CHAPTER 1

INTRODUCTION

ENGLISH SPEAKING ANXIETY ITS RELATION TO ACADEMIC

PERFROMANCE OF STUDENTS

BACKGROUND OF THE STUDY

English is the most widespread and important language

in the world today, most people will experience language
anxiety. Even though anxiety might not be the most important
reason for failure or success in learning we cannot ignore
its affection.

When we are anxious, we feel nervous, worried, and

fearful, we struggle perspire and our hearts beats quickly.
Anxiety in communicating English language way weaken the
oral performance fundamentally their educational goals.
Morgan (2009) states “affect refers to emotions, feelings,
beliefs moods attitudes which influence behaviours “whereas
classroom (Stevick 1980 as cited in Morgan 2009). The term
inside the people refers to the factors such as self-esteem,
anxiety, inhabitations, and willingness to take risks,
learning styles, self-efficacy and motivation (Arnold and
Brown 1999).

The importance of learning, understanding and speaking

English fluently is necessary for career especially when
applying jobs.

This research on English speaking anxiety focused on

findings of correlation between anxiety and improving
academic performance of students at BULAN NATIONAL HIGH
SCHOOL. When we are anxious, we feel nervous, worried and
fearful, we struggle perspire and or hearts beats quickly.
Anxiety in communicating English language may weaken the
performance and fundamentally their educational goals
.Morgan (2009) states “affect refers to emotions, feelings,
beliefs, moods, and attitudes which influence behaviour “.
Whereas classroom (stevick,1980 as cited in Morgan ,2009 )
the term inside the people refers to the factors such as
self – esteem , anxiety , inhabitation , willingness to take
risks , learning styles, self-efficacy and motivation
(Arnold & brown 1999.Academic performance is the outcome of
education the extent in which the students achieved
theireducational goals – procedural knowledge such as skills
or declarative knowledge such as facts.
In this research focused on findings of correlation between
speaking anxiety and academic performance students at Bulan
National High School under academic specialization.

Statement of the Problem

This research study aims to have knowledge on the impediment

in English speaking anxiety specifically, it seeks to answer
the following question:

1. What is the arousal of English speaking anxiety?

2. What is the effect on academic performance of students?

3. How many students are encountering this English Speaking

Anxiety in your academics?
Significance of the Study

This study will give some knowledge about speaking

anxiety this research examines the source of this specific
anxiety that experiencing of students in classroom as of now
and concerning the conceptualization of English language in
class anxiety and to know how does this struggle affect
student on improving academic performance of students.

The beneficiaries that will directly gain from the

result of this study are the following:

Students: this will help to know how this speaking anxiety

affect academic performance and perceived of this
situation.

Teacher: to further know about the students encountering

this problem.

Researcher: other researcher can use the findings of this

study as a basis for their ongoing future researcher.

Scope and Delimitations

This Research study was delimited to the level of

anxiety in speaking about 70 or more are needed in this
study and that will be connected for questionnaire /
observation / interview.

Definition of Terms
Anxiety: A feeling of wanting to do something very much.

Academic: A person who is a teacher in a college or

university.

Wide Spread: Stretching or extending over a wide space or

area.

Students: A person who attends a school, college, or

university.

Anxious: Afraid or nervous especially about what may happen.

CHAPTER 2

REVIEW OF RELATED LITERATURE

“Foreign Language Anxiety in Class Speaking Activities”

research by Occhipinti.

The main aim of this study is to describe foreign

language learning as a process which affects directly the
psychological subject of the students. This engages the
students and their personalities, emotions and experiences,
everything facets which in revolve determine positive or
negative attitudes toward the language studied or the
practices used to learn it. In an effort to set up to what
extent speaking English in class is an activity feared by
the students of this survey the researcher describes the
specific variables which contribute to arouse this feeling.
Furthermore, recommendations are provided to teachers and
students in order to prevent or alleviate these worries.

“A Foreign Language Anxiety Scale for Hungarian

Learners of English” is research by tooth. This paper
reports on the adaptation of a well-established foreign
language anxiety scale for use in the Hungarian EFL setting.
Furthermore, the validation procedures aimed at testing the
psychometric properties of the new instrument. Language
anxiety (FLA) construct, hitherto unexamined in the
Hungarian EFL context. As for the theoretical objective of
the validation procedures aimed at testing the psychometric
the new instrument results of factor analysis performed on
English and non-English major.

“Measuring Speaking Anxiety among Speech Communication

Course Students at The Arab American University of Jenin
(AAUJ)” is a study researched by Yahya. The results of the
different domains show that the fear of negative feedback
factors has the highest mean (2.93), followed by
communication anxiety factors (2.80) and test anxiety
factors (2.68) respectively. In fact, the means are very
near to each other. This gives the implication that the
three different factors are closely related. It’s found from
the investigation that twelve items have high ranks, seven
have low ranks and twenty-eight have moderate ranks. The
highest rank is iteming (17) the researcher’ instructors
encourages me to participate. This may be due to the quality
of instructors who teach English in general and this course
(speech communication) in particular. The main aim of the
study is to investigate the factors that lead to speaking
anxiety among speech communication course students’ during
the English class. The results of the different domains show
that English has long since been a major subject in
Palestine and the Arab World; however, despite the continued
increasing demand to learn English, and the emphasis it is
given at the school and university levels still today
students enter the university with many languages related
problems.

Anxiety is a negative feeling that can students to be

less confident in their performance in class. In this case,
every student has a strategy to minimize their anxiety in
speaking English. Brown (2000:113) states that strategies
are specific methods of approaching a problem or task, modes
of operation for achieving a particular end, planned designs
for controlling and manipulating certain information. As
stated in Yasin (2014), through a combination of qualitative
and quantitative methods, many basic tactics were identified
for reducing language anxiety that cohered into five
strategy types (preparation, relaxation, positive thinking,
and resignation).

Positive thinking and peer seeking are attempts to

suppress or alter problematic thought processes related to
language learning, and thus can be subsumed into cognitive
strategies. Relaxations is characterized by its affective
quality in that it aims at alleviating bodily tension
associated with emotional arousal, and preparation can be
considered a behavioral strategy because it focuses on
behavioral components of language learning that are related
to effective performance in class. It would appear that
anxiety coping behaviors generalize across different
evolutional situations.
 Kondo & Ying-Ling (2004:262) suggest five strategies to
follow which might aid them in lessening their tension in
the language classroom.

This significance of this literature to our study is

that it strengthens the rule of the Schools and be more
powerful to avoid the anxiety in learning English Speaking
to perform their academic performance.

CONCEPTUAL FRAMEWORK

Figure 1. Conceptual framework

‘]
“English Speaking Anxiety Its
Relation to Academic Performance
of Students”.

Students under academic Analysis of the interpretation

specialization. of the result.

Preparation of the Validity of the Seeking of

question. survey permission to Tallying data.
questionnaire. conduct the
study.
 The diagram shows the flow on how the research will be
conducted as shown the diagram, students under academic
specialization are the respondent, after identifying the
respondent, the process relates the preparation of question,
validity of survey questionnaire seeking permission to
conduct the study, tallying data, and analysis of the
interpretation of the result.

Chapter 3

Methodology

Research Design

The researcher chooses correlational study design

for this research and utilized correlational-descriptive
study. Because it describes status identity variable
comparison and contrast between two variables the cause and
effect in a relationship of variables.

The Sample

The respondent of this study are the students

under academic specialization. The sampling that fits in
this study is the non-probability sampling method which the
researchers will interview/observe the students.

The Instrument

Due to the nature of study, the researchers decided

to use survey questionnaire and self-made instrument because
the research requires an in depth observation and to have
information that the researchers need.

Data Gathering Procedure

As the researchers conduct the data gathering

through survey questionnaire, interview and observation, the
researcher will first consult the research teacher about
what question should they include in the questionnaire then,
we will give the questionnaire on September-2018 and after
scrutinizing the questionnaire we will make a letter signed
by the school principal and to be given to students to make
permission to conduct the said research.

Data Analysis Procedure

After the researchers collected the data, they will have a

data analysis regarding in the answers of the respondent/s.
The gathered data was analyzed clearly. Every respondents
and important details that was gained during the survey was
reviewed and that is observed thoroughly.
To determine the opinions of the respondents and to evaluate
the collected data to analyze the data accurately.

STATISTICAL TOOL

PEARSON’S R

r=N ∑ xy− ( ∑ x ) ( ∑ y )
x
∑¿
y
∑¿
N ∑ y 2 −¿
N ∑ x2−¿ ¿
¿
√¿
 CHAPTER 4
STATISTICAL METHOD

ENGLISH SPEAKING ANXIETY ITS RELATION ON ACADEMIC

PERFORMANCE OF STUDENTS

TABLE 1.1

YES NO

Do you encounter this

kind of problem? 61 9

Do you think English

Speaking Anxiety can 63 7
affect academic
performance?

How do you encounter

this problem? 64 6

Inadequate Vocabulary 56 14

Self Confidence 60 10

Grammar/Language
Accuracy 59 11

Background of English 56 14
Doubt 55 15

Total 474 86

1 .What is the arousal of English speaking anxiety?

Table 1.1 shows that majority of the student’s in general

academic strand, based on 70 respondents this are the causes
of their anxiety and most of them had complex in Inadequate
Vocabulary, Self-confidence, Grammar/Language Accuracy,
Background of English, and Doubt.

PEARSON’S R

r=N ∑ xy− ( ∑ x ) ( ∑ y )
x
∑¿
y
∑¿
N ∑ y 2 −¿
N ∑ x2−¿ ¿
¿
√¿

r=N ∑ xy− ( ∑ x ) ( ∑ y )
x
∑¿
¿
y
∑¿
¿
N ∑ y 2−¿
N ∑ x 2−¿
¿
√¿

r=8 ( 40764 )−( 474 ) ( 86 )

474
¿
¿
474
¿
¿
86
¿
¿
86
¿
¿
8¿
8¿
¿
√¿

r=329568−40764
√ [ 8 ( 224676 )−( 224676 ) ] [8 ( 7396 )( 7396 ) ]

r=325968−40764
59168−(59168)
[ 1797408−( 224676 ) ] ¿
√¿

r=285204
√ 1572732−7200

r=285204
√ 1565332

r=0.18

Table 1.2
 Effects Total Percentage

Poor in reading skills 50%

Afraid of what might people 55%

say to me.

Hard to construct sentence 56%

It’s hard for me to 63%

comprehend the English
language

It makes me think about 67%

negative thoughts

Table 1.2 shows that the majority of the students in general

academic strand, based on 70 respondents this are the causes
of their anxiety and most of them had most of poor in
reading skills, afraid of what might people say to me, hard
to construct sentence, it’s hard for me to comprehend the
English language, and it makes me think negative thoughts.
Based on the study there are so many students that has the
highest percentage says that it makes them think a negative
thought in speaking English Language.
ACCEPTED REGION

REJECTION REGION

CHAPTER 5
 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

CONCLUSION

The researcher therefore concludes that the findings of

our study that most of the students are encountering English
Speaking Anxiety and the researcher find out that this
anxiety may affect the Academic Performance of students,
most of students are experiencing this.

RECOMMENDATION

1. Develop a program that can increase academic

performance of students.

2. Find the right learning style for you.

3. Recommend an outdoor activity that the students will

improve their academic performance, like camping,
outdoor game, and any other activities that will
improve their performance.

BIBLIOGRAPHY
References

Communicating with people Anxiety

https://www.anxiety (1986).com/%WFJR22=//%

“FOREIGN LANGUAGE ANXIETY IN CLASS SPEAKING ACTIVITIES “

https://www.languageanxiety.com/activities//%DAVWM=:L

“PERSPECTIVE ON SPEAKING ANXIETY AND DYNAMIC THE ESL CLASSROOM”

https://www.speakinganxietyadndynamics-manovic.com/%JMF22W=//%
APPENDICES