnaire
Factors of Anxiety
Dominant factor of
Students Speaking
Anxiety
The conceptual framework above show what the researcher was doing in this
research. The researcher focused on factor of speaking anxiety. The students felt
18
difficult to concentrate if they speak in front of class and they felt nervous or worries.
There were some factors anxiety that faced by the students. Over self-prediction
toward fear, irrational faith, over sensitivity toward threat, the sensitivity of anxiety,
wrong attribution body signal, and low self-efficacy. Therefore, to know the
dominant factors of students speaking anxiety, the researcher analyzed the dominant
METHODOLOGY
A. Research Design
researcher chose this method because this research aims to give information about
1. Population
Makassar.
2. Sample
which the researcher selected one class that was F class and taken all of
19
20
order to make the research easier and get better result in analyze. In this research,
questionnaire used to find out the dominant factors of students speaking anxiety.
Table 3.1
sensitivity of anxiety
body signal
efficacy
Before the students start to fill the questionnaire, the researcher given
the questionnaire. After collecting the data, the researcher classified and analyzed
Analyzing the data can help the researcher to explain or present what will
have discover in this research. Hence, this section presented the way the
calculating the mean score to find out the dominant factors of students speaking
𝐹
𝑃= 𝑥 100%
𝑁
Which:
P = Percentage
F = Frequency
N = Number of Sample
100% = Constant Value
(Sugiyono, 2017:135)
23
∑𝑥
𝑥=
𝑁
Which:
x̅ = Mean Score
(Gay, 1991)
Table 3.3
Classification of Students Speaking Anxiety
Range Classification
117 - 158 Very Anxious
101 - 116 Anxious
80 - 100 Middy Anxious
59 - 79 Relaxed
30 - 59 Very Relaxed
(Mayangta, 2013)
CHAPTER IV
After collecting all the data, the researcher got some results. In this chapter
consisted of findings and discussion of the research. The finding of the research
findings.
A. Findings
As previously explained, there are three research questions that guide this
research. First, do the students feel anxious when speaking English. Second, what
are the factors that cause their anxiety to speak. Third, what are the dominate
factors that make the students feel anxious to speak. The following was a
statements negative. The participants of this research, those are all the F class
questionnaire.
24
25
There were several causes or factors that make the students anxious in
speaking English, such as: Over self-prediction toward fear, Irrational faith,
The table below show the answer of the first question in problem
statement:
Table 4.1
The Classification Result of Students Speaking Anxiety
Range Classification Result
117 - 158 Very Anxious -
101 - 116 Anxious 4 (19.05%)
80 - 100 Middy Anxious 14 (66.67%)
59 - 79 Relaxed 3 (14.28%)
30 - 59 Very Relaxed -
From the table above, the result of this research confirmed that certain
situation could trigger anxiety to speaking English in the class. So, it could be
concluded that there are four students who still felt anxious when speaking
As researcher mention before there were six factors causes the students
feel anxious to speaking English in the class. In this part, the researcher was
Table 4.2
Over Self-Prediction Toward Fear
From the table above shows that 1.58 out of students choose Strongly
Disagree. 8.16 choose Disagree. 4.76 choose Neutral. 7.70 choose Agree
and 1.58 out of students choose Strongly Agree. Data above explain that
Table 4.3
Irrational Faith
Irrational Faith
No Questionnaire
SD % D % N % A % SA %
2 I feel nervous when 1 4.76 1 4.76 9 42.86 9 42.86 1 4.76
speaking English in
the class.
7 My heart breath fast 1 4.76 6 28.57 - - 12 57.14 2 9.53
when lecturer ask me
to come forward the
class to tell something
in English suddenly.
15 I feel good when 1 4.76 5 23.81 8 38.09 7 33.34 - -
speaking English in
front of the class.
19 I feel relax when I 3 14.28 4 19.04 8 38.09 6 28.57 - -
speaking English in
the class.
28 My heart not breath 1 4.76 8 38.09 6 28.57 6 28.57 - -
fast when my lecturer
ask me to come
forward the class to
tell something in
English suddenly.
From the table above shows that 1.58 of students choose Strongly
Disagree. 5.44 choose Disagree. 7.02 choose Neutral. 9.07 choose Agree
and 0.68 of students choose Strongly Agree. Data above explain that
mostly students choose Agree because they could control their suggestion
for themselves that it has not disturb their plan or avoid their behavior.
28
Table 4.4
Over Sensitivity toward Threat
From the table above shows that none of students choose Strongly
Disagree. 11.33 choose Disagree. 5.44 choose Neutral. 8.61 choose Agree
and 0.68 choose Strongly Agree. Data above explain that most of students
choose Disagree because they felt trembling or afraid when they speaking
Table 4.5
The Sensitivity of Anxiety
From the table above shows that 0.90 choose Strongly Disagree. 7.02
choose Disagree. 7.70 choose Neutral. 7.70 choose Agree and 0.45 choose
30
Strongly Agree. Data above explain that most of students choose Neutral
and Agree because they felt normally and did not felt fear or panic in
Table 4.6
Wrong Attribution Body Signal
From the table above shows that 2.04 of students choose Strongly
Disagree. 4.98 choose Disagree. 9.75 choose Neutral. 6.34 choose Agree
and 0.68 choose Strongly Agree. Data above explain that most of students
31
choose Neutral because they felt breath normally when they speaking
English.
Table 4.7
Low Self-efficacy
From the table above shows that 2.04 of students choose Strongly
Disagree. 6.12 choose Disagree. 6.12 choose Neutral. 7.93 choose Agree
and 1.13 out of students choose Strongly Agree. Data above explain that
speaking class.
3. The dominant factors that make the students feel anxious to speak
indicators above, the researcher could answered the problem statement in this
research that was the dominant factors that make the students felt anxious.
There were 30 statements in the questionnaire and it was divided into 2 parts,
Table 4.8
Dominant Factor of Anxiety
Based on the table 4.7, the results show the dominant factor of anxiety. Mostly
always though that there is something will happen that makes them felt afraid
B. Discussion
The discussion section is aimed discuss the results of the data in order to
conclude the answer from the research question which will be discussed in the
following section.
University of Makassar with population BG3F. The objective of this research was
to know the students still feel anxious, to know the factors that cause the students
feel anxious, and to identify the dominant factors that makes the students feels
Horwitz and Cope (1986), stated that there were six factors of students
speaking anxiety, they are: Over self-prediction toward fear, when students feel
trembling if they forward in front of the class for perform and think if the other
34
students have bad impression; Irrational faith, self-defeating can increase anxiety
disorder. It same when the students face the problem. Example, the students think
“I can’t do that”. That suggestion will disturb the plan and encourage the behavior
to avoid; Over sensitivity toward threat, when students feel in safe situation but
for some of students think something will happen that makes they feel afraid; The
sensitivity of anxiety, when students feel fear and panic which is marked by a
rapid heartbeat and shortness of breath; Wrong attribution body signal, that it
means the beat of heart will rise, the breath quickly, perspire; Low self-efficacy,
anxious in a situation where doubt the ability its own. People with low self-
efficacy will less confidence on its ability to perform the task with success.
confirmed that certain situation could trigger anxiety to speaking English in the
class. The researcher found that there are four students who still felt anxious when
speaking English in the class. Then the researcher found the dominant factor of
students speaking anxiety. There is “over sensitivity toward threat”, the students
difficult to speak up in English language in front of the class because they felt
afraid to making a mistake, felt shy when they want to speak English, felt
nervous, less confident because of laughed by the teacher and other students so
that before being called by the teacher students felt anxious. It’s related with
theory Rochelle (2011), stated that students may feelings nervous, anxious, worry,
shy, afraid or fear of something worse happen whether they are trying to speak
35
better. Students can speak English better in the future if they realize their own
psychological problems and they also have to deal with their own anxiety states.
According to Isnaini (2018), the result of this research conducted that The
students’ speaking anxiety factors in English foreign language (EFL) were the
English, sensitivity of anxiety, wrong attribution body signal because they cannot
express their ideas in English well, and low self-efficacy, that’s factors inhibit to
practicing speak English foreign language (EFL). There are some kinds of anxiety
can be concluded that the students had unconfident, fear of mistake, shyness,
worry, scared, panic when having signs of anxiety are heart breathing, short breath
There was similarities results between my research and other research that
is equally researching about the factors of anxiety, but in my research was focus to
found out the dominant factor that make the students felt anxious.
CHAPTER V
This chapter consisted of two sections, the first section dealt with the
conclusion on findings of the research and the other one deal with suggestion.
A. Conclusion
There were four students who still felt anxious when speaking English
in the class and there were six factors of students speaking anxiety, they are:
over self-prediction toward fear, irrational faith, over sensitivity toward threat,
the sensitivity of anxiety, wrong attribution body signal and low self-efficacy.
Based on the result of the questionnaire, the researcher found the dominant
The dominant factor that makes the students feel anxious in Speaking
English language in front of the class because they felt afraid to making a
mistake, felt shy when they want to speak English, felt nervous, less confident
because of laughed by the teacher and other students so that before being
36
37
B. Suggestion
1. For teachers
speaking skills. After that teacher can make the class atmosphere cheerful
so that a positive mood will emerge which will make anxiety lessened.
Students who feel happy and not anxious will make them learning
2. For students
For students whose felt fear or less confident need to reduce a little
more relaxed when in class. Students also do not laugh each other when
their friends make mistakes, but try to keep supporting and motivating
research about students speaking anxiety and develop the research with
38
39
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Name :
Class :
Reg. Number :
1. Write down the name and the class and reg. number in the column
Which:
2: (Disagree) 4: (Agree)
5: (Strongly Agree)
NO QUESTIONS SCORE
1 2 3 4 5
41
42
45
Appendix 3
Students’ Response
Positive Statements Negative Statements
No Participants
SD D N A SA SD D N A SA
1 RA - 1 9 8 - - 2 4 6 -
2 AP - 5 5 7 1 2 3 4 3 -
3 YIIF - 6 5 7 - - 3 3 6 -
4 AYM 7 4 - 7 - - 10 - 2 -
5 FSS - 8 - 8 2 - 6 - 6 -
6 RHR - 8 6 4 - 2 3 2 4 1
7 S - 7 7 3 1 - - 7 5 -
8 MAA 4 8 - 6 - 1 7 1 3 -
9 DAMJ 1 14 - 3 - 3 3 - 5 1
10 AA 9 2 4 3 - - 6 2 4 -
11 MY - 5 1 10 2 3 6 - 1 2
12 TNI 1 9 2 6 - 1 3 - 7 1
13 RA 1 3 9 4 1 1 2 4 3 2
14 YMY - 9 5 4 - - 5 - 7 -
15 NAD - 7 4 7 - - 2 2 6 2
16 NP - 5 8 4 1 - - 6 6 -
17 SDP - 3 7 8 - - 8 4 - -
18 F - 9 6 2 1 - - 7 3 2
19 MAR - 6 9 2 1 - - 8 4 -
20 AA - 4 8 5 1 - 2 5 4 1
21 PIPS - 8 8 - 2 - - 4 8 -
23 131 103 108 13 13 71 63 93 12
TOTAL
378 252
46
Appendix 4
DOCUMENTATION
47
Appendix 5
CURRICULUM VITAE
49