Sistematika Penulisan

Sistematika penulisan proposal pada umumnya terdiri dari 3 Bab (isi susunan tergantung
jenis penelitian), yakni:
HALAMAN JUDUL
DAFTAR ISI
DAFTAR TABEL
DAFTAR GAMBAR
DAFTAR LAMPIRAN

BAB I PENDAHULUAN (CHAPTER I INTRODUCTION)

1. Latar belakang masalah (Background of the Study)
2. Identifikasi Masalah (Identification of the Problem)
3. Batasan Masalah (Scope and Limitation)
4. Rumusan Masalah (Formulation of the Problem)
5. Tujuan Penelitian (Objectives of the Study/Research)
6. Manfaat Penelitian (Significance of the Study/Research)

BAB II TINJAUAN PUSTAKA (CHAPTER II REVIEW OF LITERATURE)

7. Kerangka Teori (Theoretical Framework)
8. Kerangka Konsep (Conceptual Framework)

BAB III METODE PENELITIAN CHAPTER III METHOD OF RESEARCH

9. Lokasi Penelitian (Location of the Research)
10.Populasi dan Sample (Population and Sample)
11. Disain Penelitian (Research Design)
12. Teknik Pengumpulan Data (The Technique of Collecting Data)
13. Teknik Analisis Data (The Technique of Data Analysis)
16. DAFTAR PUSTAKA (REFERENCES)
17. LAMPIRAN (APPENDIX)
 ENGLISH DEPARTEMENT

FACULTY OF TEACHER TRINING AND EDUCATION SCIENCES

GALUH UNIVERSITY

CIAMIS

2011

I. Topic :

This Research will be entitiled “Reducing Students’ Anxiety to Speak English”. (Survey
Study at the eight grade of MTSN 1 Rajadesa)”.

II. INTRODUCTION

A. Background of the Study

“Empirical research shows that anxious foreign language students are less willing to
participate in learning activities, and have lower performance than non-anxious students”
(Aida 1994, MacIntyre and Gardner 1991, in Tsiplakides, 2009:39). So. Students’ anxiety
to speak English very important to be solved. Because it can be influence their speaking
ability. Beside that, speaking English must be practice to be succes pronounciation and
vocabulary, especially to improve their speaking ability.

”Anxiety can be described as a perceived notion of psychological distress which occurs

due to the expectation of a disconcerting and potentially threatening event. Although
extensive research has focused on the concept of anxiety, it cannot be defined by purely
objective or concrete means” (Rachman, 2004, in Larson, 2007: 2 ). “ We define anxiety as
an emotion characterized by feelings of anticipated danger, tension, and distress and by
sympathetic nervous system arousal”. (Davidoff, 1981: 356).

Many causes of students anxiety to speak English, it’s important for students’ to reduce
their anxiety to speak English, Because (Bailey, in Zhang, 2001:52) says: “A contributing
factor to learners' success or failure to master second/foreign language is the manner that
learners for their worries, apprehension, and even dread when faced with a certain
language”

According to learning theory of Thorndike, As explained by Surya (1996:29) stated The

learning theory of Thorndike represents the original S-R framework of behavioral
psychology: Learning is the result of associations forming between stimuli and responses.
Such associations or "habits" become strengthened or weakened by the nature and
frequency of the S-R pairings. The paradigm for S-R theory was trial and error learning in
which certain responses come to dominate others due to rewards. The hallmark of
connectionism (like all behavioral theory) was that learning could be adequately explained
without refering to any unobservable internal states. Thorndike's theory consists of three
primary laws: (1) law of effect - responses to a situation which are followed by a rewarding
state of affairs will be strengthened and become habitual responses to that situation, (2) law
of readiness - a series of responses can be chained together to satisfy some goal which will
result in annoyance if blocked, and (3) law of exercise - connections become strengthened
with practice and weakened when practice is discontinued. A corollary of the law of effect
was that responses that reduce the likelihood of achieving a rewarding state (i.e.
punishments, failures) will decrease in strength.
In this case, the writer intends to take up that problem, through his paper entitled: “
REDUCING STUDENTS’ ANXIETY TO SPEAK ENGLISH (Survey study at the eight
grade of MTSN 1 Rajadesa)”.

B. Reason for choosing the topic:

The writer choose the topic of his study based on the following reasons:

1. Students anxiety to speak English in the class is a problem commonly found in English
study, especially for speaking. Consequently, students can’t improve their speaking ability.
So the writer choose this topics to give contribution in Reducing Students’ Anxiety to
Speak English.

2. All teachers need a place to share about students problem, especially students anxiety to
speak english problem to find out best solution.

3. Anxiety is one of the wide varieties of emotional and behaviour disorders, it is a major
predictor for low academic performance among students. To this, anxiety should be taken
seriously.

4. Anxiety is one of the fundamental sensations of humans. All human beings become little
anxious when faced to a perilous situation.

C. Research Question

1. What are the causes of students’ anxiety to speak English?

2. How the students’ anticipates to reduce their anxiety to speak english?

D. Purpose of the study

This research will be aimed at finding out:

1. The causes of students’ anxiety to speak English.

2. The students’ anticipates to reduce their anxiety to speak English.

E. Significance of the study

The result of the study are hoped to give benefits for teachers, the researcher, and the other
researchers:

1. For Teachers

Through this research, the teacher will be able to increase teaching speaking better, to know
The causes of Students anxiety to speak English. And how students’ anticipates to reduce
their anxiety to speak english.

2. For researcher

Through this study, the writer will be able to improve his knowledge in writing good paper,
and to improve his knowledge in students anxiety to speak English.

3. For other researcher

Other researchers can use the result of this research as a comparative study.

F. Limitation of the study

Based on the research question above, the writer will limit the discussion of reducing
students’ anxiety to speak english at the eight grade of MTSN 1 Rajadesa. The research
itself will focus to answer of research question.

G. Definition of Key Terms

1. Reducing : Overcome the students' anxiety to speak english.

2. Student: a person who studies a particular academic subject.

3. Anxiety: the problem in this study, “ anxiety is one of the psychophysiology difficulties”
(Roger, 2001. Cited in Vitasari, 2010: 89). According to Sarason that anxiety is a basic
human emotion consisting of fear and uncertainty that typically appears when an individual
perceives an event as being a threat to the ego or self esteem (Harris & Coy, 2003. Cited in
Vitasari, et.al. 2010:89). “Anxiety and fear are sometimes distinguished from one another
on two dimensions, 1. The object of a fear is easy to specify, while the object of an anxiety
is often unclear. 2. The intensity of a fear is proportional to the magnitude of the danger.”
(Davidoff,1981:356).

4. Speak English: One of student lesson of junior high school at the eight grade of MTSN 1
Rajadesa as a foreign language.

III. RESEARCH METHODOLOGY

A. Design

According to Nunan and Bailey (2009:25) “the overall purpose of a survey is to obtain a
snapshot of conditions, attitudes, and/or events of an entire population at a single point in
time by collecting data from a sample drawn from that population”.

Relevant to the purpose and research question above, survey study design will be employed
to capture the details about Reducing Students’ anxiety to speak english. Survey study
involves systematically gathering enough information about a particular person, social
setting, event, to permit the research to effectively understand how the subject operate and
how the subject solve the problem.

B. Procedure

The writer will carry out the research comprising some steps as follows:

1. Asking for permission to the headmaster of MTSN 1 Rajadesa.

2. Giving the questionaire to the students at eight grade of MTSN 1 Rajadesa.

3. Conducting the interview.

4. Calculating the percentage from the data of questionaire.

5. Making the transcrift of interview.

6. Generalizing the data of interview.

7. Making Conclusion.

C. Population and Sample

As population, the writer will take the students at the eight grade of MTSN 1 Rajadesa. To
determine the sample, the researcher will use cluster sampling technique. because there are
more than one class in the school. There will only be one class which will be given
treatment. “cluster sampling technique is Restrict one's selection to a particular subgroups.
from within the population.” (Nunan and Bailey, 2009:128)

D. Setting of the Study

This study will be conducted in one of junior high school in Ciamis regency, West java, i.e.
MTS N 1 Rajadesa.

E. Data Collection Technique

It is impossible to collect the data from respondent without any instrument. There will be
several instruments used by writer to get the data from respondents, i.e, questionaire and
interview. Meanwhile, to discover the causes of students’ anxiety to speak english and the
students anticipate to reduce their anxiety to speak english, the researcher will use a
questionaire and interview. The interview will be conducted to validate data from the
questionaire.

F. Data Analysis Technique

1. Data Analysis of Questionaire

To investigate the causes of students’ anxiety and the students anticipates or strategis to
anticipate the difficulties, the researcher will give a questionaire. the writer will use Closed
items on Questionaire method. According to Nunan and Bailey (2009:130) “ Closed items
on Questionaire which the range of possible responses is determined by the researcher and
the respondent select from or evaluate the option provided.” The data from questionaire
will be analyzed by using Closed Items on Questionaire. And the percentage computation
as suggested by Hatch and Lazaraton (1991:136) as follows :

To interpret the obtained data from the percentage computation, the writer will use
percentage categories according to Ali (1985:184) as follows:

0% : none of the respondents

1%-25% : small number of respondents

26%-49% : almost half of respondents

50% : half of the respondents

51%-75% : most of the respondents

76%-99% : almost all of respondents

100% : all of the respondents

2. Data Analysis Interview

To obtain data of this study, the writer uses standardized open ended interviews. According
to Turner (2010:756) “Standardized open ended interviews are likely the most popular form
of interviewing utilized in research studies because of the nature of the open ended
questions, allowing the participants to fully express their viewpoints and experiences”. The
data from interview will be analyzed by generalizing of the data.

IV. LITERATURE REVIEW

1. Three Stages of Language Learning

Language anxiety has been theorized to occur at all the three stages of language learning:
input, processing and output. The description of these three stages with relation to anxiety
will point out why Second/Foreign language learners make mistakes and the reasons of
linguistic difficulties Second language/Foreign learners face in learning and using the target
language. This can offer an insight to help understand anxiety experienced while
communicating in the target language.

This section discusses the psychological and linguistic reasons of language anxiety that
occurs at all the three stages of language learning: input, processing, and output.

a) Input

“Input is the first stage of language learning. It activates ‘Language Acquisition Device’
(LAD) an innate language specific module in the brain” (Tanveer, 2007: 20), which carries
out the further process of language learning. Anxiety at the input stage (input anxiety)
refers to the anxiety experienced by the learners when they encounter a new word or phrase
in the target language. Input anxiety is receiver’s apprehension when receiving information
from auditory and visual clues
Input anxiety is more likely to cause miscomprehension of the message sent by the
interlocutors, which may lead to the loss of successful communication and an increased
level of anxiety.

b) Processing

Anxiety at the processing stage, called processing anxiety, refers to the “apprehension
students experience when performing cognitive operations on new information” (Tranveer,
2007:21). working on the ‘Information Processing Model’ have tried to explore how these
cognitive operations are performed in human brain and have explained the learners’
inability to spontaneously use everything they know about a language at a given time.

The Cognitive Processing Model can also explain the difficulty learners feel in
remembering and retrieving vocabulary items while communicating in the target language
another important source of language anxiety for the EFL/ESL learners. (MacIntyre and
Gardner, 1991,in Tranveer, 2007:22), found a significant negative correlation between
language anxiety and ability to repeat a short string of numbers and to recall vocabulary
items.

c) Output

Anxiety while communicating in the target language is more likely to appear at the output
stage, which entirely depends upon the successful completion of the previous stages: input,
and processing. Anxiety at the output stage refers to learners’ nervousness or fear
experienced when required to demonstrate their ability to use previously learned material.
ManIntyre and Gardner asserted, “High level of anxiety at this stage might hinder students’
ability to speak in the target language” (Tranveer, 2007:30).

2. Some of The Causes of Anxiety

According to Horwitz et al. (1986: 127) says considering language anxiety with relation to
performance evaluation within academic and social contexts, drew parallels between it and
three related performance anxieties: (1) communication apprehension (CA), (2) test
anxiety, (3) fear of negative evaluation.(Tanveer. 2007:11). This description will general
for the causes of student’s anxiety in speaking english (foreign language). providing an
insight to comprehend the sources or causes it can originate from.

(a). Communication Apprehension (CA)

Students’ personality traits such as shyness, quietness, and reticence are considered to
frequently precipitate CA. These feelings of shyness differential from individual to
individual, and from situation to situation. According to McCroskey and Bond (1980, 1984,
in Tanveer, 2007:12) “found seven factors that could result in students’ quiet. (1) low
intellectual skills, (2) low speech skill, (3) voluntary social introversion, (4) social
alienation, (5) communication anxiety, (6) low social self-esteem, (7) ethnic/cultural
divergence in communication norms”.

(b) Test Anxiety

Test is also relevant to the discussion of foreign language anxiety. Test anxiety, as
explained by Horwitz et al. (1986), “refers to a type of performance anxiety stemming from
a fear of failure”. (Tanveer, 2007: 13).

(c) Fear of Negative Evaluation

Fear of negative evaluation is an extension of the second component (test anxiety) of

second/foreign language anxiety because it is not limited to test taking situations, but, it
may occur in any social, evaluative situation, such as interviewing for a job or speaking in
second/foreign language class (Horwitz et al., 1986: 127. in Tranveer, 2007:14). It is also
broader in the sense that it pertains not only to the teacher’s evaluation of the students but
also to the perceived reaction of other students as well (Shams, 2006: 10. in Tanveer,
2007:14).

Where limited processing mental capacity may cause anxiety, conversely, anxiety may
restrict this operational capacity of the mind, and both together may cause impaired
performance or altered behaviour. Researchers have found a recursive or cyclical
relationship among anxiety, cognition and behaviour (Leary, 1990. Levitt, 1980. in
Tanveer, 2007: 21-22).

Figure 1: relations between, cognition and behaviour

Source: MacIntyre 1995, p. 93,

Figure1: shows that anxiety, behaviour and cognition are mutually inter-related.

MacIntyre (1995) explains this relationship as follow: “For example, a demand to answer a
question in a second language class may cause a student to become anxious; anxiety leads
to worry and rumination. Cognition performance is diminished because of the divided
attention and therefore performance suffers, leading to negative self-evaluations and more
self deprecating cognition which further impairs performance, and so on”. (Tanveer,
2007:22).

2. Strategies to Reduce Students’ Anxiety

Language anxiety, being a student psychological construct, has been found to make a huge
difference in learning to speak a foreign language. Many studies on language anxiety have
suggested a variety of strategies to successfully reducing students’ anxiety. Interestingly, all
the subjects who have been involved in the process of English language learning and
teaching for many years seemed to have given enough thought to the ways of reducing
students anxiety.

As explained by Surya, The most frequent suggestion participants made was to make the
language classroom environment less formal and more friendly, one where students can
make mistakes without looking mistake ( Surya, 1996:28-31).

A way forward to create less stressful classroom environment, as suggested by ESL/EFL

teacher, is that the “instructors should create situations where students can feel successful in
using English and avoid setting up the activities that increase the chances for the students to
fail”. (Tranveer, 2007:55).

“It was also asserted that students’ self-related cognitions and beliefs should be taken into
account in order to successfully cope with language anxiety. As a first step, it was generally
maintained that teachers should take time to discuss or initiate discussion in the class by
pointing out that it is very common for students to feel uncomfortable, uneasy and anxious
while speaking English, thus inviting their thoughts about its possible reasons as well as
solutions. The discussion, it was assumed, would heighten their awareness that the feelings
of anxiety are common in most of the learners and are not associated with any particular
individual. Thus, it would also help them to take away the feeling of competition or
comparison that others are all smarter and more confident.” (Price, 1991:107. in Tranveer,
2007:56).

“Students should be encouraged to think about their positive personality traits and thus
gather their own strengths and build upon them”. (Tranveer, 2007:58) This way, instructors
can “build students’ confidence and self-esteem in their second/foreign language ability via
encouragement, reassurance, positive reinforcement, and empathy” (Onwuegbuzie et al.,
1999: 232, in Tranveer, 2007:58). Furthermore, the teachers should identify the signs of
perfectionism in the learners and should work to explore their earlier belief systems in order
to help them “to step down from the set standards at the early stages and then work
patiently to achieve the desired standards gradually”, stated the Pakistani participant.
(Tranveer, 2007:58)

In spite of the variety of techniques found in this study, as well as those reported in
previous studies, language anxiety seems to continue to flourish in the language
classrooms. It suggests that these strategies are just a guideline for the teachers, as well as
for the ESL/EFL learners, rather than a treatment of language anxiety This also confirms
the view that language anxiety is a complex psychological phenomenon, one which
requires special attention by the language instructors if it is to be adequately dealt with.
However, it can be postulated that apt implication of these strategies can reduce language
anxiety to a considerable extent, even if they cannot completely alleviate it.
V. BIBLIOGHRAPHY

Davidoff, L.L. 1981. Introduction To Psychology. Mc Graw-Hill International book

company.

Hatch, E. And Lazaraton, A.1991. The Research Manual: Design and Statistics for Applied
Linguistics. Massachusetts: Heinle and Heinle Publishers.

Larson, H.A. 2007. Reducing Test Anxiety Among Third Grade Students Through the
Implementation of Relaxation Techniques. Eastern Illinois University.

Nunan, D. And Bailey, K.M. 2009. Exploring Second Language Classroom

Research. Sherrise Roehr.

Rohmatika, Rina. 2007. The Rule of Teacher Training Program in the Development of
English Teaching Profesionalism at Elementary School. Galuh University. unpublished.

Surya, Muhammad. 1996. Psikologi Pembelajaran Dan Pengajaran. Brunei Darussalam

University.

Tanveer, Muhammad. 2007. Investigation of the factors that cause language anxiety for
ESL/EFL learners in learning speaking skills and the influence it casts on communication
in the target language. University of Glasgow.

Tsiplakidess, L. 2009. Helping Students Overcome Foreign Language Speaking Anxiety in

the English Classroom: Theoretical Issues and Practical Recommendations. MEd in
TESOL, Greek Open University.

Turner, D.W. 2010. Qualitative Interview Design: A Practical Guide for Novice
Investigators. Nova Southeastern University, Fort Lauderdale, Florida USA.
Vitasari, Prima. 2010. The Use of Study Anxiety Intervention in Reducing Anxiety to
Improve Academic Performance among University Students. Universiti Malaysia Pahang,
Malaysia.

Zhang, L.J. 2001. ESL Students' Classroom Anxiety. Institute of Education (Singapore).

(www.ccsnet.org/journal.html) Acessed on Tuesday, December 07th 2010.

(http://tip.psychology.org.html) Accessed on Tuesday, December 07th 2010.

VI. APPENDICES

Appendix I

ANGKET SIKAP SISWA

Anda dimohon kesediaannya untuk memberikan pendapat terhadap pernyataan mengenai

sikap anda dalam pembelajaran berbicara (bahasa inggris). Angket ini bukan merupakan
tes. Tak ada jawaban yang benar atau salah tentang pernyataan tersebut, jawaban anda tidak
akan mempengaruhi nilai pelajaran anda. Namun, informasi yang anda berikan akan sangat
berharga untuk perbaikan pembelajaran dalam pembelajaran (Bahasa inggris). Setelah anda
membaca dengan seksama suatu pernyataan, putuskanlah bagaimana pendapat anda tentang
pernyataan itu dengan seksama suatu pernyataan, putuskanlah bagaimana pendapat anda
tentang pernyataan itu dengan menuliskan checklist pada pernyataan yang sesuai dengan
pendapat anda, yaitu:

SS : Sangat Setuju

S : Setuju

NT : Netral
TS : Tidak Setuju

TS : Sangat Tidak Setuju

Selamat bekerja dan jawablah dengan sejujur-jujurnya. Tidak lupa saya ucapkan
terimakasih.

No. Pernyataan SS S NT TS STS

1 Saya ragu untuk berbicara Bahasa

Inggris karena Saya tidak mengetahui
susunan kata yang benar, baik dalam
susunan kata (grammar), kosa kata
(Vocabulary), dan cara pengucapan
nya (pronounciation).

2 Saya sering diejek atau di tertawakan

teman ketika mencoba berbicara
Bahasa Inggris.

3 Saya suka ditegur guru karena salah

dalam berbicara Bahasa Inggris yang
benar, jadi saya memilih diam.

4 Saya malu untuk berbicara Bahasa

Inggris.

5 Saya mempunyai teman yang bisa

diajak berbicara Bahasa Inggris. Jadi
saya terbiasa berbicara bahasa
 inggris.

6 Saya selalu gerogi jika berbicara

Bahasa Inggris.

7 Saya Ragu berbicara Bahasa Inggris

karena saya jarang belajar/latihan
berbicara dalam Bahasa Inggris.

8. Saya menyukai pelajaran Bahasa

Inggris.

9. Saya pikir bisa berbicara Bahasa

Inggris begitu penting.

10. Saya ingin bisa berbicara Bahasa

Inggris dengan baik dan benar.

11. Saya tidak ragu untuk berbicara

Bahasa Inggris, walaupun saya kurang
menguasai Bahasa Inggris yang baik
dan benar.

12. Saya pikir siswa lain lebih baik Bahasa

Inggris nya daripada saya.

13. Saya takut resiko dari kesalahan dalam

berbicara Bahasa Inggris.

14. Saya merasa begitu percaya diri ketika

menggunakan Bahasa Inggris di depan
siswa lain.
 15. Saya akan berusaha lebih santai/rilex
untuk berbicara Bahasa Inggris.

16. Saya ingin private Bahasa Inggris agar

bisa berbicara Bahasa Inggris dengan
baik dan benar.

17. Saya suka membaca tentang

dialog2/percakapan dalam bahasa
inggris.

18. Saya suka bertanya kepada teman jika

ada pembicaraan bahasa inggris yang
tidak diketahui.

19. Saya suka mendengarkan

dialog/percakapan dalam bahasa
inggris, baik di TV atau di kaset.

20. Saya memang siswa yang pendiam.

Appendix 2

For interview :

1. Apakah kamu ragu untuk berbicara bahasa inggris?

2. Faktor apa yang menyebabkan kamu ragu untuk berbicara dalam bahasa inggris?

3. Bagaimana kamu mengantisipasi keragu-raguan kamu untuk berbicara bahasa inggris?