Efl Students' Anxiety in Oral Presentation On Project Thesis During Covid19 at Iai As'Adiyah Sengkang

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EFL STUDENTS’ ANXIETY IN ORAL PRESENTATION ON PROJECT THESIS

DURING COVID19 AT IAI AS’ADIYAH SENGKANG

A PROPOSAL THESIS

By:

ROSMINI

201052501091

GRADUATE PROGRAM

ENGLISH EDUCATION

STATEUNIVERSITY OF MAKASSAR

2021
CHAPTER I

INTRODUCTION

This chapter is an introduction which describes the background, problem statements,

objectives of the research, significance of the research, and scope of the research.

A. Background

Anxiety is subject still happened in daily life especially when student learn foreign

language. This is a phenomenon that people need to study more deeply because one of the

factors that affect the low achievement of students is because of anxiety. Trang, Moni and

Baldauf, (2012) state that there are variety of factors that might affect foreign language learning,

those are a number of students when learning a foreign language, motivation, attitude, anxiety

and beliefs. From the factors, anxiety has been given much attention. (Saito & Samimy, 1996)

showed foreign language anxiety can have a negative impact on learners' performance. So, it can

be concluded that the language anxiety influences student’s performance, the students who can

keep their anxiety, they will have good performance in doing communication with other people.

In learning English as Foreign Language every student has different psychological

condition and there are 4 skills that are needs to be mastered, those are speaking, listening,

reading and writing but one of them speaking is more important. (Pollard, 2008) explains that

one of the most complicated skills to be mastered by the students is speaking. In this case,

speaking is one of the main goals of learning English is to enable students to communicate with

other people. Speaking ability is how the people speak fluently presupposed not only knowledge

of language features, but also how the people process information and language on the spot
(Harmer, 2001). Learning EFL, especially speaking is difficult for students who do not use a

foreign language as the language used to communicate in their speaking habitual.

The speaking ability is very supportive of students in order to perform various activities

such as learning, presentation, debating, conversation or various organizational activities.

However, students have some problem in speaking and most of them problem are caused by

anxiety. Anxiety is lead people unwilling to communicate with other people. Anxiety is one of

the factors disturbing to students to develop their achievement in speaking (Rahman & Dewi,

2016). Then, (Horwitz et al., 1986) explains that anxiety is the subjective feeling of tension,

apprehension, nervousness, and worry associated with an arousal of the autonomic nervous

system. Anxiety is “an individual level of fear associated with either real or anticipated oral

communication with another person (Scovel, 1978).

Nowadays, teacher/ lecturer must pay more attention related to their student anxiety,

especially in EFL oral presentation, in order to help the lecturer or teacher knows to handle the

students based on their condition and situation.

Then, oral presentation is very important because it needs a skill to make someone or a

group understands what we are talking about and it also needs a confident to speaker to speak in

front of a group to make them understand. Giving presentation in front of the lecturer/ teacher

will be a problem for some students who have lack of confident. Especially in speaking, when

student learn English as Foreign Language anxiety is happen if teacher/ lecturer not apply the

best strategy in teaching and it make their student feel anxious. So it is important to do research

to know student anxiety and the lecturer needs to know the source of their anxiety to overcome

the students and encourage them to do better presentation.


Furthermore, oral presentations can trigger student anxiety if they make mistakes in a foreign

language classes because in a foreign language class students are needed to be able to interact,

participate, and communicate in a foreign language (Oktarina, 2020). This can cause poor

performance which can interfere with the learning process of students so that many students can

experience nervousness when making oral presentations. Anxious feeling in presentation

generally occurs to everyone in common situation, heart which is beat fast or trembling were the

effect of anxious in presentation despite anxious feeling was common for everyone but male and

female face anxious differently in presentation where man felt anxious because they think about

how to maintain their statement and try to look masculine even though they do not know how to

answer the questions (Sahid et al., 2018). Liu, (2007) noted that if a high anxious student is

asked to present orally in the classroom, his tense can be seen in his voice, and his legs will

shake during the presentation.

There are some previous studies about anxiety have been done. (Zemni & Alrefaee,

2020) focused on investigating the sources of reading anxiety among undergraduate female EFL

students in Kingdom of Saudi Arabia. (Gerencheal & Mishra, 2019) focused on investigating

anxiety level of Ethiopian university students’ who were studying English as a major (Ekmekçi,

2018) focused on analyzing the levels and types of foreign language writing anxiety. (Sukardi

Weda dan Andi Elsa Fadhilah Sakti, 2018)focused on analyzing correlation of students’ study

anxiety and their academic performance.

Referring to the previous studies above, the researcher will conduct different things. In

this study, the researcher will focus on student’s anxiety in oral presentation at IAI As’adiyah

Sengkang,Wajo Regency. The present this research aims to investigate students’ anxiety. Those
are the types of students’ anxiety, the different of anxiety in gender (female and male), factor

causing students’ anxiety and the kind of strategies do students apply to overcome anxiety.

In addition, recently the Covid19 Pandemic, it is important to know the factor cause the

students’ anxiety in oral presentation. By knowing students anxiety, it can help overcame

students’ anxiety and help to increase their confidence in their speaking. Feeling anxious can

make student stuck in doing oral presentation. In Covid-19 pandemic, language learners have

been studying under conditions of considerable stress because of being forced into remote

learning (Russell, 2020) in (Sahid et al., 2018) . These students may experience significant levels

of FLA anxiety related to their use of new instructional technologies and platforms and it is also

likely that these language learners experience higher levels of general anxiety related to the

pandemic and their home situation, (Russell, 2020) in (Sahid et al., 2018).

In order to get an overview of the phenomenon regarding EFL students’ anxiety in oral

presentation during exam proposal seminar on research location, the researcher will conduct at

IAI As’adiyah Sengkang. Proposal seminar is one of requirement for undergraduate student to

finish their study. Reflecting to the explanation above, the researcher takes part to conduct a

research at As’adiyah Islamic Institute of Sengkang because As’adiyah Islamic Institute of

Sengkang is one of famous Pesantren in Wajo Regency.


B. Problem Statements

Based on the background above, the researcher make formulates problem statement to get the

main purpose of this study as follows

1. What are the factors causing students’ anxiety in oral presentation?

2. What the types of anxiety experienced by students’ in oral presentation?

3. Is there different anxiety between female and male students’ in oral presentation?

4. What kind of strategies do students apply to overcome their speaking anxiety?

C. Objective of the Research

Based on the problem statement above, the researcher formulates the objective of research as

follow:

1. To know the factors causing students’ anxiety in oral presentation

2. To classify the types of anxiety experienced by students’ in oral presentation

3. To elaborate the different of anxiety between female and male students’ in oral presentation

4. To investigate kind of strategies do students apply to overcome their speaking anxiety

D. Significance of the research

In this research, the research will expect to give theoretically and practically benefit as

follow:

1.1. Theoretically, the researcher expect that the result of this research will expect to provide

and give new information, knowledge about students’ anxiety in oral presentation, then the

result of this research will help the students of English education to posses more reference
about anxiety theory that applied in education field and the study will support and give a

contribution to the theory of second or foreign language learning.

1.2. Practically, the result of this study will expect to be meaningful and give more

information to teacher/ lecturer about their student anxiety, beside that this research will use

as a reference for the next researcher who want to study about anxiety, especially for reader

who wants to discuss similar topic.

E. Scope of the Research

The scopes of this research are viewed from discipline, content, and activity and the scopes

are discussed briefly below:

1. By discipline

This study is under the discipline of psycholinguistics and it is combination of 2 variables

namely linguistics and psychology.

2. By Content

In this study, the researcher will focus on investigating the factors causing students’ anxiety

in oral presentation, the types of anxiety experienced by students’ in oral presentation, the

different of anxiety between female and male students’ in oral presentation and kind of strategies

do students apply to overcome their speaking anxiety.

3. By Activity

In this study, the researcher will conduct to investigating EFL students’ anxiety in oral

presentation during exam proposal thesis. The researcher will use interview to get the data and
the researcher will analyze based on Miles and Huberman’s theory (1994) that the analysis

includes three steps, namely data collection, data display, conclusion and verification.

4. By Location

The researcher will conduct at IAI As’adiyah Sengkang, Wajo Regency.


CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter describes the literature reviews, which deals with the previous related studies,

pertinent ideas, and conceptual framework.

A. Previous Related Studies

As far as I ever found, researches about students’ anxiety have ever been done, but the

researcher wants to develop analysis students’ anxiety. In connection with it, in this study, the

researcher digs up information from some previous studies and some books that have been

published related to the topic about anxiety. It can be used as a reference even though not

directly related to the object of study. The researcher has found some previous studies to

support this research as follows:

The first research was conducted by (Zemni & Alrefaee, 2020)“Investigating the Source of

Reading Anxiety among Undergraduate Saudi Female EFL Students in Translation

Departments”. The method in this research was quantitative research design. They were

collected the data through a survey design. The researchers focused on investigating the sources

of reading anxiety among undergraduate female EFL students in Kingdom of Saudi Arabia. The

result of their research showed that text sources, such as unknown vocabulary and unfamiliar

pronunciation, contributed more to reading anxiety than the personal sources of reading anxiety.

Furthermore, the study concluded that teachers need to pay more attention to enriching the

students’ vocabulary and improving their pronunciation, since this helps to alleviate students’

reading anxiety.
The second research was conducted by (Gerencheal & Mishra, 2019)“Foreign Language

Anxiety among Ethiopian University EFL Students”. They focused on investigating anxiety

level of Ethiopian university students who were studying English as a major. In this research,

the researchers were used questionnaire to gather the data, which was developed by Horwitz.

The finding of the research showed that most students (83.5%) were suffering from language

anxiety while learning EFL ranging from moderate anxiety level to high anxiety level, and there

was statistically significant difference between females and males on which female students

were more suffering from their counterpart males in learning EFL in the classroom. In this study

mean; anxiety level of the students was 3.47 (SD=0.45) which is above the average (3.00).

Then, there were four domains of the FLCAS recommended by Na (2007), most of the students

were suffering from communication apprehension.

The third “Exploring Turkish EFL Students’ Writing Anxiety” written by (Ekmekçi, 2018)

from Ondokuz Mayis University. In this study, the writer focused on analyzing the levels and

types of foreign language writing anxiety and to determine whether there were statistically

significant differences between freshman and senior students in terms of levels and types of

anxiety context in Turkey. The method in this study was quantitative approach and the

researcher collect the data used via an open-ended questionnaire The finding of her study

showed that 60% (n: 76) of the participants have moderate anxiety about writing in English and

there is a statistically significant difference between the two groups in terms of anxiety levels in

general and somatic anxiety levels in particular while, no statistically significant difference has

been found between the two groups with regard to avoidance behavior and cognitive anxiety.

The fourth was the research about The Relationship between Study Anxiety and Academic

Performance among English Students written by (Sukardi Weda dan Andi Elsa Fadhilah Sakti,
2018). In this study, they used two types of instrument to collect the data: questionnaire and a

test. The research was conducted at Faculty of Languages and Literature in State University of

Makassar. They focused on analyzing correlation of students’ study anxiety and their academic

performance. In this case the study anxiety level was measured using Sansgiry and Sail’s Test

Anxiety Measurement, and student academic performance was measured using Grade Pont

Average. The finding in their research showed that there was a significant correlation of high

level anxiety and low academic performance among English students at Faculty of Languages

and Literature in State University of Makassar, with significant correlation (p=0,011) and

correlation coefficient is small with r=0,235.

The fifth “Major Causes of Saudi Learners’ Speaking Anxiety in EFL Classroom” (2017)

(Rafada & Madini, 2017)from King Abdulaziz University, Saudi Arabia. In this research, they

was used mixed method approach which utilized descriptive qualitative and descriptive

quantitative. For collecting the data, two instruments were utilized: semi structured interview

and questionnaire. In this study, they just focused on exploring the main causes of speaking

anxiety that encountered by Saudi EFL learner in the class. The result in their study showed that

the main causes of Saudi EFL learners’ speaking anxiety were the teacher’s role in raising or

reducing anxiety, lack of vocabulary, fear of peer evaluation, communication apprehension,

presenting a topic or material in front of the whole class, low English proficiency, and fear of

taking a test.

The sixth “Reading Anxiety of Grade Eight Students in Taman Dewasa Jetis Junior High

School” is (Nirmala, 2017) thesis in Sanata Dharma University. In this study, she focused on

analyzing reading anxiety experienced by grade eight students in Taman Dewasa Jetis Junior

High School, which is the level of students’ reading anxiety and the correlation between
students’ anxiety and students’ English competence. For gathering data, there were two

instruments in this study. The result in this research showed that all students were moderately

anxious in reading English and English competence was in negative correlation between

students’ anxiety. Furthermore, the value was -0.227 and students’ English competence was

small or weak.

The seventh “Effect of Self-Esteem, Anxiety, and Gender on Oral Communication of EFL

Learners” is (Dollah, 2009) article. In this research, the writer focused on investigating the

effect of self esteem, anxiety, gender and relationship among the independent variables on oral

communication of EFL Learners. The methods were used descriptive statistics and inferential

statistics. For gathering the data in this study, 3 kinds of instruments were used, that they were

self esteem scale, anxiety scale and oral communication test. The result of this study showed

that the writer concludes that the first, discretely self-esteem affects the oral communication of

EFL learner. The second, Anxiety significantly affects the oral communication of EFL learners.

Furthermore, they feel anxious because not only linguistic factors, but also non-linguistic

factors. The third, gender does not affect significantly the oral communication of EFL learners,

which means that both female and male students have equal possibility to be successful in

learning English oral communication. The fourth, self-esteem, anxiety, and gender (independent

variables) that affect the oral communication of EFL learners, and only anxiety showed affect

on the oral communication of the learners.

The writer had read and comprehended it. After the writer had done the comparison to the

researchers above, the writer concluded that there was a similarity with this research. The

similarity between all of the previous studies above is about anxiety. Although many

researchers study about anxiety, this research is still different with all of the previous studies
above that (Zemni & Alrefaee, 2020) focused on investigating the sources of reading anxiety

among undergraduate female EFL students in Kingdom of Saudi Arabia. (Gerencheal & Mishra,

2019) focused on investigating anxiety level of Ethiopian university students’ who were

studying English as a major. (Ekmekçi, 2018) focused on analyzing the levels and types of

foreign language writing anxiety. (Sukardi Weda dan Andi Elsa Fadhilah Sakti, 2018) focused

on analyzing correlation of students’ study anxiety and their academic performance.

Furthermore, (Rafada & Madini, 2017) focused on exploring the main causes of speaking

anxiety that encountered by Saudi EFL learner. (Nirmala, 2017) focused on analyzing reading

anxiety experienced by grade eight students in Taman Dewasa Jetis Junior High School.

(Dollah, 2009) focused on investigating the effect of self esteem, anxiety, gender and

relationship among the independent variables on oral communication of EFL Learners.

Therefore, related to the previous studies above that it is important to know about students’

anxiety that nearly all population in Indonesia learns English. The researcher will analyze EFL

learners’ anxiety in oral presentation during Covid19 pandemic at IAI Asadiyah Sengkang, the

researcher will focus on analyzing factors causing students’ anxiety, types of students’ anxiety,

the different of anxiety between female and male students’ and the kind of strategies do students

apply to overcome their anxiety.


B. Pertinent Idea

1. The Concept of Anxiety

a. Definition of Anxiety

In commonly, anxiety appears from human body as a response to a particular situation and it

can be identified as a feeling of being threatened, apprehension, worry or tension.

There are some people who have given a definition on the term of anxiety, (Peter D.

Macintryre and R.C. Garner, 1991) state that language anxiety as the feeling of tension and

apprehension specifically associated with second language context including, speaking, listening,

and learning.

Darajat in (Huda & Ma’mun, 2020) state that anxiety as a manifestation of various mingled

emotional process, which occur when a person experiences feelings (stress), or frustration and

inner contradictions. Furthermore, Anxiety which are available in the literature, which are

describes anxiety as the cognitive affective responses that characterized by physiological arousal

and apprehension regarding the potentially negative outcome that the individual perceives as

impending (Asnur, 2010).

Then, (Carlson, 2010) stated that anxiety is a sense of apprehension or doom that is

accompanied by certain physiological reactions, such as accelerated heart rate, sweaty palms,

and tightness in the stomach. Ormrod in (Isnani, 2019)) explains that anxiety is a feeling of

uneasiness and apprehension concerning a situation with an uncertain outcome. (Scovel, 1978)

explains that anxiety is “an individual level of fear associated with either real or anticipated oral

communication with another person”.


Moreover, anxiety and fear sounds similar, both are actually different. Halgin (2007:144) in

(Isnani, 2019) explains the difference between fear and anxiety, fear is related to innate, almost

biologically based on alarm response to a dangerous or life threatening situation while anxiety is

more future-oriented and global, referring to the state in which an individual is inordinately

apprehensive, tense, and uneasy about the prospect of something terrible happening.

Anxiety is the distinct complex of self-perception, feeling, beliefs and behavior related to the

classroom learning arising from the uniqueness of the language learning process particularly in

speaking English (Horwitz et al., 1986). Then, (Liu, 2007) noted that if a high anxious student

is asked to present orally in the classroom, his tense can be seen in his voice, and his legs will

shake during the presentation. Foreign language anxiety is an emotional state accompanied by

physiological and behavioral aspects that become apparent on the case of the individual learning

languages other than his or her native language.

Based on the some explanation above the researcher concluded that anxiety is feeling,

behavior in learning foreign language that when we are worry, tremble, uncomfortable and

nervous.

b. Types of Anxiety

(Alpert & Haber, 1960) stated there are two types of language anxiety based on to its effect

as follows:

1) Facilitating anxiety is anxiety that has positive effect, motivating way and is best described

as enthusiasm before a challenging task, beside that it helps a learner to be more alert to a

task and help increase learner performance, hence they are motivated to study harder,
2) Debilitative anxiety is anxiety that has negative effect, includes the unpleasant feelings, self

doubt such as worry and dread that interfere with the learning process.

There are some types of anxiety in learning the language which is related to psychology

domain. Psychologists make a distinction between three categories of anxiety in learning

language based on the specific situation and the characteristics of the feeling itself, that stated by

Ellis (1994) classifies anxiety into three categories, namely: trait anxiety, state anxiety and

situation-specific anxiety.

1) Trait anxiety

Trait anxiety is one of person’s personality trait and behavior that typically adhered to a

person which is permanent and difficult to change. Incapability to express feeling, emotion, idea

and thought enable students to involve in this category since they cannot control their

nervousness. Thus, their involvement in classroom activities is questionable in increasing their

speaking ability. They tend to keep silence rather than speak or give some ideas in front of the

class. It also happens in any situation or subjects in the school.

2) State anxiety

State anxiety is a tentative feeling of anxiety due to the change of one’s emotional state that

caused by an external factor. It occurs because the learners are exposed to particular emotion,

stress, and pressure during taking the class. Moreover, controlling an idea and emotion may lead

the students to enjoy the classroom activities. Regarding this situation, Spielberger says that state

anxiety is a feeling of anxiety which is part of normal psychology response that will disappear

along with the good emotional response rebuild toward target language.
3) Specific-situation anxiety

Specific-situation anxiety is a feeling of anxiety caused by the particular situation or event in

learning the target language. In this case, the situation is likely when the students take the

examination, joining in class participation, English Community club and public speaking.

c. Symptom of anxiety

Symptoms associated with anxiety that anxiety can cause a large range of symptoms that

affect our body, mind and behavior.

The first is body. Related to our body that our heart beat speeds and breathing becomes

faster, person feelings or tightness across the chest. Our body will start to feel shaky, dizzy and

light-headed our legs feel like jelly and we often start to sweat. Person mouth dry and becomes

hard to swallow. Person might feel sick and his/ her stomach churning.

The second is mind. Symptom related to our mind that person may feel frightened (for no

apparent reason) and begin to worry about things more and more. Person is worry because it

makes his/her lose control or make a fool in front of others.

The third is behavior. Symptom related to our behavior that person may begin to make

excuses to avoid going out or doing certain things and rush out of places or situations where

he/she feel anxious. Person start to avoid things and situations that make his/her feel anxious.

Then, person may have a drink or take a tablet before doing something we find stressful.
There is anxiety in linguistic field, especially in classroom presentation where anxiety could

be observed directly, Ochs (1991:18) defined the symptoms that may be occur separately or I

combination:

Voice Oral effect Mouth & Facial Arms and Body

Throat expression Hand Movement


Tremble Stammers Too No eye contact Rigid or Body sways too

halting/awkwar slowly tense often

d pauses repeatedly
Too slow Hunt of words Breathes Roll eye Fidged; Paces

heavily waves and

hard about
Too fast Speech blocked Grimaces too Motionless; Shuffles feet

often stiff
Monotonou Repeated same Tense face Sweat

s word muscle
Unemphatic Deadpan

expression
Hoarse

d. Effect of Anxiety for Learner


(Alpert & Haber, 1960) stated that there are 2 types of anxiety, they are debilitating anxiety

and facilitating anxiety. The types of anxiety based on Alpert and Haber has the effect for learner

in learning language. To make it clear, the researcher describes these two types of anxiety as

follows:

1) Effects of Debilitating Anxiety

This anxiety usually has a negative connotation and it is usually associated with negative

feelings such as anxiety, self-doubt, fear, and frustration. When endangering student

performance, it is characterized by fear of failure and lack of confidence to succeed. Students

usually compare themselves to other students in the class and find themselves incompetent

become anxious, their anxiety lessens as they become more proficient. Sometimes some of

learners’ find lecturer/ teachers’ question s threatening and feel frozen up and dumb when

interrogated.

Anxiety has a big effect on EFL Learners as below:

a) First, anxiety blocks normal thought processes. When we are anxious, our memory, attention

and concentration are affected and at that time our energy is more drained than concentrating

on discussion and class instruction, such things can lead to poor understanding, poor results

and loss of confidence.

b) Second, anxiety can hinder students' interaction with learning materials. Anxiety makes

students waiting for the teacher or lecturer to stimulate them rather than being actively

involved or trying to use it.

c) Third, anxiety is usually associated with feelings of incompetence because of their sense of

inadequacy, students feel anxious and tend to prefer a more passive approach in the learning

process in which they lack confidence and fail to engage actively with the material, thus
failing to internalize the ideas presented in the material and do poorly on their assignments,

thus feelings of incompetence are strengthened and lead to students finally gave up. No

matter how anxiety in class produces, it does great effects on EFL. So, not all the anxiety is

negative in terms of language learning and the facilitating aspect of anxiety cannot ignore

either.

2) Effects of Facilitating Anxiety

Most of us think of anxiety as a negative affective variable, but it doesn't show its negative

effect on learning. It has been found that sometimes anxious students perform better than those

who do not. (Scovel, 1978) defined that facilitating anxiety keeps learners motivated and resists

bad information coming from them and encourages them to make more efforts to reduce their

anxiety. Therefore, it seems that anxiety sometimes helps some people. On the other hand, when

students have time to prepare and pay more attention to assignments, anxiety can help or

facilitate. For example, when a student feels anxious before speaking, this feeling of anxiety can

help him to prepare a speech well by studying it by heart or presenting it to others first.

e. Factor Influencing Foreign Language Anxiety


(Asnur, 2010) in one of her paper divided factors of anxiety in presentation into two, namely

internal factors and external factors as follows:

1) Internal Factor:

a) Fear of failure

Speaker is afraid if they could not answer the questions asked by the audience/ examiner or

would be asked unpredictable questions. Basically there is no individual wants to make mistakes,

because if they make mistakes it will obsess them all the time.

b) Fear of criticism

Speaker may fear that other people may not pay attention to what they have to say, or that

their speech won't be welcomed. And it is supported by the idea of Buehler and Linkguel (in

(Dollah, 2009) that one causes of anxiety in speaking in front of public is the individual is fear

and may be over-sensitive to negative feedback from the audience

c) Conflicting emotion

Some speakers experienced conflicting emotions in mind, where the participants want to be

successful in the presentation, but they were also afraid to make a mistake in the presentation.

This factor may hamper the students to get a better performance, but students who can prevent

his/her conflicting emotions and make their thinking to be succeed higher than thinking to be

failed because of mistake, absolutely can have a better performance

d) Speech anxiety
Speaker is worried about their linguistic competence such as their vocabulary, grammar, and

pronunciation. The fact that the more mistakes the speakers make, the more nervous they will be,

and the less likely they are to perform well at speaking thus resulting in a vicious circle and

person may feel anxious about their way of speaking, worrying that they may stutter or forget

their speech.

e) Negative experiences

Speaker may replay the negative incident in the past and relive this experience, causing him

to feel hesitant in speaking again in public and negative experience of the students appears in the

presentation may also hamper their performance. Therefore, it is better for them to omit thought

about their negative experience in the past

f) Fear of losing the thread of material

The speakers are afraid if they forgot the material will be present so it can increase their

anxiety. The factor of anxiety is related with speakers’ failure of practice and strategy on

preparation, because if they failed to practice their speech and lack of preparation, they would

make them lost their words and forget their material to be presented during the presentation and

even at the beginning of presentation

g) Fear of being stopped

They were afraid during they conducted their presentation the observer would stop their

presentation because of their performance that might be not very well

h) Negative thinking

Some speakers, who could not overcome their negative thinking before and during the

presentation, failed on their performance. Therefore, it is shown that what we think in our mind
that is the thing that will happen to us, so we have to always positive thinking what we want to

conduct.

2) External Factors:

a) Condition of presentation room

The number of audience include as the external factor of anxiety that the way of the

audience, supervisors, and examiners stared and followed their presentation had also increase

their anxiety. Some of them feel anxious by the new situation of the room. The, supported factor

by Linkguel (in Syarifuddin, 2006) idea, who explains that one factor that may affect speaker’s

anxiety is because the inexperienced speaker had not yet met the situation and does not know

what to expect.

b) Failing to Practice

Some speaker anxiety because falling to practice the speech and technique of public speaking

and people may feel unprepared and unworthy to stand in front of the audience. Inexperienced

public speakers mostly feel this anxiety.

c) Physical Factor

Speaker was unhealthy feeling of bad condition will also make them anxiety, such as worry if

they will be fall down or unconscious during the presentation that their voice would not pass her

lips, and such negative thinking.


f. The Causes of Foreign Language Anxiety

Causing anxiety there are 2 namely psychological and language which divided into two different

groups: internal and external factor.

a.) Internal Factor

1. Language is one of factor that causing anxiety when people lack of English knowledge.

People don’t have vocabulary can be barrier and it can cause of anxiety when communicate

with other people.

2. Pronunciation is important role in speaking because it helps student to improve their

confidence. Some of student difficult in comprehend the language correctly and accurately.

3. Peer/Classmate is always creates anxiety among students. When people ask question and

make a wrong and their classmate laugh. At the time it can make him/his down.

b.) External Factors

1. Stage fear is one factor makes people anxiety and it appears in an individual based on

requirement to speak or perform in front of the audience. Stage fear makes student forget.

2. Lack of Confidence is appears when student wanted to make impression on audience but

he/she lack of confidence. Student maybe poor pronunciation skill or grammar. Lack

confidence may cause student low performance level.

3. Shyness is factor affect student anxiety when student feeling shy to communicate with other.

He/she know to speak English but shy is the number of problem.


(Horwitz et al., 1986)differentiate foreign language anxiety into 3 components as follows:

1) The first, communication apprehension is a type of shyness characterized by fear of or

anxiety about communicating with people and it appears when people communicate with

others in a situation. Communicative apprehensive is people have difficult to speak in public

situation and people who typically have trouble speaking in groups are likely to experience

even greater difficulty speaking in a foreign language class where they have little control of

the communicative situation and their performance is constantly monitored (Horwitz et al.,

1986).

2) The second, test-anxiety is component which caused foreign language anxiety that it refers to

a type of performance anxiety stemming from a fear of failure it means that students who are

test anxious in foreign language class probably experience considerable difficulty since tests

and quizzes are frequent and even the brightest and most prepared students often make errors

in a test (Horwitz et al., 1986).

3) Fear of Negative Evaluation

Fear of negative evaluation stated that apprehension about others' evaluations, avoid- ance of

evaluative situations, and the expectation that others would evaluate oneself negatively. Fear

of negative evaluation refers to communication apprehension, even though similar to test

anxiety, fear of negative evaluation is broader in scope because it is not limited to test-taking

situations rather, it may occur in any social, evaluative situation such as interviewing for a

job or speaking in foreign language classroom, when they try to interact with other people

such us if they get a question who cannot answer. Then, when they try to interact with the

others by using the second language, they are doubtful and it is right or not and they feel

worried about other's evaluations (Horwitz et al., 1986).


g. Strategy to overcame anxiety

(Asnur, 2010) stated that there are some strategies to overcome anxiety based on her

research: the first, speaker must keep thinking positively toward the audience, the speech, and

their self as a speaker. The second, speaker have to made good preparation, include the

presentation material, power point slide, the appearance, the speech, and the health. The third,

speaker must hearse, practice speech by the guidance of the supervisor and colleague as well,

include asked to correct the grammar, pronunciation, and performance. The fourth, speaker keep

self-confidence, which can be built through well preparation, positive thinking, good appearance,

keep healthy, and smile, and the last, speaker have to do relaxation before the presentation and

during the presentation.

Students have several strategies to avoid anxiety that explained by (Kondo & Yang, 2006)

1. Preparation is related to attempts at controlling the impending threat by improving learning

and study strategies, such as studying hard, trying to obtain good summaries of lecture notes

(Kondo & Yang, 2006).

2. Relaxation is related to tactics that the purpose to reducing somatic anxiety symptoms. For

example: “take a deep breath’, try to calm down when speak’(Kondo & Yang, 2006).

3. Positive Thinking is characterized by its palliative function of suppressing problematic

cognitive processes that underlie students’ anxiety, such as: imagining oneself giving a great

performance, trying to enjoy the tension. The aims of the strategies to divert attention from

the stressful situation to positive and pleasant cues, and bring relief to the anxious student

(Kondo & Yang, 2006).


4. Peer seeking is students’ willingness to look for other students who seem to have trouble

understanding the class and/or controlling their anxiety(Kondo & Yang, 2006).

5. Resignation is related to students’ reluctance to do anything to alleviate their language

anxiety such as: giving up, sleeping in class). Students reporting examples of Resignation

seem intent on minimizing the impact of anxiety by refusing to face the problem (Kondo &

Yang, 2006).

2. Concept of Speaking Skill

a. Definition of Speaking

Speaking is a productive skill that can be directly observed those observed are invariably

colored by accuracy and effectiveness of a test takers speaking skill which necessarily

compromise the reliability and validity of an oral production test (Brown, 2004). Speaking is

one of the abilities that should be mastered by the students as language learners. It means that

students may express their desire in a particular situation through communication. Speaking is

one of the ways of communication that is mostly used by people to interact with others in their

daily basis (Huda, 2018).

Based on some explanation above I concluded that speaking is form of verbal

communication that conveys meaning and has a message speaker want to convey to the listener.
b. Types of Speaking

(Brown H Douglass, 2004) there are five types of speaking:

1) The first, imitative is one end of a continuum of types of speaking performance is the ability

to simply parrot back (imitate) a word or phrase or possibly a sentence (Brown H Douglass,

2004).

2) The second, intensive is a type of speaking frequently employed in assessment contact is the

production of short stretches of spoken language design to reveal competence in a narrow

band of grammatical, phrase, demonstrate competence in relationship (such as prosodic

element intonation, stress, rhythm, juncture) (Brown H Douglass, 2004).

3) Third, responsive is assessment tasks that include interaction and comprehension but at the

somewhat limited stage of a very short conversation, standard greeting and small talk, simple

request and comment”(Brown H Douglass, 2004).

4) The fourth, interactive is the type that same as responsive but the length and complexity of

the interaction, which some time include multiple exchanges and multiple participants. Then,

Interaction can take the two forms of transactional language, which has the purpose of

exchanging specific information, or interpersonal exchanges, which have the purpose of

maintaining social relationships (Brown H Douglass, 2004).

5) The fifth, extensive (monologue) is the type of speaking include speeches, oral presentation,

and storytelling, during which the opportunity for oral interaction from listener is the either

highly limited (perhaps to non verbal responses) or ruled out all together (Brown H

Douglass, 2004).
c. The Components of Speaking Skill

Heaton (1988), there are three components of speaking skill, namely:

1) Fluency is highly complex notion relate mainly to the smoothness of continuity in discourse.

It includes consideration of how sentences are connected, omit the element of structure, and

the certain aspect of the prosily of discourse. The components of fluency are pronunciation,

vocabulary, and grammar.

2) Accuracy is essentially depend on the recognizably involves us in considering the phonetic

character of conversational English, particularly from the point of view of its segmental

(vowel and consonant) system.

3) Comprehensibility (appropriateness). It refers to the suitability of language to the situation.

It is also about the way in which informality is express by choice of vocabulary, idiom, and

syntax.

Moreover, speaking has several components for being able to speak, actually someone needs

factors that support him or her in expressing ideas, thought, and comment. According to Haris

(1974), there are five components of speaking. There are as follows:

1) Pronunciation

2) Grammar

3) Vocabulary

4) Fluency

5) Comprehension
3. Concept of Oral Presentation

a. Definition of Oral Presentation

(Fadlan, 2020) explains that oral presentation is part of spoken language that occurs in

organizational setting and with limitation in time. Presentation should be structured carefully and

the presenter gives the audience the chance to ask about things that are not clear to them. The

presenter answers the audience question to complete the work. Oral presentation is the way to

encourage the presenting students to practice meaningful oral English, and to improve their

speaking skill.

Presentation have the purpose to the audience those are given in order to inform, train,

persuade or sell. Olii in Feby’s thesis stated that presentation is a public speaking group, which

means it also presents (Huda & Ma’mun, 2020).

Oral presentation is a formal talk to one or more persons which present ideas or information

in a clear, structured way (Huda & Ma’mun, 2020) .One of the emotional and psychological

factors in the classroom presentation is anxiety which contributes to changes in one’s behavior

and articulation (Djumingin et al., 2019) .

b. Elements of Oral Presentation

Presentation is a form of communication that has some constituent components, as well as

presentation as below:

1) Person who deliver some presentations.

2) Media is the supporting of presenter in delivering presentation

3) Audience is the receiver of the message in presentation


c. Types of Presentation

There are four types of presentations as follows:

1) Persuasive is convinces the audience that the presentation carrier knows and understands

about presentation materials and presentation carrier is trying to attract the audience's interest

in the presentation material, so that the audience can understand presentation.

2) Explanatory is gives an overview broad, identifying the problem or main points, improve

understanding, and provide descriptions about things that are still vague to the audience. So,

the audience can better understand the presentation materials presented by the presenter.

3) Instructional is presented for teaching an audience which is requires more engagement from

the audience. The purpose that the audience can be direct understands without much thought

4) Report is the purpose to provide information that presentation is specific directly leads to the

problem or main points, and which the most important is the truth of the facts presented

4. Concept of Gender

a. Definition of Gender

Gender is refers to circumstance of being male or female. Gender is differences which exist

between male and female. (Sahid et al., 2018)Anxiety is influenced by gender based on Tannen

(1990) stated that male and female are different from the way they think, feel, act and talk.

Deborah Tannen’s theory (1990) stated that male and female differ in physical and behavior

(Sahid et al., 2018).

The details showed below:

1. Male and Female Feeling

2. Male and Female Behavior


There were significant differences between males and females concerning their reactions to

stress and more female experienced higher levels of depression, frustration, and anxiety than

their male counterparts when reacting to stress while male is tended to have other psychological

reactions different from those listed on the survey(Calvarese, 2015).

5. About As’adiyah Islamic Institute of Sengkang

The Islamic Institute (IAI As'adiyah) Sengkang is a relatively old private higher education

institution in South Sulawesi. Established 12 October 1964 M / 6 Jumadil Akhir 1385H, six

years later, the status of same was inaugurated by the Minister of Religion of the Republic of

Indonesia with a decree. No. 52 of 1970. This higher education institution is one of a small

number of higher education institutions based on Islamic boarding schools, which is managed

under the auspices of the oldest Islamic boarding school in South Sulawesi, Pondok Pesantren

As'adiyah Sengkang.

IAI Asadiyah is located in the heart of the city of Sengkang on Veteran Street No. 46

Lapongkoda Sengkang. IAI As'adiyah was founded when the As'adiyah Islamic Boarding School

was led by a prominent South Sulawesi scholar Anregurutta (AG) H.M. Yunus Martan. Since its

establishment until now, IAI As'adiyah has experienced significant developments. IAI As’adiyah

supported by hundreds of qualified lecturers, tens of professors, tens of doctors, and hundreds of

lecturers with master qualifications, as well as a number of prominent South Sulawesi scholars.

In addition, IAI As'adiyah is also equipped with facilities and infrastructure, including a

representative study room (some of which are equipped with air conditioning), a library with

thousands of book collections from various scientific studies and foreign literature (Arabic and

English) as well as in Indonesian. Apart from that, it is also conducted by language laboratories,

and computer and IT laboratories.


6. Conceptual Framework

SPEAKING

ORAL PRESENTATION

LEARNERS’ ANXIETY

FACTORS OF TYPES GENDER STRATEGY TO


CAUSING OVERCOME/
(FEMALE, MALE)
REDUCING

This research investigated the student’s anxiety those are factors of causing anxiety, types

of anxiety, different anxiety between female and male, and strategy to overcome anxiety in oral

presentation. Learners’ anxiety related to the feeling uncomfortable, doubts, worries, fears of the

learner in oral presentation. In this study, the researcher will investigate factor of causing

anxiety, there are two internal factors, namely internal and external factor Asnur(2020). Then,

the researcher will analyze the types of anxiety based on Alpert & Haber (1960) state that there

are 2 types of anxiety, they are debilitating anxiety and facilitating anxiety. The types of anxiety

based on Alpert and Haber has the effect for learner in learning language. Next, the researcher
will analyze the gender anxiety that the different between female and male based on Deborah

Tannen’s theory (1990) stated that male and female differ in physical and behavior. And the

researcher will investigate the strategy to overcome anxiety in oral presentation. There are

several strategies to avoid anxiety that explained by Kondo and Ying Ling (2004)
CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with research design, operational definition, subjects, instruments,

procedures of collecting data, and data analysis of the research.

A. Research Design

In this study the researcher will use qualitative research to describe the data. In order to deal

with the purpose of the present study, qualitative approach (Creswell, 2009) with case study

method (Merriam, 1998 Creswell, 2009) was used as a basic framework for this study.

The researcher will chose qualitative method because this study aims at providing an insight

into the case of language anxiety during the seminar presentation thesis at IAI As’adiyah

Sengkang. Freenkel (2009) state that case study a qualitative study approach that studies a single

individual, group, important example to formulate interpretations to the specific case or to

provide useful generalization.

B. Operational Definitions

1. Anxiety is “an individual level of fear associated with either real or anticipated oral

communication with another person” (Scovel, 1978).

2. Speaking is form of communication that conveys meaning and has a message speaker want to

convey to the listener.

3. Gender is differences which exist between male and female


4. Foreign language anxiety is an emotional state accompanied by physiological and behavioral

aspects that become apparent on the case of the individual learning languages other than his

or her native language.

5. Presentation is refers to proposal and result seminar where the presenters presenting

something to students and the lecturers as the examiners in a classroom, the examiners grade

oral presentations based on the quality of the information presented as well as the method of

the students’ presentation .

C. Subject of the Research

In this study, the subject of the research is the student of English program IAI As’adiyah

Sengkang, Wajo Regency. The researcher will focus on seminar presentation of the students at

undergraduate English program which the first generation 2017/2018 academic year at IAI

As’adiyah Sengkang.

The researcher will select the participants based on the needs of the study. In selecting the

research subject, the researcher will use purposive sampling technique. It means that purposive

sampling is a sampling technique in which researcher relies on his/her own judgment when

choosing members of population to participate in the research. Marguerite, (2010)stated that

purposive sampling technique is a common procedure used in qualitative research that identifies

key informants or person who have specific knowledge about the topic being studied.
D. Instrument of the Research

In this study, the researcher will use some of the instrument to gather the data that related to

the research problem as follow:

1. Interview

Interview is type of verbal communications, which aims to get information by delivering

some questions to the informants directly so that the researcher interviewed the students.

2. Recording/ Audio

Then, the recording is an instrument that used by the researcher to save the data and in other

avoids the loss of data. The researcher will record the interview by using audio record or video

record. In addition for observation and interview, information gathered also through recording.

E. Procedures of collecting data

Procedure of collect data in this research as follow:

1. The researcher will come to campus to ask permission to do research

2. The researcher will share the questioner and ask to the student to fill the questioner

3. The researcher will interview and record the student to get data related to the study

4. The researcher will identify the student answer in questioner and in the recording of

interview

5. The researcher will identify, transcribe, and classify the data in this research the researcher

only transcribes the students’ interview result.


F. Technique of collecting data

The technique of data analysis, the researcher will analyze the qualitatively. The researcher

will make interview question and determine the data based on question and the result of

interview question.

The researcher will use qualitative data analysis based on Miles and Huberman’s theory

(2014) which stated that the data will collect and analyze. The techniques of data analysis consist

of three steps of activities as follow:

1. The first is data reduction refers to the process of selecting, focusing, simplifying,

abstracting, and transforming the data that appear in written- up field notes or

transcriptions (Mathhew B, 2014)

2. The second is data display refers to analysis activity that commonly, a display is an

organized, compressed, and assembly of information that permits conclusion drawing and

action. The display is consists of many types of matrices, graphs, charts, and networks.

As with data reduction, the creation and use of displays is not separate from analysis, it is

part of analysis.

3. The third is conclusion drawing /verification refers to analysis activity. The start of data

collection, the qualitative analyst is beginning to decide what things mean- is noting

regularities, patterns, explanations, possible configurations, causal flows, and

propositions. Then, conclusion are also verified as the analyst proceeds, and verification

may be as a brief as fleeting second thought crossing the analyst’s mind during writing,

with a short excursion back to the field notes, or it may be through and elaborate, with
lengthy argumentation and review among colleagues to develop “intersubjective

consensus” or with extensive efforts to replicate a finding in another data set.

Data Collection

Data display

Data reduction

Conclusions: drawing /
verfying
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