Handayani,, Ervina Etika (2021) an Analysis of Students Speaking Anxiety in EFL Classroom. Sarjana thesis, Universitas Brawijaya.
Abstract
Perasaan gelisah, gugup, dan khawatir saat menggunakan bahasa target dikenal sebagai kecemasan. Biasanya hal itu menimbulkan kecemasan di kalangan siswa dalam berbicara bahasa Inggris. Biasanya, kecemasan muncul karena siswa kekurangan fitur bahasa Inggris (kosakata, tata bahasa, dan pilihan kata), kefasihan, akurasi, dan kemampuan memahami bahasa Inggris lisan. Orang perlu meningkatkan kompetensi komunikasinya untuk berinteraksi secara global karena sebagai bahasa internasional, karena bahasa Inggris merupakan alat komunikasi yang penting di dunia. Namun beberapa siswa mungkin memiliki masalah untuk melakukan keterampilan bahasa mereka. Masih sulit bagi siswa untuk fasih menggunakan bahasa Inggris bahkan untuk menguasainya. Sehingga diperlukan suatu penelitian untuk mengurangi permasalahan yang dihadapi siswa salah satunya adalah kecemasan. Metode penelitian yang digunakan yaitu deskriptif kuantitatif dengan data primer yang digunakan merupakan kuesioner dengan skala likert. Kuesioner yang digunakan yaitu kuesioner Foreign Languange Class Anxiety Scale (FLCAS) yang dikembangkan oleh Horwitz (1968) yang terbagi menjadi tiga kategori pada kecemasa berbicara yaitu communication apprehension, test anxiety and fear of negative evaluations. Berdasarkan hasil penelitian, peneliti menemukan bahwa terdapat 18 participants (16,4%) yang berada pada level “Very Anxious”, 41 participants (37,3%) yang berada pada level “Anxious”, 26 participants (23,6%) yang berada pada level “Mildly Anxious”, 19 participants (17,3%) yang berada pada level “Relaxed” dan 6 participants (5,5%) yang berada pada level “Very Relaxed”. Oleh karena itu mahasiswa didominasi dengan hasil jawaban yang “anxious”. Berdasarkan hasil penelitian data pengelompokan FLCAS diketahui bahwa “Test Anxiety” merupakan faktor utama penyebab siswa merasa cemas dengan jumlah 57 (52%) partisipan. Diharapkan dengan adanya penelitian ini, dosen dapat mengenali kecemasan yang dialami mahasiswa khususnya kecemasan pada kemampuan berbahasa dan berbicara dalam bahasa asing. Bagi siswa perlu sedikit mengurangi kecemasannya dengan bersikap lebih rileks dan persiapkan materi dengan matang agar materi yang dipelajari dapat diingat secara maksimal. Terakhir, bagi peneliti selanjutnya diharapkan dapat melakukan penelitian dengan menggunakan sumber atau teori lain mengenai kecemasan berbicara.
English Abstract
Feelings of tension, apprehension, restlessness, nervousness, and worry when using the target language are known as anxiety. Usually it causes anxiety among students in speaking English. Usually, anxiety arises because students lack features of English (vocabulary, grammar, and word choice), fluency, accuracy, and the ability to understand spoken English. People need to improve their communication competencies to interact globally because as an international language, because English is an important means of communication in the world. However some students may have problem to perform their language skill. It still difficult for the students to be fluent in using English and even to masters it. So a study is needed to reduce the problems faced by students, one of which is anxiety. The research method used is descriptive quantitative with the primary data used is a questionnaire with a likert scale. The questionnaire used is the Foreign Language Class Anxiety Scale (FLCAS) questionnaire developed by Horwitz (1968) which is divided into three categories on speaking disabilities, namely communication apprehension, test anxiety and fear of negative evaluations. Based on the research results, the researcher found that there were 18 participants (16.4%) who were at the "Very Anxious" level, 41 participants (37.3%) who were at the "Anxious" level, 26 participants (23.6%) who were at the "Mildly Anxious" level, 19 participants (17.3%) at the "Relaxed" level and 6 participants (5.5%) at the "Very Relaxed" level. Therefore, students were dominated by the answers that were "anxious" with a total of 41 participants (37.3%). We can conclude that students were dominated by "anxious" answers. Based on the results of the FLCAS grouping data research, it is known that "Test Anxiety" is the main factor causing students to feel anxious with a total of 57 (52%) participants. It is hoped that with this research, lecturers can recognize the anxiety experienced by students, especially anxiety in language skills and speaking in foreign languages. For the students, they need to reduce their anxiety a little by being more relaxed and prepare the material carefully so that the material being studied can be remembered optimally. The last, for further researcher, it is hoped that they can conduct the research using another sources or theory regarding speaking anxiety.
| Item Type: | Thesis (Sarjana) |
|---|---|
| Identification Number: | 052112 |
| Subjects: | 400 Language > 420 English and Old English (Anglo-Saxon) > 420.71 English learning |
| Divisions: | Fakultas Ilmu Budaya > Pendidikan Bahasa Inggris |
| Depositing User: | Samsul Arifin |
| Date Deposited: | 21 Oct 2021 12:02 |
| Last Modified: | 30 Sep 2024 02:54 |
| URI: | http://repository.ub.ac.id/id/eprint/184753 |
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