NUSRA: Jurnal Penelitian dan Ilmu Pendidikan p-ISSN: 2715-114X
Volume 2, Issue 1, Mei 2021 e-ISSN: 2723-4649
Homepage: [Link]/[Link]/nusra
AN ANALYSIS OF STUDENTS’ ANXIETY IN SPEAKING
Hendra Suryadi
Program Studi Pendidikan Bahasa Inggris, Institut Pendidikan Nusantara Global, Praya - NTB,
Indonesia 83511
Corresponding author email: hendrasuryadi02@[Link]
Article History ABSTRACT
Received: 22 April 2021 This article aims to define the factors of students’
Revised: 27 April 2021 speaking anxiety and how the students’ strategies to
Published: 31 Mei 2021 overcome speaking anxiety in the class room. The
problem in this research is anxiety of tenth grade
students SMK to speak in classroom. Based on the issues
above, the purpose of this researcher is to define the
factor causing of speaking anxiety and how the students'
strategies to overcome speaking anxiety. This research is
qualitative descriptive. The subject in this study is tenth
grade of SMK in Academic year 2020/2021. The totally
number is 22 students. The data collected by Interview
and questionnaire. The results showed that the factor
causing of the students' speaking anxiety to speak in the
language classroom are: lack of familiarity of task, fear
of making mistakes, low motivation, incomprehensible
inputs, lack of confidence and then low English
proficiency. And the student’s strategies to overcome
speaking anxiety were peer seeking, preparation,
relaxation, positive thinking and resignation.
Keywords: Students’ anxiety, Speaking
LATAR BELAKANG
Speaking is the way to use through speaking that contain interaction
language to communicate each other. By between speaker and listener.
speaking, people around the world Speaking is the product of creative
deliveries information and let the other contraction of linguistic strings; the
people to know what the speaker talks speaker makes choices of lexicon, the
about, it means that speaking is common structure and discourse. Speaking in
activities in daily life and to communicate language needs words to develop to be
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Hendra Suryadi
sentence and needs structure in language a. Low English proficiency
and the information that speaker giver Low English proficiency is also
acceptable and understood by listener. identified in the present research as a
By speaking the students have major factor that hindered the
opportunity to delivery what the students students from talking to others in
want to inform to the listener. Without English in class. Thus, students may
willingness to speak English, the feel weak in speaking English,
successful language learner perceived their English to be poor,
will not be reached by the students, but and may feel that the others is better
some students especially from SMK 1 than him or her.
Pringgarata School were anxiety to speak
b. Lack of familiarity of task
English in classroom.
The word familiar means well
During teaching practice
known, often seen or heard, having a
program, the researcher found that
good knowledge, close or friendly to
students were afraid of delivering the
something. Interest mattered a lot in
student’s ideas and also base on the
students` active participation in
teacher information about anxiety in
classroom activities. In short, students
speaking. The students of SMK 1
will active in speaking about a topic if
Pringgarata considered speaking as
she or he is interest, well known,
difficult skill to learn. Students did not
often see or heard, having a good
willingness to speaking English in front
knowledge or even close or friendly
of the class.
to a topic.
The students’ problem in
learning English were; there were many c. Lack of confidence
students lack of vocabularies, some of Confidence means having
the students seldom to practice in strong beliefs, firm trust, or sure
speaking and some of the students were expectation, feeling certain, fully
difficulty in pronunciation. The students assure, having no failure, etc. Some
need a confidence to speak in front of the students might good have
class, but some of students had an pronunciation and be at a high
anxiety when speak in classroom. proficiency level but they still
preferred to be reticent because of the
Based on Liu (2006:23), there
lack of courage.
are some causes of reticence (Anxiety to
speak English), they are: d. Fear of making mistakes
The students worried about
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Hendra Suryadi
losing face in oral language this strategy because this strategy is
classroom. Students keep quiet and intended to divert attention from the
wait until they were required to speak stressful situation to positive and
English, it was because the students pleasant cues, and bring relief to the
were afraid and feel embarrassment students’ anxiety in speaking.
of making mistakes.
4. Peer seeking
e. Incomprehensible inputs Peer seeking is distinguished by
Language input comes in the students’ willingness to look for other
form of teacher talk, listening students who seem to have trouble
activities, reading passages, and the understanding the class and
language heard and read outside of controlling students’ anxiety. For the
class. It gives learners the material students’ anxiety, the realization that
they need to begin producing others are having the same problem
language themselves. may serve as a source of emotional
regulation by social comparison.
There are five main categories
of strategies as follow below: 5. Resignation
1. Preparation This category is characterized
The students have use by students’ reluctance to do anything
strategy to increase students’ to alleviate the students speaking
subjectively estimated mastery of anxiety. The students reporting
the subject matter, and hence examples of resignation seem intent
reduce the students’ speaking on minimizing the impact of anxiety
anxiety in the classroom even in by refusing to face the problem.
front of the teacher and other Johnston (2006:6) states some
students. of the people get so anxious about
making a mistake that the people’s
2. Relaxation
anxiety get out of control when
Involves tactic that aim at
speaking or performing in public. It
reducing somatic anxiety
means that actually people can solve
symptoms of the students, with
anxiety by themselves.
relaxation the students feel more
calm done when anxiety appear. According to Arikunto
(2010:268) states mostly some of
3. Positive thinking researcher did research by
The students also have to use questionnaire to collect the data. The
An Analysis Of Students’ Anxiety In ... − 49
Hendra Suryadi
researcher gets information to reach expected by.
researcher’s aim by give the Then, Riduwan (2012:20) states
questionnaire to the students. that a Likert scale is ask participants
Questionnaire is a collection of to respond a series of statement,
questions of the research to namely strong agree (SA), agree (A),
respondents to be answered. The undecided (U), disagree (D), or
characteristic of questionnaire is strongly disagree (SD) with each
collecting data through list of written statement. Indonesian language,
questions that are arranged and strongly agree or sangat setuju (SS),
distributed to get information or agree or setuju (S), undecided or
explanation from score of data. ragu-ragu (RR), disagree or tidak
setuju (TS) and strongly disagree or
Moreover, Sugiyono (2014:
sangat tidak setuju (STS). The items
145) states that questionnaire is
of questionnaire used indonesian
collecting data with efficient if
language to help the respondents to
researchers know for certain variables
comprehend the items.
to be measured and know what is
METODE PENELITIAN
HASIL DAN PEMBAHASAN
The method of this research is
descriptive qualitative research. The The researcher gave questionnaire
descriptive research involved collecting to 22 students, there were 5 (five)
data in order to answer the question indicators with 10 items to known the
concerning with the status of the subject of factor causing of the students’ speaking
the study. Qualitative research is the study anxiety. Then, the researcher did interview
intends to understand the phenomenon of there were 5 indicators with 10 questions
what is experienced by the subject of the to known the strategies of the students to
research. Such as motivation, perception, overcome speaking anxiety. The interview
behavior, etc, in a holistic manner. The between the researcher and students was
description is in the form of words and done individually and pair. When did
language, in a specific context naturally interview, the researcher used certain an
and by utilizing a variety of natural interview guide, but in unstructured
methods. Dealing with the theory, this question.
research concerned with factors causing
Based on the data that collected
students` anxiety to speak English in
by questionnaire, the researcher stated that
language classroom.
the factor causing the anxiety at tenth
An Analysis Of Students’ Anxiety In ... − 50
Hendra Suryadi
NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Volume 2, Issue 1, Mei 2021
grade of SMK 1 Pringgarata as below; 2. Preparation
3. Relaxation
1. Lack of familiarity withtask
4. Positive thinking
2. Fear of makingmistake
5. Resignation
3. Lowmotivation
The highest strategy that the
4. Incomprehensible input’
students did to overcome speaking anxiety
5. Lack ofconfidence was peer seeking, all of the students stated
that peer seeking was the best strategy to
6. Low Englishproficiency
overcome speaking anxiety in classroom.
The most influencing factor
The first factor causing of speaking
causing of students’ speaking anxiety was
anxiety among the students was peer
lack of familiarity with task, it shown by
seeking with mean score of two question
there were 86 % of 100% students who
of peer seeking was 100%. The second
answered strongly agree for each
followed by preparation strategy, prepared
indicator, the second was fear of making
material before started the lesson was a
mistake 84 % of 100% students who
good strategy to ignore speaking anxiety,
strongly agree, the third was Low
there were 98 % of 100% students who
motivation 82 % of 100% students who
answered yes for this items. The third was
answered strongly agree, next was
relaxation, there were 98 % of 100%
incomprehensible input 77 % of 100%
students also who stated that more relax
students who answered strongly agree,
can made the students were not anxiety to
then lack of confidence 66 % of 100%
speak. Most students used relaxation
students who answered strongly agree,
strategy to overcome their speaking
the last low English proficiency 59 % of
anxiety. Next, positive thinking was the
100% students who answered strongly
next strategy to overcome speaking
agree.
anxiety. There were 68 % of 100 %
By the data that collected by students who stated that positive thinking
interview with 22 students as on above was a strategy to overcome speaking
table, the students’ strategies to overcome anxiety in the classroom. The last was
speaking anxiety after sorted from the resignation strategy that there were 10
highest to lowest mean score as below: students or 23 % of 100 % students who
1. Peer seeking stated that resignation was a good strategy
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Hendra Suryadi
NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Volume 2, Issue 1, Mei 2021
to overcome speaking anxiety. There were 100% the students answered yes for this
77 % students who answered that strategy.
resignation was not a strategy to overcome Based on the result of this study,
the students’ speaking anxiety. dominantly students` anxiety to speak
English was caused by lack of
KESIMPULAN
confidence. Therefore, the researcher
The researcher concluded that
would like to give some suggestion to the
there were many causes of students`
English teacher, especially in teaching
anxiety to speak English in the
process. The teacher is expected to pay
classroom. Students were anxiety to
attention to those factors that causing
speak English in class were caused by:
students` anxiety to speak English in
lack of familiarity of task, fear of making
language classroom. Therefore, the
mistakes, low motivation,
teacher is expected to support and
incomprehensible inputs, lack of
encourage students to speak English in
confidence and then low English
the classroom.
proficiency. It was collected from the
From the result of this research,
result of questionnaire did on 12th May
the researcher would like to give
2016 between the researcher and students
suggestion to the students who are
of tenth grade of SMK 1 Pringgarata in
anxiety to speak English in classroom.
Academic Year 2020/2021.
The students are expected to increase the
The researcher did the interview
students’ self-confidence to speak, the
on 16th May 2016 at tenth grade of SMK1
students are expected to increase the
Pringgarata to know the students’
students’ English proficiency in speaking
strategies to overcome speaking anxiety.
English.
The student’s strategies to overcome
Based on the result of this
speaking anxiety were peer seeking,
research, the researcher would like to
preparation, relaxation, positive thinking
give a suggestion to the other researcher.
and resignation. The researcher concluded
Others researchers are expected to use
the highest strategies that the students did
this research to add their knowledge
to overcome speaking anxiety was peer
about anxiety to speak English. Besides,
seeking, all of the students stated that peer
they are expected to do other research
seeking was the best strategy to overcome
that related to students` speaking English
speaking anxiety in classroom. There were
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Hendra Suryadi
NUSRA: Jurnal Penelitian dan Ilmu Pendidikan Volume 2, Issue 1, Mei 2021
in language classroom. Riduwan, M.B.A. (2012). Statistika.
Bandung: Alfabeta.
DAFTAR PUSTAKA
Sugiyono.(2014).Metode penelitian
Arikunto, Suharsimi.(2010). Prosedur kuantitatif kualitatif. Indonesia:
penelitian. Jakarta: PT. RinekaCipta. Alfabeta.
Johnston, Joni. (2006). Controling
[Link] Stated America:
.
Penguin group.
Liu, Meihua. (2006). Anxiety in EFL
classrooms: Causes and
consequences. China: Tsinghua
University.
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Hendra Suryadi
