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    "The Analysis of Student Anxiety in Speaking English": Reported by

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    The document analyzes student anxiety in speaking English. It defines anxiety and discusses how it can negatively impact the learning process. Anxiety is linked to poor performance in speaking and is caused by communication apprehension, fear of negative evaluation, and test anxiety. The document recommends several ways for teachers to help students overcome their speaking anxiety, such as being aware of anxiety factors, encouraging speaking practice, and creating a supportive environment.

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    "The Analysis of Student Anxiety in Speaking English": Reported by

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    ismaa
    86 views6 pages
    The document analyzes student anxiety in speaking English. It defines anxiety and discusses how it can negatively impact the learning process. Anxiety is linked to poor performance in speaking and is caused by communication apprehension, fear of negative evaluation, and test anxiety. The document recommends several ways for teachers to help students overcome their speaking anxiety, such as being aware of anxiety factors, encouraging speaking practice, and creating a supportive environment.

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    The document analyzes student anxiety in speaking English. It defines anxiety and discusses how it can negatively impact the learning process. Anxiety is linked to poor performance in speaking and is caused by communication apprehension, fear of negative evaluation, and test anxiety. The document recommends several ways for teachers to help students overcome their speaking anxiety, such as being aware of anxiety factors, encouraging speaking practice, and creating a supportive environment.

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    86 views6 pages

    "The Analysis of Student Anxiety in Speaking English": Reported by

    Uploaded by

    ismaa
    The document analyzes student anxiety in speaking English. It defines anxiety and discusses how it can negatively impact the learning process. Anxiety is linked to poor performance in speaking and is caused by communication apprehension, fear of negative evaluation, and test anxiety. The document recommends several ways for teachers to help students overcome their speaking anxiety, such as being aware of anxiety factors, encouraging speaking practice, and creating a supportive environment.

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    of 6

    “THE ANALYSIS OF STUDENT ANXIETY IN SPEAKING ENGLISH”

    Reported by:

    ISMAH YUSUF TANJUNG


    No. Reg: 192108043

    CLASS /SEMESTER : A/ IV

    Lecture : CRITICAL READING


    Lecturer : Afore Tahir Harefa, S.Pd., M.Hum.

    INSTITUTE OF TEACHER TRAINING AND EDUCATION IKIP GUNUNGSITOLI


    FACULTY OF ART AND LANGUAGE EDUCATION
    ENGLISH EDUCATION PROGRAM STUDY
    YEAR 2021
    A. The Definition of Anxiety
    In learning in the classroom which is where students show their competence and
    where competition between students can occur, anxiety can occur as a disorder that
    has an impact on the process and learning outcomes. Anxiety is the fear feeling of
    something that will be happened or psychological phenomena that appears inside
    human body. The anxiety is not just about the feeling inside body but anxiety was
    found that happened by some causes outside human body. The signs of anxiety can
    found by body language or by communication. Feeling nervous, panic, shy, stammer
    or tension is simple signs by anxiety. Most of signs anxiety can founded by test
    anxiety or approaches especially in teaching learning english as foreign language.
    According to (Tobias 1979 cited in Andrew Yauin AESS 2011: 2064), anxiety
    may work as amental block to cognitive performance at all three cognitive stages:
    Input, Processing, and Output. In other words, anxiety arousal,which is typically
    associated with self-depreciating thoughts, fear of failure,or worry over performance
    procedures,may complete for cognitive resources that normal cognitive processing
    will demand. The anxiety happen when in processing and output it’s not working. It
    means when any process in students’ mind and the result is well, the anxiety never
    appear in themself. When the process was disturbed, the anxiety will be appear in
    their mind and their body. The response of bad process is got panic or worry when
    student perfomance their knowledge or their skill.

    B. The Relationship of Anxiety and Speaking Ability


    Of the language skills, speaking becomes the major effect of language learners’
    anxiety. Oral communication is two way processes between a listener and speaker
    (Byrne, 1984:8). Speaking basically involves both productive and receptive skills. As
    a productive skill, a speaker produces and uses the language by expressing ideas and
    at the same time he or she tries to get the ideas or the message across, that is, the
    process of giving message or encoding process.
    The experience of language anxiety from learners are various. According to Ying
    (2008), language anxiety is caused by learners personal and interpersonal, learner

    1
    beliefs about language learning, teacher belief about language anxiety, teacher-learner
    interactions, classroom procedures and language testing. Sanders and Wills (2003)
    said anxiety in general as “a complex, multifaceted experience, a feeling which
    comes flooding intoour whole selves, affecting many different aspects of our being”.
    In learning foreign language, anxiety is a feeling of the worry aroused the negative
    emotional reaction when learning or utilizing a second language (Young, 1999).
    Likewise, language anxiety is defined as “a distinct complex of self-perceptions,
    beliefs, feelings, and behaviors related to classroom language learning arising from
    the uniqueness of the language learning process” (Horwitz, Horwitz, & Cope, 1986).
    MacIntyre and Gardner (1994) also believe that language anxiety is the feeling of
    tension and apprehension especially associated with second language contexts,
    including speaking, listening, and writing”.
    In general, there are two approaches to the description of language anxiety: (1)
    Language anxiety in the broader construct of anxiety as basic human emotion that
    maybe brought on by numerous combinations of situational factors (McIntyre, 1995;
    McIntyre & Gardner, 1989 cited in Tanveer, 2007: 2). (2) Language anxiety as a
    combination of other anxieties that create a separate form of anxietyintrinsic to
    language learning (Horwitz et al., 1986: 128 cited in Tanveer, 2007: 2).

    C. The Factor of Anxiety in English Speaking Context


    Learning anxiety can be attributed into several factors. (Horwitz, 1986) argues
    that in the context of foreign language learning, learner may feel anxious due to
    problem related to three dimension of anxiety. Firstly, communication apprehension
    Secondly, fear of negative evaluation Thirdly, a general feeling of anxiety The
    description of these components will lay the foundation for the concept of foreign
    language anxiety, providing an insight to comprehend the source of anxiety.
    1. Communication apprehension
    Communication apprehension is a fear or anxiety about actual or anticipated
    communication with other individuals, and is a behavioral trait related to the
    psychological constructs of shyness and reticence.

    2
    The students' communication apprehension has created uncontrollable anxiety to
    the body and the inability of speaking clearly which then turned to do everything
    possible to avoid speaking in English. The students' communication apprehension, or
    in other words the pressure of speaking in public has created uncontrollable anxiety to
    the body and the inability of speaking clearly which then turned to have an impact on
    the students. Some of the students keep on trying in speaking English in spite of their
    limited skill and occasional errors, but the others do everything possible to avoid
    speaking in English.

    2. Fear of Negative Evaluation


    Fear of negative evaluation is an extension of the second component of foreign
    language anxiety 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 class (Horwitz et al., 1986: 127). It is also boarder in the sense that
    it pertains not only to the teachers‟ evaluation of the students but also to the
    perceived reaction of other students as well (Tanveer, 2007: 14).
    Learners may be sensitive to the evaluations-real or imagined- of their peers.In
    case of foreign language learner, the fear occurs in a situation where students have to
    speak in front of familiar audience or examiner. Students concern about opinion from
    important people such as teachers, friends, or parents.

    3. Test anxiety
    An understanding test anxiety is also related to the discussion of foreign
    language anxiety. Test anxiety, as explain by Horwitz at al. (cited in Tanveer, 2007:
    12) refers to a type of performance anxiety stemming from a fear of failure. Test
    anxiety is quite pervasive in language classroom because of its continuous
    performance evaluative nature. As test anxiety is treated differently when dealing
    with oral communication, the other two components can be focused on in examining
    the attitudes in English oral communication classroom.

    3
    Test anxiety refers to a type of performance anxiety resulted from a fear of
    failure. Test anxiety is believed to be one of the most important aspects of negative
    motivation. It can be defined as “unpleasant feeling or emotional state that has
    physiological and behavioral concomitants and that is experienced in formal testing
    or other evaluative situations” (Dusek 1980, cited in Cubukcu, 2007).A little
    nervousness can actually help students perform their best.

    D. How to Overcome The Student Anxiety in Speaking English


    The students experienced anxiety in speaking class because of lack of
    vocabularies, lack of preparation, being afraid of making mistakes, being afraid of
    being laughed at by his/her friends. The students‟ anxiety in English speaking class
    was caused by communication apprehension, test anxiety and fear of negative
    evaluation. Therefore, paying attention to the factors in order to help students to
    speak is urgent to be done by the teachers. Moreover, the teacher should be more
    aware of students‟ anxiety in order to arouse students‟ motivation to speak up
    confidently and fluently in English speaking class. This indicates that it is important
    for teacher to be more creative to find a better way of situations in teaching that could
    encourage to the students to be able to speak up. So, the students have a better
    performance of speaking English in the future.

    4
    REFERENCE

    Indriyanti, Septi. 2016. Students’ Anxiety in Speaking English (A Case Study in


    One Hotel And Tourism College in Bandung). STIEPAR Yapari Aktripa,
    Bandung

    Sutarsyah, Cucu. 2017. An Analysis of Student’s Speaking Anxiety and its Effect on
    Speaking Performance. University of Lampung, Lampung.

    Yulmiastri, dkk. 2018. The Learning Styles of Students and Their Problems in
    Speaking English at the Second Grade of MAN Pangkep. State University of
    Makassar, Indonesia

    Ramasarai, Maria. 2017. Students’ Pronounciation Error Made iin Speaking for General
    Communication. STKIP PGRI Lubuklinggau.

    Putri, Ardea Rosana. 2017. A Study of Students’ Anxiety in Speaking. Samudra


    University Langsa, Aceh.

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