Journal of English Education E- ISSN, 2621-3680
Literature and Linguistics P- ISSN, 2621-3672
Vol. 1 No.1 May 2018
ANXIETY OF SPEAKING ENGLISH IN ENGLISH FOREIGN
LANGUAGE (EFL) CLASS
Rumiyati
English Education Department, STKIP Muhammadiyah Pringsewu Lampung
email: [email protected]
Seftika
English Education Department, STKIP Muhammadiyah Pringsewu Lampung
Email: [email protected]
Abstract
This study aims to investigate the classification level of speaking anxiety, the factors of
student’s anxiety in speaking class and the impacts of anxiety in students speaking
performance. This study employed case study design. The subjects of the study were the first
semester of EFL students in STKIP Muhammadiyah Pringsewu Lampung consisted of 45
students. There were two types of data, i.e. qualitative data and quantitative data. The result
of the research showed that EFL students generally were anxious in speaking English. 39
students have high anxiety, the factors of students anxiety includes three aspects such as
communication apprehension, test anxiety, and fear of negative evaluation. Consequently, it
affects students speaking performance.
Keywords: Anxiety, performance, speaking.
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I. INTRODUCTION
English had an important role in the many cases, it can be used in all world
activities, such as conferences, sport events and world trade, business, and daily
life communication. Speaking is kind of productive skill that has an important
role in communication. Students can enhance their English input through
speaking. Speaking is the way to communicate with other people by conveying
the ideas, feeling, create and build the information. Speaking English also
becomes the important because it is very helpful for facing the globalization era.
However for foreign language learners, speaking English is not easy to be
practiced. Students go through many processes and kinds of learning in the target
language. Along these processes, the students are faced by the internal and
external factors that follow the positive and negative impact toward the process
of learning English. One of the factors is the feeling of anxiety which sometimes
may arise in response to a particular situation or event which can be considered
to be a major character. As Papamihiel (2002) stated that enxiety can be related
to threats to self-efficacy and appraisal of situations as threatening. It means that
language anxiety can start as transitory episodes of fear in a situation in which
the student has to perform in the target language, at this time anxiety is simply a
passing state. It means the circumstances of the environment can affect the
student's speaking performance.
English teachers found that their students get some difficulties in learning
speaking skill. The teachers have faced this situation almost in all of English
class. It is against this backdrop, teaching spoken language is deemed as a rather
demanding task for teachers to achieve as compared to the other aspects of
language teaching, and for learners, speaking is a highly anxiety provoking
situation. Despite it is significant impact on language learning, English teachers
have failed to identify students’ suffering from anxiety in speaking. There are
many causes that make students anxiety and uncomfortable when they
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Journal of English Education E- ISSN, 2621-3680
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communicate in English. In general, anxiety can be defined as a complex concept
dependent upon not only on one’s feelings of self efficacy but also appraisals
concerning the potential and perceived threats inherent in certain situations.
In this research, the researcher analyzed the problem that found in the situation
field. The researcher collected data by observing students anxiety in speaking
performance, why they get anxiety situation when they speak English. Once
language anxiety has evolved into a lasting trait, it has pervasive effects on
language learning and performance. Thus, it is necessary to investigate and study
the influence of anxiety in the language learning to ensure students acquire
language with minimum difficulties. In the context of this study, Indonesian
learners learning English at the STKIP Muhammadiyah Pringsewu Lampung
(STKIP MPL) are required to pass their English language task. However,
observation has shown that the learners face difficulties in the English classroom.
They show lack of motivation and participation in class activities. Among the
reasons given by the majority of Indonesian learners are lack of confidence and
the difficulties of the English language itself.
Actually there are some factors that cause students’ anxiety. The components of
foreign language anxiety have been identified to narrow down this concept into
researchable issues: (1) communication apprehension or anxiety. (2) Test
anxiety. (3) Fear of negative evaluation (Horwitz, et. al, 1986). The consolidation
of these factors thus leads to the creation of anxiety in language learners.
Several studies have investigated the issue of foreign language anxiety in
speaking performance. Firstly study conducted by Riffat-un-Nisa Awan, et al
(2010) entitled “An Investigation of Foreign Language Classroom Anxiety and
Its Relationship with Students’ Achievement (A case study in university of
Sargodha). The finding shows that language anxiety and achievement are
negatively related to each other. It is also found that female students are less
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Journal of English Education E- ISSN, 2621-3680
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anxious in learning English as a foreign language than male students. Speaking in
front of others is rated as the biggest cause of anxiety followed by worries about
grammatical mistakes, pronunciation and being unable to talk spontaneously. It
means the students speaking anxiety are caused by many factors, such as fear of
making mistakes, lack in vocabulary, and lack in pronunciation. It has correlation
to affect each other in speaking English.
Other studies also conducted in Thai EFL Classroom, Mohd Fadhli Shah
Khaidzir (2015) investigated foreign language anxiety in Thai students. The
result shows that despite having learnt Bahasa Melayu as their second language,
majority of the students still experienced some levels of language anxiety. The
findings indicate a natural response that is these students experienced some levels
of foreign language anxiety symptoms every time they learn a new foreign
language. Nevertheless, the students were able to overcome their anxiety through
various strategies.
The previous studies shows that there were various factors that make students
anxiety in speaking English, as follows related to the gender, fear of making
mistakes, lack in vocabulary, and lack in pronunciation. Therefore, this study
aimed to investigate the classification of level anxiety, what the factors were
made students anxieties in speaking class and what the impacts of anxiety in
student speaking performance.
II. RESEARCH METHODS
The design of this study was case study design in form of descriptive qualitative
research about analysis on students’ anxiety in speaking class at the first
semesters’ students of STKIP Muhammadiyah Pringsewu Lampung. There
were 45 students in the first semester that became the participants on this
research. The participants consisted of 39 female and 6 male. Then in collecting
the data the researcher used observation, questionnaires, interview, and
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recording. The data was analysed using data ‘ triangulation’which retrive data
from a number of different sources to form one body of data. Then, the data
analysis was continued by adopting creswell (2017): organize and prepare the
data for analysis; read through all the data; begin detailed analysis with a
coding process; use the coding process to generate a description of the setting
or people as well as categories or themes for analysis; advace how the
description and themes will be represented in the qualitative narrative; and
interpretation or meaning of the data.
III. FINDING AND DISCUSSION
Finding
The data was taken from first semester of English program in STKIP
Muhammadiyah Pringsewu. Researcher conducted this research used four
meetings in first semester. In this research, the researcher was conducted case
study design to classify student’s speaking anxiety, what factors make students
anxious while speaking English in class, and how the impact of anxiety in
students speaking performance. In this research, student’s speaking anxiety
became the main issue. The first step identified the problem in EFL class then
gives the FLCAS questionnaire. The second step was interviewing each
student. The third step recorded the students’ answer in interview session. The
forth step was recording the students performance in English class.
Level of Student’s Speaking Anxiety
FLCAS questionnaire was used to categorize the students into two types. The
first type was the students who had high anxiety and the second was the
students who had low anxiety. It was also used to know the aspects of anxiety
correlating the most to the students’ anxiety in speaking English. It was a
questionnaire which was provided the answer of the question and the researcher
gave 30 minutes to finish the questionnaire. In short, the students as the sample
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only had to choose the suitable answer according to them in the answer sheet.
The researcher uses FLCAS questionnaire in the form of likert scale adapted
from Horwitz with five degrees option; strongly agree, agree, neither agree nor
disagree, disagree, and strongly disagree. The scale ranged in this questionnaire
from 1 to 5. The researcher gave score 5 for those who chose strongly agree. If
the students chose agree, it gave score 4. While score 3 for those who chose
neither agree nor disagree. Score 2 gave if students chose disagree and score 1
gave for the students who chose strongly disagree. The data was calculated
manually. The last score was taken from the total answers of questionnaire
given by the researcher. Hence, the high and low score showed the anxiety
range. If the negative items were higher than positive items, it showed low
anxiety. Meanwhile when positive items were higher than negative items, it
showed high anxiety. From the questionnaire result, researcher found that there
were 39 students that show high anxiety; moreover there were 6 students
showed low anxiety. Then it can be concluded that the amount of high anxiety
was bigger than low anxiety.
In other side, researcher also has the form of specific anxiety sign that adapted
by Young (1991, p. 430) and Bailey (1983), the results as follows:
Participant Anxiety Criteria
sign
S1, S20 Laughed Express their worried by giving smile and touch a
nervously head.
S3, S7, S8, S11, S14, Fidgeted Keep moving their body, hands, and feet because feel
S15, S17, S19, S21, S23, nervous to speak in front of the class.
S25, S27, S31, S38, S39,
S44, S45
S40, S41 Sighed Take and then let out a long deep breath to show
uncomforted feeling or tired in front of the audience.
Fidgeted Keep moving their body, hands, and feet because feel
nervous to speak in front of the class.
S5, S6, S10, S12, S18, Fidgeted Keep moving their body, hands, and feet because feel
S24, S30, S33, S34, S35 nervous to speak in front of the class.
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Laughed Express their worried by giving smile and touch a
nervouslyhead.
S36, S42 Freezing When call to perform and unfortunately forget what
up will they say then just silent.
Fidgeted Keep moving their body, hands, and feet because feel
nervous to speak in front of the class.
S29, S43 Distortion Inability to produce the intonation and rhythm of
of sound language.
Fidgeted Keep moving their body, hands, and feet because feel
nervous to speak in front of the class.
S9 Freezing When call to perform and unfortunately forget what
up will they say then just silent.
Fidgeted Keep moving their body, hands, and feet because feel
nervous to speak in front of the class.
Laughed Express their worried by giving smile and touch a
nervously head.
S4, S16 Distortion Inability to produce the intonation and rhythm of
of sound language.
Freezing When call to perform and unfortunately forget what
up will they say then just silent.
Fidgeted Keep moving their body, hands, and feet because feel
nervous to speak in front of the class.
Laughed Express their worried by giving smile and touch a
nervously head.
S2, S13, S22, S26, S28, No anxiety When speaking in front of the class they felt comfort
S32, S37 sign and enjoy.
From the analyzing above almost thirty eight students felt anxious when speak
in English. Almost all students that faced anxiety show fidgeted sign in their
speaking performance. There were some factors that contribute students
speaking anxiety, such as communication apprehension, test anxiety, and fear
of negative evaluation.
a. The Factors of Student’s Speaking Anxiety
1. Communication apprehension
From the result of interview S5, S6, S8, S9, S10, S12, S17, S18, S19, S22,
S23, S25, S26, S28, S30, S31, S36, S39, S40, S41, S43, and S44,
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researcher found that the students had problem in speaking English. When
interview asked about anxiety’s feeling while speaking English, the
students answered “anxious” because the students did not mastering
communication apprehension. When interview asked problem in factors
that make anxiety, the students answered there were lack of knowledge in
English, less of vocabulary and grammar, mispronunciation, shy, heart
pounding, and feel nervous. Then, when interview asked how to handle the
anxiety, the students were handled it by move the body, smiling, take a
breath, no eye contact with audiences. Thus, can be concluded that lack of
knowledge in English, less of vocabulary and grammar, mispronunciation,
shy, heart pounding, and feel nervous were the factors that made them
anxiety while speaking English.
From the result above the S5, S6, S8, S9, S10, S12, S17, S18, S19, S22,
S23, S25, S26, S28, S30, S31, S36, S39, S40, S41, S43, and S44 included
in lack of communication apprehension of foreign language anxiety.
2. Test Anxiety
From the result of interview S21 and S35, researcher found that the
students had problem in speaking English. When interview asked about
anxiety’s feeling while speaking English, the students answered “no
anxiety”. When interview asked problem in factors that make anxiety, the
students answered there were lack of knowledge in English. Then, when
interview asked how to handle the anxiety, the students were no eye
contact with audiences and enjoy. Meanwhile, when interview asked
speaking English in front of the class without preparation, the students felt
heart pounding and nervous. It means that the students faced test of
anxiety. Thus, can be concluded that lack of knowledge in English ware the
factor that made the students anxiety while speaking English. From the
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result above the S21 and S35 included in lack of test anxiety of foreign
language anxiety.
3. Fear of negative evaluation
From the result of interview S3, S4, S5, S6, S10, S13, S20, S22, S27, S31,
S39, and S43, researcher found that the students had problem in speaking
English. When interview asked about anxiety’s feeling while speaking
English, almost of the students answered “anxious”. When interview asked
if the teacher give the negative evaluation, the students answered “fear”.
Fear of negative evaluation was the factors that made the students anxiety
while speaking English. The students fear if the teacher conveys their lack
in English. Meanwhile some students that felt fear of negative evaluation
also had the problem in communication apprehension. Thus, can be
concluded that S5, S6, S10, S22, S31, S43 faced two factors of foreign
language anxiety. There were communication apprehension and fear of
negative evaluation.
b. The Impact of Anxiety In Students Speaking Performance
Beside the factors that make students anxious while speaking English, there were
some impact that contributed students speaking performance regarding the interview,
as follows.
1. Communication apprehension
Analysis of Communication Apprehension affected students Foreign
Language Anxiety
Participants Communication Apprehension affected students
Foreign Language Anxiety
S7 Shyness
S9 Embarrassed and little inferior by others
S16 Push to change
S21 Feel blank
S23 Motivate themselves
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S24 Less concentration and blank did not know what will say
S28 How to speak English well
S30 Shyness
S44 Confuse
S45 Massed in speaking English
The result of the data analysis showed that S7, S9, S16, S21, S23, S24, S28, S30,
S44, and S45 had anxious feeling that affected the students speaking performance.
The common effects that appear in the students speaking performance were under
pressure if the students have to communicate with others. In communication
apprehension the effect that appear close to their feeling when the students faced
anxiety. Thus, under pressure was the main effect that affected their speaking
performance.
2. Test anxiety
Analysis of Test Anxiety affected students Foreign Language Anxiety
3.
Participant Test Anxiety affected students Foreign Language
Anxiety
S1 Dazed and trembling
S8 Trembling and sweating
S11 Sweaty palm
S12 Trembling
S14 Sweating
S17 Trembling
S19 Trembling
S25 Wrought up
S35 Heart pounding
S40 Trembling
S41 Sweating
S42 Trembling
The result of the data analysis showed that S1, S8, S11, S12, S14, S17, S19, S25,
S35, S40, S41, and S42 had anxious feeling that affected the students speaking
performance. The common effects that appear in the students speaking performance
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were sweating and trembling if the students have to speak English in front of the class
without preparation and those effects included in test anxiety. It means that test
anxiety is related to someone’s fear of test taking situation. In test anxiety, the effect
those appear close to their physical reaction when the students faced anxiety. Thus,
sweating and trembling was the main effect that affected the students speaking
performance.
3.Fear of negative evaluation
Analysis of Fear of Negative Evaluation affected students Foreign Language
Anxiety
Participant Fear of Negative Evaluation affected students Foreign
Language Anxiety
S3 Dazed
S4 Shyness
S5 Stay confidence
S6 Uncontrolled words
S10 Dazed
S13 Heart pounding
S18 Dazed and stammer
S20 Stammer
S22 Anxious and trembling
S27 Fear
S31 Heart pounding
S39 Confuse what will do
S43 Fear
The result of the data analysis showed that S3, S4, S5, S6, S10, S13, S18, S20, S22,
S27, S31, S39, and S43 had anxious feeling that affected the students speaking
performance. The students were fear of negative evaluation whether gave by teacher
or their peers in the class. When the interview asked about fear of negative
evaluation, the students answered “fear” and it was affected their speaking
performance. There were various effect that appear such as fear, shyness, confuse,
trembling, heart pounding, stammer, etc. Fear of negative evaluation gave both of
effect whether under pressure feeling or physical sign of anxiety. This is also much
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influenced by the students’ fear of being criticized by the teacher. Thus, fear of
negative evaluation was the main effect that affected their speaking performance.
Discussion
Foreign language anxiety plays important role in learning foreign language because it
can hinder the students in acquiring their target language. Foreign language anxiety as
the real of self perception, feelings, and habits related to classroom language learning
arising from the uniqueness of the language learning process. Moreover, foreign
language anxiety is a situation specific form of anxiety that does not appear to bear a
strong relation to other forms of anxiety; it is related to the language learning context.
It means that there is a relationship between foreign language anxiety and language
learning. Anxiety can give negative and positive impact to the students who desire to
master foreign language especially English. It can be negative if the students cannot
manage or control their anxiety. It will be difficult for them to learn English and their
score will be bad. Otherwise, anxiety can give positive impact to the students. For
example, when the students are feeling anxiety about not passing her or his
examination, they will be serious in learning English. In short, anxiety is closely
related to the student’s achievement on acquiring English. Furthermore, the students
will be more difficult to acquire English if the students have high anxiety because the
students are too afraid of making mistake while the students learn English. From the
questionnaire result, researcher found that there were 39 students that show high
anxiety; moreover there were 6 students showed low anxiety. In other words the
amount of high anxiety was bigger than low anxiety.
Furthermore, the result showed that there were some factors that made students
anxious while speaking English such as speaking in front of the class, being called on
by teacher, negative evaluation by teacher, worried about grammatical mistakes,
mispronunciation, and ridiculed by others. The components of foreign language
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anxiety have been identified into three primary aspects such as communication
apprehension, test of anxiety, and fear of negative evaluation.
The primary sources of language anxiety, first, communication apprehension (the fear
of communicating with other people). The contributing of aspect that researcher
found such as English components like lack of grammar, less of vocabulary, lack of
pronunciation and uncomprehending the material were effected students performance.
The effects that appear from communication apprehension closely to the student’s
attitude, the students felt shy, embarrassed, feel inferior, feel blank, confuse, less
concentration, and did not know what they will convey. The students were fear and
discomfort to communicate with other people even to communicate with their peers.
It supported by the previous study, Riffat-un-Nisa Awan, et al (2010) state that
speaking in front of others is rated as the biggest cause of anxiety followed by
worries about grammatical mistakes, pronunciation and being unable to talk
spontaneously. Moreover, the students will not feel confidence when they have to say
something to the others because they are too afraid to talk with English.
Second test anxiety (fear of exams, quizzes, and other assignments used to evaluate
student’s performance), the students would fear of perform in front of the class
without preparation. The students argued that they need a preparation if they would
perform in front of the class. The purpose of the preparation is to cover their anxious
feeling. The effect of test anxiety closely to the physical effect that were dazed,
trembling, sweating, heart pounding, wrought up, and sweaty palm. Those symptoms
would lose student’s concentration on the test material, and then they are getting
difficult to finish their test because accidentally they forget the material of the test
that has been remembered before. It means that test anxiety is related to someone’s
fear of test taking situation. The result was found by Mohd Fadhli Shah Khaidzir
(2015) that students experienced some level of foreign language anxiety symptoms
every time they learn a new foreign language.
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Third, fear of negative evaluation (worry about how others view the speaker).
Evaluation means how to measure someone’s performance whether it’s good or not.
But someone would get different effect, some of them feel okay because it motivate
them; meanwhile some people also feel inferior because it would express their
weaknesses. Many students reported that they would be more willing to speak if they
were not too afraid of making a mistake and being evaluated negatively in front of
their teacher and their peer. In the result finding, the negative evaluation from the
teacher or other students gave two sides. Like researcher mentions above they got
different impact. The impacts of negative evaluation were such as psychological
aspect and physical aspect. The psychological aspects were the students feel shy,
anxious, confuse, and fear. Then the psychological effects were dazed, heart
pounding, stammer, and trembling.
The interviewees voiced fear of negative evaluation by teachers and peers as another
in class concern as an important source of anxiety. They feared humiliation of being
corrected in class especially if accompanied by disparaging remarks by the teacher.
They were also overly concerned with other people’s opinions and had apprehension
about other people’s evaluation. Suitable with the FLCAS’s instrument, “I am afraid
that my English teacher is ready to correct every mistake I make.” This fear is linked
to the issue of correction and negative evaluation. In addition, this is also much
influenced by the students’ fear of being criticized by the teacher. As a result,
students commonly stop participating in the speaking activity. Therefore, it is
important for teachers to convince their students that making mistakes is not a wrong
or bad thing because students can learn from their mistakes. It means that if the
students are not sure of what they are saying, they will feel fear of negative
evaluation from others and also feel anxious because they do not want to look stupid
in front of others. For example, when the students perform their performance in front
of the class, suddenly the student fall silent and get high anxiety. It happens because
the other students who do not perform criticized their performance. Thus, it makes
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them stumble over the words. It happens because the other students who do not
perform criticized their performance.
Most of the participants responded that they were very concerned about having to
speak in front of the class. They frequently answered that they started to worry when
their teacher asked them to practice their speaking in front of the class whether any
preparation or not in front of the class. While the other said that they started to worry
when have to speak English.
IV. CONCLUSION
Three components of foreign language anxiety give big impact for student’s teaching
learning process especially in speaking. In this case, communication apprehension,
test anxiety and fear of negative evaluation were the main factors of student’s
speaking anxiety. Thus, it can be summed up that three components of foreign
language anxiety gave big impact for students teaching learning process especially in
speaking performances. It can be proved by the result of the interview; the students
got the anxiety feeling when speaking English. The reasons were they lack of
vocabulary, pronunciation, grammar, haven’t fluent in English, less knowledge of
English, feel inferior, less of experience in English, not mastering the materials, shy,
dazed, did not apply English in daily life. Those factors really have big impact for
students speaking performance, the students faced tremble in body, anxious,
sweating, silent, afraid, heart pounding, shy, confused, nervous, and smiling to cover
the anxiety’s feeling. In short, anxiety made students speaking performance did not
maximum.
V. REFERENCES
Awan, R. Nisa. (2010). “An Investigation of Foreign Language Classroom Anxiety
and Its Relationship with Students’ Achievement”. Journal of College
Teaching & Learning. Volume 7, Number 11.
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Bailey, K. (1983). Competitiveness and anxiety in adult second language learning:
Looking at and through the diary studies. In H. W. Seliger & M. H. Long
(Eds.). Classroom oriented research in second language acquisition. (pp. 67-
102). Rowley, MA: Newbury House.
Creswell, J,W. (2007). Research Design: Qualitative, Quatitative, and Mixed Method
Approach (3 rd ed). USA: SAGE Publication, Inc.
Horwitz, E. K., Horwitz, M., & Cope, J. (1986). “Foreign language classroom
anxiety”. Modern Language Journal 70. 125-132.
Khaidzir, MF. Shah (2015). “Investigating Foreign Language Anxiety (FLA) Among
Thai Students Learning English as A Foreign Language”. Journal of
Education and Social Sciences Vol. 1, June.
Pappamihiel, N.E. (2002). English as a Second Language Students and English
Language Anxiety. Issues in the mainstream classroom. Proquest Education
Journal, Vol. 36 (3). 327-355.
Young, D. J. (1991). Creating a low-anxiety classroom environment: What does
foreign language anxiety research suggest? The Modern Language Journal,
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