Nurul Hidayati

18.1.01.08.0005

A. My Research Proposal
1. a. Judul Penelitian:
“ STUDENTS’ SPEAKING ANXIETY TOWARDS ENGLISH CLASS AT
THE 2nd YEAR STUDENT IN SMAN 1 PLEMAHAN”
b. Subyek yang diteliti: Random Sampling 10 siswa SMAN 1
PLEMAHAN dan Guru Bahasa Inggris. Penelitian akan menggunakan
metodologi kualitatif dengan menggunakan teknik wawancara. Data yang
didapatkan akan diuraikan secara deskriptif.
c.Tempat: SMAN 1 PLEMAHAN

2. Kata Kunci: Student, Speaking Anxiety, English Class

3. Background :
The Indonesian government has acknowledged the importance of
English by putting it into the education system for five decades. English has
been integrated to secondary school for a long time. The English language is
exciting even stronger influence in the modern world and has become an
international language. There are also advantages of introducing a foreign
language for young learners. The government of Indonesia has therefore set
up the policy to introduce English language in primary schools until senior
high school.
English is one of the international language, it is not wrong if a lot of
people who want intelligent and learn the English language. To support these
people who wants to master the English language must master the four skills
and three sub-skills. Four skills are speaking, reading, writing, and listening,
and then three sub skills are pronunciation, vocabulary and grammar.
Because English proficiency is a very complex, not all students in the
English Class have the courage to speak. Many students feel anxious in
speaking classes and there are also those who tend to be silent. Padmadewi
(1998) explains that students who attend speaking classes often feel anxious
because of the pressure of speaking assignments which requires them to be
present individually and be spontaneous in limited time.
 In line with Padmadewi's statement, Young (1999) states that anxiety is
one of the most negatively influential affective variables, which prevents
students to succeed in learning a foreign language. This means anxiety makes
students nervous and afraid, which can lead to poor oral performance. One
personal factor, which is highly correlated with anxiety, is self-confidence.
Confidence involves evaluating and evaluating the student's own
performance. Self-confidence can also be negatively affected when students
consider themselves to be lacking and limited in language targets.
According to Horwitz (2011), anxiety as "unusual and extraordinary
fears and fears often characterized by physiological signs (such as sweat,
tension, and increased pulse rate), by doubts about the reality and nature of
threats, and by self-doubt about one's ability to overcome them ". This is also
supported by Cutrone (2002) that speaking in a foreign language in public or
in class, especially in front of native speakers, often causes anxiety.
Sometimes, extreme anxiety occurs when students become bound or lose
words in unexpected situations, which often causes hopelessness and feelings
of failure in general. Language anxiety is one of the problems in learning
foreign languages.
Horwitz (1986) identified three types of related anxiety: communication
concerns, anxiety test and fear of negative evaluation. First, communication
worries are fears experienced by individuals in oral communication. In a
foreign language class, students who are worried don't want to talk in front of
others and they tend to wait until the end of the lecture asking questions, not
raising their hands, and hoping someone else will ask the question. Next, that
anxiety refers to the type of performance anxiety that comes from the fear of
failure. Anxious and anxious students often make unrealistic demands on
themselves and feel that something less than a perfect test result is a failure.
As such, they may become overly worried and begin to think that they will
never be able to say a word correctly or give a good presentation. Finally, fear
of negative evaluation is defined as concern for the evaluation of others,
avoidance of evaluative situations, and the expectations of others will judge a
negative one. In foreign language classes, students with a fear of negative
 evaluations tend to sit passively in class, withdrawing from class activities
which in turn can improve their language skills to avoid anxiety situations.
Philips (1992) shows that there is a relationship between language
anxiety and verbal ability which reports that the more anxious the students
are, the lower performance is shown in the oral test. The results showed that
language anxiety can have an effect on student performance on their attitudes
about language learning.
In accordance with the problems that are questions by researchers, this
study is intended to determine the factors of The 2nd year Student in 1
Plemahan Highchool speaking anxiety in english class and analyze its
problem solving. And the most important thing in this study is to give a
picture to the teacher about the language anxiety that usually occurs in
language learning. Furthermore, the findings of this study can also be used to
help students find the right strategies to overcome their anxiety problems.
This is very important to ensure that they can perform well in using English
as a means of communication so that they have competence in foreign
languages. 1 Plemahan High school is the subject of research which
according to the author is suitable because there are found many students who
are still anxious when faced with the context of speaking in English
Based on these phenomena, the writer intends to take up that problem,
through my paper entitled: “ STUDENTS’ SPEAKING ANXIETY TOWARDS
ENGLISH CLASS AT THE 2nd YEAR STUDENT IN SMAN 1 PLEMAHAN”

4. Research Questions/Rumusan Masalah

a. What are the factors that causes the students speaking anxiety?
b. How the students reduce their speaking anxiety during the english
speaking class?
c. Which kind of activity that encourge the students speaking anxiety?
5. Teori Pendukung: (Tulis tiga kata kunci dan teori pendukung dari buku
referensi yang digunakan.)
a. Student
 In Oxford Advanced Dictionary the defition of student is a person
who is studying at a university or college.
b. English Class
In Oxford Advanced Dictionary the defition of class is an occasion
when a group of students meets to be taught.
c. Speaking Anxiety
Ramsay (2003: 1) states that anxiety is a feeling of fear, dread or
uneasiness and some anxious people suffer from conditions, phobias,
stress, sadness, panic, and depression. As Brown (2001) states that
Anxiety is a negative way of a human feeling that appears once
speakers assume their oral performance to be wrong, stupid or
incomprehensible.

B. Referensi

Aulia Nisa K. 2017. Students’ Speaking Anxiety in English Foreign

Language. Journal of Education and Learning.
Brown, H. D. 2001. Teaching by Principles: An Interactive Approach to
Language Pedagogy. San Francisco State University press
Cutrone, P. 2009. Overcoming Japanese EFL Learners‟ Fear of Speaking”.
University of Reading Language Studies Working Paper Vol. 1.
Handayani, Eka and Rahmawati Eri. 2017. Students’ Speaking Anxiety at
English Classroom in Agroecotechnology Departmen of Agricultural Faculty
Untirta (A Descriptive Study in AgroEcoTechnology Classroom, Untirta). The
Journal of English Language Studies.
Horwitz, E. K. 2011. Foreign Language Classroom Anxiety. The Modern
Language Journal, 70(2).
Horwitz, E.K. 2001. Language Anxiety and Achievement. Annual Review of
Applied Linguistics, 21.
Padmadewi. 1998. Anxiety in Second Language Learning causes and solutions.
Journal of Education and Research, Vol 1.
Philips, E.M. 1992. The effects of language anxiety on student “oral test
performance and attitudes”. The Modern language Journal, 76(1).
Ramsay. Angela. 2003. Help For Anxious People. Literacy and Life Skills
Workbook. Jamaica: Morton Publishing.
Young, D. J. 1999. Creating a low-anxiety classroom environmet: What does
language anxiety research suggest?