A THESIS Submitted to English Department. as a Partial Fulfillment of the Requirement S.Pd. Degree. By: DIANA KARTIKA SARI

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1 ANXIETY IN SPEAKING CLASSES (A Descriptive Study on the Sixth Semester Students of English Department University of Muhammadiyah Purwokerto in Academic Year 2013/2104) A THESIS Submitted to English Department as a Partial Fulfillment of the Requirement S.Pd. Degree By: DIANA KARTIKA SARI ENGLISH DEPARTEMENT TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOKERTO 2015 i

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5 MOTTO Knowing yourself is the beginning of all wisdom. (Aristotle) v

6 DEDICATION Bismillahirohmanirrohim. All praises to Alloh SWT, the only God of who always be there for me. sholawat and salam to our beloved prophet Muhammad SAW. During the time of pursuing my S. Pd Degree, I have gained a lot of help from numbers of people. This thesis proudly dedicated for them. 1. My father, Gatot Sudarso, S. Pd and my mother, Erni Kusmiyati who always give me support physically and financially. Thanks also for always accompanying me through the hard times and provide with lasting love, pray and encouragement. 2. My Brother, Basuki Wibowo, M. Pd thanks for your support, your advice and suggestion in finishing this thesis. Thanks for everything. You are my inspiration; you are the best brother in the world. 3. My Sister in-law, mba N.C Atma P. Thanks for cheering me up. 4. My big family, thanks for your support. 5. Ari Wahyudi who always accompanying me in doing my thesis. Thanks for being my foot, my hand, my eyes and my brain when I got tired. Thanks for everything. 6. Mrs. Siti Marimah s family who always give me advice and support. You have showed me how to be a good teacher and good leader. Thanks for being my new family. 7. My third consultant, my best friend, Umi S. Pd, who always gives her time to help me. Thanks for everything. 8. My beloved friend Afy and Ocha. You are the wonder women I know. I proud of you all. 9. My friend who fight the thesis with me mba Betty and mba Milla. Thanks for helping me in finishing this thesis. I ll never forget you. 10. All of my friends in PMII ( Pergerakan Mahasiswa Islam Indonesia ), thanks for the togetherness and knowledge you have given to me. 11. All of my friends in Lembaga Pers Mahasiswa Bhaskara, thanks for millions knowledge, experience and togetherness you have given to me. 12. All of my seniors in Bhaskara and PMII, mas Sukman, Mas Sakur, Kang Harris, Kang Sodik, mas Mufid, mas Oji, kang Masrun, mas Gani, Mas Ari Boxie, Mas vi

7 Nandang, Mas Anas, Mba Pipit, mba Tyas, mba Lina, and all my seniors that can t be mentioned one by one. Thanks for teaching me how to be a good person. 13. My friends in WNI kos, Mia, Neni, Openg, Susan, Meroh, Atika, Puput, specially for Eka and Niko thanks for the millions help you have given to me. 14. All of my friends in UMP. vii

8 ACKNOWLEDGEMENT AlhamdulillahiRabbil alamin. Thanks to Alloh SWT who has given blessing and mercy for me in making and finishing this thesis as the requirement of S. Pd Degree of English Department, Teacher Training and Education Faculty, Muhammadiyah University of Purwokerto. In this occasion, the writer would like to say thanks to : 1. Drs. Ahmad, M. Pd, as the Dean of the Teacher Training and Education Faculty of University of Muhammadiyah Purwokerto for encouragement to do this thesis. 2. Drs. Pudiyono, M.Hum., as the Chief of the English Department of Teacher Training and Education Faculty of University of Muhammadiyah Purwokerto for assisting the writer in accomplishing the research. 3. Dr. FurqanulAziez, M.Pd., as the first supervisor who gave guidance, encouragement, advice, support, suggestion, and helpful correction. 4. Listiani, M. Pd, as the second supervisor who gave guidance, encouragement, advice, support, suggestion, and helpful correction. 5. Family and all friends who support to finish this thesis. Although this thesis is still far from being perfect and could be the mistakes color this thesis still, the hoped this thesis will give positive contribution and be useful to this field of study. viii

9 TABLE OF CONTENT TITLE... i APPROVAL... ii LEMBAR PENGESAHAN... iii SURAT PERNYATAAN... iv MOTTO... v DEDICATION... iv ACKNOWLEDGEMENT... vii TABLE OF CONTENT... ix LIST OF TABLE... xii LIST OF CHART... xiii ABSTRACT... xiv CHAPTER I INTRODUCTION A. Background of research... 1 B. Reasons for choosing the topic... 3 C. Problems of the study... 4 D. Aims of the study... 4 E. Clarification of the terms... 5 CHAPTER II THEORETICAL REVIEW A. Speaking 1. The Definition of Speaking The Aims of Speaking The Elements of Speaking Speaking Activities B. Anxiety 1. The Nature of Anxiety The Characteristics of Anxiety The levels of Anxiety C. Anxiety in Speaking Classes 1 Foreign Language Anxiety (FLA) Foreign Language Anxiety in Speaking Classes ix

10 3 The Causes of Foreign Language Anxiety The Effects of Foreign Language Anxiety Strategies to Cope Students Speaking Anxiety The Previous research CHAPTER III RESEARCH METHODOLOGY A. Method of the Research B. The Subject of the Research C. The Technique Sampling D. Place and Time of the Research E. The Technique of Collecting Data F. Technique of Analyzing Data CHAPTER IV RESULT AND DISCUSSION A. Result 1. Questionnaires Result a. Students Speaking Anxiety Level b. Dominant Aspect Causing Students Speaking Anxiety c. Dominants Strategy to Cope Students Speaking Anxiety Interview Result a. Students Speaking Anxiety Level b. Dominant Aspect Causing Students Speaking Anxiety c. Dominants Strategy to Cope Students Speaking Anxiety B. Discussion 1. Students Speaking Anxiety Level Dominant Aspect Causing Students Speaking Anxiety Dominants Strategy to Cope Students Speaking Anxiety CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion B. Suggestion REFEERENCES x

11 LIST OF TABLE Table 3.1 Research Schedule Table 3.2 Aspect of the Questionnaire Table 3.3 Strategies to Reduce the Anxiety Table 3.4 Categories of Anxiety Level Table 4.1 The Computation of Students Strategies in Coping Speaking Anxiety xi

12 LIST OF CHART Chart Students Speaking Anxiety Level Chart The Percentages of Aspect Causing Students Speaking Anxiety xii

13 ABSTRACT ANXIETY IN SPEAKING CLASSES (A Descriptive Study on the Sixth Semester Students of English Department University of Muhammadiyah Purwokerto in Academic Year 2013/2014) By Diana Kartika Sari This research was designed to reveal: students speaking anxiety level, dominant aspect causing speaking anxiety, and dominant strategy in coping students speaking anxiety. The method of this research was descriptive survey which was done on the sixth semesters of English Department, Muhamadiyah University of Purwokerto in academic year 2013/2014. The samples were 25 students or 20% from the population. Data was collected through questionnaires and interview. The first questionnaire was adapted from Horwitz, Horwitz and Cope (1986) namely Foreign Language Classroom Anxiety Scale (FLCAS). It was for knowing students speaking anxiety level and dominant aspect causing students speaking anxiety. The second questionnaire was adopted from Rasmodjo (2011). It was for knowing strategy that was used by students in coping their anxiety. The finding of the questionnaires revealed that students experienced speaking anxiety in severe level (56%), moderate level (36%) and mild level (8%). Fear of negative evaluation became dominant aspect (65.28%) causing speaking anxiety. It followed by test anxiety (58.96%) and communication apprehension (56.72%). In coping students speaking anxiety, it was found that making good preparation (belonged to memory strategy) was used by 80% students. Interview result also revealed same point with the questionnaires result. Students were in speaking anxiety, exactly in severe level. Fear of negative evaluation became the dominant aspect causing anxiety and most of them asserted that made good preparation became strategy in coping anxiety. xiii

14 55 ABSTRACT ANXIETY IN SPEAKING CLASSES (A Descriptive Study on the Sixth Semester Students of English Department, University of Muhammadiyah Purwokerto in Academic Year 2013 /2014) By Diana Kartika Sari This research was designed to reveal: students speaking anxiety level, dominant aspect causing speaking anxiety, and dominant strategy in coping students speaking anxiety. The method of this research was descriptive survey which was done on the sixth semesters of English Department, Muhamadiyah University of Purwokerto, on academic year 2013/2014. The samples were 25 students or 20% from the population. Data was collected through questionnaires and interview. The first questionnaire was adapted from Horwitz, Horwitz, and Cope (1986) namely Foreign Language Classroom Anxiety Scale (FLCAS). It was made for knowing students level of speaking anxiety and dominant aspect of anxiety that made students experienced speaking anxiety. The second questionnaire was adopted from Rasmodjo (2011). It was for knowing strategy that students used in coping their anxiety. The finding of the questionnaires revealed that students experienced speaking anxiety in severe level (56%), moderate level (36%), and mild level (8%). Fear of negative evaluation became dominant aspect (65.28%) causing speaking anxiety. It followed by test anxiety (58.96%) and communication apprehension (56.72%). In coping students speaking anxiety, it was found that making good preparation (belonged to memory strategy) was used by 80% students. Interview result also revealed the same point that students were in speaking anxiety, exactly in severe level. Fear negative evaluation became the dominant aspect causing speaking anxiety (62.5%) and most of them asserted that making good preparation became their strategy in coping speaking anxiety (62.5%).