Efl Students' Anxiety in Oral Presentation On Project Thesis During Covid19 at Iai As'Adiyah Sengkang
Efl Students' Anxiety in Oral Presentation On Project Thesis During Covid19 at Iai As'Adiyah Sengkang
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
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.
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
The speaking ability is very supportive of students in order to perform various 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
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
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
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
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
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
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
Based on the background above, the researcher make formulates problem statement to get the
3. Is there different anxiety between female and male students’ in oral presentation?
Based on the problem statement above, the researcher formulates the objective of research as
follow:
3. To elaborate the different of anxiety between female and male students’ in oral presentation
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
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
The scopes of this research are viewed from discipline, content, and activity and the scopes
1. By discipline
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
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
This chapter describes the literature reviews, which deals with the 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
The first research was conducted by (Zemni & Alrefaee, 2020)“Investigating the Source of
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
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
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
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
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
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
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
a. Definition of Anxiety
In commonly, anxiety appears from human body as a response to a particular situation and it
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
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
(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
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
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
speaking ability. They tend to keep silence rather than speak or give some ideas in front of the
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
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
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
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:
d pauses repeatedly
Too slow Hunt of words Breathes Roll eye Fidged; Paces
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
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:
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
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.
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
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
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.
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.
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
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
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
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
They were afraid during they conducted their presentation the observer would stop their
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:
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
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
Causing anxiety there are 2 namely psychological and language which divided into two different
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
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.
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
3. Shyness is factor affect student anxiety when student feeling shy to communicate with other.
anxiety about communicating with people and it appears when people communicate with
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
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
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
(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
Students have several strategies to avoid anxiety that explained by (Kondo & Yang, 2006)
and study strategies, such as studying hard, trying to obtain good summaries of lecture notes
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).
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
understanding the class and/or controlling their anxiety(Kondo & Yang, 2006).
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).
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
communication that conveys meaning and has a message speaker want to convey to the listener.
b. 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
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
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
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
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,
character of conversational English, particularly from the point of view of its segmental
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
1) Pronunciation
2) Grammar
3) Vocabulary
4) Fluency
5) Comprehension
3. Concept 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
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
presentation as below:
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
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
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
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,
SPEAKING
ORAL PRESENTATION
LEARNERS’ ANXIETY
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,
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
B. Operational Definitions
1. Anxiety is “an individual level of fear associated with either real or anticipated oral
2. Speaking is form of communication that conveys meaning and has a message speaker want to
aspects that become apparent on the case of the individual learning languages other than his
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
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
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
1. Interview
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.
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
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
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
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
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
Data Collection
Data display
Data reduction
Conclusions: drawing /
verfying
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