AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY:

POSSIBLE CAUSES AND COPING STRATEGIES

(Mixed Method Research at the Fourth Semester Students of English
Education Department, State Islamic University of Syarif
Hidayatullah Jakarta)

By
Nadiatul Ikhsaniyah 11170140000029

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY OF
JAKARTA
2022
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APPROVAL SHEET

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 ABSTRACT
Nadiatul Ikhsaniyah (11170140000029) An Analysis of Students’ Speaking
Anxiety: Possible Causes and Coping Strategy (Mixed Method Research at the
Fourth Semester Students of English Education Department, State Islamic
University of Syarif Hidayatullah Jakarta)
Advisor I : Prof. Dr. Ratna Sari Dewi, M.Pd.
Advisior II : Childa Faiza, M.Pd.
Keywords : Cause, Speaking Anxiety, Students’ Anxiety, Strategy.
This study aims to know the levels of students' speaking anxiety, identify
the factors causing anxiety and find solutions to reduce it. This study is done
because many students do not know the cause of anxiety and how to overcome it.
The researcher used a mixed method to explore and explain students' anxiety data.
This research involved 65 students from the fourth semester of the English
Education Department, UIN Jakarta. In collecting the data, the researcher used An
FLCAS questionnaire by Horwitz (1986) and an interview. The questionnaire
results determined student anxiety category into five categories from low to high
level of anxiety. After that, 10 students from the low anxiety and the high anxiety
category were selected to be interviewed to find causes and solutions to deal with
anxiety. The result of this study showed that 4 students were at very low anxiety
levels, 3 students were included in the very low anxiety, 11 tudents were at
moderate anxiety, 17 students were included in moderately high anxiety and, 30
students were at high anxiety levels. Furthermore, after identifying the interview
result, the researcher found six factors causing students anxiety: students' poor
English skills, the fear of misinterpretation, low self-esteem, fear of making
mistakes then being criticized (fear of negative evaluation), lack of preparation,
and excessive worry about tests. Researchers also drew several solutions that
could be used to reduce student anxiety; change the mindset, prepare well,
practice to improve student's English skills and confidence, and the last one is to
be brave.

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 ABSTRAK
Nadiatul Ikhsaniyah (11170140000029) Analisis Kecemasan Berbicara
Mahasiswa: Kemungkinan Penyebab dan Strategi untuk Mengatasi
(Penelitian Metode Gabungan Pada Mahasiswa Semester IV Jurusan Pendidikan
Bahasa Inggris, Universitas Islam Negeri Syarif Hidayatullah Jakarta)
Advisor I : Prof. Dr. Ratna Sari Dewi, M.Pd.
Advisior II : Childa Faiza, M.Pd.
Kata kunci : Penyebab, Kecemasan Berbicara, Kecemasan siswa, Strategi.
Penelitian ini bertujuan untuk mengetahui tingkat kecemasan mahasiswa,
serta mengidentifikasi faktor-faktor penyebab kecemasan berbicara dan mencari
strategi untuk menguranginya. Hal ini dilakukan karena banyak siswa yang tidak
tahu penyebab anxiety dan tidak tahu cara mengatasinya. Peneliti menggunakan
metode gabungan untuk menggali dan menjelaskan data tentang kecemasan siswa.
Penelitian ini melibatkan 65 mahasiswa semester IV Jurusan Pendidikan Bahasa
Inggris, UIN Jakarta. Dalam pengumpulan data, peneliti menggunakan instrument
angket FLCAS dari Horwitz (1986) dan wawancara. Dari hasil angket, kategori
kecemasan siswa ditentukan menjadi lima kategori dari level anxiety rendah
sampai tinggi. Setelah itu, dipilih 10 siswa dari kategori kecemasan rendah dan
tinggi untuk diwawancarai guna mencari penyebab dan solusi mengatasinya Hasil
penelitian menunjukkan bahwa 4 siswa berada pada tingkat kecemasan sangat
rendah, 3 siswa termasuk dalam kecemasan rendah sedang, 11 siswa berada pada
kecemasan sedang, 17 siswa termasuk dalam kecemasan tinggi sedang, dan 30
siswa berada pada tingkat kecemasan tinggi. Selanjutnya, setelah mengidentifikasi
hasil wawancara, peneliti menemukan enam faktor penyebab kecemasan siswa:
kemampuan bahasa Inggris siswa yang buruk, ketakutan salah tafsir, rasa rendah
diri, takut membuat kesalahan kemudian dikritik (takut akan evaluasi negatif),
kurangnya persiapan, dan kekhawatiran pada saat test. Peneliti juga menarik
beberapa solusi yang bisa digunakan untuk mengurangi kecemasan siswa;
mengubah pola pikir, mempersiapkan diri dengan baik, berlatih untuk
meningkatkan kemampuan bahasa Inggris siswa dan kepercayaan diri, dan yang
terakhir adalah berani.

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 ACKNOWLEDGEMENT

In the name of Allah the Beneficent the Merciful

Praised be to Allah, Lord of the world, who has given the writer His
mercies, blesses and permission to accomplish this “Skripsi” with title “An
Analysis of Students’ Speaking Anxiety: Possible Causes and Coping Strategies
(Mixed Method Research at the fouth Semester Students’ of English Education
Department, State Islamic University of Syarif Hidayatullah Jakarta)”. Peace and
salutation be upon to the prophet Muhammad, his family, his companion, and his
follower.
First, the writer would like to express the greatest gratitude to her beloved
mother; Ibu Ratnawati who always guide, pray, stand for her everytime, and
provide support materially and non-materially, The writer also thanks to her
beloved family who always give support, motivation and moral encouragement to
finish her study.
Secondly, she would like to address her thank and great gratitude to Prof.
Dr. Ratna Sari Dewi, M.Pd. and Childa Faiza, M.Pd. as the writer advisor who
always give guidelines, suggestions, and motivation during developing this
“skripsi”.
Furthermore, the writer would like to express her thanks and appreciations
to all people who helped the writer to complete this research, particularly to:
1. Sururin, M.Ag., as the Dean of Faculty of Educational Sciences.
2. Didin Nuruddin Hidayat, M.A. TESOL., Ph.D., as the Head of Department
of English Education.
3. Zaharil An’asy, M.Hum., as the Secretary of Department of English
Education.
4. All lectures of Department of English Education for motivation and
valuable knowledge during her study.
5. All of students in the fourth semester of English Education Department
who have participated in this research.

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 6. The researcher’s beloved friends, DeAdliner or PBI A. Especially Luck-
Nut for the support and motivation during four years of study at the
English Education Department.
7. The researcher’s support system, all members of BTS and NCT, especially
Mr. Kim Seokjin and Mr. Lee Donghyuck.
Finally the writer admits that her “skripsi” is still far from perfect, there
for it is a very precious thing for her to get suggestion and critism from the reader
which can make this better.

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 TABLE OF CONTENTS

APPROVAL SHEET ........................................................................................ iii

ABSTRACT ...................................................................................................... iv
ABSTRAK.......................................................................................................... v
ACKNOWLEDGEMENT ................................................................................ vi
LIST OF TABLE ............................................................................................... x
LIST OF APPENDICES ................................................................................... xi
CHAPTER I ........................................................... Error! Bookmark not defined.
INTRODUCTION ............................................................................................. 1
A. The Background of the Study .................................................................... 1
B. Statement of the Problem .......................................................................... 3
C. Limitation of the Problem.......................................................................... 3
D. Research Questions ................................................................................... 4
E. Objective of the Problem ........................................................................... 4
F. Significance .............................................................................................. 4
CHAPTER II ..................................................................................................... 5
LITERATURE REVIEW .................................................................................. 5
A. The Nature of Speaking ............................................................................. 5
1. Definition of Speaking ........................................................................... 5
2. Speaking Performance ........................................................................... 6
3. Types of Classroom Speaking Performance ........................................... 6
4. Components of Speaking ....................................................................... 7
B. Anxiety ..................................................................................................... 9
1. Foreign Language Anxiety ..................................................................... 9
2. Types of anxiety .................................................................................. 10
3. Language skill anxiety ......................................................................... 11
4. Elements of Foreign Language Anxiety ............................................... 12
C. Speaking anxiety ..................................................................................... 13
D. The Effect of Students Speaking Anxiety ................................................ 14

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 E. How to Overcome Student Anxiety Based on Expert ............................... 15
F. Relevant Study ........................................................................................ 17
CHAPTER III .................................................................................................. 20
METHODOLOGY .......................................................................................... 20
A. Research Design ...................................................................................... 20
C. Time and Place ........................................................................................ 20
D. Research Instrument ................................................................................ 21
E. Technique of Data Collection .................................................................. 29
F. Technique of Data Analysis ..................................................................... 30
BAB IV ............................................................................................................. 33
RESEARCH FINDING AND DISCUSSIONS ............................................... 33
A. The Description of Data .......................................................................... 33
1. The Result of Students FLCAS Score .................................................. 33
2. An Analysis of Students’ Interview ...................................................... 38
B. Discussion ............................................................................................... 75
CHAPTER V .................................................................................................... 80
CONCLUSIONS AND SUGGESTIONS ........................................................ 80
A. Conclusion .............................................................................................. 80
B. Suggestions ............................................................................................. 81
BIBLIOGRAPHY ............................................................................................ 82
LIST OF APPENDICES .................................................................................. 87

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 LIST OF TABLE

Table 3. 1: FLCAS Questionnaire ................................................................... 21

Table 3. 2: Interview Questions ....................................................................... 29
Table 3. 3: FLCAS Scoring .............................................................................. 30
Table 3. 4: Anxiety-Level Scale ....................................................................... 31
Table 4. 1: Students’ Scoring and Categorizing …….………………………..33
Table 4. 2: Recapitulation of FLCAS Results Score and Category ................ 36
Table 4. 3: List of interviwed students’ high anxiety level ............................. 37
Table 4. 4: List of interviwed students’s low anxiety level ............................. 38
Table 4. 5: High students’ anxiety interview results ....................................... 38
Table 4.5. 1: Students' Answer about Their Feeling during Speaking ……..41
Table 4.5. 2: Stsudnts' Answer about Time Experiencing Anxiety ................ 43
Table 4.5. 3: Students' Answer about Their Action in Facing Anxiety .......... 45
Table 4.5. 4: Students' Answer about Factors Causing Their Speaking
Anxiety ............................................................................................................. 48
Table 4.5. 5: Students' Answer about How to Deal With Anxiety ................. 52
Table 4. 6: Low students' anxiety interview results ........................................ 53
Table 4.6. 1: Students' Answer about Their Feeling during Speaking .......... 56
Table 4.6. 2: Stsudnts' Answer about Time Experiencing Anxiety ................ 58
Table 4.6. 3: Students' Answer about Their Action in Facing Anxiety.......... 60
Table 4.6. 4: Students' Answer about Factors Causing Their Speaking
Anxiety ............................................................................................................. 64
Table 4.6. 5: Students' Answer about How to Deal With Anxiety ................. 70

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 LIST OF APPENDICES

Appendix 1: List of Respondent ...................................................................... 87

Appendix 2: Research Instrument .................................................................. 90
Appendix 3: Students’ FLCAS Questionnaire ................................................ 98
Appendix 4: Students’ Interview ................................................................... 103
Appendix 5: Surat Bimbingan Skripsi .......................................................... 123
Appendix 6: Surat Izin Penelitian ................................................................. 125
Appendix 7: References Examination Paper ................................................ 126

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 CHAPTER I
INTRODUCTION

A. The Background of the Study

Speaking is a productive skill that is important to be mastered. Its role
is very crucial to make the effective communication. According to Bygart in
Al-Roud (2016), Speaking skill is the ability to share thoughts, strength,
reasoning, and emotions with other people using oral language as a way to
make the message clearly delivered and well received by the listeners (Al-
Roud, 2016). Speaking is a basic thing needed in life to build communication.
Therefore, it is really important to master speaking skills, especially the ability
to speak English that uses for international communication. English is the
lingua franca, which means that English is the language used to bridge
communication between users of different languages in the world. Grag &
Gautam (2015) stated that another advantage is that English language users
will easily communicate and interact with people around the world (Garg &
Gautam, 2015).
Speaking is considered as one of the final result or the output of the
language learning process. Learner who are learn a language are expected to
be able to speak the target language. Hosni in Amelia & Husna considered
speaking as an important skill since language learning progress is dependent
on the ability of the learner participant in oral activities (Amalia & Husna,
2020). Wael (2018) also stated that to improve English competency students
must be able to master English orally (Wael et al., 2018). In order words, the
parameter of students' English skills also depends on how good students'
speaking ability is. Therefore, to find out whether students have good English
proficiency or not, they must be able to demonstrate their speaking skills.
Even so, many students still find it difficult to speak English or perform their
speaking ability. Even students majoring in English language education have
experienced this, and not a few English education students feel insecure when
asked to speak English.

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For students, speaking is a complex skill to learn; they must consider

the grammatical rules, vocabulary, and comprehension. As Celce-Murcia and
Olshtain in Roud (2016) considered speaking as the most difficult skill to
acquire as it requires command of speech production sub-skills like
vocabulary retrieval, choice of grammatical patterns, and sociocultural
competence (Al-Roud, 2016). Fitri (2019) found in her preliminary research
that many students cannot perform speaking in front of many people, it is
challenging to deal with oral performance (Fitri, 2019). Students will get
afraid, nervous, and panic when requested to speak, they are haltingly and
often refuse if the teacher or someone asks them to speak in English; they
prefer to be silent instead of speak. These characteristics indicated that
students experience symptoms of language anxiety. Anxiety occurs in every
people in normal life, every time, everywhere and in every condition of the
people (Heri et al., 2018). A researchers named Wu (2010) reveal that anxiety
is one of the big challenges for students learning a language; they are likely to
experience anxiety when learning the language. It can affect the process and
student learning outcomes, especially student speaking performance. He
claimed that anxiety has been a matter of considerable interest in language
education settings since it is a significant obstacle to foreign language learning
that the learners need to overcome (Wu, 2010).
As in the previous study entitled "An Analysis of Student’s Speaking
Anxiety and its Effect on Speaking Performance" by Sutarsyah (2017) found
that student anxiety gives a negative contribution to student speaking
achievement, the research shows that students who experience a high levels of
anxiety have low scores in their speaking performance (Sutarsyah, 2017). The
anxiety experienced by students will have a negative effect on their speaking
performance as Bashir, Azeem, & Dogar explained in Leong and Ingles
(2017), sometimes, extreme anxiety may lead to despondence and a sense of
failure in learners (Leong et al., 2017). Because of this anxiety, students will
feel afraid to speak English. Students who have low self-confidence and less
motivation to learn will be reluctant to show their speaking skills in front of
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many people. Furthermore, based on suggestion given from other researcher

named Fitri (20) who worked on a study entitle “The Correlation Between
Anxiety and Student’s Speaking Performance In The EFL Classroom”
mentioned that students should discover the cause of their anxiety and suggest
further researcher to find out more about this, this may indicate that not many
students are aware or know about the causes of the anxiety they experience;
this results in students being unable to find solutions (Fitri, 2019). From this
information, the researcher assume that students might doesn’t know the
factors causing their anxiety precisely; do not know how to deal with their
anxiety; it causes them not to be able to stop the anxiety they are experiencing.
This problem can't be allowed to continue because it can affect a
student's English development, especially in speaking skill. Therefore,
researchers conducted a study entitled "Analysis of Students’ Speaking
Anxiety: Possible Causes and Coping Startegies”. That focused on student
anxiety level, the factors cause students to become anxious and find a solution
to this problem.

B. Statement of the Problem

1. Many students may experience anxiety.
2. Many students do not yet know the cause of the anxiety they experienced.
3. The last problem is that many students do not know how to deal with their
anxiety.

C. Limitation of the Problem

Based on the statement problem above, the researcher set several
research limitations such as the level of speaking anxiety experienced by
fourth semester English education students of State Islamic University of
Jakarta, the factors causing speaking anxiety in fourth semester English
education students at State Islamic University of Jakarta and overcome proper
suggestion to students who have a high anxiety level in speaking.
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D. Research Questions
The researcher formulated the research problem as follows:
1. What are students’ speaking anxiety levels?
2. What are the possible factors that cause students’ speaking anxiety?
3. What are the coping strategy that can be used to reduce students’ speaking
anxiety?

E. Objective of the Problem

This research has several objectives, they are:
1. To identify the level of students’ speaking anxiety
2. To figure out the factors that cause students’ speaking anxiety
3. To find the coping strategy to reduce the high level of students’ speaking
anxiety

F. Significance
There are several uses that the researcher wants to provide from this
research:
1. The result of this study is expected to be able to help teachers in
overcoming students who experience speaking anxiety in learning English.
2. The results of this study are expected to provide benefits for students so
they can deal with their anxiety in speaking English.
3. This research is also expected to provide additional information and new
knowledge for readers, especially those who are learning a language and
are interested in the English language.
4. This research is also expected to be a reference for further researchers to
explore further the problems of anxiety experienced by students in
learning English or other languages.
 CHAPTER II
LITERATURE REVIEW

A. The Nature of Speaking

1. Definition of Speaking
Speaking is a productive skill used to communicate, share
information, convey messages, and express ideas through words.
According to Brown (1984) speaking is an interactive process of
constructing meaning that involves the process of receiving, producing and
processing information (Brown, 1984) As said by Leong and friends
(2017), speaking is not only an activity of expressing words by mouth but
also conveying information through words from our mouths (Leong et al.,
2017). Actually, in its application, speaking not only happens through
words from our mouths but can also be supported using body language and
facial expressions. It makes the idea or information that the speaker wants
to convey can be received clearly by the listener. In other words, speaking
is an activity to convey information through verbal or non-verbal.
Speaking is considered an important aspect in EFL because the
purpose of learning the language itself is to make students able to
understand the language being studied and make students able to use the
language. In other words, speaking is output activities or goals from
learning language learning. Haidara (2016) said that language learners
frequently measure their language learning progress and their English
course effectiveness in terms of how much they thought they had increased
their spoken language skills (Haidara, 2016). They often use the ability to
use the language they learn as an indicator of their language learning
success and evaluate it according to how much they improve and how
fluent they speak in the language. In other words, they assume that good
speaking skills represent language competency.
It can be inferred from all the explanations above that speaking is
the ability to communicate information through words, facial expressions,

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and body language. The ability to speak in English is often seen as a

productive skill and an objective of learning the English language.
Speaking is often used as a parameter to assess someone's English skills.
2. Speaking Performance
According to Brown (2004) speaking is a productive skill that can
be directly and empirically observed, those observation are invariably
colored by the accuracy and effectiveness of test taker’s listening skill,
which necessarily compromises the reliability and validity of an oral
production test (Brown, 2004). Terrel and Brown (2006) state that
Performance is an activity that can be observed and a tangible
manifestation or realization of competence. This is the actual act of
something: walking, singing, dancing, talking (Terrell & Brown, 2006).
Based on the definition above it can conclude that speaking
performance is a speaking activity that can be observed, in this case the
speakers perform speaking or convey information in front of an audience
such as during storytelling, speech, role-play or even when speaking in
front of a class or presentation is also a form of speaking performance. For
English language students, they may be very familiar with the speaking
performance, because this is usually done during the learning process to
train and improve students' English skills, as well as to measure the extent
of their abilities by an oral test.
3. Types of Classroom Speaking Performance
According to Brown (1984), there are six types of classroom
speaking performance (Brown, 1984):
a. Imitative
Imitative speaking is the ability to reproduce phrases, words, or
sentences spoken by other speakers. In other words, this activity
focuses on students' pronunciation skills to match native speakers of
the language.
b. Intensive
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Intensive speaking is a little more complicated than imitative

speaking. In intensive speaking, students do not only emphasize
phonology and grammatical aspects. However, in intensive speaking,
students are also prepared to produce a word or sentence and respond
to simple questions.
c. Responsive
Responsive speaking is a person's skill in speaking which
spontaneously, such as responding to questions and providing brief
comments.
d. Interactive
In classroom learning activities, sometimes active communi-
cation is needed, where several people are participating in the
conversation. It can make the conversation more exciting and
interactive.
e. Extensive
Speaking extensive is a high-level speaking skill that involves
various oral products such as speeches, delivering material, and
storytelling. It can be planned or impromptu.
4. Components of Speaking
According to Harris, there are five speaking skill components
concerned with comprehension, grammar, vocabulary, pronunciation, and
fluency (Harris, 1969).
a. Comprehension
It is very important to make the listener understand what the
speaker says to avoid misunderstanding or misinterpretation in
communication. This understanding is called comprehension. That is
why, in communication, the speaker should explain clearly the message
she or he wants to say to the listener.
b. Grammar
According to Heaton cited in Azlina et.al. (2015), grammar is
the ability to construct structures and define grammatical forms'
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appropriateness. (Azlina et al., 2015). Grammar is needed in speaking

so that the speaker can make words well. Also, the use of proper
Grammar in speaking can make what the speaker wants to convey can
be conveyed clearly and on target. That way, there will be no confusion
in meaning. So that others can easily understand the words conveyed.
c. Vocabulary
Vocabulary is a word or diction that we used in
communication. Without vocabulary, we could not deliver any
information. It is vital to master vocabulary because the more
vocabulary, the more information we can share through communication.
Enriching vocabulary is also very much needed; this is done to make
speakers able to choose the right vocabulary or diction in a sentence and
make them able to construct good sentences according to their functions
and meanings.
d. Pronunciation
Pronunciation also plays a vital role in speaking. It is essential
to make the word or sentence pronounced clearly and correctly so that
listeners can grasp the word or sentence that we say. Many words sound
similar in English; if we pronounce a word with the wrong
pronunciation, it will change the meaning of the word and make it
difficult for listeners to understand what the speakers say. Therefore,
the speaker must pronounce the words correctly, both from intonation,
stress, and another aspect. It is done to avoid the ambiguity that can
lead to misunderstanding.
e. Fluency
Fluently is the ability to speak English accurately, smoothly
and without hesitation. Fluently occurs when someone speaks English
clearly to express their ideas or delivers messages to the audience.
Usually, speaking fluently in English also includes pronouncing the
word correctly, using grammar accurately, and choosing the right word
diction.
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B. Anxiety
1. Foreign Language Anxiety
Anxiety is a normal feeling of anxious or nervousness that a person
feels when facing certain situations which they think are scary situations,
such as during job interviews, class presentations, speaking in front of
many people, and doing things they think they can't. These kinds of things
can create feelings of excessive anxiety.
Anxiety is a synonym of worry, uneasiness, disquietude, and
inquietude (Chiang, 2012; Tercan & Kenan, 2015). Spielberger in Terrel
and Brown (2006) stated anxiety as the subjective feeling of tension,
apprehension, nervousness, and worry associated with an arousal of the
autonomic nervous system (Terrell & Brown, 2006). These negative
feelings arise as a response to unpleasant and unwanted situations, such as
when a person feels threatened, depressed, and does not feel confident
about themself. It can be said that anxiety is a negative reaction that occurs
when a person accepts a certain action or situation that is felt to be
threatening or frightening. In addition, anxiety can occur because of
negative experiences that cause stress or psychological trauma.
The anxiety that is experienced by a person can make a negative
impact on various aspects of that person's life. One of them is in the field
of language learning. Language anxiety has long been known to be one of
the biggest challenges in learning a foreign language. MacIntyre in Zheng
& Cheng (2018) state language anxiety as stimulated by concern and
adverse emotional reaction when studying or using a second language
(Zheng & Cheng, 2018). Many students feel anxious when they have to
use the foreign language they are learning. In certain situations, students
who have a high anxiety level will feel intimidated, depressed, and not
confident about their language skills. According to Sadiq (2017), anxiety
is one form of an emotional problem that could positively affect the
academic performance of EFL Learners (Sadiq, 2017). The anxiety felt by
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students when learning foreign languages greatly affects students'

language skills. The higher the level of anxiety a student has, the lower the
language achievement the student can get. In other words, language
anxiety has a negative effect on students' language attainment.
Based on the explanation above, it can be concluded that language
anxiety is a negative feeling such as anxious or fear that is often
experienced by students when learning a foreign language. This feeling
often appears at certain times which makes students feel depressed, such
as when speaking using the language being learned. Foreign language
anxiety experienced by students is quite difficult to deal with, this can also
have a negative impact on the development of students' language learning.
2. Types of anxiety
Recent research in the field of linguistics EFL has showed some
types of anxiety. Brown mentioned that there are two types of anxiety: trait
anxiety and state anxiety. While some researcher state three types of
anxiety: trait anxiety, state anxiety, and situation-specific (Horwirtz et al.,
1986)
a. Trait anxiety
Spielberger (1983) described trait anxiety as a general tendency
to be nervous in any situation (Tercan & Kenan, 2015). This anxiety
can occur at any time in various situations. People with trail anxiety
are easy to get attack by panic or anxious feeling, and even trivial
things can trigger theirs anxiety. It is like a characteristic of a person's
personality and often feels anxious is a part of them. People who are
trait anxiety have an intensity of anxiety that is higher than people in
general.
b. State anxiety
Brown (1981) argued that state and situation-specific anxiety
relate to some certain event or situation (Brown, 1981). State anxiety
usually occurs at certain times, such as when a person is in a
threatened or uncomfortable situation, then the possibility that he will
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experience anxiety. However, the anxiety experienced is balanced with

the time when people feel threatened or stressed. In other words, if the
situation that makes them threatened or uncomfortable ends, it is likely
that the anxiety experienced will also disappear. In other words, state
anxiety is a temporary type of anxiety triggered by a threatening
situation.
c. Situation- specific anxiety
Luo (2014) stated that situation-specific anxiety is stable over
time, similar to trait anxiety, but it might not be consistent across
circumstances (Luo, 2014). Almost the same as state anxiety, situation-
specific anxiety usually only occurs in certain situations, such as
during exams and public speaking. The situation that triggers their
anxiety also depends on each person.
3. Language skill anxiety
a. Anxiety in reading
Reading anxiety is a fear experienced by students when
reading. Mohammadpur and Ghafourunia (2015) found that there are
negative correlation between reading anxiety with students’ reading
performance (Mohammadpur & Ghafournia, 2015). Students' beliefs
about reading skills that are less important to learn in the target
language and a lack of confidence when reading lead to high reading
anxiety. Saito, Garza, and Horwitz (1999) also mentioned that reading
anxiety may be caused by an unfamiliar script or writing system and
unfamiliar cultural material. (Saito et al., 1999)
b. Anxiety in Listening
Listening anxiety is a sense of worry that attacks students while
studying or doing the listening, which causes students to experience
impaired or poor hearing. Listening anxiety can occur due to factors
such as internal factors (not understanding what is being heard) or
external factors (disturbances from the environment such as noise)
(Mohammadi Golchi, 2012).
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c. Anxiety in writing
According to researchers studying writing in a native language,
Students with higher writing anxiety levels write shorter compositions
and qualify their writing less than their calmer peers. (Horwirtz et al.,
1986 J. A. Daly & M. D. Miller 1975, J. A. Daly, 1977) However,
writing anxiety experienced by students may not be a major spotlight
in the world of EFL, even though writing anxiety is important to
consider when studying EFL.
d. Anxiety in speaking
According to Deyan (2018), speaking anxiety is an individual's
fear and nervousness that include real or avoiding any communication
that occurs when communicating with other people using a foreign
language (He, 2018). Speaking anxiety is the type of language anxiety
that most researchers are interested in. Many researchers claim that
speaking is the subject most affected by the anxiety experienced by
students.

4. Elements of Foreign Language Anxiety

According to Horwitz in Maclnryre & Gardner (1989), foreign
language anxiety appears in the form of this three anxiety: communicate
on apprehension, test anxiety, and fear of negative evaluation (Horwirtz et
al., 1986 Maclnryre & Gardner, 1989)
a. Communication Apprehension
Communication apprehension deals with students' fears in
terms of communication. Their fear arises because they feel they
cannot understand the information presented and are also unable to
convey information clearly when they communicate. This is marked by
the appearance of shame and fear of communicating with others.
b. Test anxiety
This type of anxiety is related to academic evaluation, which
is the fear of failing a performance or exam. Usually students who
 13

experience this type of anxiety have bad experiences regarding

previous exams that cause students to be insecure and think about
failing the test they are taking, this can happen to all students.
c. Fear of negative evaluation
Fear of negative social evaluation is related to students' fear of
negative opinions and views from those around them. When they talk,
they are afraid that they will get an evaluation, criticism, or a bad
impression from others. It causes them to be anxious and try to avoid
these kinds of things. This type of anxiety is broader than the test
anxiety situation, it can attack a variety of other social evaluation
conditions, such as job interviews, speaking in front of the class.

C. Speaking anxiety
Many language learners find it challenging to deal with oral
performance. Many students are scared and worried too much when they have
to speak in front of the class. Gaiban and Elmenfi in Sutarsiyah (2017) found
that speaking the English language was the most significant difficulty
experienced by students.(Sutarsyah, 2017) Even though they could understand
when someone spoke in English, they found it very difficult to respond or
speak English. The significant factor that causes speaking anxiety is that
students lack confidence in their abilities to feel embarrassed, afraid and
anxious to show their speaking skills. It makes students prefer to be silent in
class.
According to Elkhafaifi in Sadiq, anxious students tend to avoid
voluntary answers and participation in oral activities and avoiding speaking in
the classroom. (Sadiq, 2017). Usually, students who experience speaking
anxiety will behave passively in class. They don't talk too much or interact too
much during the learning process, and this makes them less noticed by the
teacher because active students cover them. This symptom is prevalent in
students who experience anxiety. They tend to withdraw from class activities
and feel afraid to show up their abilities, and one reason is that they are afraid
 14

of making mistakes when speaking, being laughed at and getting negative

evaluations from their teachers or friends.
In fact, courage and the ability to speak are needed in language
learning. It is important to measure and improve students' English skills.
However, many students experience speaking anxiety and avoid all forms of
activities related to oral performance. In line with Melough cited in Guslah
(2015), speaking anxiety is a very determining variable in language learning.
The anxiety that occurs in students is often related to the student's oral
performance (Tercan & Kenan, 2015). It is true. Number of studies have found
that speaking anxiety significantly inhibits students' learning process and
negatively affects their language attainment. For example, the research
conducted by Fitri (2017) "The Correlation between Anxiety and Students'
Speaking Performance in The EFL Classroom" showed that student anxiety
affects students' speaking performance.

D. The Effect of Students Speaking Anxiety

Sutaryah (2017) mentioned in her Research about the effect of students
anxiety on students speaking performance. She found that speaking anxiety
influenced students’ speaking performance. She discovered that learner with
low levels anxiety have better performance in speaking than students with
high levels of anxiety (Sutarsyah, 2017). Not only that, Horwitz and cope
(1986) also mention about the effect of anxiety on language learning
(Horwirtz et al., 1986). They divided the effects in two categories; second
language studies and clinical experience.
1. Second language studies
In his researcher Howitz and Cope (1986) claimed that many
language studies have conducted a research about the effect of students’
anxiety on student’s English language skill, particularly in speaking. Some
researchers found that there was no significant effect between student
anxiety and students' English skills. However, some of them discovered
that anxiety was sufficiently influential on students' English language
 15

skills. They stated that students who have a high level of language anxiety
tend to avoid various types of complex or difficult communication, both
from the conversation they convey or the communication messages they
receive.
2. Clinical experience.
Based on Horwitz and Cope (1986) about clinical experience, it
was found that students' anxiety can cause students to find it difficult to
concentrate while studying. Besides, students also become forgetful,
causing them to be hampered when trying to take advantage of the second
language skills they have successfully cultivated. Furthermore, students
who experience anxiety disorders will experience physical problems such
as sweating and heart palpitations. Even in some cases, the effect of this
anxiety can cause students to skip class to avoid the fear they feel while
studying.

E. How to Overcome Student Anxiety Based on Expert

Horwitz and Cope (1986) suggests two ways to overcome students’
anxiety; (Horwirtz et al., 1986)
1. The teacher can help students to face the fears that students experience.
Some experts have provided several techniques to help overcome student
anxiety. Such as the technique offered by Foss and Reitzell in Young, one
of the ways they suggest is to ask students to express any fears and then
write them down on the board (Young, 1991). According to them, students
need to be aware of the fear they believe and feel to make them able to
find the causes and deal with the anxiety they experience, not avoid it. The
teacher can help by showing students that they are not alone. Many other
students also encounter the same fears and difficulties so that students feel
less worried and begin to dare to face the causes of the anxiety they feel.
2. Second, the teacher suggested forming a learning context to not stressful.
The teacher should make the classroom atmosphere comfortable and
relaxed, both the process of delivering the material and the way to
 16

communicate with the students. Teachers also advised knowing deeply

about their students, such as recognizing students' anxiety levels and
things that students are afraid of when learning a language to make the
teacher avoid creating uncomfortable situations.
From the explanation above, it can inferred that teacher has a big
impact to contribute in reducing students’ anxiety, teachers can also help
students to it. There are various ways teacher can do to overcome students’
anxiety, such as knowing their students well, avoid things that stress students
out, setting comfortable class environment, implementing technique that can
changed students perspective or belief about learning English, and so much
more.
Kondo and Ying (2004) also suggest 5 strategies to reduce students’
speaking anxiety (Kondo & Ying-Ling, 2004):
1. Preparation, this is very important to prevent threats that may occur
during speaking performance, this can be done by studying, and taking
notes.
2. Relaxation, this is done to overcome the symptoms of anxiety that occur,
can be done by taking a deep breath, holding hands, and trying to calm
down, and control yourself.
3. Positive thinking, this is quite effective to relieve anxiety that may occur.
By thinking positive students can divert thoughts and feelings of stress
that cause anxious. This can be done by imagining good things about
yourself.
4. Peer seeking, which is looking for other friends who may experience the
same thing, so students feel not alone and can reduce the few worries
they have.
5. Resignation, namely students refuse to face problems such as not doing
anything in class, this can ease the burden of anxiety that students feel a
little.
 17

F. Relevant Study
Many researchers have conducted research on speaking anxiety
experienced by students. These studies are related but have different research
focuses and results. Such as the research conducted Saidatulula (2016) entitled
"An Analysis of Speaking Anxiety in The Production of English in Speaking
Class" (Ula, 2016). The research was conducted at IAIN Salatiga and involved
the 2nd-semester students of the International Class Program (KKI) of IAIN
Salatiga as participants. The study aims to identify students 'speaking anxiety
levels and determine how speaking anxiety affects students' speaking ability.
This study uses a descriptive quantitative method. Researchers used an
instrument questionnaire and speaking test to collect data. The questionnaire
used is the FLCAS (Foreign Language Anxiety Scale) by Horwitz, aiming to
determine the level of student anxiety and the speaking test's final score to see
the effect of anxiety levels on the students' speaking skills. In this study, the
researchers found that the average student was at the middle anxiety level. The
study also found that the anxiety level does not always affect the students'
speaking performance.
The other study is written by Fitri (2019), "The Correlation between
Anxiety and Students' Speaking Performance in The EFL Classroom" (Fitri,
2019). The purpose of this study was to determine whether students' anxiety
affects their speaking performance. This study uses a quantitative method that
involved 31 participants from the tenth-grade students of SMA PGRI 56
Ciputat. Researchers used the FLCAS and Five Likert Scale to analyze
students' anxiety levels and oral tests to assess speaking performance. The
results showed that the level of student anxiety affected speaking performance.
The higher the level of student anxiety, the more negative impact on students'
speaking performance.
Other researcher named Kurniawati (2017) has been conduct a
qualitative descriptive research entitled “A Study of Speaking Class Anxiety
of The Second Semester Students in English Education Department at Uin
Alauddin Makassar” (Kurniawati, 2017).In her study, the researcher use a
 18

random sampling technique. The study focus on the level of students’

speaking anxiety that feels by the students in speaking class. The researcher
use PSCAS or Public Speaking Class Anxiety Scale instrument to measure the
students’ anxiety levels. At the end of the research, the researcher found that 2
% students have high anxiety level, 58% students have medium anxiety level,
and 40%s students have low anxiety level. The researcher also discovered that
anxiety which attacked students has a negative impact to their speaking
performance and suggest the teacher to resolve this problem.
Then, the other study was written by Santriza (2018), with title “an
analysis of students’ anxiety in speaking performance”(Santriza, 2018). This
study is a qualitative research. The writer hold the research in SMA Negeri 5
Banda Aceh, and use 20 students from IPA-1 class. The aim of this study is to
found out the factors of students anxiety in speaking performance and the
writer use FLCAS instrument to discover this case. The result of the study
show that the dominant factors are test anxiety, communicative apprehension,
and fear of negative evaluation.
Other researcher who conducted a research related to this topic was
Abdillah (2017). This study was a qualitative method with case study
approach. This study focus on the factor casuing students’ speaking anxiety
based on students’ perspective. The researcher found some factors which
divided into two categories; internal and external factors. The internal factors;
attitude, speaking in front of the class, being laughed at by peers,
incomprehensible input, students beliefs about speaking English, lack of
preparation and the external factors; teacher personality, school environment,
family environment
Based on the five studies above, there are some differences and
similarities between them. The first three studies focused on the effect of
students' anxiety levels on their speaking skills, two of them found that
students' anxiety levels negatively affected students' speaking skills, and
another researcher found that students' anxiety levels had no effect on
students' speaking abilities. Then, in contrast to the three previous studies, the
 19

research conducted by Santriza (2017) and Abdillah (2017) focuses on the

factors that cause speaking anxiety. Moreover, the five studies have some
differences and other similarities, such as the methods used in the research; the
first two studies were quantitative research; while the last three studies are
qualitative research. Furthermore, three of these studies, which are the first,
second and fourth research use FLCAS (Foreign Language Classroom
Anxiety) as a research instrument to measure students' anxiety levels. While,
the third research use PSCAS to measure students' anxiety levels.
Slightly different from the researches above, this study used mixed
method and not only concern about students' anxiety levels but also the cause
of the students' anxiety and strategies to reduce students speaking anxiety.
This study was a mixed method research and just like some researchers above,
the FLCAS questionnaire was used as an instrument to collect data.
 CHAPTER III
METHODOLOGY

A. Research Design
This study used mixed method to provide broader insight about anxiety
in speaking English to fourth semester English education students, State
Islamic University of Jakart. In this research, a researcher combain to types of
methods to get a clearer result. According to Creswell (2012), mixed methods
design involves the collection, analysis, and “mixing” of both quantitative and
qualitative data to best understand a research problem (Creswell, 2012). This
researcher used the explanatory design where the explanatory design start with
collecting the quantitative data and analysis followed by qualitative data
collection and analysis (Creswell, 2012)..

B. Population, Sample, and Sampling

In this study, the research involved participants from the fourth-
semester student of English Education Department, State Islamic University
of Jakarta. This study took 65 students both male and female to participate as
a sample.
This study used purposive sampling. Based on Creswell (2012),
Purposive sampling is a sampling technique where the researcher deliberately
selects individuals and sites to study or understand the central phenomenon
(Creswell, 2012). Then, the population were divided into categories based on
predetermined criteria (students with high anxiety levels and students with
low anxiety levels). Then, from each of these categories, 10 students were
taken as participants in interviews to help the researcher answer the research
questions.

C. Time and Place

This research was held at the State Islamic University of Jakarta for
the fourth-semester students of the English Education Department. This

20
 21

research was conducted for a month by holding three agendas. The first
agenda was held to ask students to fill out a FLCAS questionnaire to
determine their anxiety level. The second agenda was held to interview
students who have low anxiety level. The third agenda was held to interview
students who had high anxiety levels.

D. Research Instrument
The research instruments used in this study was questionnaires and
interviews.
1. The first instrument that used is a questionnaire to determine the level of
student anxiety. The type of questionnaire use is the FLCAS (Foreign
Language Classroom Anxiety Scale) developed by Horwitz et.al. This
questionnaire contains 33 questions consisting of five options indicating
the scale; Strongly Agree (SA), Agree (A), Neutral (N), Disagree (D),
and Strongly Disagree (SD) (Horwirtz et al., 1986).

Table 3. 1: FLCAS Questionnaire

No Questionnaire Strongly Agree Neutral Disagree Strongly
Agree Disagree
1 I never feel
quite sure of
myself when I
am speaking
in my foreign
language class
2 I don't worry
about making
mistakes in
language
class.
 22

3 I tremble
when I know
that I'm going
to be called on
in language
class
4 It frightens me
when I don't
understand
what the
teacher is
saying in the
foreign
language.
5 It wouldn't
bother me at
all to take
more speaking
classes.
6 During
language
class, I find
myself
thinking about
things that
have nothing
to do with the
course.
7 I keep
thinking that
 23

the other
students are
better at
languages
than I am.
8 I am usually at
ease during
tests in my
language
class.
9 I start to panic
when I have to
speak without
preparation in
language
class.
10 I worry about
the
consequences
of failing my
speaking class
11 I don't
understand
why some
people get so
upset over
speaking
class.
12 In speaking
class, I can get
 24

so nervous I
forget things I
know.
13 It embarrasses
me to
volunteer
answers in my
language
class.
14 I would not be
nervous
speaking the
foreign
language with
native
speakers.
15 I get upset
when I don't
understand
what the
teacher is
correcting.
16 Even if I am
well prepared
for speaking
class, I feel
anxious about
it.
17 I often feel
like not going
 25

to my
speaking
class.
18 I feel
confident
when I speak
in foreign
language
class.
19 I am afraid
that my
language
teacher is
ready to
correct every
mistake I
make.
20 I can feel my
heart
pounding
when I'm
going to be
called on in
language
class.
21 The more I
study for a
language test,
the more
confused I get.
 26

22 I don't feel
pressure to
prepare very
well for
language
class.
23 I always feel
that the other
students speak
the foreign
language
better than I
do.
24 I feel very
self-conscious
about
speaking the
foreign
language in
front of other
students.
25 Language
class moves
so quickly I
worry about
getting left
behind.
26 I feel more
tense and
nervous in my
 27

speaking class
than in my
other classes.
27 I get nervous
and confused
when I am
speaking in
my language
class.
28 When I'm on
my way to
language
class,
especially
speaking, I
feel very sure
and relaxed.
29 I get nervous
when I don't
understand
every word
the language
teacher says.
30 I feel
overwhelmed
by the number
of rules you
have to learn
to speak a
foreign
 28

language
31 I am afraid
that the other
students will
laugh at me
when I speak
the foreign
language.
32 I would
probably feel
comfortable
around native
speakers of
the foreign
language.
33 I get nervous
when the
language
teacher asks
questions
which I
haven't
prepared in
advance.

2. The following instrument was the interview. According to Creswell, an

interview occurs when researchers ask general, open-ended questions
from one or more participants and record their responses. This interview
was intended to find out more deeply and in detail about the factors
causing students' anxiety levels and find out the solutions to overcome
the anxiety. The researcher overcame the causes and solutions by
 29

considering two perspectives, both from students with high anxiety

levels and students with low anxiety levels. According to this current
situation, the types of interviews conducted in this study were telephone
interviews.
Table 3. 2: Interview Questions
Instrument Interview for high Anxiety Instrument Interview for low Anxiety
level: level:
1. How do you feel when speaking in 1. How do you feel when speaking in
front of many people? Have you front of many people?
ever felt scared, worried and too 2. Have you ever felt scared, worried
nervous when speaking in front of and too nervous when speaking in
many people? front of many people? If I is yes,
2. Where, when, and at what times do in what time?
you experience anxiety? 3. If it is yes, what will you do? (In
3. When experiencing this condition, that moment) / If it is not, what’s
what will you do? the cause?
4. Do you know what causes you 4. In your opinion, what are the
anxiety? Mention it! factors that cause anxiety?
5. What have you tried to reduce 5. What is your strategies to reduce
your anxiety? your anxiety?

E. Technique of Data Collection

The FLCAS (Foreign Language Classroom Anxiety Scale)
questionnaire was provided to the respondent. The questionnaires contained
questions about students' anxiety experiences, which were carried out to
identify and classify their anxiety levels. Each student must answer all
FLCAS questions distributed via Google Form by selecting one of the
options from five answer scales. Data was also collected through interviews
conducted after classifying students with low anxiety levels and high anxiety
levels. The interview will be divided into two groups according to the
student's anxiety level category. The first group was students who had high
 30

anxiety levels, and the second group was students who had low anxiety
levels. Both groups were asked some questions that focused on finding out
the cause and the strategies to reduce anxiety from both groups' points of
view or perspective. Then, the interview results were analyzed to find the
cause of the students' high anxiety levels and find appropriate solutions to
reduce the students' high anxiety levels. Not only that, but the data to find
the solution to overcome high levels of student anxiety is also supported by
the previous study by including suggestions from experts about how to deal
with students' anxiety.

F. Technique of Data Analysis

There are two data that must be processed in this thesis. The first
data was the quantitative data, it was the FLCAS questionnaire data. First,
the questionnaire data that students have filled in was calculated using the
calculation rubric from Horwitz below:
Table 3. 3: FLCAS Scoring
Scale Positive question Negative question
Strongly Agree 1 5
Agree 2 4
Neutral 3 3
Disagree 4 2
Strongly Disagree 5 1
The table above means that if students answer questions that have a
positive context with "Strongly Agree" then students will get a score of 1,
then if students answer with "Agree" then students will get a score of 2, if
students answer "Neutral" then students will get a score 3, if students answer
"Disagree" then students get a score of 4, and if students answer with
"Strongly Disagree" then the score obtained is 5". Then vice versa, if
students answer questions that have a negative context with "Strongly
Agree" then students will get a score of 5, then if students answer "Agree"
then students will get a score of 4, if students answer "Neutral" then students
 31

will get a score of 3, if students answered "Disagree" then students got a

score of 2, and if students answered with "strongly disagree" then the score
obtained was 1. After all students' answers were accumulated into numbers,
an analysis was carried out by analyzing the data through an anxiety-level
scale by Krisis to determine the students' anxiety levels. (Krinis, 2007;
Alrabai, 2014). Then, students were divided into two categories: students
who have high anxiety levels and students who have low anxiety levels.

Table 3. 4: Anxiety-Level Scale

Scale Level of Anxiety
33 – 82 Very low anxiety
83 – 89 Moderately low anxiety
90 – 98 Moderate anxiety
99 – 108 Moderately high anxiety
109 – 165 High anxiety
After that, the qualitative data was collected by interviewing two
groups of students by giving different questions based on the purpose of the
researcher's information from each category. The results of students with
high anxiety levels and low anxiety levels interviews were analyzed to
identify the cause of their anxiety experience and find the right solution; it
intends to overcome the high levels of students speaking anxiety.
Based on Miles and Huberman, there are three steps in analyzing
qualitative data (Miles & Huberman, 1994):
The first step was data reduction. According to Miles and
Huberman, data reduction refers to the process of selecting, focusing,
simplifying, abstracting, and transforming the data. At this stage, the
researcher separated the students' answers and grouped them based on the
question category. After that, the researcher selects the needed data and
discards the information that is not. Researchers did this to make it easier to
find results or conclusions from the data that students gave at the interview.
 32

The second step was data display. Data display was a form of data
presentation arranged systematically and easily understood. At this stage,
the researcher provided a collection of information to be used as a
conclusion. The researcher presented the data in the form of narrative text,
which was organized so that the research results on the factors that cause
anxiety and the suggestions given were easy to read and understand.
The third was the conclusion and drawing verification. This stage
was the third stage of data analysis. At this stage, the researcher looked
back at the reduction results but still implied it with the purpose or initial
research question. At this stage, the researcher drew meaning from the data
in a display and drew conclusions to find research problems. Then, the
researcher conducted verification to confirm the suitability of the results
obtained with the basic concepts of the study. Verification was done by
providing multiple sources or other evidence.
 BAB IV
RESEARCH FINDING AND DISCUSSIONS

A. The Description of Data

1. The Result of Students FLCAS Score
Based on what has been explained previously, this study involved
65 participants from the 4th semester of the English Language Education
Department, UIN Syarif Hidayatullah Jakarta. The researcher used a
Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire from
Horwitz which had been adapted to suit the research focus, which was to
measure the students' speaking anxiety level. The following are the results
of the questionnaire from the 65 participating students:
Table 4. 1: Students’ Scoring and Categorizing

33
34
35
 36

Table 4. 2: Recapitulation of FLCAS Results Score and Category

Score of Student’s Category of Speaking Result
Speaking Anxiety Anxiety
33-82 Very Low Anxiety 4 respondent (6.15%)
83-89 Moderately Low Anxiety 3 respondent (4.61%)
90-98 Moderate Anxiety 11 respondent
(16.92%)
99-108 Moderately High Anxiety 17 respondent
(26.15%)
109-165 High Anxiety 30 respondent
(46.15%)
Based on the data from the questionnaire above, it shows that 4
students get a score between 33-82 which means they are at a low anxiety
level, 3 students get a score between 83-89 which indicates that they are at
a moderately low anxiety level, then 11 students get a score between 90-98
which indicates students are at the moderate anxiety level, then 17 students
get scores between 99-108 students which means students are in the
moderately high anxiety category, and the latest data shows that 30
students have scores between 109-165 which indicates that students are at
a high level of anxiety.
 37

The data above shows that about 6.15% of students have a very low
level of anxiety; it can be said that students at this level have a high level
of confidence in speaking. They tend not to think of speaking as
something scary, instead, they are really enjoying it. Then, not much
different from the previous one, about 4.62% of students still fall into the
category of low anxiety students. Although not as low as students in the
previous category, students at this level rarely find nervousness or worry
when speaking. However, sometimes they are experiencing anxiety, but it
does not happen excessively.
Furthermore, about 16.92% of students have a moderate level of
anxiety, which means it is not too high or too low; this can still be said to
be normal anxiety in speaking. Then about 26.15% of students have a
relatively high level of anxiety; students at this level tend to experience
excessive anxiety when speaking, especially when speaking in front of
many people. Lastly, around 46.15% have a very high level of anxiety;
students at this level have excessive worries and lack self-confidence; they
perceive speaking as something difficult and scary, they tend to have
difficulty controlling and managing the anxiety experienced.
Questionnaire data shows that most students are at a high anxiety level.
Almost half of the participants have very high anxiety. On the other hand,
only a few students have low anxiety.
From the result of the questioner above, 10 students have been
selected to be interviewed, 5 students from the category of students with
high speaking anxiety level and 5 students from the category of students
who have low speaking anxiety level (either from low anxiety or
moderately low anxiety). The following are the students who were
interviewed:
Table 4. 3: List of interviwed students’ high anxiety level
Interview List Name Score
Interviewee 1 Student 20 137
 38

Interviewee 2 Student 13 129

Interviewee 3 Student 34 145
Interviewee 4 Student 26 134
Interviewee 5 Student 29 129

Table 4. 4: List of interviwed students’s low anxiety level

Interviewee List Name Score
Interviewee 1 Student 48 70
Interviewee 2 Student 37 69
Interviewee 3 Student 42 83
Interviewee 4 Student 36 60
Interviewee 5 Student 46 87

2. An Analysis of Students’ Interview

a. Analysis of High Students’s Anxiety Level Interview
Table 4. 5: High students’ anxiety interview results
Question 1: How do you feel when speaking in front of many
people? Have you ever felt scared, worried and too nervous when
speaking in front of many people?
List of students' Student Answers
interviewee
Interviewee 1 “Jujur keringet dingin, degdegan, terus blank
jadinya karena degdegan gitu semua
vocabulary jadi ilang, jadi apa yang mau di
omongin buyar semua”

“To be honest, I was sweating cold, nervous,

and it kept going blank because I was so
nervous that all my vocabulary disappeared, so
 39

what I wanted to talk about was scattered”

Interviewee 2 “Pertama ngga percaya diri, kedua gugup

banget, apalagi in english, takut apa yang saya
sampaikan mereka ngga ngerti, dan bakal jadi
salah arti (misinterpretation)”

“The first is not confident, the second is very

nervous, especially in speaking English, I’m
afraid that what I say cannot be understood by
others, and it will be misinterpreted
(misinterpretation)”

Interviewee 3 “Dulu aku berani speaking English, tapi pas

masuk kampus ngeliat temen pada jago-jago
aku jadi sama sekali ga berani (speaking in
English). Jadi pas kuliah offline pun kalo buat
maju ngomong pake bahasa inggris walopun
udah disiapin aku jadi ngeblank, kaya speaking
Anxiety. Mikir “kira-kira bakal dimarahin ga
yah sama dosen karena grammarnya
berantakan, bakal diketawain ga yah sama
teman?” pokoknya yang ada dipikiran aku tuh
kaya gitu, takut salah mulu, akhirnya nge
blank”

“I used to have the courage to speak English,

but when I entered campus, I saw that my
friends were good at it, so I didn't dare to speak
at all (speaking in English). So even when I go
 40

to offline class, if I want to go forward to speak

English, even though I've been prepared, I'll be
blank, like speaking Anxiety. Thinking about
"Is it going to be scolded by the lecturer
because my grammar is messy?, will my
friends laugh at me?" Basically what I have in
mind is like that, I'm afraid that I'm going to be
wrong, finally I go blank”

Interviewee 4 “Yang paling aku rasain itu nervous, aku kalo

lagi speaking in Eglish semua kosa kata kaya
lupa, blank, jadi gabisa ngeluarin kata-kata
(susah berbicara), tapi kalo sama tourist /
native biasa aja. Tapi kalo sama orag Indo,
hilang semua. (English skillnya). Kurang
percaya diri, kalo sama tourist gabakal ketemu
lagikan. Tapi kalo sama temen kalo salahkan
malu. Takut dapet impression yang buruk”

“What I feel the most is nervous, when I'm

speaking in Eglish, I forget all the vocabulary,
it's blank, so I can't get the words out (it's hard
to speak), but when I talk to tourists/natives,
it's normal. But if I talk to Indo people,
everything is lost. Then I lost my confidence,
but if I'm with a tourist, I won't meet them
again, so I'm not ashamed, but if I'm with a
friend, I'm ashamed. Fear of getting a bad
impression”
 41

Interviewee 5 “Perasaan saat berbicara di depan banyak

orang campur aduk, ada rasa takut, malu kalau
salah, pokoknya grogi banget. Tidak hanya di
depan banyak orang, tetapi di depan satu orang
terkadang sulit untuk berbicara atau
mengutarakan pendapat seperti itu. Aku udah
ngalaminya berkali-kali, dan selalu merasa
seperti itu”

“My feelings when speaking in front of many

people are mixed, there is a sense of fear,
shame if I'm wrong, just really nervous. Not
only in front of many people, but in front of
one person sometimes it is difficult to speak or
express opinions like that. I have experience it
many times, and always have felt that way”

Table 4.5. 1: Students' Answer about Their Feeling during

Speaking
Based on the interview data above, the writer found that
students who were categorized into students who had high anxiety felt
excessive fear, nervousness, not confident, embarrassed, and panic
when speaking in English; some even sweated when asked to speak in
front of many people. It has a terrible impact on their speaking
performance. The anxiety that students experience causes their minds
to become confused. Then, when a person experiences excessive
nervousness, their minds become blank and uncontrollable; this
causes students to find it challenging to produce words and find it
difficult to say what they want to say. Even students can forget things
they know and prepare beforehand.
 42

Question 2: Where, when, and at what times do you experience

anxiety?
List of students' Student Answers
interviewee
Interviewee 1 “Setiap ngobrol bahasa Inggris sama orang.
Bahkan sama temen sendiri pun aku anxiety
banget, soalny aku selalu ngerasa kaya aku
rendah banget dibanding teen-temen aku,
jadinya insecure gitu”

“Every time I talk in English with people. Even

with my own friends, I get really anxious, and I
always feel like I'm really low compared to my
friends, so I'm insecure”

Interviewee 2 ” Ketika saya lagi berbicara didepan public,

apa lagi diliatin, jadi nervous langusng ga
percaya diri, terus langung down”

“When I'm speaking in public, especially when

people are paying their attention on me, I get
so nervous, I don't feel confident right away,
then I immediately go down”

Interviewee 3 “Pas dikelas offline, pas lagi presentasi, pas

conversation sama temen kampus”
“When in offline class, during presentations,
and during conversations with college friends”
Interviewee 4 “Pas presentasi didepan kelas itu gugup banget,
pas pidato nervous, ga keluar kata-kata,
 43

walaupun malemnya prepare dulu aku tetep

lupa karena gugup”

“When presenting in front of the class, I was

very nervous during the speech, no words
came out, even though I was preparing at
night, I still forgot because I was nervous”

Interviewee 5 “Di mana-mana, tapi lebih sering di kelas,

seperti saat presentasi di depan kelas atau saat
ujian lisan, apalagi kalau banyak yang ujian”

“Everywhere, but more often in class, like

when presenting in front of the class or during
an oral exam, especially if many people are
testing”
Table 4.5. 2: Stsudnts' Answer about Time Experiencing Anxiety
Anxiety experienced by students who have high anxiety levels
occurs in various situations and conditions, such as when they use
English for communication. Some students feel afraid and nervous
when they have to use English to communicate even with their peers.
Sometimes anxiety also attacked them when students were doing an
oral test. But generally, the anxiety they experience occurs when
people focus on them, such as when they speak in class, during a
presentation, and during a speech.

Question 3: When experiencing this condition, what will you do?

List of students' Student Answers
interviewee
Interviewee 1 “Diem dulu sebentar, terus mikir apa yang mau
 44

diomongin translatein dulu di otak, baru aku

ngomong lagi pelan-pelan”

“Be quiet for a moment, then think about what

I want to say, translating in my brain, then I
will speak again slowly”

Interviewee 2 “Pegang kedua tangan supaya ga terlalu gugup

“

“Hold both hands so I'm not too nervous”

Interviewee 3 “Aku kan orangnya suka becanda, jadi aku

coba buat becanda dulu gitu buar suasannya
cair, biar otak aku ngga nge blank, jadi
otomatis inget walopun beda sama yang aku
persiapin sebelumnya”

“I'm a person who likes to joke, so I will try to

make the atmosphere fluid first through jokes.
Therefore, my brain isn’t blank, so it can
automatically recall even though it is different
from what I prepared before.”

Interviewee 4 “Aku gatau apa yang mesti dilakuin, tapi

biasanya aku ucapin apa yang ada dipikiran
aku meskipun gerogi”

“I don't know what to do, but I usually say

what's on my mind even though I'm nervous”
 45

Interviewee 5 “Menenangkan diri, sambil terus berbicara

walopun pikiran udah kemana-mana”

“Calm yourself, while continuing to talk even

though my mind is already messed up.”
Table 4.5. 3: Students' Answer about Their Action in Facing
Anxiety
When students were experiencing anxiety, they made some
responses such as stop talking and take a moment to think to calm the
frantic mind, then start again by speak slowly. Then, some students
chose to hold hands to hide and control their feelings and trying to
melt the situation to make the atmosphere less tense. Besides that,
some students continue to speak and throw out everything in their
mind because they don’t know how to do and how to handle their
anxiety.

Question 4: Do you know what causes you anxiety? Mention it!

List of students' Student Answers
interviewee
Interviewee 1 “karena aku ngerasa udah tau bnaget kalo
speaking skill aku rendah banget, udah gitu
aku jarang practice, apa lagi kalo berhadapan
sama orang yang skillnya lebih jauh dari aku,
aku langusng ngerasa kecil gitu, jadi minder,
jadi cemas banget deh pokonya. Terus
grammar aku kan juga jelek, jadi aku takut apa
yang aku omongin, apa yang aku keluarin itu
ga bener, mau ngomong juga takut salah, jadi
kebanyakan mikir. Takut di judge juga”
 46

“Because I feel that I already know that my

speaking skills are really low. Then, I rarely
practice, especially when I'm dealing with
people whose skills are more advanced than
me, I immediately feel like I'm small, I feel
inferior, so I'm really worried about it. Then
my grammar is also bad, so I'm afraid that
what I'm saying, isn't right, I'm afraid to say
something wrong, so I think a lot. Afraid of
being judged too”

Interviewee 2 “Karena ngeliat temen yang lebih jago bahasa

inggrisnya, jadi insecrure. Ngeliat mereka
ngomong bahasa inggris didepan public
kayanya biasa aja, tapi kita yang under ini jadi
ngerasa jauh banget (gapnya). Ya itu lagi, takut
ga dimengerti kalo ngomong, takut yang saya
sampaikan ngga dimengerti, jadinyakan
misinterpretasi”

“Because I saw a friend who was better at

English, I became insecure. Seeing them speak
English in public seems normal, but those of us
who are under this feel so far away (the gap).
Again, Fear of not being understood when I
speak, afraid that what I say cannot be
understood by others, and it will be
misinterpreted.
 47

Interviewee 3 “Aku sadar banget kalo aku takut salah, takut

diketawain walaupun gamungkin, takut
dimarahin dosen. Minder gitu ka. Pernah dulu
mau conversation bareng, tapi pas denger
mereka ngomong bagus-bagus banget bahasa
inggrisnya, terus aku mikir untuk gamau
ngomong bahasa inggris lagi sama mereka,
jauh banget kayanya, takut mereka ga ngerti
sama yang aku omongin”

“I am very aware that I am afraid of being

wrong, afraid of being laughed at even though
it is impossible, afraid of being scolded by the
lecturer. I'm inferior. I used to want to have a
conversation together, but when I heard them
speak, their English very well, then I thought
about not wanting to speak English with them
anymore, it's so far away, I'm afraid they won't
understand what I'm talking about”

Interviewee 4 “Takut grammarnya ga bener, terus

pronunciation nya juga. Emang dasarnya
kurang PD. Kurang practice speaking in
english. Kalo kita sering practice kan bakal
terbiasa. Terus confident nya kurang, kurang
belajar, kurang ngafalin kosa kata”

“Afraid that the grammar and pronunciation

are not correct. It's basically a lack of
confidence. Lack of practice speaking in
English. If I practice often, I'll get used to it.
 48

So yeah, that’s because lack of confidence,

lack of study, and lack of vocabulary
memorization”

Interviewee 5 “Terlalu banyak berpikir dan takut. Kalo aja

aku ngga punya ketakutan ini atau itu,
mungkin aku bisa berbicara lebih lancar.
Selama ini yang aku rasain kalo ingin berbicara
di depan banyak orang itu takut salah atau
jelek dan nantinya mereka bakal ngomongin
aku di belakang. Aku bahkan ngga tau kenapa
aku memiliki pikiran seperti itu. Oh ya, aku
juga takut dikritik, padahal aku tahu kritik itu
baik, jadi aku bisa ngelakuin yang lebih baik.
Tapi kritik orang suka ngebuat aku merasa
down atau overthinking”

“Overthinking and fear. If I didn't have this or

that fear, maybe I could speak more fluently.
So far, what I feel is that if I want to speak in
front of many people, I am afraid that it will be
wrong or bad and later they will talk about me
behind. I don't even know why I have thoughts
like that. Oh yeah, I'm also afraid of being
criticized, even though I know criticism is
good, so I can do better. But people's criticism
likes to make me feel down or overthinking”
Table 4.5. 4: Students' Answer about Factors Causing Their
Speaking Anxiety
Based on the interview, students revealed some factors that
cause them experiencing anxiety: The first interviewee stated that
 49

anxiety occurs because of low speaking skills, fear of making

mistakes, and fear of being criticized, which causes low self-esteem.
The second interviewee said that the anxiety happens because of the
fear of misinterpretation, lack of vocabulary, lack of practice, the
inability to control emotions, and feelings of inferiority. The
interviewee also stated that when the interviewee saw someone who
has a higher ability, a feeling of self-indulgence arose and caused
excessive panic and nervousness. The third interviewee mentioned that
anxiety occurs because of feelings of inferiority, fear of being wrong,
fear of being laughed at, and being scolded by the lecturer. The fourth
interviewee conveyed that anxiety happens because of the fear of
making mistakes when speaking, lack of confidence, and the fear of
getting a bad impression from the audience. The interviewee also
stated other things that cause anxiety are due to lack of practicing and
learning. The last interviewee claimed that overthinking, being afraid
of making a mistake, being fearful of being ridiculed by people, and
being afraid of criticism cause speaking anxiety.
Based on the answers above, it can conclude some factors that
trigger anxiety: Some students said that their lack of English skills
caused them to be afraid to speak. Students’ English skills such as lack
of vocabulary knowledge, grammar, etc., significantly affect students'
speaking performance. When students do not have enough vocabulary,
students will find it difficult to make sentences to speak; students will
be confused about what to say. Then when students do not have good
enough grammar skills or lack knowledge of English, students become
hesitant to speak and are not confident; this is closely related to the
next point. That is the fear of making mistakes.
Another factor that caused students to feel anxiety was a fear of
misinterpretation or communication apprehension. In this case,
students are afraid of not being able to catch the message conveyed by
the person who is talking and fearful of not telling the message
 50

correctly. Students are worried that what they say cannot be

understood by the audience. Students who experience communication
apprehension tend to avoid various kinds of interactions or speaking
activities in order to avoid misinterpretation in communication.
The next factor was the inability to control emotions and
thoughts. It is very important to instill positive things in the mind at the
time of speaking because all thoughts could significantly affect
behavior. However, most students who have high anxiety have
negative prejudices or beliefs about themselves, such as considering
themselves incapable, and also negative prejudices towards others such
as thinking that other people are looking down on them, ridiculing and
laughing at them when speaking.
Fear of making mistakes, being laughed at, and getting a bad
impression from those around students was also stated by students as
one of factors causing anxiety. Almost 80% of students interviewed
said they were afraid of making mistakes when speaking, which caused
people around like other students or lecturers to laugh and criticize
them. It is one of the elements of language anxiety, namely fear of
evaluation. They tend to think about negative things before speaking;
they are afraid if they are suddenly appointed to talk, answer questions,
etc. They are afraid of not speaking or answering questions correctly,
which causes them to be criticized by others.
Then another factor that caused students to feel anxiety was
lack of study and practice. It impacts to the ability of students who do
not develop and due to lack of practice, students are not accustomed to
using English and become restless when they have to use it.

Question 5: What have you tried to reduce your anxiety?

List of students' Student Answers
interviewee
Interviewee 1 “Paling banyak-banyak practice speaking,
 51

jadi karena udah practice ngerasa udah

mantep gitu, jadi lumayan percaya diri untuk
speaking. Jadi anxietynya lumayan
berkurang. Aku sebenernya pengen practice
tapi aku gada partner, jadi aku ngelakuin
sendiri lewat cermin”

“Just practice. I feel more ready after

practicing and makes me confident to speak.
After practice, I feel like my Anxiety is
pretty much reduced. Actually, I want to
practice but I don't have a partner, so I do it
myself in the mirror.”

Interviewee 2 “Latihan sendiri didepan cermin, cari partner

untuk berlatih”

“Practice alone in front of the mirror or find

a partner to practice.”

Interviewee 3 “Mencoba untuk positif thinking, semua

orang pasti pernah salahkan, itu normal, tapi
itu kaadang berhasil, kadang ngga”

“Try to positive thinking, everyone must

have made mistakes, that’s normal. but
sometimes it works and sometimes it
doesn't”

Interviewee 4 “Biasanya aku menghapal vocab, ngomong

 52

sendiri di cermin, kaya story telling di

record, terus nanti aku benerin kalo semisal
ada yang salah”

“I usually memorize the vocab, speaking

alone in the mirror, like storytelling, then I
record it, then I'll correct it later if something
goes wrong”

Interviewee 5 “Sampai saat ini aku belum memiliki strategi

yang tepat untuk mengurangi kecemasan ini.
Tapi akhir-akhir ini aku coba mencintai diri
sendiri, terus posistive thinking, karena yang
aku takutkan adalah apa yang orang katakan,
jadi dari mencintai diri sendiri, aku berharap
bisa percaya diri dan lebih berani”

“I couldn't find a strategy to reduce my

anxiety. But lately, I've been trying to love
myself and think positively, because I know
that what I'm afraid of is what other people
think, so from self-love, I wish I could be
more confident and courageous”
Table 4.5. 5: Students' Answer about How to Deal With Anxiety
The students who have high anxiety also make some efforts to
reduce the anxiety they experience. Most of the students interviewed
used the same method to reduce their anxiety, such as by doing many
exercises. The exercises could be in the form of self-practice or
practice with partners. Usually, self-practice is used to increase
students' self-confidence; when doing the exercises alone, students will
feel free to speak without fear of making mistakes or being laughed at
 53

and accustomed to speaking and increasing self-confidence. In

addition, when doing exercises alone or with partners, students also
evaluate the mistakes made when speaking; it can help students to
improve their English skills.
Another thing the tudents have tried to reduce their anxiety was
by changing their mindset. Based on the interviews, many students
said that they thought a lot of negative things when speaking, such as
feeling inferior, they felt their English skills were very lacking and
would be laughed at by students whose language skills were more than
them. They are also afraid of being laughed at if they make a mistake,
afraid of being criticized, fearful of being judged, etc. Things like this
often come to students' minds, which causes them to be reluctant,
scared, and worried about speaking.
The students revealed that these ways sometimes work to
reduce anxiety, but sometimes they don't. Some students admitted that
they did not know and have not found the right way to deal with the
anxiety that occurs to them. From the data above can conclude that
students who experience anxiety have not found the right way to
reduce the anxiety they experience. Therefore, the researcher also
conducted interviews with students who had low anxiety to find out
the strategies used by them to deal with anxiety.

b. An Analysis of Low Students Anxiety Level Interview

Table 4. 6: Low students' anxiety interview results
Question 1: How do you feel when speaking in front of many
people?
List of Students’ Student Answer
Interviewee
Interviewee 1 “Yang pasti degdegan, tapi degdegannya bukan
karena takut gabisa, tapi karena orang-orang
natap ke aku. Terus kadang pas tiba-tiba ditunjuk
 54

(untuk bicara) aku jadi ngeblank, jadi harus

mikir lagi apa yang harus aku ucapin, jadi itu
yang bikin degdegan”

“Definitely nervous, I'm nervous not because I'm

afraid I can't do it, but because people stare at
me. Then, when I was suddenly appointed (to
speak) I became blank, I had to think again about
what I should say, and that's what made me
nervous”

Interviewee 2 “Saya menganggap speaking kaya komunikasi,

kalo soal grammar aturan ga terlalu dipikirin dan
ga ragu karena bagi saya speaking itu sebatas
komunikasi”

“I think of speaking as an ordinary

communication, I don't think much about the
grammars’ rules and I don't hesitate about it,
because speaking is just communication for me”

Interviewee 3 “Saya tipe orang yang suka berbicara, saya dulu

penyiar radio, saya sangat suka berbicara bahasa
Indonesia maupun Inggris. Tetapi kadang-
kadang jika saya harus berbicara dalam bahasa
Inggris, saya perlu sedikit teks atau catatan”

“I'm the type of person who likes to talk, I used

to be a radio announcer, I really like to speak
Indonesian and English. But sometimes if I have
 55

to speak in English, I need a little text or notes.”

Interviewee 4 “Saya pribadi merasa senang ketika berbicara.

Jika orang merasa takut ketika berbicara bahasa
Inggris, saya sebaliknya, saya senang. Saya juga
sering menjadi sukarelawan di kursus-kursus
tertentu. Menurut saya, berbicara dalam bahasa
Inggris itu menyenangkan, tidak ada yang perlu
ditakutkan, tidak membuat saya nervous. Jika
saya ingin berbicara, saya tidak takut membuat
banyak kesalahan tata bahasa atau ragu-raguu
dan saya pikir berbicara adalah keterampilan
yang paling menghibur dan menyenangkan”

“I personally feel happy when I speak. If people

feel scared when they speak English, I'm the
opposite, I'm happy. I also often volunteer in
certain courses. In my opinion, speaking in
English is fun, there is nothing to be afraid of, it
doesn't make me nervous. If I want to talk, I'm
not afraid to make a lot of grammatical mistakes
or hesitate and I think speaking is the most
entertaining and enjoyable skill”

Interviewee 5 “Jujur saya senang, karena pada dasarnya, saya

suka berbicara dengan orang, terutama jika
topiknya menarik. Tapi terkadang ada rasa takut
menyakiti orang atau tidak? Apakah mereka
menangkap apa yang saya katakan atau tidak?
Mereka paham ngga? Apakah ada sesuatu yang
 56

salah? Ini seperti takut salah tafsir”

“Honestly I'm happy, because basically, I like

talking to people, especially if the topic is
interesting. But sometimes there is a fear of
hurting people or not? Did they catch what I said
or not? Do they understand? Is something
wrong? It's like being afraid of being
misinterpreted”
Table 4.6. 1: Students' Answer about Their Feeling during Speaking
Most of students with low anxiety levels felt happy to speak.
They find speaking as a fun thing, even consider it as a hobby and make
them addicted. But, some students think the opposite, some students
who have low anxiety also claimed that speaking was also scary,
sometimes they were nervous and worried when they have to speak in
front of many people. However, most of them able to control it;
students with low anxiety know how to deal with it. To overcome this,
they know how to manage or control the fear they experience when
speaking.

Question 2: Have you ever felt scared, worried and too nervous
when speaking in front of many people? If I is yes, in what time?
List of Students’ Student Answer
Interviewee
Interviewee 1 “Pernah, itu terjadi ketika saya berbicara di
depan banyak orang”

“Yes I have, It happens when I speak in front of

many people”
Interviewee 2 “Pernah, kayanya itu manusiawai, biasanya
 57

dalam kondisi yang menuntut kita harus

berbicara benar, kaya tugas/test, saya agak
nervous karena takut salah (semacam oral test)”

“I've experienced it, I think it's normal. I usually

experience it in conditions that require me to
speak correctly, like assignments / tests, I am a
bit nervous because I am afraid of being wrong
(a kind of oral test)”

Interviewee 3 “Iya pernah, waktu masih SMP. Saat itu pertama

kali saya ikut lomba mendongeng, dan dari situ
saya merasa berbicara itu asik, saya mendapat
banyak perhatian”

“Yes, when I was in middle school. It was the

first time I participated in a storytelling
competition, and from there I felt that speaking
was fun, I got a lot of attention”

Interviewee 4 “Mungkin saya gugup ketika speakingnya yang

terkait dengan nilai, seperti saat ujian tengah atau
akhir, saya degdegan, nervous, dan berpikir
tentang saya bisa atau tidak. Tetapi jika hanya
berlatih di kelas, sukarelawan, itu tidak masalah
buat saya”

“Maybe I'm nervous when speaking related to

grades, such as during the mid or final exam, I'm
excited, nervous, and think about whether I can
 58

do it or not. But if it's just practicing in class,

volunteering, that's fine to me”

Interviewee 5 “Pernah, biasanya pada saat presentasi, karena

kita dituntut untuk bisa, paham dan membuat
orang lain paham. Kalo dipresentasi kita
ngomong harus lebih tertata, ngga boleh
nyelweng, apalagi itu akademik, jadi ada batas-
batas tertentu”

“Yes, I have. It usually happens at the time of

presentation, because I’m required to be able to
understand and make other people understand.
When I give a presentation, it should be more
organized, it shouldn't deviate, especially if it's
academic context, so there are certain limits”
Table 4.6. 2: Students' Answer about Time Experiencing Anxiety
Although the students who had low anxiety had better self-
confidence than other students, they also experienced anxiety when they
speak. Most of them said that the condition that often made them
experience anxiety was when they were doing presentation, an oral test
and other activities that relate to academic contexts. It happens because
of the pressure to show their best performance; students become more
careful and have a lot of consideration when speaking. Thoughts about
being afraid of making mistakes that will affect grades make students a
little tense and anxious.

Question 3: If it is yes, what will you do? (In that moment) / If it is

not, what’s the cause?
List of Students; Student Answer
 59

Interviewee
Interviewee 1 “Pertama diem dulu, diem untuk mikir, karena
aku belum se fluent itu untuk speaking, jadi
diotak harus siap siap-siap vocabulary apa yang
harus diucapin. Kadang kalo ada partner pas
ngomong, aku persilahkan dia untuk bicara juga”

“The first is stop, then think, because I'm not that

fluent in speaking, so my brain has to be ready for
what vocabulary to say. Sometimes when I have a
partner when I talk, I invite them to talk too”

Interviewee 2 Ignore the nervousness and mistakes made. Keep

going until the atmosphere changes to a more
relaxed one.
“Kalo saya hadapin aja, nanti lama kelamaan cair
sendiri. Kalo ada yang salah lanjut aja”

“I'll just deal with it, it will melt on its own over
time. If something goes wrong, just go ahead”

Interviewee 3 Take a moment to think and remember the next

point.
"Biasanya sebelum mulai saya mendengarkan
music, ngobrol sama temen, minum. Kalo panic
kan aku lupa yah, tapi show must go on, jadi aku
tetep terusin aja, berenti dulu sebentar buat mikir,
inget-inget point selanjutnya”

“Usually, before starting to speak I’ll listen to

 60

music, chat with friends, and drink. If I panic, I'll

forget, but the show must go on, so I just keep
going, stop for a moment to think, and remember
the next point”

Interviewee 4 “Ngga ada hal khusus yang dilakuin, kalo salah

pikirin aja abis ini pasti lega, jalanin aja, omongin
aja semuanya, nanti juga selesai, jangan berpikir
terlalu keras, biar dosen yang menilai”

“There's nothing special that I do. If I'm wrong, I

think after this I will be relieved, just do it, just
say what I want to say, it will end later, don't
think too hard, let the lecturer judge”

Interviewee 5 “Pertama, saya mengendalikan diri. Kemudian

mengalihkan supaya orang lain tidak melihat saya
gugup, saya harus menutupinya sampai terlihat
normal. Kemudian yang pasti saya akan meminta
waktu, kemudian menyusun kata-kata, dan terus
menyelaraskan pola bicara”

“First, I control myself. Then diverting so that

other people don't see I'm nervous, I have to cover
it up until it looks normal. Then for sure I will ask
for time, then arrange the words, and continue to
adjust the pattern of my speech”

Table 4.6. 3: Students' Answer about Their Action in Facing Anxiety

Based on the student interviews above, students said that they
experienced anxiety when speaking. According to some students,
 61

anxiety greatly affects their speaking performance. Some students said

that the attack could not prevent their performance; the show has to go
on, so no matter what happens, the show has to keep going and quickly
forget all the mistakes. Otherwise, the entire performance will be
affected. Another way that students deal with sudden fears is to stop for
a moment to think; this is important because the anxiety that plagues
students makes them go blank and forget the things they want to say.
This moment is good for students to calm the atmosphere and
remember things that have been prepared before speaking again.

Question 4: In your opinion, what are the factors that cause

anxiety?
List of Students’ Student Answers
Interviewee
Interviewee 1 “Kita kan sebagai manusia kadang mikirin
pendapat orang lain, jadi aku biasanya lebih takut
sama penilaian orang lain, karena kadang orang-
orang bisa bersifat judgmental, terus pengennya
bagus (speaking performance) tapi skillnya pas-
pasan. Kadang aku suka pressure sendiri kalo
dikelas ada yang jago banget speakingnya.
Kadang aku mikir “ini orang pasti ngeledek gua
dalem hati”. Kadang karena vocab aku untuk
public speaking kan kurang, jadi harus mikir dulu,
kalo mau ngerespon agak lama. Faktor lainnya,
kadang dikelas kan ada dosen yah, nah penilain
dosennya ini (yang bikin nervous), past test juga,
apalagi dikejar waktu jadi blank”
 62

“Sometimes we think about other people's

opinions, so I'm usually more afraid of other
people's judgments, because sometimes people
are judgmental. They want us to always perform
well but our skills are mediocre. Sometimes I like
to put pressure on myself if there is someone in
class who is very good at speaking. Sometimes i
think "this guy must be teasing me inside".
Sometimes it's because I don't have enough vocab
for public speaking, so I have to think about it
first, if I want to respond it takes a bit longer.
Another factor is because there are lecturers in the
class, so the lecturer's assessment makes me
nervous. Then at the time of the test, because of
being chased by time it became blank”

Interviewee 2 “Kalo dalam konteks speaking yang pasti takut

salah, itu yang utama, apalagi pas test. Tapi kalo
orang yang udah percaya diri dengan kemampuan
dia dan udah paham sama aturan bahasanya
mungkin dia ga anxiety, tapui masih mungkin
juga kena anxiety trergantung dari psychology
orangnya ada yang introvert da nada yang
extrovert. Kadang ada yang mengkritik terus
bikin nyali ciut”

“I'm definitely afraid of being wrong, that's the

main thing, especially during the test. But if
people are confident in their abilities and
understand the rules of the language, they may
not have anxiety. But it may also depend on the
 63

psychology of the person, some are introverts and

some are extroverts. Sometimes there are also
those who criticize and feel inferior”

Interviewee 3 “Biasanya sih karena perkiraan yang ngga-ngga,

kaya mikir “Bisa ga yah? Kalo gagal gimana?
Kalo salah? Jadi memikirkan kemungkinana yang
belum pasti terjadi. Mungkin karena persiapan
belum matang, materinya belum cukup tapi udah
harus speak up”

“It's usually due to inconsequential guesswork,

such as thinking "can I do it? What if I fail? What
if I'm wrong?" So I thought about the uncertain
possibility of happening. Then, maybe because
the preparations were not good enough and the
material was not enough but I had to speak up”

Interviewee 4 “: Menurut saya, yang paling utama itu faktor

kemampuan, kalo kemampuan yang dimiliki itu
kurang seperti vocabnya, phrases, expression
selama speaking itu akan mempengaruhi karena
gatau apa yang harus diomongin, mau pake vocab
apa, ekspresi apa. Biasanya kalo akau suka takut
speak up karena ngga relate sama materinya”

“In my opinion, the most important factor is the

ability factor, if the skills we have such as
vocabulary, phrases, and expressions are less
influential, this is because we don't know what to
 64

say, what vocab to use, and what expression to

use. I'm usually afraid to speak up because I can't
relate to the material”

Interviewee 5 “Yang pertama karena budaya di Indonesia, kita

gadibiasain untuk berpendapat atrau berbicara
didepan umum sejak kecil. Terus bahasa inggris
ini kan bukan mother language kita, terus kita
mahasiswa PBI kan academic user, dimana tata
bahasanya juga dituntut harus benar. Terus takut
terjadi misinterpretasi, terus yang paling umum
adalah judgement untuk benerin grammar, dan
semacamnya. Jadinya lebih pengen mengindari
hal-hal itu aja, jadi males pake bahasa inggris”

“The first is because of the culture in Indonesia,

we are not accustomed to having an opinion or
speaking in public since childhood. Then English
is not our mother language, we are PBI students,
we are academic users, where the grammar is also
required to be correct. Then afraid of
misinterpretation, the most common thing is
judgment to correct grammar, and the like. So I
just want to avoid those things, so I'm lazy to use
English”
Table 4.6. 4: Students' Answer about Factors Causing Their
Speaking Anxiety
The interviewees revealed several factors that generally cause
excessive nervousness and fear, or what is called anxiety. Here are
some of the factors mentioned by the interviewees:
 65

Lack of English language skills. Not much different from

students who have a high level of anxiety; students who have a low
level of anxiety also considered English ability as one of the main
factors that determine a person's level of anxiety. When someone does
not have sufficient ability, it will cause someone to be inferior to speak
because they do not have material or things to talk about (lack of
vocabulary, etc.)
Another factor was lack of preparation. Preparation is one of the
crucial things to do when students will do a speaking performance;
preparation can help students to be able to speak maximally and cover
or anticipate any shortcomings or mistakes that may occur. When
students do not prepare for speaking, students do not master the
material. Therefore, when students do not do enough preparation
students are likely to experience nervousness.
The next factor that was not much different from students with
high anxiety levels was negative thoughts about other people's
opinions/fear of being criticized. Low self-esteem, fear of being judged,
and other negative thoughts will stress students even before speaking.
The stress experienced by these students will trigger anxiety, which will
undoubtedly affect students' performance when speaking.
Next was the fear of making mistakes. Some students said that
there was a fear of making mistakes when speaking, which caused
students to be insecure. In fact, making mistakes when performing
speaking is a natural thing. However, it sometimes causes negative
responses from students. So that when students make mistakes, students
become afraid and do not focus. Even when the student has not made a
mistake, because the fear of making this mistake appears, the student
becomes restless.
Another factor wass the fear of failure during the test. Some
students said that they were afraid of failing, especially during the test.
At the time of the test, students are required to perform their best
 66

because the test is closely related to student grades where it is

considered as a critical and sensitive things for students. Therefore,
students are cautious and feel they have to speak correctly, causing a
sense of pressure, fear of failure, or making mistakes that can cause
excessive nervousness.

Question 5: What is your strategies to reduce your anxiety?

List of Students’ Student Answer
Interviewee
Interviewee 1 “Kalo mau speaking pasti harus disiapin dulu
sih, banyakin speaking sendiri supaya
nguasain materi. Terus pas conversation (in
daily activity) aku lebih santai, tapi lebih
panic kalo speaking yang berkaitan sama
academic. Tapi banyakin latihan sendiri itu
penting banget karena kalo udah terbiasa dan
udah jago kayanya gabakal anxiety
(meningkatkan kemampuan dengan berlatih).
Dari mindset juga sih, jangan pesimis dan
tekun.”

“If I want to speak, I have to get ready first,

practice speaking myself so I can master the
material. Then, I am more relaxed in everyday
conversation, but panic if the speaking is
related to academics. However, doing lots of
self-practice is very important because if you
get used to it and you are good at it, you will
have no fear (improve your skills with
practice). From the mindset too, do not be
pessimistic and should be persistent.”
 67

Interviewee 2 “Dari dulu aku sering komunikasi pakai bahas

ainggris, jadinya terbiasa. Terus balik lagi,
kalo mau bicara itukan yang penting
komunikasi/pesannya tersampaikan. Dari
mindsetnya harus dirubah. Terus, saya sering
ngedumel sendiri (berbicara pake bahasa
inggris sendiri) untuk latihan. Then beranikan
diri, menurut saya banyak temen-temen saya
yang kemampuan bahasa inggrisnya dan
pengetahuan bahasanya lebih baik dari saya,
tapi mereka takut duluan sebelum nyoba,
jadinya kan gerogi. Padahal kemampuan
bahasa inggrisnya udah mumpuni banget”

“I often used English to communicate, so I got

used to it. Then again, if I want to speak, the
important thing is that the
communication/message is conveyed. The
mindset must be changed. Then, I often
mumble to myself (speaking in English by
myself) for practice. Then be brave, I think
many of my friends have better English skills
and knowledge of the language, but they are
afraid before trying it, so they are nervous.
Even though their English skills are very
good”

Interviewee 3 “Aku sering latihan, ngomong sendiri di

cermin terus aku rekam, atau saat mau
 68

ngapalin materi aku suka record suara aku

sendiri, jadi aku bisa dengerin suara aku, dari
situ aku belajar intonasinya supaya orang lain
bisa enjoy dan apa yang aku omongin
tersampaikan. Kalo aku gada dorongan
khusus sih supaya ga takut speaking karena
aku kan emang suka speaking. Kalo aku
anggep speaking in front of many people itu
sebagai kesempatan untuk terlihat, untuk bisa
didengar dan get attention from others, itu
kesempatan yang ga dateng dua kali, jadi aku
gaboleh malu. Menurutku kalo aku berbicara
didepan orang berarti aku kepilih, aku
dipercaya”

“I often practice, I talk to myself in the mirror

and I record it, or when I want to recite
material I like to record my own voice, so I
can hear my voice, so from there I learn the
intonation, so that other people can enjoy it
and I can convey what I want to say. I don't
have special encouragement, I'm not afraid to
speak because I really like speaking. I always
think of speaking in front of many people as
an opportunity to be seen, to be heard and to
get attention from others, it's an opportunity
that doesn't come twice, so I shouldn't be
ashamed. I think if I speak in front of people,
it means that I am chosen, I am trusted”

Interviewee 4 “Aku dulu pernah ngajar anak yang bahasa

 69

sehari-harinya English, lama-kelamaan aku

terbiasa dan konek sama bahasanya, jadi
mungkin harus speaking lebih sering,
terutama sama native speaker. Terus speaking
with myself, ngomong apa aja pake bahasa
inggris, terus koreksi keasalahan aku pas
speaking sendiri, terus banyak-banyak liat
video YouTube, atau game yang berbahasa
Inggris dan aku implementasiin dikehidupan
sehari-hari. Aku sering denger banyak yang
bilang “yaudahlah speaking aja dulu, terserah
mau salah atau bener” menurut aku jangan
selalu kaya gitu, kita juga harus terus belajar,
cari-cari vocab, expression, latihan. Nanti kan
kalo vocabnya udah nambah, grammarnya
udah bagus, sering latihan, well prepare, nanti
kemampuan speakingnya juga ngikutin, terus
ngga anxiety lagi kalo mau speaking”

“I used to teach students whose everyday

language was English and over time I got
used to it and connected with it. So maybe
you should speak more often, especially with
native speakers. Then practice alone, talk to
myself, say anything in English, then correct
my mistakes when I speak alone, then watch a
lot of YouTube videos, or games in English
and I apply it in my daily life. I often hear
people say "let's talk first, it doesn't matter if
it's wrong or right" I don't think it's always
like that, we also have to keep learning,
 70

looking for words, phrases, exercises. Later,

when the vocabulary is added, the grammar is
good, the practice is often done, the
preparation is good, then the speaking ability
will also develop, and there will be no more
anxiety if we want to speak.”

Interviewee 5 “Belajar banyak-banyak sih”

“Learn a lot”
Table 4.6. 5: Students' Answer about How to Deal With Anxiety
Based on the results of the interviews above, to reduce the
occurrence of anxiety that students may experience when speaking,
students with low anxiety have suggested and carried out several
activities to overcome their anxiety:
The most important thing for students to do was practice/learn.
From the results of the interviews, it was found that the students were
very aware that the main cause of speaking anxiety was the lack of
English skills. Therefore, it is the main step that must take to reduce
student anxiety. By learning English, it is possible to improve and make
students more confident to use English. In addition, practicing speaking
regularly can also make students accustomed to speaking and increase
self-confidence.
The suggested next step was to change the mindset or negative
thoughts about speaking. Students often think negatively before or when
speaking, such as fear of being laughed at, feeling incapable, afraid of
making mistakes, etc. Thoughts are the main basis that influences one's
actions. Therefore, if we want to perform well, think well. Students
believe that the necessary step to reduce anxiety is to change negative
thinking patterns into positive ones. Students must stop feeling inferior,
compare themselves with others, stop bad possibilities that have not
 71

happened, stop considering talking as a scary thing. On the other hand,

one of the respondents said that speaking in front of many people is an
opportunity to show up and show who we are, and maybe this
opportunity doesn't come twice, so don't waste it.
Furthermore, many students were afraid before trying to do
speaking. They regarded speaking as difficult; even they used to judge
themselves as incompetent. We will never know the extent of our
English skills before we try to use or practice our English skills. The first
step is the most difficult, but it will be more difficult in the future if we
never try to dare to speak. So, the students should dare to be brave; we
can discover the extent of our abilities and begin developing and
correcting any shortcomings.
From the interview results above, the researcher found the cause
of students’ speaking anxiety and the strategies to reduce it.
1. The Cause of Students Speaking Anxiety
Based on the results of interviews with two different categories
of student anxiety, the authors found the factors that generally cause
speaking anxiety.
The first factor that caused students anxiety, especially when
speaking in front of many people, was the students' poor English skills.
The lack of students' English language skills caused students hard to find
the right words, compose sentences, and find it was not easy to convey
opinions or messages. As student number 20 said during the interview,
when asked about the cause of the anxiety experienced, the student said,
“Because I feel that I already know that my speaking skills are really
low. Then, I rarely practice” the student already knew exactly that the
lack of English skills was one of the factors that influenced students
speaking anxiety.
The second factor was the fear of misinterpretation, as said by
student number 13, when asked about what made the student nervous
when speaking, the student answered, “Again, Fear of not being
 72

understood when I speak, afraid that what I say cannot be understood

by others, and it will be misinterpreted.” this factor caused students to
be afraid to communicate using English. It happened because students
were afraid of not catching the message conveyed by their partner; also,
students were so scared of not being able to tell the message they wanted
to bring to the audience properly.
The third factor was low self-esteem. Many students felt that
their English skills were far below their peers; this created a feeling of
insecurity when they would do a speaking performance. They were
afraid that their friends would laugh and ridicule them when speaking.
Students who have low self-esteem tend to compare their appearance
with others and feel bad if someone has more abilities above them. As
stated by student number 13 during the interview, the student said
“Because I saw a friend who was better at English, I became insecure.
Seeing them speak English in public seems normal, but those of us
who are under this feel so far away (the gap)”.
The fourth factor was that students afraid of making mistakes
which caused students to be fear of getting a bad impression from the
audience (fear of negative evaluation). As said by student number 34, the
student was terrified to speak for fear that what the students said would
be wrong and would be laughed by their friends. “I am very aware that I
am afraid of being wrong, afraid of being laughed at even though it is
impossible, afraid of being scolded by the lecturer. I'm inferior. I used
to want to have a conversation together, but when I heard them speak
their English very well, then I thought about not wanting to speak
English with them anymore, it's so far away, I'm afraid they won't
understand what I'm talking about”.
The fifth factor was lack of preparation. As said by student
number 42 at the time of the interview, when the students was asked
about things that caused anxiety, the student answered “Then, maybe
because the preparations were not good enough and the material was
 73

not enough but I had to speak up”. When speaking, especially when
students are aware of their lack of language skills, students should
prepare the material carefully, and organize what needs to be said and
what needs to be done well. However, due to lack of preparation,
students will be confused, not knowing what to say and do. Students will
find it difficult and nervous to deal with various possibilities that occur.
Lack of preparation will cause students to become weak both in terms of
material and mental.
The last factor was the excessive worry at the time of the test,
they were terrified of getting bad grades or even failing the test, as
student number 37 stated in interview when asked about the time
experiencing anxiety and the causes, student said “I'm definitely afraid
of being wrong, that's the main thing, especially during the test”.

2. Strategies To Reduce Students’ Speaking Anxiety

The first strategy that can do is to change the mindset. Most of
the anxiety experienced by students comes from students' negative
thoughts; such as negative thoughts on themself like degrading their
abilities (low self-esteem); Afraid of making mistakes, then negative
views towards people around like assuming other people will criticize
them, laugh at them, and look bad about them. Therefore, it is vital to
control the mind and stop thinking about negative things that don't
necessarily happen because it will cause a negative response in us, such
as feeling afraid, embarrassed, and excessively nervous, which will
affect performance when speaking. As was done by student number 42,
the student really set the mind with positive thinking about speaking, it
made the student dare to speak in front of many people, the student said
“I always think of speaking in front of many people as an opportunity
to be seen, to be heard and to get attention from others, it's an
opportunity that doesn't come twice, so I shouldn't be ashamed. I think
 74

if I speak in front of people, it means that I am chosen, I am trusted”.

Other students with anxiety might try to change their minds about
speaking the same way student 42 did.
Furthermore, the strategy offered to reduce students’ speaking
anxiety is to improve speaking skills. Based on the results of interviews
regarding the causes of anxiety, many students said they did not dare to
speak up because their English skills were not good, which caused them
not to be confident to speak up, especially in front of many people.
When English language skills are lacking, students will find it
challenging to produce sentences and get confused when asked to ask
questions and answer, even when talking to friends. Because of that,
students are reluctant and even seem to avoid speaking English. Student
number 36 who has low anxiety also does this to reduce the anxiety the
student has ever had, the student said “Then practice alone, talk to
myself, say anything in English, then correct my mistakes when I
speak alone, then watch a lot of YouTube videos, or games in English
and I apply it in my daily life. I often hear people say "let's talk first, it
doesn't matter if it's wrong or right" I don't think it's always like that,
we also have to keep learning, looking for words, phrases, exercises.
Later, when the vocabulary is added, the grammar is good, the practice
is often done, the preparation is good, then the speaking ability will
also develop, and there will be no more anxiety if we want to speak” So
it is very important to practice speaking to improve language skills and
confidence to speak, such as by practicing getting used to speaking
English in everyday life.
The following strategy that can do is to prepare before speaking.
Some students said that one of the things that caused them to be nervous
when speaking was because they were unprepared. Therefore it is very
important to prepare everything that will be delivered carefully, as said
by student number 48, who has low anxiety, to reduce the possibility of
anxiety when speaking, the student prepares carefully, the student said
 75

“If I want to speak, I have to get ready first, practice speaking alone so
I can master the material” Students will be more ready, both in terms of
the material to be delivered and in terms of mentality, because if students
have prepared it well, students will not feel confused and feel more
confident about what they want to share. This preparation can be done in
many ways, such as studying very hard, practicing alone or with a
partner, taking notes, memorizing, etc.
The last strategy that can do is to be brave. Students' negative
thoughts may occur because of bad incidents that students have
experienced when speaking or even happen because students have never
tried it before. It makes students have a negative view of speaking;
students think badly before they speak, which causes them to be afraid,
nervous, and anxious and never want to speak in front of many people.
Whereas we do o't know how it feels and the extent of our abilities if we
have not tried it, as what student number 37 said “Then be brave, I
think many of my friends have better English skills and knowledge of
the language, but they are afraid before trying it, so they are nervous.
Even though their English skills are very good”. If students let their
fears and always avoid speaking up, it will not make students develop;
students will always be like that if they don not try and get used to it,
always afraid, nervous, and avoid speaking in English. When students
have been attempting to speak in front of many people, they will realize
what is lacking and evaluate their speaking skills. It should be a perfect
way for students' speaking development.

B. Discussion
This study aimed to determine the level of student speaking anxiety,
causes, and strategies to reduce students’ speaking anxiety. In this part, the
researcher will discuss the overall results of the research data obtained to
answer the research questions in this study: the level of students’ speaking
anxiety, the cause of students’ speaking anxiety, and the strategies to reduce it.
 76

This study found that most students from the fourth-semester students’
of the English Education Department, State Islamic University of Jakarta,
were at a high level of anxiety, and students with low anxiety levels were in
the minority. Then, the interview results found that not only students who had
high anxiety always experienced nervousness when speaking, but students
who had low anxiety also experienced it.
The first case discussed in the finding was the cause of students’
speaking anxiety. The results show that there were six causes that make
students experience anxiety. The researcher found that the lack of English
language skills, fear of misinterpretation, low self-esteem, fear of making
mistakes, fear during the test, and lack of preparation were the main causes for
most students to experience anxiety.
Some students responded that they had problems with anxiety because
they had low English skills. Students who have low language skills have
limitations in using language optimally, which causes excessive nervousness
when speaking in public. Many studies have found a negative correlation
between students' English skills and speaking anxiety, one of which is
research conducted by Mulyani (2011). Mulyani found a negative correlation
between students' abilities and student anxiety in her research. She found that
students who experienced high anxiety were students who had low English
language skills (Mulyani, 2011). Hembree in Young (1991) also stated that
“the higher the student's ability level, the lower the test anxiety". This implies
that language skills also affect students' anxiety levels (Young, 1991).
Fear of misinterpretation or communication apprehension was also a
factor that is felt to be a common cause for students. This factor was related to
students' fear of misunderstandings that may occur when speaking English,
both misunderstandings when expressing information and when capturing
information. This is in line with Howrwitz (1986) he stated that
Communication Apprehension is a fear of communicating with others and is
one of the biggest factors that contribute to anxiety (Horwirtz et al., 1986).
Santriza (2018) conducted a similar study related to communication
 77

apprehension; on average, the students studied experienced anxiety because of

communication apprehension. Students felt insecure when talking to teachers,
native speakers, or when speaking in front of the class (Santriza, 2018).
Next factor was fear of making mistake then being critized. In line
with one of the factors found by the researcher, previous research also proved
that the fear of making mistakes then being criticized (fear of negative
evaluation). This factor is also known as fear of negative evaluation. As
Horwitz (1986) said that fear of negative evaluation or thoughts about fear of
negative criticism is one of the factors causes speaking anxiety (Horwirtz et
al., 1986). A researcher named Isnaini (2019) found that students experienced
anxiety because they were afraid of making mistakes, embarrassed, and not
confident (Isnaini, 2019).
Moreover, another factor that causes speaking anxiety was low self-
esteem. The researcher named Kurniawati (2017) has also mentioned the
things above in her research; she found that self-esteem plays a significant role
in leading to foreign language anxiety (Kurniawati, 2017). In addition,
Young's theory (1991) also stated that students who have a low view of
themselves have the potential to experience anxiety; this happens because they
overthink other people's opinions about themselves (Young, 1991).
Another factor was students' lack of preparation, lack of preparation
will cause students to become weak both in terms of material and mental. This
factor was also found by a previous researcher named Vera Abdillah in her
research on the factors that cause speaking anxiety. She found that some
students admitted that they find speaking difficult when they are not well
prepared (Abdillah, 2018).
The last thing that causes students’ speaking anxiety was test anxiety;
this was in line with what Brown (1984) said about test anxiety. He stated that
test anxiety is the fear students feel at the test time. Students worry about
failing to pass the test, which causes excessive worry when undergoing the
test (Brown, 1984).
 78

This study was similar to the findings from Abdillah (2018). She found
there were seven factors that caused students anxiety: students were speaking
in front of the class, being laughed at by others if they make a mistake,
incomprehensible input, teacher, students' beliefs, lack of preparation, and
environment (Abdillah, 2018). The researcher found three similarities between
these two studies: afraid of making mistakes or being laughed at, students'
belief or self-esteem, and lack of preparation as the factors causing anxiety. In
contrast, the researcher did not find four other factors found by Abdillah
(2018) and instead found another new factor that causes speaking anxiety.
Moreover, this study also found the same result with study conducted by
Asparanita (2020). In her research, she found three factors which cause
students’ speaking anxiety; Communication apprehension, text anxiety and
fear of negative evaluation (Asparantia, 2020). Those three things also found
in this research as factors that make students anxiety.
The second case discussed in the finding was the strategies to reduce
students' speaking anxiety. In this study, there were five strategies offered to
reduce student anxiety. The first strategy found was to change the mindset.
Students need to think positively to produce a positive response. As suggested
by a researcher named Atas (2015,) he suggests that students should instill
assumptions and believe that they are not alone. They also need to instill the
perception that teachers are there to help them correct their mistakes and make
them more courageous, not to insult them. They must be aware that their
mistakes while speaking are a natural thing in learning (Atas, 2015), and this
can at least change the students' mindset and make them more courageous and
confident to speak. Researchers Kondo and Yong (2004) also suggest a
Positive thinking strategy to reduce student anxiety; by thinking positively,
students' attention to stress and anxious feelings that appear will be diverted
(Kondo & Ying-Ling, 2004).
The following strategy was to do good preparation. In terms of the
causes of speaking anxiety, many students feel anxious because of the lack of
preparation before speaking, therefore making good preparations is needed to
 79

prepare ourselves to be more prepared and not really nervous. This finding is
in line with a researcher named Raja (2017). He also suggested that students
need to prepare carefully before speaking. So that students know what they
want to talk about and reduce the worries they feel (Raja, 2017). Kondo and
Yong (2004) also suggest a “Preparation strategy” before speaking, they argue
that preparing before doing a speaking performance is very good to prevent
bad things that will happen which has the potential to trigger anxiety (Kondo
& Ying-Ling, 2004).
The next step was improving students' speaking skills. Many students
experience anxiety because they are not confident in their language skills, or
they even realize that their language skills are lacking, causing them to
discourage their courage to speak. Therefore, students need to improve their
abilities, so students become more confident. So that students do not need to
be afraid of making mistakes, being laughed at or misunderstood when
speaking because of their lack of English skills.
The last strategy was to be brave. Brave means that students must be
brave to speak in public because if students never do it, they will not be able to
improve their weaknesses and train them to reduce the anxiety they
experience. Very similar to what Hauck and Hurd (2005) said, they suggest
that students should take risks in language learning; they should try to be
brave and not think about making mistakes (Hauck & Stella, 2005).
The strategy offered in this study was similar to the strategy proposed
by Kondo and Ying (2004). Their research offered strategies to reduce student
anxiety, namely preparation, relaxation, positive thinking, peer seeking, and
resignation (Kondo & Ying-Ling, 2004). However, in this research, the
researcher only got two study that same as Kondo and Ying; preparation and
positive thinking.
 CHAPTER V
CONCLUSION AND SUGGESTION

A. Conclusion
Based on the data described in chapter IV, it can be seen that the
majority of PBI Semester IV UIN Jakarta students have a high level of
speaking anxiety, which is around 47.70% or almost half of the number of
respondent have a high level of anxietys, then 24.61% of students are at
moderately high anxiety level which still shows that students have high
anxiety, and 16.29% are at the moderate anxiety level and only 4.62% of
students from the total number of respondents are included in the low anxiety
level.
Based on the results of interviews, the authors conclude some factors
causing students’ speaking anxiety: first, students English skills are lacking;
the second, fear of misinterpretation between speaker and audience or
communication apprehension; next is low self-esteem; fear of making
mistakes then being criticized (fear of negative evaluation); also fear of failing
the test or test anxiety; last is anxiety can also occur when students have a lack
of study, practice and lack of preparation when going to do a speaking
performance.
From this result, the researcher implicate that most of the causes of
students’ speaking anxiety were related to students negative assumption. So,
students’ negative beliefs about speaking were indicated as the major factor
causing students speaking anxiety. Then based on the results of interviews, the
author concludes several things that students can do to reduce their anxiety:
1. Change the mindset, stop thinking negatively before or when speaking,
stop self-esteem, stop being afraid of making mistakes, and stop
overthink when facing the oral test.
2. Prepared well to avoid sudden panic due to inadequate preparation when
speaking.
3. Practice to improve students’ English skills and confidence.

80
 81

4. Be brave because we would never know the extent of our abilities before
trying, and there will be no improvement if we don't try and practice it.
B. Suggestion
Based on the conclusions, the authors write some suggestions, as follows:
 For students
- Students must know the extent of their anxiety level and try to find
ways to overcome it, not ignore it.
- Students can try various things or methods offered by the author, or
other researchers regarding ways to overcome anxiety.
 For teacher
- Teachers must know the various things that cause anxiety in students,
so teachers can find the right way to overcome and avoid all things
that trigger anxiety in students.
- Furthermore, the teacher must also help students to reduce the anxiety
that students experience, help students to develop self-confidence and
also give students time and opportunity to show up their speaking
skills and set the atmosphere so that students are not tense and relaxed
when speaking.
 For the next researcher
- The researcher recommends to explore further about the things that
cause anxiety and see it from another perspective such as learning
context, learning method, student background, etc.
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 87

LIST OF APPENDICES

Appendix 1: List of Respondent

NO Name Class
1 Intan Aulia Sari 4A
2 M. Arif Arafah 4A
3 Alya Chairunnisa 4A
4 Elliza Juliana Dewi 4A
5 Isna Laili 4A
6 Rizqika Amalia 4A
7 Nisya 4A
8 Ridwan Maulan 4A
9 Nuryuda Tama 4A
10 Agnes Dwi Iranta 4A
11 Rizqi Marsya 4B
12 M. Fahriyawan 4B
13 Denissa Salshadiva 4B
14 Nabiela A. Hidayat 4B
15 Mustaghfiroh Nawawi 4B
16 Naila Karimah Fauriza 4B
17 Abdillah Bagus Ramadhan 4B
18 Zumirah Alhumaira 4B
19 Nur Afah 4B
20 Novia 4B
21 Dewi Sekar Arum 4B
22 Tiara Nuradila 4B
23 Aqila Rizkiya 4B
24 Taqiya Nabila Prameswari 4B
25 Yayah Izzah 4B
26 Muhammad Syauqi Aflah 4B
 88

27 Anggita Noviana Nur Suci 4C

28 Mukhammad Akhyar Rifa'i 4C
29 Mitha Adelia Safitri 4C
30 Ananda Lisa Mamduha 4C
31 Khusnul Roziqoh 4C
32 Sandra Elizabeth 4C
33 Rifqa Fakhrunnisa 4C
34 Silfiani 4C
35 Muallifah Fasihatullisan 4C
36 Tazkia Afiida 4C
37 Salsabila Zalianti 4C
38 Awang Syaban 4C
39 Fenisa Ayu Indira 4C
40 Erwin Luigi Muhammad 4C
41 Septian Dwi A. 4C
42 Rafiqul Alif 4C
43 Syifa Agisya Q.A 4C
44 Rizky Haudy Faizy 4C
45 Nurul Izza Zulaikha 4C
46 Adnan Adi Mukti 4C
47 Asty Amelinda 4C
48 Hanyfah Alsya Faradillah 4C
49 Nurul Khairunisa 4C
50 Nurul Hana Muhtar 4D
51 Wardah Hafizah 4D
52 Nur Hamidah 4D
53 Fadia Nuralika 4D
54 Farah Fairuz Ramadhan 4D
55 Zeti Kesuma Dewi 4D
56 Kartika Hanifah 4D
 89

57 Auliyaun Niswah 4D
58 Ats Tsauratus Salamah 4D
59 Alia Syafira Alif 4D
60 Cendekia Citra Maharani 4D
61 Alva Heryanti Nur Faizah 4D
62 Asy Syifa Aulia Rahmah 4D
63 Dewi Ayu Nurul Aulia 4D
64 Muhammad Ridwan Syawali 4D
65 Salsabila 4D
*This list is based on class, not based on FLCAS data.
 90

Appendix 2: Research Instrument

FLCAS Questionnaire
No Questionnaire Strongly Agree Neutral Disagree Strongly
Agree Disagree
1 I never feel
quite sure of
myself when I
am speaking
in my foreign
language class
2 I don't worry
about making
mistakes in
language
class.
3 I tremble
when I know
that I'm going
to be called on
in language
class
4 It frightens me
when I don't
understand
what the
teacher is
saying in the
foreign
language.
5 It wouldn't
 91

bother me at
all to take
more speaking
classes.
6 During
language
class, I find
myself
thinking about
things that
have nothing
to do with the
course.
7 I keep
thinking that
the other
students are
better at
languages
than I am.
8 I am usually at
ease during
tests in my
language
class.
9 I start to panic
when I have to
speak without
preparation in
language
 92

class.
10 I worry about
the
consequences
of failing my
speaking class
11 I don't
understand
why some
people get so
upset over
speaking
class.
12 In speaking
class, I can get
so nervous I
forget things I
know.
13 It embarrasses
me to
volunteer
answers in my
language
class.
14 I would not be
nervous
speaking the
foreign
language with
native
 93

speakers.
15 I get upset
when I don't
understand
what the
teacher is
correcting.
16 Even if I am
well prepared
for speaking
class, I feel
anxious about
it.
17 I often feel
like not going
to my
speaking
class.
18 I feel
confident
when I speak
in foreign
language
class.
19 I am afraid
that my
language
teacher is
ready to
correct every
 94

mistake I
make.
20 I can feel my
heart
pounding
when I'm
going to be
called on in
language
class.
21 The more I
study for a
language test,
the more
confused I get.
22 I don't feel
pressure to
prepare very
well for
language
class.
23 I always feel
that the other
students speak
the foreign
language
better than I
do.
24 I feel very
self-conscious
 95

about
speaking the
foreign
language in
front of other
students.
25 Language
class moves
so quickly I
worry about
getting left
behind.
26 I feel more
tense and
nervous in my
speaking class
than in my
other classes.
27 I get nervous
and confused
when I am
speaking in
my language
class.
28 When I'm on
my way to
language
class,
especially
speaking, I
 96

feel very sure

and relaxed.
29 I get nervous
when I don't
understand
every word
the language
teacher says.
30 I feel
overwhelmed
by the number
of rules you
have to learn
to speak a
foreign
language
31 I am afraid
that the other
students will
laugh at me
when I speak
the foreign
language.
32 I would
probably feel
comfortable
around native
speakers of
the foreign
language.
 97

33 I get nervous
when the
language
teacher asks
questions
which I
haven't
prepared in
advance.

Interview Questions
Instrument Interview for high Anxiety Instrument Interview for low Anxiety
level: level:
6. How do you feel when speaking in 6. How do you feel when speaking in
front of many people? Have you front of many people?
ever felt scared, worried and too 7. Have you ever felt scared, worried
nervous when speaking in front of and too nervous when speaking in
many people? front of many people? If I is yes,
7. Where, when, and at what times do in what time?
you experience anxiety? 8. If it is yes, what will you do? (In
8. When experiencing this condition, that moment) / If it is not, what’s
what will you do? the cause?
9. Do you know what causes you 9. In your opinion, what are the
anxiety? Mention it! factors that cause anxiety?
10. What have you tried to reduce 10. What is your strategies to reduce
your anxiety? your anxiety?
 98

Appendix 3: Students’ FLCAS Questionnaire

99
100
101
102
 103

Appendix 4: Students’ Interview

Students’ High Anxiety Levels Interview
 104

INTERVIEW 1 (Student 20) English Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: To be honest, I was sweating cold, nervous, and it kept going blank because I
was so nervous that all my vocabulary disappeared, so what I wanted to talk about
was scattered.
Q2: Where, when, and at what times do you experience anxiety?
R: Every time I talk in English with people. Even with my own friends, I get
really anxious, and I always feel like I'm really low compared to my friends, so
I'm insecure.
Q3: When experiencing this condition, what will you do?
R: Be quiet for a moment, then think about what I want to say, translating in my
brain, then I will speak again slowly.
Q4: In your opinion, what are the factors that cause your anxiety?
R: Because I feel that I already know that my speaking skills are really low. Then,
I rarely practice, especially when I'm dealing with people whose skills are more
advanced than me, I immediately feel like I'm small, I feel inferior, so I'm really
worried about it. Then my grammar is also bad, so I'm afraid that what I'm saying,
isn't right, I'm afraid to say something wrong, so I think a lot. Afraid of being
judged too.
Q5: What did you do to reduce your anxiety?
R: Practice a lot. I feel more ready after practicing, it makes me confident to
speak. After practice, I feel my anxiety has lessened enough. Improving our skill
is importance. Actually, I wanted to practice but I didn't have a partner, so I did it
myself in the mirror.

INTERVIEW 1 (Student 20) Indo Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
 105

R: Jujur keringet dingin, degdegan, terus blank jadinya karena degdegan gitu
semua vocabulary jadi ilang, jadi apa yang mau di omongin buyar semua.
Q2: Where, when, and at what times do you experience anxiety?
R: Setiap ngobrol bahasa Inggris sama orang, bahkan, temen sendiri pun aku
anxiety banget, soalny aku selalu ngerasa kaya aku rendah banget dibanding teen-
temen aku, jadinya insecure gitu.
Q3: When experiencing this condition, what will you do?
R: Diem dulu sebentar, terus mikir apa yang mau diomongin translatein dulu di
otak, baru aku ngomong lagi pelan-pelan.
Q4: In your opinion, what are the factors that cause your anxiety?
R: karena aku ngerasa udah tau bnaget kalo speaking skill aku rendah banget,
udah gitu aku jarang practice, apa lagi kalo berhadapan sama orang yang skillnya
lebih jauh dari aku, aku langusng ngerasa kecil gitu, jadi minder, jadi cemas
banget deh pokonya. Terus grammar aku kan juga jelek, jadi aku takut apa yang
aku omongin, apa yang aku keluarin itu ga bener, mau ngomong juga takut salah,
jadi kebanyakan mikir. Takut di judge juga.
Q5: What did you do to reduce your anxiety?
R: Paling banyak-banyak practice speaking, jadi karena udah practice ngerasa
udah mantep gitu, jadi lumayan percaya diri untuk speaking. jadi anxietynya
lumayan berkurang. Mengembangkan skill kita itu penting banget. Aku
sebenernya pengen practice tapi aku gada partner, jadi aku ngelakuin sendiri lewat
cermin.

INTERVIEW 2 (Student 13) English Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: The first is not confident, the second is very nervous, especially in speaking
English, afraid that what I say cannot be understood by others, and it will be
misinterpreted (misinterpretation).
Q2: Where, when, and at what times do you experience anxiety?
 106

R: When I'm speaking in public, especially when people are paying attention, I get
nervous, I don't feel confident right away, then I immediately go down.
Q3: When experiencing this condition, what will you do?
R: Hold both hands so I'm not too nervous
Q4: In your opinion, what are the factors that cause your anxiety?
R: Because I saw a friend who was better at English, I became insecure. Seeing
them speak English in public seems normal, but those of us who are under this
feel so far away (the gap). Again, Fear of not being understood when I speak,
afraid that what I say cannot be understood by others, and it will be
misinterpreted.
Q5: What did you do to reduce your anxiety?
R: Practice alone in front of the mirror, find a partner to practice.

INTERVIEW 2 (Student 13) Indo Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: Pertama ngga percaya diri, kedua gugup banget, apalagi in english, takut apa
yang saya sampaikan mereka ngga ngerti , dan bakal jadi salah arti
(misinterpretation)
Q2: Where, when, and at what times do you experience anxiety?
R: Ketika saya lagi berbicara didepan public, apa lagi diliatin, jadi nervous
langusng ga percaya diri, terus langung down.
Q3: When experiencing this condition, what will you do?
R: Pegang kedua tangan supaya ga terlalu gugup
Q4: In your opinion, what are the factors that cause your anxiety?
Karena ngeliat temen yang lebih jago bahasa inggrisnya, jadi insecrure. Ngeliat
mereka ngomong bahasa inggris didepan public kayanya biasa aja, tapi kita yang
under ini jadi ngerasa jauh banget (gapnya). Ya itu lagi, Takut ga dimengerti kalo
ngomong, takut apa yang saya sampaikan ngga dimengerti sama yang lain,
jadinya misinterpretasi.
 107

Q5: What did you do to reduce your anxiety?

Latihan sendiri didepan cermin, cari partner untuk berlatih.

INTERVIEW 3 (students 34) English Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: I used to have the courage to speak English, but when I entered campus, I saw
that my friends were good at it, so I didn't dare to speak at all (speaking in
English). So even when I go to offline lectures, if I want to go forward to speak
English, even though I've been prepared, I'll be blank, like speaking Anxiety.
Thinking "Is it going to be scolded by the lecturer because the grammar is messy,
will my friends laugh at me?" Basically what I have in mind is like that, I'm afraid
I'm going to be wrong, finally I go blank.
Q2: Where, when, and at what times do you experience anxiety?
R: When in offline class, during presentations, and during conversations with
college friends.
Q3: When experiencing this condition, what will you do?
R: I'm a person who likes to joke, so I will try to make the atmosphere fluid first
through jokes. Therefore, my brain isn’t blank, so it can automatically recall even
though it is different from what I prepared before.
Q4: In your opinion, what are the factors that cause your anxiety?
R: I am very aware that I am afraid of being wrong, afraid of being laughed at
even though it is impossible, afraid of being scolded by the lecturer. I'm inferior. I
used to want to have a conversation together, but when I heard them speak their
English very well, then I thought about not wanting to speak English with them
anymore, it's so far away, I'm afraid they won't understand what I'm talking about.
Q5: What did you do to reduce your anxiety?
R: try for positive thinking, everyone must have made mistakes, that’s normal. but
sometimes it works and sometimes it doesn't.

INTERVIEW 3 (students 34) Indo Transcript

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Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: Dulu aku berani speaking English, tapi pas masuk kampus ngeliat temen pada
jago-jago aku jadi sama sekali ga berani (speaking in English). Jadi pas kuliah
offline pun kalo buat maju ngomong pake bahasa inggris walopun udah disiapin
aku jadi ng blank, kaya speaking Anxiety. Mikir “kira-kira bakal dimarahin ga
yah sama dosen karena grammarnya berantakan, bakal diketawain ga yah sama
teman?” pokoknya yang ada dipikiran aku tuh kaya gitu, takut salah mulu,
akhirnya nge blank.
Q2: Where, when, and at what times do you experience anxiety?
R: Pas dikelas offline, pas lagi presentasi, pas conversation sama temen kampus.
Q3: When experiencing this condition, what will you do?
R: Aku kan orangnya suka becanda, jadi aku coba buat becanda dulu gitu buar
suasannya cair, biar otak aku ngga nge blank, jadi otomatis inget walopun beda
sama yang aku persiapin sebelumnya.
Q4: In your opinion, what are the factors that cause your anxiety?
R: Aku sadar banget kalo aku takut salah, takut diketawain walaupun gamungkin,
takut dimarahin dosen. Minder gitu ka. Pernah dulu mau conversation bareng, tapi
pas denger mereka ngomong bagus-bagus banget bahasa inggrisnya, terus aku
mikir untuk gamau ngomong bahasa inggris lagi sama mereka, jauh banget
kayanya, takut mereka ga ngerti sama yang aku omongin.
Q5: What did you do to reduce your anxiety?
R: Mencoba untuk positif thinking, semua orang pasti pernah salahkan, itu
normal, tapi itu kaadang berhasil dan kadang ngga.

INTERVIEW 4 (Student 26) English Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: What I feel the most is nervous, when I'm speaking in Eglish, I forget all the
vocabulary, it's blank, so I can't get the words out (it's hard to speak), but when I
talk to tourists/natives, it's normal. But if I talk to Indo people, everything is lost.
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Then I'm like I lack confidence, but if I'm with a tourist, I won't meet again, so I'm
not ashamed, but if I'm with a friend, I'm ashamed. Fear of getting a bad
impression.
Q2: Where, when, and at what times do you experience anxiety?
R: When presenting in front of the class, I was very nervous during the speech, no
words came out, even though I was preparing at night, I still forgot because I was
nervous.
Q3: When experiencing this condition, what will you do?
R: I don't know what to do, but I usually say what's on my mind even though I'm
nervous.
Q4: In your opinion, what are the factors that cause your anxiety?
R: Afraid that the grammar and pronunciation are not correct. It's basically a lack
of confidence. Lack of practice speaking in English. If I practice often, I'll get
used to it. So yeah, that’s because lack of confidence, lack of study, and lack of
vocabulary memorization.
Q5: What did you do to reduce your anxiety?
R: I usually memorize the vocab, speak alone in the mirror, like story telling.
Then I record it, then I'll correct it later if something goes wrong.

INTERVIEW 4 (Student 26)

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: yang paling aku rasain itu nervous, aku kalo lagi speaking in Eglish semua
kosa kata kaya lupa, blank, jadi gabisa ngeluarin kata-kata (susah berbicara), tapi
kalo sama tourist / native biasa aja. Tapi kalo sama orag Indo, hilang semua.
(English skillnya). Kurang percaya diri, kalo sama tourist gabakal ketemu lagikan.
Tapi kalo sama temen kalo salahkan malu. Takut dapet impression yang buruk.
Q2: Where, when, and at what times do you experience anxiety?
R: Pas presentasi didepan kelas itu gugup banget ka, pas pidato nervous, ga keluar
kata-kata, walaupun malemnya prepare dulu aku tetep lupa karena gugup.
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Q3: When experiencing this condition, what will you do?

R: Aku gatau apa yang mesti dilakuin, tapi biasanya aku ucapin apa yang ada
dipikiran aku meskipun gerogi.
Q4: In your opinion, what are the factors that cause your anxiety?
R: Takut grammarnya ga bener, terus pronunciation nya juga. Emang dasarnya
kurang PD. Kurang practice speaking in English. Kalo kita sering practicekan
bakal terbiasa. Terus confident nya kurang, kurang belajar, kurang ngafalin kosa
kata.
Q5: What did you do to reduce your anxiety?
R: Biasanya aku menghapal vocab, ngomong sendiri di cermin, kaya story telling
di record, terus nanti aku benerin kalo semisal ada yang salah.

INTERVIEW 5 (Student 29) English Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: My feelings when speaking in front of many people are mixed, there is a sense
of fear, shame if I'm wrong, just really nervous. Not only in front of many people,
but in front of one person sometimes it is difficult to speak or express opinions
like that. I have experience it many times, and always have felt that way.
Q2: Where, when, and at what times do you experience anxiety?
R: Everywhere, but more often in class, like when presenting in front of the class
or during an oral exam, especially if many people are testing.
Q3: When experiencing this condition, what will you do?
R: Calm yourself, while continuing to talk even though my mind is already
messed up.
Q4: In your opinion, what are the factors that cause your anxiety?
R: Overthinking and fear. If I didn't have this or that fear, maybe I could speak
more fluently. So far, what I feel is that if I want to speak in front of many people,
I am afraid that it will be wrong or bad and later they will talk about me behind
my back. I don't even know why I have thoughts like that. Oh yeah, I'm also afraid
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of being criticized, even though I know criticism is good, so I can do better. But
people's criticism likes to make me feel down or overthinking.
Q5: What did you do to reduce your anxiety?
R: I couldn't find a strategy to reduce my anxiety. But lately, I've been trying to
love myself and think positively, because I know that what I'm afraid of is what
other people think, so from self-love, I wish I could be more confident and
courageous”

INTERVIEW 5 (Student 29) Indo Transcript

Q1: How do you feel when speaking in front of many people? Have you ever felt
scared, worried and too nervous when speaking in front of many people?
R: Perasaan saat berbicara di depan banyak orang campur aduk, ada rasa takut,
malu kalau salah, pokoknya grogi banget. Tidak hanya di depan banyak orang,
tetapi di depan satu orang terkadang sulit untuk berbicara atau mengutarakan
pendapat seperti itu. Aku udah ngalaminya berkali-kali, dan selalu merasa seperti
itu.
Q2: Where, when, and at what times do you experience anxiety?
R: Di mana-mana, tapi lebih sering di kelas, seperti saat presentasi di depan kelas
atau saat ujian lisan, apalagi kalau banyak yang ujian.
Q3: When experiencing this condition, what will you do?
R: Menenangkan diri, sambil terus berbicara walopun pikiran udah kemana-mana.
Q4: In your opinion, what are the factors that cause your anxiety?
R: Terlalu banyak berpikir dan takut. Kalo aja aku ngga punya ketakutan ini atau
itu, mungkin aku bisa berbicara lebih lancar. Selama ini yang aku rasain kalo
ingin berbicara di depan banyak orang itu takut salah atau jelek dan nantinya
mereka bakal ngomongin aku di belakang. Aku bahkan ngga tau kenapa aku
memiliki pikiran seperti itu. Oh ya, aku juga takut dikritik, padahal aku tahu kritik
itu baik, jadi aku bisa ngelakuin yang lebih baik. Tapi kritik orang suka ngebuat
aku merasa down atau overthinking.
Q5: What did you do to reduce your anxiety?
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R: Sampai saat ini aku belum memiliki strategi yang tepat untuk mengurangi
kecemasan ini. Tapi akhir-akhir ini aku coba mencintai diri sendiri, terus posistive
thinking, karena yang aku takutkan adalah apa yang orang katakan, jadi dari
mencintai diri sendiri, aku berharap bisa percaya diri dan lebih berani.

Students’ Low Anxiety Levels Interview

INTERVIEW 1 (Student 48) English Transcript
Q1: How do you feel when speaking in front of many people?
R: Definitely nervous, I'm nervous not because I'm afraid I can't do it, but because
people stare at me. Then, when I was suddenly appointed (to speak) I became
blank, I had to think again about what I should say, and that's what made me
nervous.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Yes I have, It happens when I speak in front of many people.
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: The first is stop, then think, because I'm not that fluent in speaking, so my
brain has to be ready for what vocabulary to say. Sometimes when I have a
partner when I talk, I invite them to talk too.
Q4: In your opinion, what are the factors that cause anxiety?
R: Sometimes we think about other people's opinions, so I'm usually more afraid
of other people's judgments, because sometimes people are judgmental. They
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want us to always perform well but our skills are mediocre. Sometimes I like to
put pressure on myself if there is someone in class who is very good at speaking.
Sometimes i think "this guy must be teasing me inside". Sometimes it's because I
don't have enough vocab for public speaking, so I have to think about it first, if I
want to respond it takes a bit longer. Another factor is because there are lecturers
in the class, so the lecturer's assessment makes me nervous. Then at the time of
the test, because of being chased by time it became blank.
Q5: What is your strategies to reduce your anxiety?
R: If I want to speak, I have to get ready first, practice speaking alone so I can
master the material. Then, I am more relaxed in everyday conversation, but panic
if the speaking is related to academics. However, doing lots of self-practice is very
important because if you get used to it and you are good at it, you will have no
fear (improve your skills with practice). From the mindset too, do not be
pessimistic and should be persistent.

INTERVIEW 1 (Student 48) Indo Transcript

Q1: How do you feel when speaking in front of many people?
R: Yang pasti degdegan, tapi degdegannya bukan karena takut gabisa, tapi karena
orang-orang natap ke aku. Terus kadang pas tiba-tiba ditunjuk (untuk bicara) aku
jadi ngeblank, jadi harus mikir lagi apa yang harus aku ucapin, jadi itu yang bikin
degdegan.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Pernah, itu terjadi ketika saya berbicara di depan banyak orang.
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: Pertama diem dulu, diem untuk mikir, karena aku belum se fluent itu untuk
speaking, jadi diotak harus siap siap-siap vocabulary apa yang harus diucapin.
Kadang kalo ada partner pas ngomong, aku persilahkan dia untuk bicara juga.
Q4: In your opinion, what are the factors that cause anxiety?
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R: Kita kan sebagai manusia kadang mikirin pendapat orang lain, jadi aku
biasanya lebih takut sama penilaian orang lain, karena kadang orang-orang bisa
bersifat judgmental, terus pengennya bagus (speaking performance) tapi skillnya
pas-pasan. Kadang aku suka pressure sendiri kalo dikelas ada yang jago banget
speakingnya. Kadang aku mikir “ini orang pasti ngeledek gua dalem hati”.
Kadang karena vocab aku untuk public speaking kan kurang, jadi harus mikir
dulu, kalo mau ngerespon agak lama. Faktor lainnya, kadang dikelas kan ada
dosen yah, nah penilain dosennya ini (yang bikin nervous), past test juga, apalagi
dikejar waktu jadi blank.
Q5: What is your strategies to reduce your anxiety?
R: Kalo mau speaking pasti harus disiapin dulu sih, banyakin speaking sendiri
supaya nguasain materi. Terus pas conversation (in daily activity) aku lebih santai,
tapi lebih panic kalo speaking yang berkaitan sama academic. Tapi banyakin
latihan sendiri itu penting banget karena kalo udah terbiasa dan udah jago kayanya
gabakal anxiety (meningkatkan kemampuan dengan berlatih). Dari mindset juga
sih, jangan pesimis dan tekun.

INTERVIEW 2 (Student 37) English Transcript

Q1: How do you feel when speaking in front of many people?
R: I think of speaking as an ordinary communication, I don't think much about the
grammars’ rules and I don't hesitate about it, because speaking is just
communication for me.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: I've experienced it, I think it's normal. I usually experience it in conditions that
require me to speak correctly, like assignments / tests, I am a bit nervous because I
am afraid of being wrong (a kind of oral test)
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: I'll just deal with it, it will melt on its own over time. If something goes wrong,
just go ahead.
Q4: In your opinion, what are the factors that cause anxiety?
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R: I'm definitely afraid of being wrong, that's the main thing, especially during the
test. But if people are confident in their abilities and understand the rules of the
language, they may not have anxiety. But it may also depend on the psychology of
the person, some are introverts and some are extroverts. Sometimes there are also
those who are criticized, then feel inferior.
Q5: What is your strategies to reduce your anxiety?
R: I often used English to communicate, so I got used to it. Then again, if I want
to speak, the important thing is that the communication/message is conveyed. The
mindset must be changed. Then, I often mumble to myself (speaking in English
by myself) for practice. Then be brave, I think many of my friends have better
English skills and knowledge of the language, but they are afraid before trying it,
so they are nervous. Even though their English skills are very good.

INTERVIEW 2 (Student 37) Indo Transcript

Q1: How do you feel when speaking in front of many people?
R: Saya menganggap speaking kaya komunikasi, kalo soal grammar aturan ga
terlalu dipikirin dan ga ragu karena bagi saya speaking itu sebatas komunikasi.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Pernah, kayanya itu manusiawai, biasanya dalam kondisi yang menuntut kita
harus berbicara benar, kaya tugas/test, saya agak nervous karena takut salah
(semacam oral test).
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: Kalo saya hadapin aja, nanti lama kelamaan cair sendiri. Kalo ada yang salah
lanjut aja.
Q4: In your opinion, what are the factors that cause anxiety?
R: Kalo dalam konteks speaking yang pasti takut salah, itu yang utama, apalagi
pas test. Tapi kalo orang yang udah percaya diri dengan kemampuan dia dan udah
paham sama aturan bahasanya mungkin dia ga anxiety, tapui masih mungkin juga
kena anxiety trergantung dari psychology orangnya ada yang introvert da nada
yang extrovert. Kadang ada yang mengkritik terus bikin nyali ciut
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Q5: What is your strategies to reduce your anxiety?

R: Dari dulu aku sering komunikasi pakai bahas ainggris, jadinya terbiasa. Terus
balik lagi, kalo mau bicara itukan yang penting komunikasi/pesannya
tersampaikan. Dari mindsetnya harus dirubah. Terus, saya sering ngedumel
sendiri (berbicara pake bahasa inggris sendiri) untuk latihan. Then beranikan diri,
menurut saya banyak temen-temen saya yang kemampuan bahasa inggrisnya dan
pengetahuan bahasanya lebih baik dari saya, tapi mereka takut duluan sebelum
nyoba, jadinya kan gerogi. Padahal kemampuan bahasa inggrisnya udah mumpuni
banget

INTERVIEW 3 (Student 42) English Transcript

Q1: How do you feel when speaking in front of many people?
R: I'm the type of person who likes to talk, I used to be a radio announcer, I really
like to speak Indonesian and English. But sometimes if I have to speak in English,
I need a little text or notes.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Yes, when I was in middle school. It was the first time I participated in a
storytelling competition, and from there I felt that speaking was fun, I got a lot of
attention.
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: Usually, before starting to speak I’ll listen to music, chat with friends, and
drink. If I panic, I'll forget, but the show must go on, so I just keep going, stop for
a moment to think, and remember the next point.
Q4: In your opinion, what are the factors that cause anxiety?
R: it's usually due to inconsequential guesswork, such as thinking "can I do it?
What if I fail? What if I'm wrong?" So I thought about the uncertain possibility of
happening. Then, maybe because the preparations were not good enough and the
material was not enough but I had to speak up.
Q5: What is your strategies to reduce your anxiety?
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R: I often practice, I talk to myself in the mirror and I record it, or when I want to
recite material I like to record my own voice, so I can hear my voice, so from
there I learn the intonation, so that other people can enjoy it and I can convey
what I want to say. I don't have special encouragement, I'm not afraid to speak
because I really like speaking. I always think of speaking in front of many people
as an opportunity to be seen, to be heard and to get attention from others, it's an
opportunity that doesn't come twice, so I shouldn't be ashamed. I think if I speak
in front of people, it means that I am chosen, I am trusted.

INTERVIEW 3 (Student 42) Indo Transcript

Q1: How do you feel when speaking in front of many people?
R: Saya tipe orang yang suka berbicara, saya dulu penyiar radio, saya sangat suka
berbicara bahasa Indonesia maupun Inggris. Tetapi kadang-kadang jika saya harus
berbicara dalam bahasa Inggris, saya perlu sedikit teks atau catatan.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Iya pernah, waktu masih SMP. Saat itu pertama kali saya ikut lomba
mendongeng, dan dari situ saya merasa berbicara itu asik, saya mendapat banyak
perhatian.
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: Biasanya sebelum mulai saya mendengarkan music, ngobrol sama temen,
minum. Kalo panic kan aku lupa yah, tapi show must go on, jadi aku tetep terusin
aja, berenti dulu sebentar buat mikir, inget-inget point selanjutnya.
Q4: In your opinion, what are the factors that cause anxiety?
R: Biasanya sih karena perkiraan yang ngga-ngga, kaya mikir “bisa ga yah? kalo
gagal gimana? Kalo salah? Jadi memikirkan kemungkinana yang belum pasti
terjadi . Mungkin karena persiapan belum matang, materinya belum cukup tapi
udah harus speak up.
Q5: What is your strategies to reduce your anxiety?
R: Aku sering latihan, ngomong sendiri di cermin terus aku rekam, atau saat mau
ngapalin materi aku suka record suara aku sendiri, jadi aku bisa dengerin suara
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aku, dari situ aku belajar intonasinya supaya orang lain bisa enjoy dan apa yang
aku omongin tersampaikan. Kalo aku gada dorongan khusus sih supaya ga takut
speaking karena aku kan emang suka speaking. Kalo aku anggep speaking in front
of many people itu sebagai kesempatan untuk terlihat, untuk bisa didengar dan get
attention from others, itu kesempatan yang ga dateng dua kali, jadi aku gaboleh
malu. Menurutku kalo aku berbicara didepan orang berarti aku kepilih, aku
dipercaya.

INTERVIEW 4 (Student 36) English Transcript

Q1: How do you feel when speaking in front of many people?
R: I personally feel happy when I speak. If people feel scared when they speak
English, I'm the opposite, I'm happy. I also often volunteer in certain courses. In
my opinion, speaking in English is fun, there is nothing to be afraid of, it doesn't
make me nervous. If I want to talk, I'm not afraid to make a lot of grammatical
mistakes or hesitate and I think speaking is the most entertaining and enjoyable
skill.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: “Maybe I'm nervous when speaking related to grades, such as during the mid
or final exam, I'm excited, nervous, and think about whether I can do it or not. But
if it's just practicing in class, volunteering, that's fine to me”
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: There's nothing special that I do. If I'm wrong, I think after this I will be
relieved, just do it, just say what I want to say, it will end later, don't think too
hard, let the lecturer judge”
Q4: In your opinion, what are the factors that cause anxiety?
R: In my opinion, the most important factor is the ability factor, if the skills we
have such as vocabulary, phrases, and expressions are less influential, this is
because we don't know what to say, what vocab to use, and what expression to
use. I'm usually afraid to speak up because I can't relate to the material.
Q5: What is your strategies to reduce your anxiety?
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R: I used to teach students whose everyday language was English and over time I
got used to it and connected with it. So maybe you should speak more often,
especially with native speakers. Then practice alone, talk to myself, say anything
in English, then correct my mistakes when I speak alone, then watch a lot of
YouTube videos, or games in English and I apply it in my daily life. I often hear
people say "let's talk first, it doesn't matter if it's wrong or right" I don't think it's
always like that, we also have to keep learning, looking for words, phrases,
exercises. Later, when the vocabulary is added, the grammar is good, the practice
is often done, the preparation is good, then the speaking ability will also develop,
and there will be no more anxiety if we want to speak.

INTERVIEW 4 (Student 36) Indo Transcript

Q1: How do you feel when speaking in front of many people?
R: Saya pribadi merasa senang ketika berbicara. Jika orang merasa takut ketika
berbicara bahasa Inggris, saya sebaliknya, saya senang. Saya juga sering menjadi
sukarelawan di kursus-kursus tertentu. Menurut saya, berbicara dalam bahasa
Inggris itu menyenangkan, tidak ada yang perlu ditakutkan, tidak membuat saya
nervous. Jika saya ingin berbicara, saya tidak takut membuat banyak kesalahan
tata bahasa atau ragu-raguu dan saya pikir berbicara adalah keterampilan yang
paling menghibur dan menyenangkan.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Mungkin saya gugup ketika speakingnya yang terkait dengan nilai, seperti saat
ujian tengah atau akhir, saya degdegan, nervous, dan berpikir tentang saya bisa
atau tidak. Tetapi jika hanya berlatih di kelas, sukarelawan, itu tidak masalah buat
saya..
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: Ngga ada hal khusus yang dilakuin, kalo salah pikirin aja abis ini pasti lega,
jalanin aja, omongin aja semuanya, nanti juga selesai, jangan berpikir terlalu
keras, biar dosen yang menilai.
Q4: In your opinion, what are the factors that cause anxiety?
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R: Menurut saya, yang paling utama itu faktor kemampuan, kalo kemampuan
yang dimiliki itu kurang seperti vocabnya, phrases, expression selama speaking
itu akan mempengaruhi karena gatau apa yang harus diomongin, mau pake vocab
apa, ekspresi apa. Biasanya kalo akau suka takut speak up karena ngga relate sama
materinya.
Q5: What is your strategies to reduce your anxiety?
R: Aku dulu pernah ngajar anak yang bahasa sehari-harinya English, lama-
kelamaan aku terbiasa dan konek sama bahasanya, mungkin harus speaking lebih
sering, terutama sama native speaker. Terus speaking with myself, ngomong apa
aja pake bahasa inggris, terus koreksi keasalahan aku pas speaking sendiri, terus
banyak-banyak liat video Youtube, atau game yang berbahasa Inggris dan aku
implementasiin dikehidupan sehari-hari. Aku sering denger banyak yang bilang
“yaudahlah speaking aja dulu, terserah mau salah atau bener” menurut aku jangan
selalu kaya gitu, kita juga harus terus belajar, cari-cari vocab, expression, latihan.
Nanti kan kalo vocabnya udah nambah, grammarnya udah bagus, sering latihan,
well prepare, nanti kemampuan speakingnya juga ngikutin, terus ngga anxiety lagi
kalo mau speaking.

INTERVIEW 5 (Student 46) English Transcript

Q1: How do you feel when speaking in front of many people?
R: Honestly I'm happy, because basically, I like talking to people, especially if the
topic is interesting. But sometimes there is a fear of hurting people or not? Did
they catch what I said or not? Do they understand? Is something wrong? It's like
being afraid of being misinterpreted.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Yes, I have. It usually happens at the time of presentation, because I’m
required to be able to understand and make other people understand. When I give
a presentation, it should be more organized, it shouldn't deviate, especially if it's
academic context, so there are certain limits.
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
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R: First, I control myself. Then diverting so that other people don't see I'm
nervous, I have to cover it up until it looks normal. Then for sure I will ask for
time, then arrange the words, and continue to adjust the pattern of my speech”
Q4: In your opinion, what are the factors that cause anxiety?
R: The first is because of the culture in Indonesia, we are not accustomed to
having an opinion or speaking in public since childhood. Then English is not our
mother language, we are PBI students, we are academic users, where the grammar
is also required to be correct. Then afraid of misinterpretation, the most common
thing is judgment to correct grammar, and the like. So I just want to avoid those
things, so I'm lazy to use English.
Q5: What is your strategies to reduce your anxiety?
R: Learn a lot.

INTERVIEW 5 (Student 46) Indo Transcript

Q1: How do you feel when speaking in front of many people?
R: Jujur saya senang, karena pada dasarnya, saya suka berbicara dengan orang,
terutama jika topiknya menarik. Tapi terkadang ada rasa takut menyakiti orang
atau tidak? Apakah mereka menangkap apa yang saya katakan atau tidak? mereka
paham ngga? Apakah ada sesuatu yang salah? Ini seperti takut salah tafsir.
Q2: Have you ever felt scared, worried and too nervous when speaking in front of
many people? Where, when, and at what times do you experience anxiety?
R: Pernah, biasanya pada saat presentasi, karena kita dituntut untuk bisa, paham
dan membuat orang lain paham. Kalo dipresentasi kita ngomong harus lebih
tertata, ngga boleh nyelweng, apalagi itu akademik, jadi ada batas-batas tertentu.
Q3: If it is yes, what will you do? (In that moment) / If it is not, what’s the cause?
R: “Pertama, saya mengendalikan diri. Kemudian mengalihkan supaya orang lain
tidak melihat saya gugup, saya harus menutupinya sampai terlihat normal.
Kemudian yang pasti saya akan meminta waktu, kemudian menyusun kata-kata,
dan terus menyelaraskan pola bicara”
Q4: In your opinion, what are the factors that cause anxiety?
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R: Yang pertama karena budaya di Indonesia, kita gadibiasain untuk berpendapat

atrau berbicara didepan umum sejak kecil. Terus bahasa inggris ini kan bukan
mother language kita, terus kita mahasiswa PBI kan academic user, dimana tata
bahasanya juga dituntut harus benar. Terus takut terjadi misinterpretasi, terus yang
paling umum adalah judgement untuk benerin grammar, dan semacamnya.
Jadinya lebih pengen mengindari hal-hal itu aja, jadi males pake bahasa inggris.
Q5: What is your strategies to reduce your anxiety?
R: Belajar banyak-banyak sih.
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Appendix 5: Surat Bimbingan Skripsi

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Appendix 6: Surat Izin Penelitian

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Appendix 7: References Examination Paper

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