ENGINEERING IDEAS

ENGLISH GEOGRAPHY
(Student Strategies To Eliminate Anxiety When Speaking English in Class)

Supervisor: Dr. Sugiharto, M.Si

NAME:
1. Putri Andiana Sari (3193331005)
2. Sarah Rehulina S (3193131002)
3. Tika Fridawati (3191131021)
4. Tarisa Diba Fitriana (3191131004)
5. William Siahaan (3193131027)

CLASS : Geo C’19

GROUP :4

GEOGRAPHIC EDUCATION DEPARTMENT

FACULTY OF SOCIAL SCIENCE
MEDAN STATE UNIVERSITY
2020

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 FOREWORD

Praise be to our gratitude for the presence of God Almighty, for the abundance of His
grace and grace, I as a writer can complete this Idea Engineering task on time.
I admit that there are still many shortcomings in this idea engineering because I have
very little experience. Therefore, I expect readers to provide constructive input and criticism
for the perfection of this Idea Engineering.
I hope that this Idea Engineering will help increase the knowledge and experience of readers,
so that I can improve the form and content of this Idea Engineering so that in the future it can
be better.

Medan, November 2020

Group 4

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 TABLE OF CONTENTS

FOREWORD.............................................................................................................................2

TABLE OF CONTENTS...........................................................................................................3

PIG.............................................................................................................................................4

PRELIMINARY........................................................................................................................4

A. Background.....................................................................................................................4

B. Objectives And Benefits.................................................................................................4

CHAPTER II..............................................................................................................................5

FRAMEWORK..........................................................................................................................5

CHAPTER III.............................................................................................................................8

IMPLEMENTATION METHOD..............................................................................................8

A. Research Methods...........................................................................................................8

B. Research Steps................................................................................................................8

C. Data Collection Technique..............................................................................................8

CHAPTER IV............................................................................................................................9

DISCUSSION............................................................................................................................9

Research Result...................................................................................................................9

CHAPTER V............................................................................................................................11

CLOSING................................................................................................................................11

A. Conclusion.....................................................................................................................11

B. Suggestion.....................................................................................................................11

BIBLIOGRAPHY....................................................................................................................12

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 PIG

PRELIMINARY
A. Background
With the development of the times, mastery of more than one language has
become a very important aspect. Indonesia is a nation that will enter the era of
globalization and the Free Trade Era. So the demands to master a foreign language are
getting higher. English as the language of the world has become a mandatory
language for everyone to master in order to keep up with the times. English is not
only used as the language of instruction in the business world but also in education.
To be proficient and master English, of course, is not an easy thing because
students are required to master four language components, namely the Speaking,
Listening, Reading and writing components. Of the four components, speaking ability
is considered very important because it can be immediately seen and applied when
someone speaks English.
This is in line with what was said (Nunan, 2003, p. 48) that speaking ability is
considered more important than other skills because during the process of
communicating with other people, we certainly have to respond right away, in
speaking we too. unable to edit and correct what we have said.
B. Objectives and benefits
The purpose and benefits of preparing this paper are to find out about
strategies so that students don't feel anxious when speaking English in class and how
students can overcome these problems. It is intended that students can speak or
communicate fluently, naturally and systematically in both formal and informal
situations.

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 CHAPTER II

FRAMEWORK
A. Understanding Singing Language Learning Strategies
According to the second edition of the Big Indonesian Dictionary (KBBI, 1989)
strategy is the science and art of using all the resources of nations to carry out certain
policies in war and peace. What can be considered directly related to the notion of
strategy in language teaching is that strategy is a careful planning of activities to
achieve specific goals. In the context of teaching, according to (Gagne, 1974) strategy
is a person's internal ability to think, solve problems, and make decisions. This means,
that the learning process will cause students to think uniquely to be able to analyze,
solve problems in making decisions.
Based on the opinions of the experts above, it can be concluded that the learning
strategy includes activities or the use of techniques carried out by the teacher starting
from planning, implementing activities to the evaluation stage, as well as follow-up
programs that take place in educational situations to achieve certain goals, namely
teaching. (Iskandarwassid, 2011, p. 9).
If all of the above descriptions are related to English language teaching, the
English language learning strategy is the learning skill pattern chosen by the lecturer
or student to carry out the English language skills learning program.

B. English Speaking Anxiety

Language anxiety is a feeling of anxiety that arises when someone learns English.
According to (Arnold & Brown, 1999), anxiety is a major factor that can hinder the
learning process. Anxiety itself is a subjective feeling of tension, state of
apprehension, nervousness and worry associated with stimulation of the autonomic
nervous system caused by an unclear fear that is indirectly related to the object.
(Atkinson, 1996, p. 212) defines anxiety as an unpleasant emotion characterized by
worrying at different levels for each person. Meanwhile, according to (Hurlock, 1997,
62) anxiety is an effective situation that is felt to be unpleasant followed by a physical
sensation that warns someone of a threatening danger. In his dictionary of
psychological terms, Chaplin defines anxiety as a mixed feeling of fear and concern
about future feelings without a specific cause for that fear. Anxiety is a manifestation
of various mixed emotional processes, when people are experiencing emotional stress

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(frustration) and inner conflict (conflict). There are several types of anxiety due to
knowing there is a danger that threatens him, anxiety in the form of a disease that can
affect the whole person. Furthermore, anxiety because of feelings of guilt or guilt.
Anxiety is a manifestation of various mixed emotional processes, when people are
experiencing emotional stress (frustration) and inner conflict (conflict). There are
several types of anxiety due to knowing there is a danger that threatens him, anxiety
in the form of a disease that can affect the whole person. Furthermore, anxiety
because of feelings of guilt or guilt. Anxiety as a manifestation of various mixed
emotional processes, which is when people are experiencing emotional stress
(frustration) and inner conflict (conflict). There are several types of anxiety due to
knowing there is a danger that threatens him, anxiety in the form of a disease that can
affect the whole person. Furthermore, anxiety because of feelings of guilt or guilt.

C. Factors Causing English Speaking Anxiety

(Olii, 2010, p. 31) explains the causes of public speaking anxiety, namely: 1)
Don't know what to do, 2) Don't know how to start a conversation, 3) Cannot predict
what the listeners expect, and 4) Not ready to speak.
Furthermore, he pointed out the causes of public speaking anxiety, namely as
follows: 1) Not knowing what to say or convey in public, 2) Fear of hearing audience
comments, 3) Fear of being laughed at, and 4) Fear of making mistakes.
Anxiety can arise from any situation that is threatening to the existence of an
individual. A pressing and inhibiting situation that occurs repeatedly will cause an
alarming reaction. This worrying situation includes material, family and
psychological problems. Anxiety can arise because of:
Threat (threat)
Both threats to their body, soul and psyche, (such as losing the meaning of
freedom and life) and threats to their existence (such as loss of rights). So this threat
can be caused by something that is true reality, or which is not reality.
Conflict (contention)
There are two opposing desires. Almost every conflict involves two or more
alternatives, each of which has approach and avoidance characteristics.
Fear (fear)

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 Anxiety often arises because of fear of something, fear of failure can cause
anxiety in facing exams or speaking in class.

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 CHAPTER III

IMPLEMENTATION METHOD
A. Research methods
The research method used is descriptive qualitative method. This qualitative
descriptive research method is an approach or a procedure that produces descriptive
data in the form of written or spoken words from people and observed behavior. So
what the researchers mean in this study is to describe the problems that occur in the
field in accordance with the facts obtained about "Student strategies to eliminate
anxiety when speaking English in class".

B. Research Steps
The steps taken in this study were to collect and learn from sources of articles,
journals, and theses related to the topic of strategies for relieving anxiety when
speaking English in class. In conducting this research the author uses research
instruments such as: laptops, books and cellphones.

C. Data collection technique

Techniques in data collection are carried out through indirect methods or
reading from various sources such as journals, books, journals, papers and others that
support the smoothness of data collection.

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 CHAPTER IV

DISCUSSION

Research result
Based on the results of data analysis, it was found that there were several strategies
applied by students in eliminating anxiety in speaking English in class and four factors
causing it.
1. Trying to Calm Down or Relax Before Speaking to Class
Some students apply this strategy to reduce anxiety in speaking English in class.
Things you can do are breathe slowly until you feel comfortable and then move your
fingers, try to be as relaxed as possible in class, take a deep breath before speaking
English in class, and practice speaking in front of a mirror before performing.
2. Make Small Notes Before Speaking to the Class
In eliminating anxiety in speaking English in class, students can use the strategy of
taking small notes before they are asked to appear in front of the class. Things that can be
done to relieve anxiety are usually taking notes in a book so that it is easy to memorize,
preparing concepts before speaking in front of the class, and making small notes and also
jotting down difficult words before appearing to speak in front of the class.
3. Trying to Assume Nobody Sees Himself Speaking in Front of Class
Students can apply this strategy in speaking English in the classroom. For example,
when appearing to speak English in class, you can assume that other people are not in the
class except yourself, and when you appear you don't look into the eyes of your friends in
class.
4. Practice in Front of a Mirror
The next strategy used by students is trying to practice in front of a mirror before they
appear. By practicing in front of the mirror, they will feel confident and can eliminate
anxiety in speaking English in class.
5. Practice Talking With Classmates
Students can do like always practicing with classmates in English, this is in
eliminating anxiety, fear or nervousness in speaking English in class.

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Factors that cause anxiety in speaking English in the classroom

 Fear of speaking English wrong, it appears that students of English study programs
feel anxious about speaking English in class because they feel afraid of speaking
English incorrectly in class.
 Lack of confidence in speaking English in class. Another factor that causes anxiety in
speaking English in class is because students feel less confident in speaking English
in class.
 Lost ideas when speaking English
 Fear of speaking spontaneously in class From the results of the interviews conducted,
it was found that students were afraid to speak spontaneously in class. This is
probably because they are not or less prepared to appear in front of the class.

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 CHAPTER V

CLOSING
A. Conclusion
Based on the results of research that has been conducted regarding student strategies
to relieve anxiety in speaking English in class, it can be concluded that students
implement several strategies to relieve anxiety in speaking English in class, namely (1)
trying to calm down when speaking English in class (2) make small notes when speaking
English in class (3) try to think that no one is watching when he speaks in front of the
class. (4) trying to practice speaking in front of a mirror before speaking English in class
(5) practicing speaking with classmates.
B. Suggestion
Hopefully this paper can add to the knowledge and insight of the readers and
hopefully the students can prepare them to become reliable and professional educators in
their field, namely in English.

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 BIBLIOGRAPHY

Helena, Olii. 2010. Public Speaking, Jakarta: Index

Lexy J. Molleong. 2006. Qualitative Research Methodology. Bandung: PT. Youth Rosda
Karya.
Syaiful Bahri Jamarah and Aswan Zein, 1997. Teaching and Learning Strategies, Jakarta:
Rineka Cipta.
Wassid, Iskandar. 2011. Language learning strategies. Bandung: PT Remaja Rosdakary

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