Advances in Social Science, Education and Humanities Research, volume 539
Proceedings of the Ninth International Conference on Language and Arts (ICLA 2020)
The Effect of Speaking Anxiety on Students
Performance in Speech Class
Allen Christy1,* Jufri1, Mukhaiyar1
1
Student of English Education of Graduate Program, Universitas Negeri Padang, Sumatera Barat 25131, Indonesia
*Corresponding author. Email:
[email protected]ABSTRACT
This research was designed to measure the level of anxiety faced by the students and its effect on
students’ performance, and the factors causing the anxiety. This study is a descriptive research. The
sample of this study was the students of English Department who took speech subject at STKIP PGRI
Sumatera Barat academic year 2018/2019. The participants of the research were 12 (25%) out of 50
students. The researcher used three instruments in collecting the data; speaking test, questionnaire, and
interview. The speaking test was a speech test and the students’ performance was scored by using a
scoring rubric. The questionnaire was adapted from Horwitz et al. (1986) and the scores from the Likert
scale were then tabulated to identify students’ level of anxiety. Last, interview was administered to find
out the internal and external factors causing the anxiety. The result shows that the students, as a whole,
have medium level of anxiety in the apprehension of communication, low in the evaluation of negative
fear, and also low in the test of anxiety. The researcher found out that the students with low level of
anxiety in those three types of anxiety performed well in the speech test. Thus, it implies that anxiety
affects students’ performance. From the interview, it can be concluded that the students’ anxiety derived
mostly from the internal factors; fear of being laughed at or their unconfidence.
Keywords: performance, speaking anxiety, speech
1. INTRODUCTION participant, speaker’s experience and knowledge also
Speaking can be interpreted as produce words that have the purpose of speaking. Realizing the importance of
a meaning as a means of communication. This kind of English for communication, Indonesian government has
communication is important for people to complete their made English compulsory to learn for all students in
needs to transfer ideas, message, opinion and country at any levels of education. In other words, today
information. For some people, mastering the art of English has become one of compulsory subjects that
speaking is important thing in learning a foreign should be completed by students from elementary
language. Mostly, people measure the ability of foreign schools up to universities. In learning English in
language students by their speaking ability. Speaking is Universities, especially English major, there are four
the ability to perform the linguistic knowledge in actual skills to generate such as listening, speaking, reading,
communication. Related to this [6] when people learn and writing. Today, speaking may be a difficult task
English, they must have competence to use it for for several students as a result of it desires interactions.
communication, especially speaking because one of the opposite four abilitys can be practiced alone, except
important function of spoken language is transactional for speaking, the scholars cannot extremely speak alone,
to deliver information to social community. In addition that's why students ought to create each effort potential
[4] describes that speaking foreign language is not easy to seek out someone to talk with. Student should have
since oral communication need the ability to use the sensible command of communication skill of English
language appropriately in a social interaction. therefore on prepare their future careers and lives. In
Furthermore, [15] define speaking as an interactive reality, although English has been tutored for a
process of constructing meaning during the interaction. minimum of six years at school level in Indonesia, that
In order to make speaking runs well in learning, there is in lyceum college and senior high school college level
are four things should considered, they are context, and conjointly in many elementary colleges as native
Copyright © 2021 The Authors. Published by Atlantis Press SARL.
This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 241
Advances in Social Science, Education and Humanities Research, volume 539
content subject, the scholars still have some difficulties Barat. The population of this research was the second
in learning English whether it is the productive or year students at STKIP PGRI Sumatera Barat in
receptive skill, especially speaking. The incontrovertible academic year 2018/2019. There were two classes of
fact that several faculty graduates cannot communicate Speech class, total population was 50 students, but [10]
in English has become national downside in Indonesia suggest for descriptive research, the sample of 10% is
[1]. Many students got the medium score of Speaking considered minimum. The researcher took 12 students
subject, this was found by researcher based on her as the sample of the research (25% of the population =
preliminary research at STKIP PGRI Sumatera Barat. 12 students). The sample selected randomly.
The researcher also found some factors that cause The instrument of this research was
students got low score in Speaking, for example: the questionnaire. The questionnaire items made by the
students prefer to be silent in the class when the lectured indicator of students anxiety as proposed by [13].Then,
asked them, the students also keep silent when the the items in the questionnaire adapted from [11] under
lecture asked them the question even they know the the term Foreign Language Classroom Anxiety Scale
answer. The students also difficult to overcome their (FLCAS). The purpose of the questionnaire was to
emotion like twitchy, confidence lackness, sheepish, the know the level of students speaking anxiety. The level
students worry to make mistake when they stand up in of anxiety categorized into three; low, medium and high.
front of the class. Based on some problems above, SD : Strongly Disagree
anxiety becomes the bigger factor. D : Disagree
Some experts define the speaking anxiety as a common N : Neither agree nor Disagree
A : Agree
fear [3]. The common reason for speaking anxiety are as
SA : Strongly Agree
follows: fear of abasement, to prepare badly, lack of
confidence related to the physical appearance, the fear Table 1. Foreign Language Classroom Anxiety Scale
of being criticized by the audience when there is no (FLCAS).
perfect performance, anxiety of low self-esteem, No Question Answer
indifference of the audience, the speaker to be SD D N A SA
inexperienced, the fear of making a mistake, the fear of 1 I never feel quite
failure[7]. [5] proposed three levels of anxiety; trait sure of myself when
I am speaking
anxiety individuals like hood of becoming anxious in
English.
any situation, state anxiety (the anxiety experienced in 2 I tremble when I
relation to some particular event or act), and situational know that I am going
specific anxiety (anxiety experienced in specfic type of to be called on in
situation). From these three levels of anxiety, trait Speech class.
anxiety has not proved to be useful in predicting 3 I really enjoy follow
language achievement so that the previous researches the Speech test.
only focused on state anxiety and situational specific 4 I start to panic when
I have to speak
anxiety [13]. In lines [8] anxiety can be divided into
without preparation
three types, namely: trait anxiety, state anxiety and in Speech class
situation-specific anxiety. 5 I worry about
On the other hand, [7] categorized foreign consequences of
language anxiety into three. Then, the researcher used failing my Speech
this for indicators her questionnaire, they are (1)the class.
apprehension of communication, (2)the evaluation of 6 In Speech class I feel
really worry so, I
negative fear, and (3) the test of anxiety.
forgot all the things
about the material.
2. METHOD 7 I feel ashamed when
The design of this research was descriptive I have to answer the
research. [9] [2] states that “a descriptive study question voluntarily
at Speech class.
determines and describes the way things are”. In this
8 I am not worry
research, the researcher involved in collecting the data making mistake in
about speaking anxiety and its effect on students Speech class
performance in Speech Class at STKIP PGRI Sumatera 9 It frightens me when
242
Advances in Social Science, Education and Humanities Research, volume 539
I don’t understand in front of my
what the lecture is classmates.
saying in English 25 Speech clss moves so
10 I don’t mind taking quickly I worry about
additional classes for getting left behind.
Speech class. 26 I feel more tense and
11 During the speaking nervous in Speech
class, I find myself class than the other
thinking about things subject.
that have nothing to 27 I get nervous and
do with the course confused when I
12 I don’t understand speak in front of the
why some of my class.
friends feel 28 I feel very sure and
uncomfortable at relax at speech class.
Speech class. 29 I am afraid the other
13 In Speech class, I students will laugh at
feel so nervous and me when I perform
forget all the things I in front of the class.
know 30 I get nervous when
14 I would not be the lecture ask me
nervous speaking the questions which I
English with native haven’t prepared
speakers. before.
15 I get nervous when I
don’t understand 3. RESULTS AND DISCUSSION
every word the
lecture says. The researcher analyzed the questionnaire and
16 Even if I am well arranges participants’ response in the table used Likert
prepared for English Scale. Actually, there is no a precise instruction or
speaking, I feel guideline to analyze the responses from FLCAS. Then,
anxious about that. [12] as well as [14] suggested a simple method to
17 I often feel like not analyze the questionnaire, this research used Liker scale
present to my because mostly people used this scale for analyze the
speaking class.
questionnaire. Likert Scales have the advantage that
18 I feel confidence to
speak in Speech they do not expect a simple yes / no answer from the
class. respondent, but rather allow for degrees of opinion, and
19 I am afraid tat my even no opinion at all. In its final form, the Likert scale
lecture is ready to is a five point scale which is used to allow the individual
correct every mistake to express how much they agree or disagree with a
I make. particular statement.
20 I can feel my heart
In this research, the researcher used thirty items of the
pounding when Iam
going to be called in questionnaire, that the total multiple score was one
my Speech class hundred and fifty, then the full score minus thirty to
21 The more I practice attain the vary. Next, the scores more than a hundred
about speech test, the and twenty were categorized as high anxiety, scored
more I confused. range from ninety up to one hundred and nineteen were
22 Saya merasa terpaksa categorized medium anxiety and scores below ninety
untuk mengikuti categorized as low anxiety.
kelas speech.
Based on the data above, the researcher can categorized
23 I keep thinking that
the other students are the level of participants’ anxiety. The data showed that 8
better at English than participants categorized as low performance high
I am. anxiety, 4 got medium performance medium anxiety and
24 I feel confidence no one got high performance low anxiety.
when I speak English
243
Advances in Social Science, Education and Humanities Research, volume 539
From the table, it can be assumed that a
student will possibly perform well when he/she has low
anxiety on each indicator of speaking anxiety.
Moreover, students with two low and one medium level
The result can simply be seen through the graphic of anxiety will probably perform well enough. However,
below: having three low level of anxiety will not guarantee a
student to perform very well in speaking test. Perhaps, it
is because of the speaking skill, not the anxiety. In other
words, a student may not hesitate to speak in a speaking
class or test, but still, his/her English proficiency is one
of many factors contributing the his/her speaking
performance. And last, the table shows that students
who got one low and two medium tended to perform
moderately. However, Student 3 and 7 show an
interesting finding. Being categorized low on speaking
anxiety did not make Student 3 to have better
performance in speaking test, and in contrary, being
Fig. 1 The graphic of the participants’ score from
questionnaire and their level of anxiety categorized to have medium level of anxiety did not
stop Student 7 to perform well. The researcher assumes
On the next analysis, the researcher tried to see that Student 3 got C in speaking test due to his/her low
how anxiety affected the students’ speaking English proficiency no matter if he/she did not feel
performance. Therefore, the researcher put the findings anxious during the test. In addition, Student 7 who was
on a table so that the data can be easily interpreted. The assumed to be anxious in speaking test or class could
table is as follow; perform well, perhaps, because he/she could fulfill the
indicators in speaking test.
Table 2 Level of anxiety and the score at student Furthermore, the table also provides us with an evidence
performance that the apprehension of communication and the
Partici- Level of Anxiety Perfor- evaluation of negative fear affect the students’
Total Level performance much more than test anxiety. Students who
pant CA FNE TA mance
got C tended to have low anxiety on test anxiety, and
Mediu yet, they have medium level on the apprehension of
1 113 Medium High Low C
m
communication and the evaluation of negative fear . In
2 63 Low Low Low Low A other words, the students feared other students’
Mediu Medi evaluation more than they feared being evaluated in a
3 89 Low Low C
m um speaking test.
Medi In conclusion, speaking anxiety indeed affects
4 80 Low Low Low B
um students’ performance in speaking test. However,
Medi Mediu anxiety is only one of so many factor affecting speaking
5 93 Medium Low C
um m performance. Reducing anxiety will then help the
6 71 Low Low Low Low A students to perform better in speaking class or test.
Mediu
7 91 Medium Low Low B 4. CONCLUSION
m
Medi Mediu Based on the research result and discussion above, it can
8 92 Medium Low C
um m be concluded that anxiety effect to students’
9 82 Low Low Low Low A performance, students with high anxiety have low
performance and students with low anxiety will have
10 81 Low Low Low Low A good performance in speech. From the three indicators
11 82 Low Low Low Low B of questionnaire, two of the indicator results’ got low
performance of students , it means the anxiety was high
Medi they are fear of negative evaluations and test anxiety,
12 84 Low Low Low B
um
244
Advances in Social Science, Education and Humanities Research, volume 539
and the other indicator got medium level of anxiety, it [9] Gay,L.R and Peter Airaisian. 2000. Educational
means the anxiety was medium. Research: Competencies for Analysis and Application.
New Jersey: Prentice-Hall, Inc
ACKNOWLEDGMENT [10] Gay, L. R., Mills, G. E., & Airasian, P. W. (2009).
First and foremost, the researcher would like to Educational research: competencies for analysis and
applications (9th ed.). Upper Saddle River, N. J.:
say Alhamdulillah all praise to Allah SWT for
Merrill/Pearson.
giving me strength and encouragement during [11] Horwitz, E.K., Horwitz, M.B. & Cope, J.A. (1986).
all the moments in completing this research. Foreign language classroom anxiety. Modern Language
Then, the researcher gives a massive thank to Journal 70, pp. 125-132
Prof. Dr. Mukhaiyar, M.Pd as the Advisor. The [12] Kriangkrai, Y. & Siriluck, U. (2012). A Measure of
researcher greatly appreciates all of his EFL Public Speaking Class Anxiety: Scale
Development and Preliminary Validation and
contributions of time and ideas, as well as his
Reliability. English Language Teaching. Vol. 5. No. 12.
support of the researcher’s interest in the current 2012. ISSN 1916-4742 E- ISSN 1916-4750. Published
topic of the research. It was an honour to have by Canadian Center of Science and Education.ss.
such knowledgeable advisor who challenged and [13] MacIntyre, P. D., & Gardner, R. C. (1991).
encouraged to do the best throughout the whole “Methods and Result in the study of foreign language
time spent on writing the research. The anxiety: A review of the literature”. In Language
Learning, 41 (1), 283-305.
researcher would also like to show the gratitude
[14] Öztürk, G., & Gürbüz, N. (2013). The impact of
to Dr. Muhammad Al Hafiz, S.S., M.A and Dr.
gender on foreign language speaking anxiety and
Havid Ardi, S.Pd. M. Hum as a contributors in motivation. Procedia-Social and Behavioral Sciences,
this research, they are amazing and 70, 654-665.
knowledgeable constributors. Without their [15] Shumin, K. (1997). “Factors to Consider:
guidance and persistent help, it would not have Developing Adult EFL Students Speaking Abilities”. In
been possible English Teaching Forum, Vol. 35, No. 3, pp 8.
Retrieved from:
http://eca.state.gov/forum/vols/vol35/no3/p8.htm
REFERENCES
[1] Alwasilah A. Chaedar. (2000). Pokoknya Kualitatif
Dasar-Dasar Merancang dan Melakukan Penelitian
Kulaitatif. Jakarta: Pustaka Jaya Jakarta.
[2] Ariola. (2006). Principles and Methods of Research'
2006 Ed. Manila: Rex Book Store.
[3] Breakey, L, K. (2005). “Fear of Public Speaking -
the Role of the SLP”. Seminars in Speech and
Language, 26, 107-117.’
[4] Brown, G., Yule, G. (1999). Teaching the Spoken
Language. USA: Cambridge University Press.
[5] Brown, H. D. (2000). Principles of Language
Learning and Teaching. New York: Addison Wesley
Longman.
[6] Burns, A & Joyce, H. (1997). Focus on Speaking.
Sydney: Macquire University Press
[7] Daly, J. A. (1991). Understanding Communication
Apprehension: “An Introduction for Language
Educators”. Englewood Cliffs, NJ: Prenitice Hall.
[8] Ellis, R. (1994). The Study of Second Language
Acquisition. Oxford: Oxford University Press.
245
