1.

1 The Background of the Study

Why students sometimes don't like speaking English in class? Students are
sometimes resistant to speaking only English in class.  There are many reasons for
this, but here are the most common.  The solutions to these problems vary from class
to class and student to student. There are several factors causing this problem.
It’s easier to speak my own language
The lecturer always corrects me when I say something.
I don’t want to make a mistake in front of the whole class.
It’s not ‘cool’ to speak English.
The lecturer is only pretending not to understand my language.
I can’t say what I want to say in English, so I need to use my own
language.
The lecturer can’t hear me anyway.  Why should I bother?
It’s stupid to try and communicate in English.  It’s much easier to
communicate in the language we all understand.
I have no reason for learning English so trying to speak it is a waste of
time. 
I don’t want to practice speaking English with people who speak my
language. 
I only want to practice with the lecturer.

In addition, Chamot (1993, cited in Madsa, 2012) argued that the students in class
experienced the poorest condition of speaking. That was a result from lack of
speaking practice. Moreover, the students, especially Asian students tend to be
reluctant to speak English in class and after class. They need lecturer to encourage
and motivate them to speak.
Similarly, based on researcher observation, students of English Education 18 A
have difficulties to speak English. They spent to much time to think what to say and
how to start. Also, when lecturer asks students to speak, almost all of them were lack
in accuracy, fluency, and comprehension.
They do not know how to pronounce the words correctly. It is also proven on the
data that researcher got that they have low grade in speaking test. The number of
students who got the score higher than 4minimum standard score (KKM) in that
university that is 148 is only 44 %.
To solve this problem, it can be done by some techniques or strategies of learning
speaking to improve students’ speaking skill. In the research, a World Cafe Strategy
(WCS) strategy is assumed able to improve students’ speaking skill. The researcher
believes that the WCS strategy can improve the students’ speaking skill because in
this strategy, the students could speak about what they think in the group in informal
situation. So, the students will be enjoying speaking. In addition, if the students
practice more in speaking they will get better in their speaking skill.
WCS is a learning strategy that allows students to gather and share information
from one group to another group. The information can be the new learning point, a
review of previously learnt information or a reflection of understanding about the
topic (Brown, 2001).
There are two previous researches that had been done by other researchers. First,
Hornett (2007) conducted a research entitle “World café: simulating seminar
dialogues in a large class” in Penn State, Great Valley. It found that the students in the
larger class using World café reported in course evaluation and in conversational
anecdotes that they enjoyed the learning experiences in the course. Second, Anderson
(2012) conducted a research entitle “Use the World Café concept to create an
interactive learning environment” in Cardiff University. It is found that the World
Cafe idea is suitable for use during a full day or a half a day meeting if the topic
relates to complex clinical experiences or encounters.
Beside that, the WCS is a friendly way for creating meaningfuland cooperative
dialogue around question. It could gather for collaborative thought. It build in small,
intimate conversations link and build each other as people move between groups.

1.2 The Problem of the Study

Based on the background above, the problem of this research is how far WCS can
be an effective way to incrase the students' speaking skills at Class English Education
18 A

1.3 The Objective of the Study

The objective of this research is to explain whether WCS can be an effective way
to incrase the students’ speaking skills.

1.4 The Scope of the Study

The main focuses of this research are speaking skill and WCS by exploring a
clearly articulated topic, question, or set of questions. WCS method is designed to
create a safe, welcoming environment in which to intentionally connect multiple ideas
and perspectives on a topic by engaging students in several rounds of small-group
conversation. WCS method is particularly useful when the lecturer want to be sure to
explore a topic from multiple perspectives, to ensure that everyone in a classroom
contributes in a conversation, and/or when the lecturer want to encourage students to
make new connections. The method can also be useful for gathering information from
grantees and beneficiaries at the community level.

1.5 The Significance of the Study

WCS made students more practicing in speaking. They could use their present
knowledge to deeper knowledge. It is useful in making knowledge share fairly in
student‟s member. They share idea to their friend. Actually, the students’
improvement of speaking skill by using WCS was influenced by two factors. The first
was the monitoring factor from the lecturer. For lecturer, hopefully could help
lecturers resolve the speaking skill problem in English Education 18 A. For students,
the researcher expects that the students speaking skill will incrase significantly.

CHAPTHER II
LITERATURE REVIEW
2.1 Speaking Skills
2.1.1 Definition of Speaking Skills
Speaking is the capability of someone to communicate orally with others. It is
the skill that use real life situation (Liao, 2009). Therefore, Nazarah (2011) argued
that speaking is specific spoken discourses that entail the elements of language when
also consider its function and social norm. It means to speak foreign language learners
should use the culturally acceptable ways of interacting with others in different
situations and relationship (Hanh, 2011).
Furthermore, speaking is verbal way of communication that has two purposes,
transactional and intransactional (Nunan, 1999, cited in Nazarah, 2011). Transactional
is the way for one direction communication while intransactional is the way for two
direction communication. Then, making the intransactional is the most dominate
speaking context for social purposes such as to inform, ask information, describe
something, and give direction.
Moreover, speaking is a skill that required ability to process information and
language (Madsa, 2012). It is human’s brain that does process as complex process. It
uses brain to process sound input to brain. Then, the input that have been received
will be processed in brain. It will analyze information and then the language faculty in
brain will produce some words for respons. It such something that human can master
years since they were a baby then they can extend their ability with learning and
studying.
Similarly, Ann (1999) said that speaking skill is active production skill and use
as oral production. It is a complex term that need multi sensory speech event that
topic could become unpredictable. The sensory is the sensitive area of human
brain. Human use sensor to interprete something. It is done by brain in speaking. It
needs multisensory speech event. It needs ability to use linguistic and social linguistic
as the consideration to communicate orally. It is mostly spontaneous, open-ended, and
evolving.
In addition, Widiati and Cahyono (2006) said: Spoken language involves
paralinguistic feature such as tamber (breathy, creaky), voice qualities, tempo,
loudness, facial and bodily gestures, as well as prosodic features such as intonation,
pitch, stress, rhythm, and pausing. Thus, spoken language which employs variability
and flexibility is in fact as complex as written language, meaning that each is complex
in its own way.
 Then, Somdee and Suppasetseree (2012) stated that speaking is oral
productionskillwhichentailsrequirestheprocessofcommunicative competence,
pronunciation, grammar, and vocabulary to improve for the way of communication.
Also, Ur (1996, cited in Chi, 2011) said:
. . . of all the four skills (listening, speaking, reading and writing),
speaking seems intuitively the most important: people who know the
language are referred to as “speakers” of that language, as if speaking
included all other kinds of knowing; and many if not most foreign
language learners are primarily interested in learning to speak.

2.1.2 The component of Speaking skill

Each component of speaking is an essential componet of a multidimensional
definition of speaking. It provided guidance for understanding how the speaking
process should be taught. Speaking process depend on the language of the speaker and
the speaking system that encodes the language. According to Heaton (1999), three
areas of elements to success in teaching speaking. They are:
1. Accuracy
Accuracy is the ability to produce correct pronunciation. Correct pronunciation
means correct of sounds production and is not influenced by similar sounds in
mother tongue language. The speaker with high level of accuracy will speak
correctly with very few mistakes.
2. Fluency
Fluency is the ability to speak accurately and quickly. Fluent speakers decode
automatically and therefore are able to concentrate their attention on the meaning
of the speech. Fluent speakers recognize and comprehend words at the same time.
Fluency in speaking are close relation to comprehension. That is, the students who
were low in fluency showed difficult on comprehending what they heard.
3. Comprehension
The purpose of speaking is to make listener understand what is the speaker mean.
Comprehension is the ability to take meaning from speaker and to remember and
communicate the meaning from the speaker. Good speakers are those who
monitor their listener comprehension to make sure they understand the speaker
and comprehension as the final goal of speaking.

2.2 Teaching Speaking Skills

2.2.1 Successful Speaking Activity
 Ur (1996) had argued about characteristic of successful speaking activity, they
are:
1. Learners Talk a lot
During the time have been alocated for speaking activity, students speak a lot as
much as possible. This may be seen clearly even there are several pause by
lecturer.
2. Participation is Even
The discussion does not take place only by a few dominant participants. All
participants have the same chance to speak. Also, they have the opportunity to
contribute.
3. Motivation is High
The students have motivation to speak because they are interested in the topic of
conversation and they have the idea to be delivered. Or, they want to contribute to
discussion activity.
4. Language is of an Acceptable Level
The students express themselves with relevant utterence in the discussions. They
are easy to understand. They speak with acceptable pronuncation and accuracy in
target language.

2.2.2 The problem of Speaking Activities

Speaking is different from listening, reading, and writing activities. It is
primarily used in reality. In learning foreign language, there some problems appear
when students want to speak. Ur (1996) explained there are some problems with
speaking activities:
1. Inhibition
Speaking requires full attention of the listener while the students commonly
embarrass when observed. They do not want to speak in foreign language. They
avoid making any mistake. They fear of criticism.
2. Nothing to Say
The students do not know what thing to say. They think that they do not have any
reason to speak. They only fell that they have to speak.

3. Low or Uneven Participation

 There is only one participant who speak on the occasion when the goal is to be
heard. While in a large group means that each person only has a little time to talk,
then, there will be only some participants who dominate in speaking. Because of
that, the others will do little or even they do not speak at all.
4. Mother Tongue Use
If the students are large group of students with the same mother tongue, so they
will tend to use their mother tongue because it is easier than having to continue to
speak in a foreign language. Also they will be less embarrassed by their mother
tongue. But it will be a little more difficult if they are in a small group because it
could be any of them who do discipline and do motivate in using the target
language.

2.2.3 The way to solve the problems

1. Use the Group Work
This increases the number of student speech solely occur within a limited period
of time and also lowers barriers to learners who do not want to speak in front of a
full class. The group work means lecturers can not monitor all student speech, not
all speech that would be true, and learners can sometimes slip into their native
language, however, even with errors occasional consideration and use of the
mother tongue, the amount of time remaining for positive, oral practice is likely
to be far more useful than a full class set up.
2. Base the Activity on Easy Language
The required of language level discussion should be lower than that used in
intensive language learning activities in the same class. It should be easy to
remember and produced by the participants, so that they can speak fluently with
minimal hesitation. It is an idea that to teach or review important vocabularry
well before the event.
3. Make a Careful Choice of Topic and Task to Stimulate Interest
The more increasingly apparent purpose of the discussion participants were the
more motivated they will be.
4. Give some Instruction or Training in Discussion Skills
If the assignment is based on the discussion group and then include instructions
about participation when introducing it.
5. Keep Students Speaking the Target Language
 The best way to make students keep speak in the target language just to be there
alone as much as possible, and remind them to use their own modeling language.
There is no substitute for neglect.

2.3 Technique for Teaching Speaking

There are several techniques for teaching speaking, they are:
1. Dialogue
This is the traditional language-learning techniques that the learners are taught a
brief dialogue (Ur, 1996). Then, they do it, personally in pairs, or publicly in front
of the whole class.
2. Role play
Role play is a game that the players play the role of imaginary characters and
collaborate to knit a story together (Ur, 1996). The players choose their actions
significant figures based on the characteristics of the character, and the success of
their action depends on the system of game rules that have been determined.
Origin still follow the rule set, the players can improvise shaping the direction
and final outcome of this game.
3. Jingsaw
Jingsaw is a group work for learning and participating in the group learning
activities. Each group has responsibilities for taking the knowledge from one
group and repeating it to new listeners in other groups. (Hakkarainen in
Handayani, 2010)
4. World Cafe
World Cafe Strategy is a learning strategy that allows students to gather and share
information from one group to another group. Topic can be the new learning
point, a review of previously learnt information or a reflection of understanding
about the topic. The movement generallyconsists of 3 rounds of 20 minutes to 30
minutes each. (Brown, 2001)

2.4 Active students

According to Nunan in Sakale (2012), active students are where students are
provided enough oportunities to use the language and actively involved in producing
it. Furthermore, Ur (1996) argued that active students means during the time have
been alocated for speaking activity, students speak a lot as much as possible.
 However active students could not be separate with students interest and
motivation. Furthermore, Hurlock in Hamzah et al. (2011) said that interest is a source
of motivation that drives people to do what they want when they are free to choose , if
they see that something is going to be benefit then they are interested in and then
bring contentment and satisfaction decreases if the interest was reduced.

Hurlock then said that the interest is more permanent or direct (persistent) as
interest in satisfying an important need in someone's life. The stronger the need, the
more powerful and enduring interest to meet those needs. The more frequently
expressed interest in activities, then the stronger that interest. Interests will be
extinguished when not channeled in activities and even when it cannot provide
satisfaction , then at some point will feel less interested even boring . Hurlock define
boredom as an opponent and interest consisting of feeling bored and discontent.
In addition, Guilford in Hamzah et al. (2011) defined that person's interest as a
tendency to behave as a particular case. Furthermore , Semiawan in Hamzah et al.
(2011) argues that interest is a mental state that produces a response directed to a
specific situation or object that is fun and raises satisfaction . Thus the interest that
arises from a person caused more by external factors that are nearby. That is, when
one is confronted with an object or an atmosphere, if an object or an atmosphere that
appeals to a person, then there will be interest in the object or the atmosphere.
Other experts argued that the interest is part of the motivation. Motivation is
generally known as internal motivation and external motivation, and then the interest
is an encouragement for someone to like something that is internal. Taylor in Hamzah
(2011) stated that interest as feelings of dislike towards something specific or
particular situation. In the interest of such a position, it can be predicted that the
interest effect on learning outcomes. In this case the interest is an aspect of the human
psyche that can be pushed toachieve the goal. A student or students, who have a
greater interest towards certain subjects, tend to give greater attention to the lesson.
Furthermore, Gibson in Hamzah (2011) suggested that his view of interest include
(a) viewed from the cognitive aspect, can be a boost interest in achieving the
objectives or needs, so that everything he was doing to add value to him. While the
aspect of attitude, something he does to give pleasure, happiness and does not cause
boredom. Therefore ,the interest becomes a source of energy to carry out activities in
achieving objectives or needs, (b) interest in emphasizing the election in which the
likes and dislikes of values, objects, understanding, skills/ experience, pleasure, desire
or volition, attentio, and participation in an activity that one likes.
From those theories above it can be conclude that the interest and motivation
influence students to be active while the interest in learning English is the tendency of
a person motivation , interest , want to learn English in order to obtain satisfaction on
learning objects English.

2.5 Strategy Definition

In general, strategy can be interpreted as an outline act in order to achieve specific
targets. Therefore, in teaching and learning, strategy is defined as a planning strategy
that contains a series of activities designed to achieve specific educational goals
( Sanjaya, 2007, cited in Jurodin, 2013). It is used by the lecturer to convey the
subject matter. It makes the learners easier in achieving learning goals expected at the
end of learning activities.
In addition, Kemp (1995, cited in Siswoyo, 2012) explains that strategy is a
learning activity that must be done so that the lecturer and the student learning
objectives can be achieved effectively and efficiently. Similarly, Dick and Carey
(1985, cited in Siswoyo, 2012) argued that the learning strategy is a set of learning
materials and procedures are used together to inflict on students' learning outcomes.
Learning strategies will be selected and used by lecturers starting point of learning
objectives established at the beginning , meaning that the direction of all decisions is
the goal achievement strategy formulation , so that the preparation of the learning , the
use of various facilities and learning resources all geared to support the achievement
purpose.

2.6 World Cafe

2.6.1 World Cafe Definition
World Cafe was found in by Brown and Isaac (1995). It is a way to increase the
capacity of collaborative thinking by linking small group in network (Brown, 2001). It
is a strategy where the groups given context and focus then they could use their
creativity to support the conversation. They share idea and they access their
knowledge. Then, they move from one group to another group. The format consist of
several round/ movement from one group to another group in every several minutes.
World Cafe is a way to help group discussion as make large people as part in
small group conversation (Research Center for Leadership in Action, 2008). It is used
in discussing about some topic that need to handle so manypeople. It can be use for
extra large number of people in discussion forum. Then, it shows people antuciasm in
speaking in that discussion. Therefore, this strategy is said as friendly strategy that
can be use from the little number of students in one class until the big number of
people in disscussion forum.

The World Cafe is a user-friendly method for creating meaningful and cooperative
dialogue around questions that count. As an organizational or social design process
the World Café offers a practical way to enhance the human capacity for collaborative
thought. Born out of the worldwide interest in dialogue methodologies and readily
applicable to organizations and communities, it catalyzes dynamic conversations and
opens new possibilities for action. (Schieffer et al, 2004)
In addition, the World Cafe strategy allows students to gather and share
information quickly. They share ideas, thoughts and experiences. The key idea is to
move from conversations that keep us in the past into dialogue around ideas that
matter. It is design for tackling one major issue (Lowe, 2012).
The participant assumption of their wisdom and creativity. They given appropriate
context and focus (National Council of State Boards of Nursing, 2012). They could
use their present knowledge to deeper knowledge. It is useful in making knowledge
share fairly in students member. Because they share idea to their friend.It can be said
that World Cafe is the way to create environment which participants responses to
problem (Aldred, 2009). It will group the whole number of students. Each group name
their table as cafe name. Then they speak in informal situation. They speak about
topic that lecturer given. Theycan speak what they want to speak but all in English.
They can speak with their friend as enjoy. While this process happen. There is one
student who record the flow of the conversation. Then after every several time that
have been decide before. For example, every five minutes, the lecturer command the
student to move to other cafe. It is the way to make such network of conversation that
talking about question as means sharing knowledge. (Apline, 2007). It is like speaking
and discussing in cafe shop.
It is as a way to success do conversation like in large cafe. (Senge, 2005). It is for
discussing about something. It makes the people devided in some group. The group
may consist forum until five member each of it. The people do not stay in that group
until the discussion over because it will come the time that some of them should move
to the other cafe of table of disscussion.
 Participate together in evolving rounds of dialogue at small cafe style tables while
at the same time remaining part of a single, larger, connected conversation.
Participants record key insights in words and pictures on paper table cloths (Steward,
2005).

2.6.1 Technique in World Cafe

Students form random groups of between of 4-5. Each group labels their café
location with a name. Students are given a topic to discuss. Topics can be the new
learning point, a review of previously learnt information or a reflection of
understanding up to this point.
At table groups, the conversation flows as in a coffee shop with students sharing
factual information, opinion, and personal experiences related to the topic. Every 5
minutes, students randomly move to a new coffee shop. New groups at coffee shops
are formed with different members.When the new coffee shop groups are formed, this
new group continues with conversing about the topic. This process continued for
several movements.

2.7 Previous Research

There are some previous researches that have been done by other researchers.
First, Anderson (2012) conducted a research entitle “Use the World Café concept to
create an interactive learning environment” in Cardiff University. Then, it is found
that whilst the World café idea is not really suitable for teaching groups of fewer than
10, it is suitable for use during a full day or a half a day meeting if the topic relates to
complex clinical experiences or encounters. This is an excellent addition to your
teaching armamentarium if you want to introduce new or challenging ideas and if you
want to encourage reflection among your learners. Enabling them to experience a
variety of difficult view points and perspectives and providing a forum for debate can
help to clarify understanding and boredom perspectives in a novel, but educationally
sound setting.
Second, Hornet (2007) conducted a research entitle “World Cafe: simulating
seminar dialogues in a large class” in Penn State, Great Valley. It found that the
students in the larger class using World café reported in courseevaluation and in
conversational anecdotes that they enjoyed the learning experiences in the course.
2.8 Peer Teaching
In short, peer teaching occurs when students, by design, teach other students.
Austin Community College provided an overview of some of the existing (though
decades old) research in a collection of resources for lecturers in training, which
provides a nice context for peer teaching.

“There is a wealth of evidence that peer teaching is extremely effective for a

wide range of goals, content, and students of different levels and personalities
(McKeachie et al., 1986). Peer teaching involves one or more students teaching
other students in a particular subject area and builds on the belief that “to teach is to
learn twice’ (Whitman, 1998).”
“Peer teaching can enhance learning by enabling learners to take responsibility
for reviewing, organizing, and consolidating existing knowledge and material;
understanding its basic structure; filling in the gaps; finding additional meanings;
and reformulating knowledge into new conceptual frameworks’ (Dueck, 1993).”
“Help from peers increases learning both for the students being helped as well
as for those giving the help. For the students being helped, the assistance from their
peers enables them to move away from dependence on lecturers and gain more
opportunities to enhance their learning. For the students giving the help, the
cooperative learning groups serve as opportunities to increase their own
performance. They have the chance to experience and learn that “teaching is the best
lecturer’ (Farivar and Webb, 1994).”
Language students tend to rely quite heavily on their lecturer; looking to their
lecturer for all the answers, depending on the lecturer to model the target language,
believing that only the lecturer can provide the solutions to their language learning
problems. And lecturers are often guilty of fostering a behaviour that encourages this
perspective. However, there are plenty of ways to encourage students to see their
peers as a good resource for new language and correct language, and to encourage
them to listen to and rely on each other.
2.8.1 Why is it Important that Students Listen to each other?
Surely students are better off ignoring their classmates whose language is full of
errors, and just listen to the lecturer who will model the language correctly?
1. Get with the accent: It is very likely that whatever language someone is learning
they will be speaking to other non-native speakers of this language in the ‘real
world’. It is important to get used to a range of accents and to be able to
‘interpret’ the message that it being communicated, regardless of the first
language of the speaker.
2. Learn from mistakes: Students should be encouraged to identify and learn from
each others’ mistakes. Rather than relying on the lecturer to give the correct
answer every time an error is produced, the lecturer can encourage the students
to correct each others’ mistakes. This can be via on-the-spot error correction, or
by boarding errors and getting students to discuss corrections in pairs before
feeding back to the class.
3. Emerging Language: Students often use the classroom environment to ‘test out’
new expressions they have read or discovered outside of the classroom. This
‘emerging language’ can be a great resource for the lecturer and for other
students to learn from. Students can be encouraged to listen to each other to
notice new and useful expressions/vocabulary. In open class feedback students
can listen to count and note the number of new expressions that are used, for
example.
4. If you don’t know, ask: Students should be encouraged to ask questions about
the language they are learning – not just to the lecturer but to their classmates
and other people they meet outside of the classroom. A language learner is
never going to get very far by relying on only one source of information (the
lecturer) during their entire language learning journey. They should be asking
questions and thinking about the meaning, form and function of the language as
they advance and progress, wherever they are and whomever they are with.
5. Building confidence: Peer teaching gives students the opportunity to clarify
what they already know in their own minds. It is much more useful for the
student to reinforce their own understanding of the target language by
explaining to a peer, rather than listening to the lecturer repeating something for
them. It also engenders a ‘I actually know this stuff!’ feeling in the student,
which is both motivating and rewarding.
 Even though lecturers often secretly feel they should be ‘masters of their
kingdom’ when they are in class, it is important to remember to constantly hand over
to students. Look for new ways to make students independent learners both inside
and outside of the classroom, to build their confidence, and to always facilitate,
rather than dictate.

Theoretical Framework

One of the important skills that should be learned by the students is speaking
skill. In English Education Department, the English material tends to English practice
such as the communicative English that will be useful to the students. Many problems
then arise when the students try to speak. The students are lack of English ability and
no opportunity given by the the lecturer. Those several reasons make the students can
not speaking English in a good way. The researcher suggests the technique named
World Cafe Strategy (WCS), which is one of the Cooperative Learning method, that
may solve the problems. By doing the technique ,the students’s speaking skills are
expected to improve.
 CHAPTHER III
RESEARCH METHODOLOGY

This chapter presents methodology of the research. It presents the research

design, data and data sources, subjects of the research, technique of data collection,
technique of data verifiation, and technique of data analysis.

3.1 Research Design

The study was intended to investigate students’ speaking anxiety in classroom
presentation. Referring to this purpose, the study belonged to descriptive study
with qualitative approach. Burns and Grove (2003:19) describe qualitative
approach as “a systematic subjective approach used to describe life experiences and
situations to give them meaning”. The result of research is showed naturally without
any manipulation or special treatment for research object, because this research has
characteristics; (a) naturalistic (b) field work (c) main instrument is human being (d)
descriptively, the collections of data mostly at the form of words rather than numbers.
Furthermore, Mark (et al. 2005) states:
Qualitative is a type of scientific research. In general terms, scientific research
consists of an investigation that; seeks answers to a separation, systematically
uses a predefined set of procedures to answer the question, collect evidence,
procedure findings that are applicable beyond the immediate boundaries of
the study. Qualitative research shares these characteristics. Additionally, it
seeks to understand a given research problem of topic from the perspective
of the local population it involves.
Strauss and Corbin (1998:11) explained that qualitative methods can be used to
obtain the intricate details about phenomena such as feelings, thought processes,
and emotions that are difficult to extract or learn about through more conventional
methods. Moleong (2011:6) adds that qualitative study as study aimed to
understand a phenomenon about what is experienced by the subject such as
behavior, perception, motivation, action, etc.
On the other hand, Stainback & Stainback (1998:1) stated that the
distinguishing characteristics of qualitative research is that it “calls for the
investigator to enter into the lives of the persons being studied as fully and
naturally as possible”. The goal is to gain an in-depth, holistic perspective of
groups of people, environments, programs, events, or any phenomenon one wishes
to study by interacting closely with the people one is studying.
 Meanwhile, based on Sugiyono (2008:12), there are some characteristics of
qualitative research, those are; the study is done in natural setting, the finding data
are in the form of words or pictures, the study is emphasized in process rather than
product, data analysis is done in inductive way, and the study emphasizes in
meaning. The naturalness of this research is shown when the process of collecting
data. It is done without manipulating the condition of the subjects. The subjects are
studied in their natural situation. They are just observed about what the causes and
strategies in minimizing speaking anxiety in oral presentation.
So, in this research, the researcher uses descriptive qualitative research design.
As stated by Karasar (2009), descriptive research is used to describe a current
situation that existed in the past or exists now in the way it is. It is to gain the
information about the effectiveness of WCS at Science students in English
Education 18 A Using this design, the researcher wants to describe that the
effectiveness of WCS and the researcher in this case as the main instrument.

3.2 Data and Data Source

Data is very important thing in research. Moleong (2011:157) defined kinds of data
are divided into words and behavior, written documents, photos, and data statistics.
Talking about the data, Ary (2006:454) suggested that the data collected in qualitative,
researcher attempts to arrive at a rich description of the people, objects, events, places,
conversations, and so on. In qualitative, the data are in form of words rather than numbers
and statistics (Ary, 2002:425). Arikunto (2006:118) suggested that data is all of fact and
members that can be used by the researcher as information, whereas information is the
result of data process that is needed to be used and collecting data is standard and
systematic procedure to get available data. Data contains selected information that is
needed based on research questions. The data must be accurate, relate and appropriate
with the problem that is being observed. The data in this research were selected
information and description about the causes of speaking anxiety and strategies to
minimize speaking anxiety used by the students in classroom presentation. The data in
this study were in the forms of statements and descriptions and they belonged to
qualitative data.
While data source is a source from where data is taken from. Based on Arikunto
(2006:118) statement, the sources of data are subject where data can be gained.
Sources are some subjects that are possible to give information in order to give
representative data. There are three classified data sources, they are place, persons,
and paper. In this research, the researcher got data through doing observation and
conducting interview to students of English Education 18 A Hence, the data source of
this research was categorized as person data source.

3.3 Instrument of Collecting Data

The research was intended to know the effectiveness of WCS in the speaking class.
The subjects of the research were the students who have been conducting a classroom
presentation. They were the students of English Education 18 A. The class is consisting of
28 students. The researcher only chose 10 students randomly as the subjects of the
research with criteria who have been doing presentation. It means that whoever students
who have been doing presentation can be selected as the subjects. In doing observation,
the researcher observed the students’ classroom presentation activity until get
saturated data.
Collecting data is crucial step in doing research. It is the process of selecting data
done by using some research instruments or by applying some methods of collecting
data. It is impossible to collect the data without data collection method. There are four
techniques of data collection method that are commonly used in qualitative, they are
observation, interview, documentation, and questionnaire. In this research, the
researcher employed observation and interview as the technique to obtain data. Each
technique of data collection is described below.
1. Observation
Observation is the most basic method for obtaining data in qualitative inquiry.
Based on Ary (2000:474) statement, qualitative observation relies on narrative
behavior and interactions. While Narbuko and Achmadi (2009:70) added that
observation method is determined as observing and taking notes on a
phenomenon that is observed systematically. The observation was used to collect
the data in systematic way to understand and interpret actions, interaction or the
meaning of the teaching and learning process.In the observation, the researcher was
as nonparticipant observation. The role of researcher was as an observer in which she
sat on the back seat observing and doing note taking about all related events that
occurred in classroom presentation. The purpose of doing observation was to
know the way how the students presenting the materials orally. It was also to
know the gesture and mime of students who suffer from anxiety. In addition, it
was to know the possible causes that can influence students’ performance during
classroom presentation activity.
2. Interview
After doing observation in classroom presentation, the researcher conducted in-
depth interview to nine students who have been doing presentation in order to
obtain the data about the causes and strategies used by the students to minimize
speaking anxiety in classroom presentation. Interview is one of the most widely
used methods for obtaining data. It is a way to gather data on subjects’ opinion,
beliefs, and feelings about the situation in their own words. Interview provides
information that cannot be obtained through observation, or they can be used to
verify the observation. Meanwhile, Morgan in Bogdan and Bicklen (1998:93)
state interview is conversation, usually between two people but sometimes
involving more, that is directly by one in order to get information from the others.
The purpose of interviewing people is to find out their minds, what they think and
feel about something.In this research, the researcher used free guided interview.
Achmadi and Narbuko (2009:84) says that this method the interviewer uses a set of
questions and each question is developed to gain details information. To have a
smooth interview, it needs free guided interview to encourage students to talk
freely about what are the causes and their strategies to minimize their speaking
anxiety in the classroom presentation activity. In addition, it gave the interviewer
a great deal of flexibility.Furthermore, the researcher also used audio tape in the
interview process. The data from the interview was recorded through audio
recording. It enables the researcher to keep the information safely (Creswell,
2012). Audio tape is convenient and reliable, the original data is available at any
time. So, audio tape is the best way to record the interview process. The purpose
of interview was to know deeply the causes and strategies to minimize the
speaking anxiety in classroom presentation. So, in this research the researcher
employed more than one techniques in collecting data, they were observation and
interview.

3.4 Technique of Data Analysis

After the data were collected through doing observation and interview, then the data
were analyzed. Bogdan and Bicklen (1982:248) state that data analysis is the process of
systematically searching and arranging the interview transcript, field notes and other
materials that you accumulate to increase your own understanding of them and to enable
you to present what you havediscovered to others. The purpose of data analysis was to
summarize and to simplify the data in order to interpret and draw a conclusion. The
data analysis for the present study was done by applying the procedures suggested by
Miles and Huberman (1992:23) covering data reduction, data display, and conclusion
drawing.
1. Data reduction
Data reduction refers to the process of selecting, focusing, simplifying,
abstracting, and transforming the data that appear in written field notes or
transcription. The step in the analysis data in this research were: (a) the researcher
collected the data through observation and interview, (b) the researcher
transcribed, selected and focused on the data by referring to the research
problems. In other words, the irrelevant data were discarded and the relevant data
were included.
2. Data display
Data display is an organized, compressed assembly of information that permits
conclusion drawing and action. The process of showing data simply in the form of
words, sentences, narratives, table and graphic in order to the researcher mastered
in the data collected as the basic of taking appropriate conclusion. After collecting
and reducing the data about speaking anxiety, the researcher displayed those
selected data in the form of narrative or description.
3. Conclusion Drawing
Conclusion is the last of procedure of analyzing the data of the research. Since the
beginning of the research, the researcher made temporary conclusion. Furthermore, it
must be perfect conclusion. Making conclusion is the process of drawing the content
of data collected in the form of good statements. The conclusion drawing can be
started from tentative conclusion which still needs to be completed. Meanwhile,
verification means testing the provisional conclusion for their validity. In this
research, the temporary conclusion became final conclusion because the conclusion
was supported by sufficient data in the field. The researcher got final and perfect
conclusion as the answer of research problems.