A.

Background

According to Ur1, there are some problems in speaking. Those are inhibition,

nothing to say, low or uneven participation, and mother-tongue use. Learners are

often inhibited about trying to say things in a foreign language in the classroom. They

worry about making mistakes. Some students cannot think of anything to say and also

just have little time to speak. Besides, they will use their mother tongue because it is

easier than foreign language. When students do not want to speak or feel anxious to

speak a foreign language that they learn, it may become a problem for them. Then,

they are expected that they can produce good spoken language especially English in

order to have a good communication with others. Based on these phenomena, teachers

are expected to be able to assist student’s problem especially in speaking English and

the major problem is about how they defeat their psychological problem.

Speaking in the target language is a threatening aspect of foreign language

learning. English is not the student first language or mother tongue, speaking English

can be a stressful activity for the student. State that in an English classroom, students

don’t feel comfortable to speak in front of others. Students tend to be silent if they are

asked by their teacher in the classroom. Many times they keep silence even if they

understand the questions and could actually answer the questions from their teacher2.

In addition, Gebhard3 states that there are some problems in teaching students to

speak English. Those problems are the students don’t want to talk, the error treatment

and any native speaker can teach conversation. On the other hand, Al Nakhalah 4 finds

out that there are psychological factors that hinder students from speaking. They are
1
Alhosni, Samira. 2014. “Speaking Difficulties Encountered by young EFL Learners”.
International Journal on Studies in English Language and Literature (IJSELL), Vol.2 (6)
2
Adegbija,M.V., & Fakomogbon, M.A. (2012). Instructional media in teaching and learning: a
nigerian perspective. Global Media Journal African Edition, Vol.6 (2)
3
Bozkirli, K.Ç. & Er, O. (2018). Investigating teacher views on improving the speaking skills of
syrian students. European Journal of Education Studies, 4, 6, 66-79
4
Burns, A. & Siegel, J. (2018). International perspectives on teaching the four skills in ELT:
Listening, speaking, reading. Switzerland: Springer Nature, pages 112-116.

1
fear of mistakes, shyness, anxiety, lack of confidence, and lack of motivation. In the

reality, anxiety is the common problem experienced by most students of Senior High

School students5.

Most of the students become more anxious when they are asked to speak in

front of the classroom. Found that students feel afraid and embarrassed to speak in

front of the class, because they think that other students will laugh at them when they

try are speak in front of the class6. This might make the student still stay silent instead

of speaking. Anxiety has the meaning of subjective feelings relating an arousal of

automatic nervous system, such as tension, apprehension, nervousness, and worry.

The students who feel anxious will think that they are afraid of producing something

and feel ashamed if they do mistake. When the teacher asks question to students, they

will be so nervous and afraid if their answer is wrong. They are shy if they are wrong,

the other students will laugh at them. Actually, they have idea in their mind but

because they are anxious, they are just silent and do not give any comment or answer7.

This phenomenon happens because of many factors and anxiety is one of the

most influencing factors. Anxiety is the main problem of learning process in foreign

language especially in speaking English. Teachers and also students feel strongly that

anxiety is the main factor of obstacle to speak another language especially English.

Speaking is an activity that makes students anxious while in class, many students are

highly anxious because they participate in speaking activities. Speaking in front of the

class is the biggest cause of anxiety that faced by the students. Speaking in front of

5
Burns, A. & Siegel, J. (2018). International perspectives on teaching the four skills in ELT:
Listening, speaking, reading. Switzerland: Springer Nature, pages 112-116
6
Sinaga, T., Sutarsyah, C., Suparman, U., & Putrawan, G. E. (2020). Pelatihan Bahasa Inggris
Pariwisata Komunikatif bagi Anggota Karang Taruna Tunas Muda Pekon Kiluan Negeri Kabupaten
Tanggamus. Jurnal Pengabdian Nusantara, 3(2), 246–259.
7
Zuhro, C., & Hermawati, D. A. (2017). Pelatihan Bahasa Inggris Komunikatif Sebagai Upaya
Peningkatan Kualitas SDM Dalam Menghadapi Tantangan MEA Bagi Santriwati Pondok Pesantren Al-
Husna Jember. J-Dinamika: Jurnal Pengabdian Masyarakat, 2(1), 6–10.

2
the class is one of the factors that cause anxiety in speaking English that makes

students feel anxious when they make mistakes in speaking English8.

Based on observation pre-research, researcher found the learning activities in

classroom, and found several problems that related to speaking anxiety. The

researcher observes the sign of language anxiety experienced by the students to find

out which students feel anxious when speaking in front of the classroom.

In order to accomplish students‟ anxiety level in speaking, school base

curriculum (K 13) provides speaking as one of the skills that must be taught and

learned at senior high school. The teaching of English especially in speaking at Senior

High School, speaking has been taught since first of English teaching period. Some

strategies or techniques have been used in teaching of English such as role play and

small group discussion. Based on syllabus, the standard of competence in speaking

refers to the ability of students to express the meaning of in formal transactional and

interpersonal conversation and sustained to their daily life. Transactional

conversation, carried out for the purpose of conveying or exchanging specific

information. Interpersonal conversation carried out more for the purpose of

maintaining social relationship than for the transmissions of facts and information 9.

Based on observation pre-research in SMKN 3 Pangkalpinang, most of students

feel anxious when they are speaking in English, especially when they want to speking

perform in front of the class. Some students feel anxious when they want to perform

because they are afraid of being wrong in pronounciation, language structure, and

intonation in speaking English. Some of them are also anxious to perform because

they are embarrassed and afraid of being laughed by their classmates. Sometimes,

8
Sinaga, T., Sutarsyah, C., Suparman, U., & Putrawan, G. E. (2020). Pelatihan Bahasa Inggris
Pariwisata Komunikatif bagi Anggota Karang Taruna Tunas Muda Pekon Kiluan Negeri Kabupaten
Tanggamus. Jurnal Pengabdian Nusantara, 3(2), 246–259.
9
Iskandar H. 2013. Desain Induk Kurikulum 2013. Jakarta: Kementerian Pendidikan dan
Kebudayaan, hal. 120.

3
 Students do not feel free when they are speaking in English. if the students keep their

anxiety well, it will give bad impact to them. The students will not master in English

if they can’t master in speaking skill. The student should have strategy to reduce the

speaking anxiety in the classroom when they are speaking with their friends or their

teachers.

Based on the phenomenon above, the researcher could identify the factors or

situations that make students feel anxious when they speak English in an English

classroom and the strategies to minimize students‟ anxiety in speaking English in the

classrooms to understand the issue of anxiety in learning English more deeply.

B. The limitations of The Study

The problem in this research is limited to how the level of anxiety of students in

an effort to improve the ability to speak English both in front of the class and outside

the class. In addition, this research is more focused on how to reduce students' anxiety

in speaking English. What are the factors that cause anxiety that occurs in students

while trying to speak English.

Anxiety in speaking English consists of several indicators that must be

considered, namely self-perceptions, beliefs, feelings, and behaviors related to

learning in the classroom that arise from the uniqueness of the language learning

process10. The process of learning English is a unique process, because students are

asked to communicate using a language they have not mastered perfectly. In general,

there are 3 components of foreign language anxiety defined communication anxiety,

negative judgment and test ability. According to Brown11 Students who show

10
Arham, R., Yassi, A. H., & Arafah, B. (2016). The Use of Role Play to Improve Teaching
Speaking. INternational Journal of Scientific and Research Publication, 6(3), 239–241.
11
Brown, H.D. Language Assessment: Principles and Classroom Practice.New York: Pearson
Education. 2004, hal. 168-170.

4
 communication apprehension will feel uncomfortable when speaking in a foreign

language in front of other people, due to limited language skills, especially in

speaking and listening skills. Students who experience fear of negative judgment do

not perceive language errors as part of the learning process, but as a threat to

themselves.

Based on the description above, the researcher is interested in analyzing more

deeply about reducing students' anxiety in speaking English with the title "Reducing

student's speaking anxiety in English through peer group activities at SMKN 3

Pangkalpinang".

C. The Problems of The Study

Based on the background above, the writer formulates research questions as

follows:

1. What anxieties are faced by the students in speaking English?

2. How do the students of SMKN 3 Pangkalpinang apply to reduce their anxiety in

speaking English?

D. The Objective of The Study

Generally, from the previous illustration, the aims of this research are:

1. To find out what anxieties are faced by the students in speaking English.

2. To find out the method that is used by students of SMKN 3 Pangkalpinang in

reducing their anxiety in speaking English.

E. The Significances of The Study

5
 The result of this study is expected to be useful for some parties especially for

teachers and students. With regard to the importance of the research, students with the

method to reduce an anxiety are expected to perform better in speaking English by

minimalizing their anxiety. Moreover, by knowing the existence of anxiety in

speaking English which is experienced by the students, teachers are expected to be

able to reduce their anxiety in speaking English at classroom. The result of this

research will be expected to be one of the information for the students and also the

teachers in teaching English at classroom which it will enhance information about the

method for reducing anxiety.

F. Previous Related Studies

The first research was conducted by Hardiyanti and Salija 12. This research

aimed to identify the factors in peer groups which positively and negatively influence

the students’ anxiety in learning English and determine which peer groups have more

effect to the students’ anxiety in terms of grouping division by the teacher or by the

students. The researcher applied descriptive qualitative research method. The data

collection was done through observation and interview. The participants of the

research were second grade students of SMAN 2 Parepare. They were selected by

using purposive sampling referring to the English teachers who provide their

classrooms in grouping teaching method and also referring to the students who were

involved in peer groups. The result of data analysis showed that some factors which

positively influence the students’ anxiety in learning English consist of

communication skill development, sharing diverse assumption, and collaborative

learning. Meanwhile, students’ self-perception, low language proficiency, and peer

6
rejection are factors which negatively influence their anxiety. Besides,

competitiveness becomes one factor in peer group which positively and also

negatively influence the students’ anxiety in learning English. Furthermore, grouping

division by the teacher which created heterogeneous grouping gave better impact to

the students’ anxiety in learning than by the students which created homogeneous

grouping. Therefore, it is suggested to the English teacher to know how to create a

good condition in teaching and learning environment among the students in order that

they can do some methods or teaching strategies that provide students to work in a

group. They can be more concerned with some factors that cause students’ anxiety

and help them to reduce their anxiety in EFL learning13.

The research above has differences from the research that the researchers will

conduct, namely the focus of the research is more specific which does not thoroughly

analyze English learning but rather on aspects of speaking ability in English. How big

is the students' anxiety in speaking English through peer group activities.

The second research was conducted by Darmawati 14. Anxiety is a feeling where

the people uncertain or hesitant with their ability or what they want to do. The general

description of anxiety is feeling of tension of learning a foreign language. Therefore,

paying attention to this factor of learning should also be taken into consideration. This

research aim to find out the kinds and effects of anxiety then investigate the strategy

to reduce the anxiety. This research was applied to Students at SMA Pergis Yapki

Maros. Qualitative approach is used in this study. More specifically, this research

employed the descriptive qualitative method. Data collection procedures were the

13
Kadir, Hardiyanti dan Kisman Salija. 2018. The Influence Of Peer Groups On Student’s
Anxiety in EFL Learning. Volume 5 Number 1 2018. Makassar: English Language Education Graduate
Progam Universitas Negeri Makassar, hal. 67-68
14
Darmawati. 2018. The Strategies In Reducing The Students’ Anxiety In Speaking English At
SMA Pergis Yapki Maros. Volume 5 Number 1 2021. Makassar: English Language Education
Graduate Progam Universitas Negeri Makassar, hal. 18-19

7
observation, recoding, and interview. The researcher made observations using video

recording devices and field notes. Video recording was used to record student

activities and appearances in speaking performance. In the meantime, field notes are

used to obtain the more accurate data. The finding showed that there were four

aspects of anxiety (1) worried because their capabilities could not satisfy, (2) nervous

because stage fright factor, (3) fear because afraid to make a mistake, and (4) shame

because afraid of being ridiculed or embarrassed with their appearance. Further, the

effects of anxiety were (1) Lack of confidence (2) Lack of Mastery Material, (3)

Forgetting the material or blank, (4) Lack of consentrate, (5) Unsatisfactory Result.

Furthermore, the researcher classified the strategies used by the students to reduce

their anxiety in speaking English performance in to a number of categories as follow:

(1) Preparation, (2) Relax, (3) Self-confidence, (4) Peer seeking, (5) Ignoring

audiences (6) Holding a script15.

This research also has quite clear differences from the research that the

researcher will do later. Where the research above was carried out with a qualitative

approach through in-depth observation analysis and succeeded in concluding the

causes of students' anxiety in speaking English. While the research that the

researchers will conduct later is much different both through the chosen research

approach and the research process, namely with a quantitative approach through

experimental tests in one class with pre-tests and post-tests after prior intervention.

The next research was conducted by Regita 16. This study aims to investigate

English Education students speaking anxiety in both online and offline learning
15
Darmawati. 2021. The Strategies in Reducing The Students’ Anxiety In Speaking English At
SMA Pergis Yapki Maros. Volume 5 Number 1 2021. Makassar: English Language Education
Graduate Progam Universitas Muhammadiyah Makassar, hal. 18-19

16
Regita Septyani Rahmi. 2023. Strategies to Overcome Students’ Anxiety in Speaking Class:
An Investigation In Online And Offline Learning System. Volume 5 Number 1 2023. Yogyakarta:
Islamic University of Indonesia Yogyakarta, hal. 56-59

8
contexts. This study did a further investigation about the strategies they use to cope

with their anxiety when doing public speaking in both online and offline contexts.

Although, there is a lot of research regarding speaking anxiety has been done by the

researchers both in Indonesia and other countries, there are still limited studies

discussing speaking anxiety in education especially in both offline and online learning

among English education students in Indonesia. This study employed a qualitative

method. The data were collected through interviews with two students from a private

university in Indonesia. The findings showed that both participants were less anxious

when they do public speaking in the online context than in offline one. Furthermore, it

was also found that these participants only used one strategy to overcome their

anxiety (i.e., preparation) for online public speaking; and used more strategies (i.e.,

relaxation, preparation, positive thinking, audience depreciation, concentration, and

resignation) to deal with offline speaking anxiety. Therefore, it is implied that through

these coping strategies, students feel less anxious in online learning context rather

than in offline learning.

The research focused on strategies for overcoming students' anxiety when

speaking English in class using a qualitative approach through in-depth observation.

This is very different from the research that the researcher will do, namely comparing

the conditions of students' anxiety in speaking English before and after the

intervention in the form of activities in the peer group in class.

The next research is research conducted by Riezky et al 17. This research was

conducted to identify the teacher’s strategies in managing students’ anxiety in

speaking English and find out to the impact of the strategies that used by teacher. This

research applied an qualitative research. The subject of this research were the students
17
Rezki et al. 2016. Teacher’s Strategies in Managing Students’ Anxiety in Speaking English.
Volume 5 Number 1 2016. Makassar: State University of Makassar, hal. 71-75

9
of XI MIA 3 of MAN Pangkep through purposive sampling technique. The data were

obtained through observation, and interview and analyzed based on procedures of data

analysis identification, classification and analysis descriptive. The result showed that:

(1) there are two strategies used by the teacher at XI MIA 3 in MAN Pangkep, they

were peer group and games. (2) the impact of the strategies that used by the teacher at

XI MIA 3 in MAN Pangkep are devided into two. First, the impact of peer group

consists of developing student’s self-confidence, developing communication skill and

creating collaboration learning. Second, the impact of games consists of relaxing,

motivating and amusing. The results of this reseacrh showed that all the strategies

used by the teacher in managing students’ anxiety in teaching speaking are effective,

because with those strategies the students can understand the material easily and the

students can improve their speaking skill. With used this strategy the teacher more

easily gives the material to the students. Those strategies can help the teacher because

the students more active.

The research focused on the impact of implementing peer group activities in the

classroom during English learning, especially speaking. Obviously this is different

from the research that will be carried out later, which is not just knowing the impact

but also testing the activities of peer groups in reducing students' anxiety levels in

speaking English.

The latest research was conducted by Nurul Ain 18. This research aims to

investigate students' speaking anxiety at English classroom at the first grade of SMP

Adhyaksa 1 Jambi. Spesifically, it ought to investigate the factors affecting students'

speaking anxiety and the strategies to minimize their anxiety based on what the

students have experienced. Ten participants were selected as the participants using
18
Nurul Ain. 2023. Students Speaking Anxiety at English Classroom SMP Adhyaksa 1 Kota
Jambi. Volume 5 Number 1 2023. Jambi: Jambi University, hal. 77-78

10
 purposive sampling method. The researcher used descriptive qualitative method, with

phenomenology approach by conducting interviews with students who had anxiety in

speaking English. The result of the research showed in two factors, they are internal

factors (shyness, lack of self -confident, and fear of making mistakes, and the external

factors (limited vocabulary, and friends/classmates). And there were five strategies

showed in this research (preparation, relaxation, positive thinking, concentration and

peer seeking).

The research above shows the causes and factors that lead to students' anxiety in

speaking English in class. The research approach is also different from the research

that the researchers will do later, namely the quantitative method with an experimental

approach to pre-test and post-test after the intervention. In addition, the research that

will be carried out later is not only limited to knowing and analyzing the causal

factors but also looking for solutions to reduce student anxiety through peer group

activities in speaking English in class or outside the classroom.

G. Theoretical Frame

1. Speaking

Speaking is the way to use language to communicate each other. Stated that

speaking is the productive oral skill. Speaking is one of skills in learning English.

Speaking is a way to show the Intention or opinion through spoken words. It is

productive skill in learning language. The most significant the process of learning any

language is speaking. Speaking is a fundamental and very efficient form of human

communication. It is a process through which people exchange ideas, views, opinions

and all other information. It consists of producing systematic verbal utterances to

convey meaning19.

19
Alhosni, Samira. 2014. “Speaking Difficulties Encountered by young EFL Learners”.
International Journal on Studies in English Language and Literature (IJSELL), Vol.2 (6)

11
 In learning a language such as English, there are four skills studied by the

students such as listening, reading, writing, and speaking. They are requiring the

learners to produce something. All of these skills have integrated relation in learning

English. Speaking is the most important skill or element for students when their

learning language, especially English. Speaking is a process of constructing meaning

that involves producing and processing the information 20. The form and meaning of

speaking are depend on the context in which it occurs, including the participants the

physical environment, and the purposes for speaking.

Speaking becomes an essential thing because one of the purposes of learning a

language is to be able to use the language especially in oral communication. Speaking

is also a tool for communication with other people. In teaching and learning process,

the English teachers often speak English in classroom in order to make the students

familiar with English and accustomed to using English.

1.1 Types of Speaking

There are many speaking activities that can be applied by the teacher to improve

students’ motivation and to improve their speaking skills. There some type of

classroom speaking performance, they are21:

1.) Imitative

The first type is imitation speech. Imitative speaking is the human ability to

simply repeat or parrot back a word or phrase or perhaps a sentence. The

process of imitation allows students to focus on certain elements of language

form such as the phonetic, lexical, and grammatical properties of the

20
Brown, H.D. Language Assessment: Principles and Classroom Practice.New York: Pearson
Education. 2004. hlm. 111
21
Brown, H.D. Language Assessment: Principles and Classroom Practice.New York: Pearson
Education. 2004. hlm. 111

12
 language. Learners practice an intonation and try to find a certain vowel

sound.

2.) Intensive

Intensive speaking is actually the next step after the process of imitative

speaking. In this type of oral production, students are expected to produce

short sentences and demonstrate speaking competence in grammatical,

phrasal, lexical, semantic, and phonological relationships. Furthermore,

intensive speaking can be started in pair work activities to provide

opportunities for students to practice.

3.) Responsive

Responsive speaking occurs when the teacher can provide short answers and

students ask questions or comments. It usually takes the form of very short

conversations, greetings and small talk, simple requests, and comments. This

kind of speech can be meaningful and authentic.

4.) Transactional (Dialog)

The purpose of this type is to exchange certain information or convey a

message. It is an extended form of responsive language. This process includes

multiple exchanges and/or multiple participants. Teachers can do this type of

speaking show using group work.

5.) Interpersonal (Dialog)

Interpersonal exchange is carried out more for the purpose of maintaining

social relations than for the transmission of information. Oral production can

become more complex with the need to speak in a casual style and use

colloquialism, slang, humor, and other aspects of sociolinguistics.

6.) Extensive (Monolog)

13
 The language used in this type is more formal. Teachers can give several

assignments such as speeches, presentations, summaries, and storytelling for

students at intermediate or advanced levels. The teacher can implement some

activities to increase students' motivation to speak English well. This activity

is also expected to provide more opportunities for students to practice using

the language.

1.2 Problems In Speaking

1.) Lack of Confidence

One of the most common reasons why students cannot speak English is lack

of self-confidence. Students who lack confidence about themselves and also

their English skills must experience communication fear. Another cause of the

lack of self-confidence of students is also related to the lack of encouragement

from the teacher. Building students' self-confidence is an important part that

teachers must pay attention to22. Students are not confident in speaking

English in front of the class. Usually, the teacher does not encourage or

motivate them to speak in class or in front of large crowds especially speaking

English. They learn English but they don't learn how to speak.

2.) Shyness in Speaking English

Shyness is also one of the biggest factors why students cannot speak English.

Feelings of shame make the students mind go blank and they will forget what

to say. He & Chen23, explained that students feel shy and do not confident

because most of them speak English in front of their friends and teachers.

They are afraid of being laughed by their friends because of their speaking

skills. They do not want to talk in front of the teacher and their friends,
22
Chou, M. H. (2017). A task-based language teaching approach to developing
metacognitive strategies for listening comprehension. Journal of Listening, 31, 51-70.
23
Ibid, 66.

14
 because they can't say about what they think and what they want to say. The

student cannot remember the correct grammar and vocabulary rules while

speaking English.

3.) Fear of Making Mistakes

Fear of making mistakes in speaking English is also one of the big problems

of students in speaking. This fear was caused by negative corrections and

evaluations from teachers and classmates. In addition, students are also afraid

of being laughed at by other students or criticized by the teacher. Students are

afraid of making mistakes because they are worried that their friends will

laugh at them and receive negative criticism from their classmates if they

make mistakes in speaking English. Students don't want to look stupid in front

of the class. The fear of making mistakes is a failure to speak English with

other people24.

4.) Lack of Motivation

(Nunan, 1999), said that motivation is very important, because it can affect

students' reluctance to speak in English. Lack of motivation is one of the

reasons why students cannot speak English. Self-motivation is very important

for students, because this motivation will inspire students to stay enthusiastic

in learning, especially to learn how to speak in English. Motivation plays a

very important role in speaking English. Students' learning motivation can be

provided by teachers, classmates, and also their parents. Lack of motivation

makes students not interested in speaking English.

1.3 Learning English in Senior High School

24
Cohen, A.D. (2012). Comprehensible pragmatics: Where input and output come together.
In M.Pawlak (Ed.),New perspectives on individual differences in language learning and
teaching(pp. 249261). Berlin, Heidelberg: Springer.

15
 English has important roles in Indonesia. Nowadays, English becomes one

of subject that examined in the Final Examination of secondary school. It means

Indonesian Government has a high awareness to the needs of English for students

in this country. Indonesian government believes that students should be able to

speak English so that they would be ready to compete globally. Junior high school

students constructed knowledge by actively interacting with their environment in

developmental stages. This is very difficult for students due to the fact that

English is not their first language or mother tongue.

Indonesian government has applies Merdeka Belajar Curriculum which in

teching English at Junior High School. The curriculum is an interactive process

developed among learners, teachers, materials, and the environment (Luckett &

Shay, 2020). Teachers are required to teach the students fit with their needs.

Merdeka Belajar Curriculum is a new curriculum. Merdeka Belajar curriculum is

a learning method that refers to students' talents and interests. Students can

choose what subjects they want to learn according to their passion.This kind of

curriculum requires students to be more independent to find out their problem and

how to solve their own problems. Although English is not the new thing for junior

high school students, in fact they still have many difficulties in studying English.

2. Anxiety

Commonly anxiety can be identified as a feeling of being threatened, Feeling nervous,

panic feeling like the world is speeding up or slowing down, feeling like other people

are looking at you. Anxiety may be caused by a mental condition or a physical

condition. Anxiety is a feeling of fear, dread, and uneasiness. It might cause sweat,

feel restless and tense, and have a rapid heartbeat. It can be a normal reaction to stress.

16
Anxiety negatively influences language learning, Anxiety has long been a potential

problem in speaking classroom. Anxious student will have difficulty in their speaking

According to (Ormrod, 2011), “Anxiety can interfere with several aspects of cognition

in speaking process. Anxious student may be disturbed in paying attention to what

needs to be learned, process in information effectively, retrieving information, and

demonstrating skill that have previously been learned”. In other words, speaking

anxiety belongs to debilitating anxiety because it can hinder language learning.

(MacIntyre, 1999) found that anxiety had an effect on emotions, cognition, and

behavior. Someone with anxiety tend to perceive an unpleasant feeling even above a

minimal level of anxiety. If students' anxiety is increasing in language class,

especially in English classroom, it can affect students' motivation to learn English.

According to (Horwitz et al., 1986), there are three components of language anxiety:

communication apprehension, test anxiety, and fear of negative evaluation. People

with communication fear are shy about communicating with friends or others and also

have difficulty speaking in public and listening to spoken messages. In language

classes, students are required to communicate with each other and are sometimes

asked to speak in groups. Students with communication anxiety tend to develop

language.

1.) Characteristic of Anxiety

(Nevid et al., 2005) there are three characteristics of anxiety that occurs in the

student that is:

a. Physically; include nervousness, arms and limbs that vibrate or tremble, sweat,

mouth or throat feels dry, difficulty speaking, difficulty breathing, heart

palpitations or tight-knit, dizziness, feeling weak or numb, frequent urination,

feeling sensitive, or irritable.

17
 b. Behaviourlly; includes avoidance behavior, attachment and dependent

behavior, shaken behavior.

c. Cognitively; covering worry about something, feelings of disturbance or fear

of something happening in the future, the belief that something terrible will

happen soon without a clear explanation, fear of losing control, fear of

inability to overcome problems, thinking that everything can no longer be

controlled, finds it difficult to focus and concentrate.

2.) Factors of Anxiety

(Ernawati & Fatma, 2012) there are two factors influence the students’ anxiety

that is the internal and external factor.

a. External Factors

1.) Lack of Preparation

Many research studies state that preparation is one of the main factors that

make students anxious. Preparation is at the top of the list of how to deal

with anxiety. Therefore, it is clear that lack of preparation is one of the

problems that occurs and contributes to students' anxiety in speaking class.

2.) Limited vocabularies

Those sentences showed one’s difficulty in regarding vocabulary. However

limited vocabulary night hindered the process of learning a language. Thus

limited vocabulary should be noted as one of factors contributing anxiety.

3.) Friends/Classmates

Classmates are having important role in learning language. Friends often

make anxious situation makes learners feel nervous and uncomfortable

when they speak. Feeling uncomfortable when being stared at by other

students while speaking is one of anxiety sources which commonly

18
 experienced by students. Fear of negative evaluation from peers was

common factor appeared in language learning. Yet, even it was a natural

sense; classmates still become factors contributing student’s anxiety in

learning process.

b. Internal Factors

1.) Lack of Confidence

Anxious students will fail in learning a foreign language. In other words,

those who excel in language classes are those who have low anxiety. This

means that a lack of self-confidence is one of the important factors that

need to be considered, because it really determines the success of learning.

2.) Shyness

Shyness is an emotional thing that many students experience when they are

asked to speak in English class. In learning activities in the classroom,

shyness can be a source of problems for students, especially in speaking

classes. Speaking in front of people is one of the most common phobias

encountered by students, and that feeling of shame makes their minds go

blank or they will forget what to say. Their inability to demonstrate their

ability to speak is also much influenced by their shyness. Shyness plays an

important role in students' speaking performance.

3.) Motivation

Motivation is the key to student learning success. Regarding the problem

of motivation in learning, (Nunan, 1999) explains that motivation is an

important thing that affects students' reluctance to speak in English.

Motivation is the main thing in determining the readiness of students to

communicate. No matter what kind of motivation the students propose, it

19
 will increase their interest in learning. It has been proven in many studies

that students with strong success motivation can persist in learning and get

better grades than those with weaker success motivation which shows that

it builds student motivation.

4.) Fear of Mistake

(Aftat, 2008), adds that this fear is linked to the issue of correction and

negative evaluation. Generally, students don't want to make mistakes and

are embarrassed if they look bad in front of their classmates. But this

actually hinders the learning process, especially when speaking in a

foreign language. Psychologically, people don't want to look bad. Instead

of speaking, students tend to be silent.

5.) Lack of Exposure

Exposure refers to the contact that the learner has with the language that

they are trying to learn, either generally or with specific language points.

Referring to the language in general, it often refers to contact outside the

classroom.Learning a new language can be difficult, and it takes a lot of

time and practice.one of the main reason why we difficult to learn a new

language is we do not have enough exposure to them. Exposure to

language can be defined as the contact that the learners have with the

target language that they are attempting to learn. It should be emphasized

that exposure can directly improve a target language so that language

proficiency may be a result of social interaction with speakers of the target

language. (Peregoy & Boyle, 2005). when we are exposed to a language,

we have the opportunity to hear it spoken and to hear it written. This

exposure helps us to learn the correct pronunciation of words and to

20
 understand the grammar and structure of a language. Without exposure, it

is much more difficult to learn a new language.

3.) Types of Anxiety

According to (Ellis, 1994), anxiety is divided into three types. They are trait

anxiety, state anxiety, and situation specific anxiety.

a. Trait Anxiety

According to (Horwitz & Young, 2011), trait anxiety is pattern of responding

with anxiety even in non-threatening situations. Such anxiety is part of a

person's character. People with anxiety traits tend to worry more than most

people and feel inappropriately threatened by some things in around them. It

can be said that it is an aspect of personality or character. In this type of

anxiety students usually feel insecure, they tend to be nervous and feel very

worried, even afraid when they speak in front of their friends, especially if

they are asked to speak in front of the class. Some students are often so

worried and nervous in any situation or class.

b. State Anxiety

Most people experience state anxiety which is also known as normal anxiety.

Anxiety is a temporary feeling of anxiety caused by a threatening situation

(Horwitz & Young, 2011). State anxiety is the fear experienced at a certain

point in time in response to a particular situation. It is nervousness or tension

at any given moment. This type of anxiety arises in certain situations or in

stressful and non-permanent events. In other words, it is the feeling of

situational anxiety that goes away when the threatening situation also goes

21
 away. It is a combination of situation-specific nature and anxiety. This can

happen when students are asked by the lecturer to speak automatically or only

give time to prepare for a few minutes.

c. Spesific Situation Anxiety

Specific situation anxiety refers to the persistent and variable nature of anxiety.

This occurs because of a certain type of situation or event, such as public

speaking, exams, or class participation. In this type, students are anxious in

certain times and situations. Situation-specific anxiety such as when they face

exams. When undergoing the mid test for role play, they tend to relax even

though they feel nervous because there are several friends who collaborate

with them in performance. Nevertheless, they are very nervous and very

difficult to solve when they have to perform individually or in monologues.

4.) The Strategies in Reducing Speaking Anxiety

(He, 2017), states that the strategies may help reduce anxiety in speaking, there

are; strategies concerning error correction, creating relaxed atmosphere, trying to

use English more, reducing the fear in making mistakes, trying to remind oneself

to relax, prepare in well, using more body language, being brave to speak English,

and trying to use simple words. According to (Kondo & Ying-Ling, 2004), there

are several strategies to reducing language anxiety in speaking English.

a. Relaxation

Relaxation is a state in which a person is free from tension and anxiety.

Relaxation is the process of reducing the effects of stress on our minds and

bodies. Relaxing can be an effective stress reliever and can help benefit our

mind, body, and spirit. Typical relaxation items are: take a deep breath, calm

22
 down, close your eyes, shake your body, touch your hair, play with your hands,

look at your watch, etc. Relaxation can reduce stress and anxiety hormones and

can also increase blood flow to the brain.

b. Preparation

Preparation is the action or process of getting ready for some occasion, test, or

duty. Preparation is the process of getting ready for some opportunity, test, or

assignment. The preparation can be to reduce the uncertainty the speaker may

feel about the upcoming performance, thereby reducing speaking anxiety.

Typical preparation items are: Try to use English, study hard, ask friends for

help, check the dictionary, ask the teacher some questions, listen carefully to

what the teacher says, try to perform better, try to get into the habit of studying

English every day , prepare better, try to read carefully, concentrate on class,

search for material from Google, and so on.

c. Positive Thinking

Positive thinking may reflect our outlook on life and our attitude toward our

self. Positive thinking means that the speaker is trying to divert his mind from

negative thoughts that can hinder performance, especially in speaking

performance. Thinking positively means think the best is going to happen, not

the worst. Positive thinking items are: be confident, enjoy the lesson, believe in

yourself, calm down, tell yourself that we can do it, pray, not to think about the

consequences, tell our self that we are not anxious, enjoying English, thinking

of jokes, imagining that we are giving a great performance, using anxiety to

motivate ourselves, not taking it seriously and etc.

d. Concentration

23
 Concentration refers to the action or power of focusing one's attention. This

strategy aims at giving good performances so as to minimize opportunities for

mistakes that can be raised even further the anxiety the speaker experiences.

This strategy aims to give a good appearance to minimize the chance of making

mistakes that can cause anxiety experienced by the speaker. The general ones

are: try to speak slowly and concentrate on what the student has to do

3. Peer Group

a. Peer Group Definition

The word peer group comes from English which means peer group. kindly

Sociologically, a group is a group of people who mutual relationship and interaction,

until it grows shared feelings25. Furthermore, the group means a collection of people

who interact with each other resulting in a feeling of wanting to always be together

and a feeling of solidarity. According to Santrock, peers are children of approximately

the same age or level of maturity 26. While peers obey Tirtarahardja is a group

consisting of people of the same age, the group gets in the form of a childhood

playgroup, or groups of children with the same sex, or in the form of an alley, that is

bad children group27.

So it was concluded that, peer group is a group of people who interact with each

other who have some similarities, both age, genders, as well as mindset so that it

appears the feeling of always wanting to be together. Generally, peer groups in

adolescents have the same age or age not at the same level but has a level of maturity

or relatively the same maturity.

25
Bambang Samsul Arifin, Psikologi Sosial, (Bandung: CV Pustaka Setia, 2015), 64.
26
Sulistiyowati Budikuncoroningsih, Pengaruh Teman Sebaya dan Persepsi Pola Asuh Orang Tua terhadap
Agresivitas Siswa di Sekolah Dasar Gugus Sugarda” (Skripsi, Universitas Muhammadiyah Purwakarta, 2017), 8.
27
Susyana, Pengaruh Teman Sebaya dalam Meningkatkan Motivasi Belajar Siswa pada Mata Pelajaran Pendidikan
Kewarganegaraan di SMA Nasional Bandung, (Skripsi, Universitas Pasundan Bandung, 2016), 1.

24
 As social beings, humans are very depended on other humans to live life. Humans

have a desire to become one with other humans around him, also has the desire to

become one with nature surrounding. That's one of the reasons the formation of a

social group, among others is a peer group. Most of the peer interaction on school-age

children occur in groups or groups. At this time a child has a strong desire to be

accepted as a member of the group, as well feel dissatisfied if not with his friends.

Because at this time, children do not feel satisfied when playing alone at home or

doing activities with his family members.

Sociological views, underlying factors human group is the existence of

similarities purpose, fate, ideology, enemies and ethnic or ethnic group. And the

driving factors for its formation social group is the goal to maintain live, pass on

offspring and increase work efficiency and effectiveness. Other than that, basic the

formation of social groups is the existence of unity in terms of genealogy (heredity),

religion, region and interest factors 28. Social group is the goal to maintain live, pass on

offspring and increase work efficiency and effectiveness. Other than that, basic the

formation of social groups is the existence of unity in terms of genealogy (heredity),

religion, region and interest factors. For example, students who initially have a shy

nature to be more courageous, from being lazy to being more diligent and enthusiastic

as a result of the influence of the group that has it the nature of discipline, as well as

selfish nature can be lost because there is a compulsion to cooperate in activities

group. Meanwhile, from a didactical point of view. Social groups are used as media

delivery and mastery of new material to its members29.

The basis for the possibility of forming peer groups is because children prioritize

activities that are carried out together such as chatting, traveling, going to school,

28
Bambang Samsul Arifin, Psikologi Sosial, 70-71
29
Bambang Samsul Arifin, Psikologi Sosial, 71-72.

25
 joking, playing or listening to music. Apart from that, it is caused by the same home

environment, the same school, and the same activities in the community. So the child

consciously or unconsciously will form a group with friends who have a lot in

common. They form groups with certain rules and has core members. And every

member must participate in group activities.

b. The Role of Peer Group

Peer relationships are very meaningful for the life of a child, especially against

social development. As well as a place for channel various feelings to maintain the

values of the personality that has been received from his family. Peer groups tend

always have a good influence on children, although it is an unavoidable possibility as

well can have a negative impact. Peer good groups will complement each other, which

is possible manifested in the form of healthy competition so that it can support

motivation and success child study. As well as being a driving force for learning and

complete other tasks properly.

Peer interaction of most children school age going on in groups, so on this phase

is often referred to as the “age cohort”. In In this phase, children prefer to hang out

with their friends rather than playing at home or activities with family members.

Because Children have a strong desire to be accepted as a member of the group, and

feel dissatisfied if not with his friends. According to Barker and Wright said that the

intensity of the child with peers depending on age. First, 10% daylight hours for kids

of any age two years spent hanging out with friend peers. At the age of four, increased

to 20% of time spent socializing with their peers. Whereas in children seven to eleven

years spent more than 40% of the time to interact with friend peers30.

Following are the positive roles of peers according to Kelly and Hansen:

30
Desmita, Psikologi Perkembangan Peserta Didik, (Bandung: PT Remaja Rosdakarya, 2014), 224.

26
 a. Control uncontrollable actions. Through interaction with peers, a teenager can

learn how to resolve conflicts in a good way, not in an aggressive way.

b. Get emotional, social and support make children more independent. Peer groups

will motivate a teenager to play a role in and be responsible for position as a

member of the group. Motivation that the child gets through his peer group will

lead to adolescent addiction to his family is reduced.

c. Develop social skills, sharpen children to think logically, as well as a means learn

to express feelings with a mature process. Through interaction and exchanging

opinions with peer groups, children learn to express ideas, feelings, desires as

well as improve their abilities in solve a problem.

d. Develop attitudes towards sexuality and attitudes of children according to their

duties as a man or a woman. These attitudes can be formed through children's

interactions with their peers. Children learn about the attitudes and behavior they

associate with being young boys and girls.

e. Reinforcing moral conformity and values. Generally, parents teach their children

about what is right and what is wrong. Meanwhile, in their peer group, children

try to consider everything based on themselves. The values possessed by children

and the values possessed by their peers will be considered by them, so that

children can decide what steps to take. The consideration process can improve

children's ability to think logically.

f. Increase children's self-esteem. They will be happier or feel comfortable if they

are liked by most of their peers.31

In addition, peers and parents has almost the same function, namely when are

having a problem, peers can provide peace as parents. And not infrequently children

become a brave person thanks to his peers, even though the beginning was a coward.
31
Desmita, Psikologi Perkembangan Peserta Didik, (Bandung: PT Remaja Rosdakarya, 2014), 220-221

27
 Apart from that, peers too can be a friend of student learning, because of the intensity

meetings with peer groups quite a lot, as well there are many similarities between

children and his peers. Among them are the same place to live, place to go to school or

on a mutual basis help, especially in terms of education. So those peers can be used as

friends learn32.

There is acceptance or rejection from the peer Groups are very influential on the

thoughts, attitudes, feelings, behavior and adjustment of adolescents with the

environment. The impact that arises from the acceptance of peers is there is a sense of

pride, because he feels needed by the group. So that makes feeling happy, happy,

satisfied, excited and together. Over time, trust will grow self and great courage in that

child accepted. In addition, the child who gets rejection from his group will cause

feelings disappointed, even lead to behavior that is characteristic withdrawal

(daydreaming, aloof, excessive doing his hobby, and so on) as well aggressive behavior

(like to oppose, criticize, argue, slander, and so on).33

Humans can’t live alone, however doesn't mean he has to be friends or related

with anyone. Choose good friends morals or behavior is highly recommended in Islam,

because good behavior will grow in environment of people who have behavior fine too.

One of the best characteristics of a true friend is to have good thoughts, to have love

sincere, good at keeping secrets, and loyal in be friends. Emotional support includes

feeling empathy, compassion, caring, and concern as well willingness to listen to

complaints another individual complains. So that friend getting emotional support will

feel comfortable, feel loved and noticed34.

32
Desmita, Psikologi Perkembangan Peserta Didik, (Bandung: PT Remaja Rosdakarya, 2014), 185
33
Andi Mappiare, Psikologi Remaja, (Surabaya: Usaha Nasional, 1982), 172-173.
34
Ahmad Ja‟fin, Pengaruh Peer Support Terhadap Penyalahgunaan Alkohol, 23.

28
H. Reserch Method

1. Research Design

This chapter presents the research method. It focuses the method used in

conducting this research which covers research design, population and sample,

research instrument, data collecting method and data analysis. Research is process that

is the step combination that is done systematically and logically to get the solution of

the problems or to get the answer from the certain question (Suryabarata : 2003).

Ary et al (2006 : 325) states “Experimental research design is to enable

researcher to estimate the effect of an experimental treatment”. Experimental research

can be done in the laboratory, in the class and in the field. In this study, the

experimental research is done in the class with taking students as population. A

researcher chooses the design to determine the validity of conclusions can be drawn

from the study.

According to Prasetyo (2008 : 160) there are many kinds of experimental

research design that is Classical experimental design, Pre experimental design and

Quasi experimental and special design. Experimental research is unique in two very

important respects. It is the only type of research that directly attempts to influence a

particular variable, and when properly applied, it is one or more dependent variables.

An experimental usually involves two groups of subject, an experimental group and a

comparison group, although it is possible to conduct an experiment with one group.

This study uses pre-experimental design in the form of one- group Pretest- Posttest

design using quantitative approach. In Pre-test and Post-test group the observation do

two times, before giving treatment called Pre-test and after giving treatment called

Post-test.

29
 This study is classified as experimental design because it is little or no control of

extraneous variable. In the one-group Pretest-Posttest design, a single group is

measured or observed not only after being exposed to a treatment, but also before, A

diagram of One-Group Pretest-Post test design:

Y1 X Y2

Pre-test Treatment Post-test

(Independent variable) (Dependent variable)

The procedures of experimental research that use one group Pre-test and Post-

test design:

1.) Administering a Pre-test with a purpose of measuring reading achievement of 11 th

grade students at SMKN 3 Pangkalpinang.

2.) Applying the treatment in teaching to reduce anxiety in speaking english by using

student team achievement division (STAD) as a technique.

3.) Administering a Post-test with a purpose of measuring anxiety in speaking

english of 11th grade students at SMKN 3 Pangkalpinang.

In this study, the researcher uses experimental research with quantitative

approach. The researcher wants to know the effectiveness of using student team

achievement division (STAD) technique in teaching reading to the students’ speaking

skill by experimental research. The impact is assessed by providing a specific

treatment. The effectiveness will be known the significant differences between the

students who are taught without using student team achievement division (STAD)

technique and those are taught using student team achievement division (STAD)

technique.

2. Population and Sample

30
 Fraenkel and Wallen (1993 : 79) stated that a population is the group to which the

results of the study are intended to apply. Kountour in Azib (2008 : 6) stated that

population is the large group about which the generalization is made. It is defined as

all members of any well-define class of people, events, or objects.

The population in this research was the 11th grade of the students at SMKN 3

Pangkalpinang, in which the total of class 11 is one class and in this research just

conducted in one class. In this research, the researchers use one class of A class as

sample of this research which consist of 21 students. Ary et al (2006:167) stated that

sampling is technique taking sample which give opportunity for every element or

population member to be chosen as sample. In this study, the researcher used

purposive sampling technique. Because the students of the A class has homogeneity

than other classes. In A class, there are 21 students consist of 10 boys and 11 girls.

3. Variables

Variable is any entity that can take on different values. Variables can be classified in

several ways. The most important classification is on the bass of their use within the

research under consideration, when they are classified as dependent variables or

dependent variables (Ary, 1985; 30).

a. Independent variables (Y) is variable that consequence of or upon atecendent

variables. One independent variable must be the treatment variable. One or more

group receive the experimental manipulation or treatment. In this study the

teaching reading comprehension by using student team achievement division

(STAD) technique is independet variable.

b. Dependent variable (X) is the response or the criterion variable that is presumed

to be caused by or influenced by the independent treatment conditions and any

31
 other independent variables. In this study the dependent variable is student’s

reading comprehension.

4. Data Resource

Data is result of research record in number and fact (Arikunto, 1997 : 91), it means

that data is number of fact is found by researcher. Data in this study only uses primary

data. Ari (1985) stated that primary data is data which are collected directly from the

sample. For this study, the data was got from score by administering Pre-test and Post-

test. Arikunto (1998 : 114) stated that, Sources of data are subjects where data comes

from. Those can be: 1. Person Person is man who gives the data or information orally,

it can be done by interviewing or by giving questionnaire for the subject. 2. Place

Place is the resources of data that deals with place or moving, some place can be the

room. The location of the resources of material the place of this research was in MTs

Aswaja Tunggangri Kalidawir. 3. Paper Paper is resources of data that deals with

symbol; picture the document, book number, the paper of this research document

about structure of MTs Aswaja Tunggangri Kalidawir. Primary data source of this

research is the eight grade students of MTs Aswaja Tunggangri Kalidawir.

5. Instrument and Technic of Collecting Data

a. Instrument According to Arikunto (1997 : 225 – 235), Instrument is the tool when the

researcher uses a method so that instrument is needed to get the data in a researcher.

There are five ways of collecting data in this research. Those are observation, test,

questionnaire, interview and document. In this study, researcher uses test as

instrument, therefore, the researcher applied a set of tests: Pre-test and Post-test test.

Test is draft of question or drill used for to know the skill, intelligence and ability of

32
 individual of group (Arikunto, 1997 : 18). Here, Pre-test was given before doing an

experimental research study or before teaching by using student team achievement

division (STAD) technique and Posttest was given after doing the treatment or after

teaching by student team achievement division (STAD) technique.

b. Before instrument was used to collect the data, the writer, firstly, have to Try-out test

to the eight grade students of MTs Aswaja Tunggangri Kalidawir. There were 21

students as the respondents of the Try-out test. They had to complete the test,

consisting of 25 items of multiple choices, in 45 minutes. The item of Try-out test can

be seen in appendix 1. According to Mouly’s as quoted by Sidik, a Try-out test is

necessary since the result will be used to make sure that the measuring instrument has

such characteristics as validity and reliability (Sidik, 1994 : 33). Harris (1969 : 13)

states that all good tests possessed two qualities: validity and reliability. That was to

say, any test that we use has to be appropriate in terms of our objectives, dependable

in the evidence it provides, and applicable to our particular situation. Those

characteristics of a good test would be explained further below. a. Validity Validity

refers to the precise measurements of the test. Validity is defined as the extent to

which the instrument measures what it supposes to measure. It means that a valid test

of subject would measure the subject itself. For instance, the valid of reading test

would measure reading.

c. There are three kinds of validity: content validity, empirical validity, and face validity

(Harris, 1969 : 18). Harris (1969 : 18 – 2) explained: Content validity meant the test

reflected an analysis according to the views of recognized authorities in the skill area.

Empirical validity depended in large part on the reliability of the test and criterion

measure. Face validity was the way the test look whether it was irrelevant, silly,

inappropriate, etc. In this study, content validity is used. Content validity is the

33
 content about what we say the test is about. This kind of validity depends on careful

analysis of the language being tested. The test should be so constructed as to contain

representative sample. The relevancy of the objective of the test and the content of the

test items are show the content validity of the test. The questions used to measure the

comprehension of reading can be seen in appendix 1. b. Reliability Reliability is the

consistency of the measurement, or the degree to which an instrument measures the

same way each time it is used under the same condition with the same subjects. In

short, it is the repeatability of your measurement. Frankle ( 1990 ) states that

reliability refers to the consistency of scores obtained. How the consistency of each

individual student from one administration to the other and the administration of set of

items to the other set.

d. To measure that reliability of test item, the researcher firstly gaining the Try-out. It is

to know whether the instrument suitable or not. The computation of reliability showed

in appendix 3. To check the reliability of the test, the researcher used the formula

proposed by Heaton as follow: r11 = N (1- m (N - m)) N - 1 Nx2 Where N = the

number of the test items m = the mean score of items in the test X = the standard

deviation of all test r11 = reliability

e. From the result in append 3, it shows that the value of reliability is 0.40. It means that

the reliability of the test was good since the reliability of the test was between the

range of 0 and + 1. Since the reliability of the test was good, it could be assume that

the validity of the test was also good. So, it can conclude that these instruments are

reliable and can be used for research. c. Technique of Collecting Data Data of this

study was collected by administering test. Test is draft of question or drill used for to

know the skill, intelligence and ability of individual or group (Arikunto, 1997 : 18). It

means that test is series of question, exercise, or other means, which are used to

34
 measure the skill and the knowledge, intelligence of a person or group. To find out the

data, the researcher applying Pre-test that held Wednesday, May 01, 2013 at 10.40

until 11.50. It’s consisted of three items consisting of ten questions in the form true or

false, ten questions for multiple choices and ten questions in form of easy. The

instrument of Pre-test shown in appendix 2.

f. To know the student’s reading comprehension in the score that is good or no, the

researcher gives criteria as follow: Table 4.1 the score’s criteria Subject Interval Class

Criteria A + 90 - 100 Excelent A 80 - 89 Very Good B 70 - 79 Good C 60 - 69

Enough/Fair D 50 - 59 Less E 0 - 49 Bad/Low d. Appraiser guidance  The number of

question are 30  Every question given 3 score  The number of maximum score 90 

Maximum value 100  3 x 30 = 90  90 + 10 = 100

g. After gaining the Pre-test, the researcher gave the treatment by taught using student

team achievement division (STAD) technique. The process of using student team

achievement division (STAD) technique in the classroom deals with the preparation

and schedule of activities as the implementation of the student team achievement

division (STAD) technique. 1. Preparation Before using student team achievement

division (STAD) technique we need some preparation in order to make the learning

process run successfully. The preparation is as follows: a) Material In this study, the

researcher used some texts which are available in the source book as the material. b)

Assigning students to teams As we know, student team achievement division (STAD)

represents across-section of the class. A good team in the class is a three to four

persons that e half male and half female. The writer may take likes, dislike and deadly

combination of students into account in assigning students to team, but in deciding

teams do not let the students choose their own because they will tend to choose others

like themselves.

35
h. Instead follow these steps: (1) Make copies of team summary sheet The researcher

makes one copy of a team summary sheet for every three to four students in her class.

(2) Rank students On a sheet of paper, the researcher ranked the students in her class

from the highest to lowest in past performance. (3) Decide on the number of teams

Each team should have four members if possible. To decide how many teams the

writer would have, she divided the number of students in the class by seventh groups.

(4) Assign the students to teams In assigning students to teams, balance the team so

that 1) each team is composed of students whose performance levels range from low

to average to high and 2) the average performance levels of all the teams in the class

is about equal. (3) Fill out team summary sheet Fill in the name of the students on

each team summary sheet, leaving the team name of space blank. In this

i. study, the researcher assigned the students into team. In this phase, the researcher used

the students’ result of the last test they have done. Because the total of the students

was 21 students, so they were divided into seventh groups. (4) Determining initial

base score Base score represent students’ average score on the past quizzes. (5) Team

building Before starting any cooperative learning program, the researcher started off

with one or more team building exercises just to give members a chance to do

something funny and to get to know one another. 2. Schedule of Activities Student

team achievement division (STAD) technique consists of a regular cycle of

instructional activities, as follows: a) Teaching It means that the researcher presents

the lesson. The presentation should cover: opening, development, and guidepractice

and assessment respectively. (Adapted from Good, Grouws, and Ebmeir,1983). The

steps of teaching are:

j. (1) Opening  Tell the students what they are about to learn and why it is important 

The teacher may have students work in their team to “discover” concept or what their

36
 appetites for the lesson  Briefly review any pre requisite skills or information. (2)

Development  Stick close to the objectives that the teacher wants the students to

learn  Focus on meaning, not memorization  Actively demonstrate concept skills,

using visual aids, manipulative, and many examples  Frequently assess students’

comprehension by asking many questions  Explain why and answer is correct or

incorrect, unless this is obvious  Move to the next concept as soon as students have

gasped the main idea  Maintain momentum by eliminating interruptions, asking

many questions, and moving rapidly through the lesson.

k. 3) Guided Practice  Have the students work problems or example or prepare answer

to the questions.  Call on the students at random. This make the students prepare

themselves to answer.  Do not give long class assignment at this point. Have students

work one or two problems or examples or prepare one or two answers, then give them

feedback. b) Team Study (1) Team Half a class period (2) Main idea Student study in

their teams (3) Material needs The work sheet and answer sheet for every team.

During team study, team members’ tasks are expected to master the material teacher

presents in the lass on and to help their team mates master the material. Students have

work sheet and answer sheet in their teams to practice the skill being taught and to

assess themselves and their team mates. On the first day of team work in student team

l. achievement division (STAD) technique, the researcher should explain to students

what it means to work in teams. c) Test 1) Time Half a class period 2) Main idea

Students take quiz 3) Material needed One copy of the quiz for each student. During

the quiz, do not allow the students to work together on quiz, at this point students

must show what they have learned as individuals. d) Team Recognition The main idea

of team recognitions are figuring individual Improvement scores and team scores and

awarding team rewards. Team may earn certificate or the rewards if their average a

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 certain criterion. Students’ team scores may also be used determine up to twenty

percent of their grades (Slavin, 1995 : 71 – 73)

m. In the last meeting the researcher gaining the Post-test. It was done on Friday 10, May

2013 at 10.40 until 11.50 am. It was given after the researcher giving the treatment or

after teaching using student team achievement division (STAD) technique. The

question of Post-test shown in appendix 2.

6. Technic and Data Analysis

In this research, the writer uses a quantitative data analysis technique. The quantitative

data of this research is analyzed by using statistical method. The technique is used to

find the significant difference on the students’ comprehension taught using student

team achievement division (STAD) technique and taught without using student team

achievement division (STAD) technique. The researcher in this research uses T-test as

formulated below: t = Md ∑ X2 d N ( N – 1) Notes : t = t-test Md = means of different

pre-test and post-test Xd = deviation in every subject (d – Md) ∑x 2d = total of

quadrate deviation N = subject of sample d.b = decide by N – I

7. Hypothesis Testing

The hypothesis of this study as follow: 1. If T-test score is bigger than T-table, the

alternative hypothesis (Ha) is accepted. It means that there is significant different in

the score to the eight grade of student MTs Aswaja Tunggangri Kalidawir taught

without using student team achievement division (STAD) technique and taught using

student team achievement division (STAD). The difference is significant. 2. If T-test

score is smaller than T-table, the Null Hypothesis (Ho) is rejected. It means that there

is no different score to the eighth grade of students taught without using student team

achievement division (STAD) technique and taught using student team achievement

division (STAD) technique.

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I. The Structure of The Study

To obtain research, discussion and understanding as well as data analysis in this

study will be arranged based on systematics in several chapters (chapters one to five)

the discussion in each chapter is as follows:

Chapter I introduction contains and explains the background of the problem, the

formulation of the problem, the purpose of the study, the usefulness of the research,

review of the literature, hypotheses, operational definitions of variables and

systematics of writing.

Chapter II contains a theoretical framework explaining the notion of sustainable

theories in research problems.

Chapter III research methodology which contains research methods such as

approaches and types of research, research locations, data sources, population and

samples, data collection techniques, data measurement techniques, and data analysis

techniques.

Chapter IV describes the results of the research and discussion Reducing

Student’s Speaking Anxiety Through Peer Group Activities.

Chapter V is the last chapter which presents conclusions in the form of the

results of the research conducted and suggestions for further research development.

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