International Journal of Science and Research (IJSR)

ISSN (Online): 2319-7064

Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391

Correlation between Level of Anxiety and Public

Speaking Performance through Systematic
Learning Approach in Foreign Language
Kamridah1, Abdul Hakim Yassi2, Burhanuddin Arafah3, Nasmilah Imran4
1
Faculty of Cultural science, Hasanuddin University, Indonesia
kamridah_85[at]yahoo.com
2
Faculty of Cultural Science, Hasanuddin University, Indonesia
Hakimyassi[at]yahoo.com
3
Faculty of Cultural Science, Hasanuddin University, Indonesia
burhanuddin_arafah[at]unhas.ac.id
4
Faculty of Cultural Science, Hasanuddin University, Indonesia
imla63[at]yahoo.com.au

Abstract: The learners experienced public speaking anxiety in their own learning, oral presentation, and delivering speech. Thus, this
study described the relationship between level of anxiety and public speaking performance. It was also the effort to know the role of
Systematic Learning in influencing Public Speaking Anxiety of students in Foreign Language. An approach called systematic learning
process was expected to give a big contribution to overcome the problems so that they can have good capacity to speak in public well.
The stage of process of systematic learning is presentation, application, and feedback. Moreover, the study focused within generalize-
context in speech and presenting. One hundred and thirty five participants were the samples for the study. This study applied mixed
method research. Recording video of the participants’ speech and presenting, observing and giving questionnaire were used to collect
the data. The data were analyzed through analysis called discourse analysis and SPSS 18. The result of the study showed that there was
significant negative correlation between level of anxiety and public speaking performance. It provided a result that although the
participant was in low level anxiety then it didn’t mean the participant then had a good public speaking, and vice versa. Next, the role of
the systematic learning to influence the public speaking was contributing toward the score of the public speaking performance which
the mean was 81 that was categorized good. This proved that the systematic learning approach provided good result for the participants’
public speaking performance.

Keywords: Level of Anxiety, Public Speaking Performance, Systematic Learning, Foreign Language, Speech, Presenting

1. Introduction Related to instructional communication research conducted

to date, five general conclusions could certainly be drawn
To begin with, being a good speaker without feeling the about the role that PSA plays in the classroom. The first is
anxiety needs an appropriate learning process. Anxiety is a that PSA is a real and distinct social fear within the family
state of emotion in a present of future threat which nobody of social anxieties. Differentiating PSA from other social
could escape from this. Then, anxiety about public speaking anxieties or social phobias could help students understand
is a common fear in all activities of people. Many people why they may experience nervousness or other physiological
feel some degrees of communication apprehension or fear in and psychological effect in front of a classroom, but not
communication with some stressful and anxiety-producing necessarily in front of other groups of people in different
experience. Moreover, public speaking anxiety covers a context.
variety of feeling about speech making (Daly & Vangelisti,
1989). Secondly, PSA may be experienced as a trait-like or state-
based anxiety. Students who begin feeling anxious about the
However, Public Speaking Anxiety (PSA) is has been idea of public speaking are considered to have trait-based
commonly experienced yet largely to misunderstood public speaking anxiety. Students experiencing an increase
anxiety. Teaching the students about the distinct experience or worsening of anxiety explicitly during a particular point
of PSA and multiple methods of managing this type of in the public speaking process are considered to have state-
anxiety will not only help alleviate its experience in the based anxiety. These anxieties may occur independently or
classroom, but also give them the necessary skill to manage concurrently of and with one another (Bodie, 2010:72).
it outside of the classroom (Grewee & Seurer, 2013) and
communication studies are defined as a “situation specific The next is that PSA could have both immediate and long-
social anxiety that arises from the real for anticipating of an term negative effects on students‟ performance within the
oral presentation” meanwhile, many researchers have classroom. Students may find their performances fall short
identified three ways in which PSA is experienced by both of audience, experience uncontrollable physiological effects,
speakers and audience members. Firstly, the physiological or find themselves completely unprepared (Daly, Vangelisti,
manifestation of Public Speaking Anxiety, cognitive & Weber, 1995:81). Furthermore, the students who
responses or psychological anxiety and the last is behavioral experience high levels of PSA may exhibit avoidant
manifestation of PSA. communicative behavior in the future. Then, PSA could just
manifest itself through various physiological, cognitive, and
behavioral ways, so could it be treated. The last is that PSA
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Paper ID: ART20161991 DOI: 10.21275/ART20161991 1658
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391
is not an anxiety to be cured, but managed. Though, the 2.2 Systematic Learning Process
research has tended to focus on demonstrating the ability of
the number of approaches in reducing PSA as mentioned, Presentation
the approach aim for reduction in PSA rather than a Motivation
complete elimination. In particular, due to some PSAs are The first component of Presentation is Motivation. It has
experienced as situation specific state-based anxiety, it may two stages: Initially, the initial motivation needs to identify
manifest among even the most confident speakers. the value and relevance of the learning to the learner(s). It
should answer their question “What‟s in it for me?”
An anxiety could sometimes resemble with phobia. This has (WIIFM). The second is ongoing, the motivation is
a fear that is not conformity with danger. When nervousness maintained to keep the learners interested and actively
appears regularly in public speaking, it tampers with one‟s participating throughout the learning. It often builds on the
life and whatever one wants to do. Observations have been initial WIIFM.
made to the participants of International English Training
IET of Cambridge English College Pare-Kediri East Java.
Some respondents facing public speaking anxiety have
stated their own feeling that they are worried of being Information transfer
embrassed at anytime they speak in public. They think of This is the second component of presentation. New facts,
afraid of making mistake and thus not being judged information, procedures, skills, etc. are introduced and
attractively to the extent that they may look stupid enough in explained to the learners. Presentation methods frequently
front of other people. The participants, in their opinion, said used include: lecture, demonstration, discovery, discussion,
that they get upset because of their feeling that all audience field trip, group presentation, individual presentation,
attention is placed on them. Some may not feel interested in interview, reading, various forms of self-instruction, tutorial.
the speech. This fear of unfavorable assessment by the Test for understanding (TFU)
audience more likely increases their public speaking anxiety.
The final component of ppresentation is often integrated
By these problems faced by the learners, an approach called with the information transfer in order to keep learners
systematic learning process was expected to give big actively participate and to ensure that they are actually
contribution to overcome the problems so that they can have learning the information. Verifying the learning is occurring
good capacity to speak in public well. This model is drawn which is accomplished by the instructor asking questions
by having ten relevant steps. As follows; identifying the related to the content just covered or through short activities.
learning purpose, performing learning analysis, identifying
characteristic and behavior input, writing effort purpose, Public Speaking
system based test, developing learning strategy, developing Slagell and Amy (2012) argued that public speaking refers
and selecting learning, designing and performing formative to the communication practice of a speaker sharing ideas
assessment, designing and performing summative with an audience primarily through speech. The term
assessment, and screening learning program. encompasses a great many communication contexts,
including events as different as delivering an oral report on
Hence, the purposes of the study were to elaboratethe company profits to a closed meeting of a board of trustees,
relationship betweenlevel of anxiety and public speaking addressing millions of listeners around the globe during a
within generalize-context: speech and presenting and to find U.S. presidential inauguration ceremony, and giving a toast
out the role of Systematic Learning in influencing PSA of at a wedding. The fundamental notion underlying public
students in Foreign Language (FL) of speaking and speech. speaking as a form of communication is that it is an
In this study public speaking anxiety refers to generalized- embodied and oral act.
context anxiety toward delivering speech and presenting
case in front of audiences. However, public speaking has evolved as a form of
communication, and it overlaps couple of types of
2. Review of Literature communication discussed in this handbook. Individuals
engaged in the specific tasks of interviewing, deliberating,
2.1 Systematic learning debating, mediating conflict, demonstrating, or
communicating with visuals are likely to engage in public
Frisen, Kaye, and Associates (2011) assumed that the speaking as well. This chapter, therefore, will focus on the
Systematic Learning Process (SLP) is the essence of lesson fundamental concepts of public speaking as a type of
design. Consistent use of this simple formula sets learners communication.
up for success by ensuring that they acquire the skill and
knowledge that is being presented. Regardless of the In addition, Public speaking is a radically situated
presentation method and supporting media being used, communicative act. Delivered to a particular audience at a
effective instruction includes all the components shown in particular time in a particular space, speeches have been
the diagram below. recognized as among the most transitory of the arts. Prior to
the invention of recording technologies, a speech might
persist as a written text, but that text represented a mere
shadow of the experience of the speech as delivered.
Though, a speech could now be experienced as an extended
life span through recording. It remains, in the nature of
Volume 5 Issue 9, September 2016
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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20161991 DOI: 10.21275/ART20161991 1659
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391
public speaking, fundamentally linked to the context that physiological, emotional, and behavioral facets through
called it into being, what Lloyd Bitzer (1968) called the speaking publically. The facets here are the problem
rhetorical situation. encountered by the public speaker such as feeling nervous
and stage fright.
Nonetheless, the listeners around the world continue to view
Martin Luther King's “I Have a Dream” address, their 3.1 Types of public speaking anxiety
understanding of the speech and the meanings they construct
are not identical to those constructed by the listeners at the There are four types of public speaking anxiety or
march or by people watching television coverage of the communication apprehension (www.arxiv, 2004:21):
event. On the one hand, some meanings of the speech persist
over time and are shared by the millions of listeners who Trait-like anxiety
experience the speech today through various channels and in Trait-like anxiety is anxiety experienced in most situations
many different contexts, each listener lends his or her own where speaker communicates with others. It could be in one
life experiences and interpretive lenses to the meaning on one, conversations, and interviews, small groups, in
making process. When listeners have the opportunity to add public or in almost every situation, but not with family
a deep understanding of the historical context within which members or several close friends.
the speech was given, their interpretive lenses change and
new possible meanings of the text begin to emerge. Context Generalized-context anxiety
persists as one of the most powerful influences on the public Generalized-context anxiety is that every time, an individual
communication process, and our understanding of its is in particular context. The people who experienced this
significance continues to evolve. type may feel anxiety in some settings but no in the others.
For instance, a speaker could be anxious in public speaking
Anxiety context, but not in meeting or discussion context.
Anxiety in viewpoint of Robert M. Arkin and Lana Rucks in
Wegner (2001) is generally regarded as having a set of Person-group anxiety
component parts that include cognitive functioning, Person-group anxiety is an enduring if orientation toward
physiological, emotional, and behavioral facets. One communication with a given person or group of people.
cognitive component is the expectation of uncertain danger, Someone may feel this anxiety whenever he speaks to
of course. Anxiety also uses up attention capacity. One professors at college, supervisors, or particularly
consequence is that people with high test anxiety or high acquaintance. Most people feel apprehensive of talking with
social anxiety become less efficient in their behavior, once specific person or group.
anxiety is aroused, and their attention is divided.
Situational anxiety
In summary, anxiety is often distinguished in terms of its Situational anxiety is an emotional response of anxiety when
state or trait nature. State anxiety is a transitory unpleasant interacting with other person in the given time. It is usually
emotional arousal stemming from a cognitive appraisal of a in a short duration, when time is over, the anxiety disappears
threat of some type. Trait anxiety is a stable, personality too. It occurs, for example, when a person faces an oral
quality (stable individual difference) in the tendency to exam or job interview. When the interview is done, the
respond to threat with state anxiety. One common inventory individual will not feel any anxiety again. Only one source is
to identify anxiety is the State-Trait Anxiety Inventory put in this type of PSA.
(Charles Spielberg and colleagues); research has also
distinguished between a worry (i.e., cognitive) component of 4. Method
anxiety and an emotionality (i.e., arousal) component of
anxiety. The research design of this study was certainly mixed
method, applying quantitative and qualitative method. The
3. Public Speaking Anxiety subject of this research is the participants of International
English Training (IET) of Cambridge English College
The definition of public speaking anxiety can be gained (CEC) Pare-Kediri East Java, Indonesia with their public
from the definition public speaking itself and anxiety. The speaking anxiety. The sample of this study was organized by
first is that Arina Nikitina (2011), defines public speaking is using purposive sampling technique.
a process, an act and an art of making a speech before an
audience. Absolutely, everyone from the age of ten to ninety This study took place in East Java. The researcher observed
has found themselves in situations where they have had to and collected the data from the participants of International
speak publically. However, telling an anecdote at a English Training (IET) as the population held by Cambridge
corporate party, introducing ourselves in class or delivering English College (CEC) in Pare-Kediri, East Java with
a paper at a conference does not necessarily make us a sample 135 respondents.
public speaker.
The data will be collected by: (1) observation: the data will
Afterwards, Robert M. Arkin and Lana Rucks then define be written down on a observation book, (2) recording: most
anxiety is generally regarded as having a set of component data will be obtained by recording the original speech of
parts that include cognitive functioning, physiological, learners, (3) questionnaire: the data will be measured by the
emotional, and behavioral facets. The researcher assumes learners‟ feeling by open-ended questionnaire given, (4)
that public speaking anxiety is the set of functioning, interview: the data will be reported by asking some
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Licensed Under Creative Commons Attribution CC BY
Paper ID: ART20161991 DOI: 10.21275/ART20161991 1660
 International Journal of Science and Research (IJSR)
ISSN (Online): 2319-7064
Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391
questions for getting some information about the benefit of participants‟ public speaking performance were 81.5852
SL to tackle learners‟ anxiety to speak. which was categorizedgood. Based on the table, it was
identified that the role of systematic learning to public
The data will be administered from the observation, speaking performance was contributing to foster the
recordings, and questionnaire as well as interview. Then, capability to speak in delivering speech and presentation.
they were put into an analysis called discourse analysis. The
discourse analysis technique of this study was run to identify 6. Conclusion
the English students‟ public speaking. Next is to clarify the
English students‟ public speaking in terms of anxiety. Then, There was a significant negative correlation between level of
identify the correlation between level of anxiety and public anxiety and public speaking performance. Anxiety did not
speaking performance. Afterwards, it is to determine the role need to be left out or reduced. It required an approach to
of systematic learning in students‟ public speaking anxiety. control psychological aspect when speaking in public, so
Subsequently, it is tabulating the data of the role of that person‟s level of anxiety did not become obstacle for
systematic learning within influencing the students‟ public speaking in public in various context.
speaking anxiety. Final step is to put the explanation of the It is beneficial to provide a training to create a professional
data through the questionnaire and recordings descriptively. speaker in any level of public speaking. As a result,
systematic learning approach waseffective to foster
5. Result and Discussion participants‟ public speaking performance in foreign
language.
To know the interconnection between anxiety and public
speaking in foreign language, Pearson Product Moment References
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ISSN (Online): 2319-7064
Index Copernicus Value (2015): 78.96 | Impact Factor (2015): 6.391
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Author Profile
Kamridah Habe is an English lecturer in Nautics of
Maritim Science College, Makassar, Indonesia. She
was born in Hulo, Bone Regency, South Sulawesi,
Indonesia on Januari 2nd, 1985. She got her bachelor
degree (S.Pd.I) in 2008 at Faculty of Teacher Training from
Alauddin State Islamic University in Makassar, Indonesia and her
magister degree (M.Pd.) in 2011 at Postgraduate Program in
Faculty of Language and Literature from State University of
Makassar, Indonesia. In 2013 up to present, she continued her
study to get her doctorate degree on Linguistics at Faculty of
Cultural Science at Hasanuddin University of Makassar, Indonesia.
This paper is a part of her dissertation entitled „Correlation between
Level of Anxiety and Public Speaking Performance through
Systematic Learning Approach in Foreign Language‟ which is
supervised by Prof. Dr. Abd. Hakim Yassi, Dipl. TESL., M.A
(promotor), Prof. Dr. H. Burhanuddin Arafah, M.Hum., Ph.D, and
Dra. Nasmilah Imran, M.Hum., Ph.D. (Co-promotors).

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Paper ID: ART20161991 DOI: 10.21275/ART20161991 1663