THE CORRELATION BETWEEN STUDENTS’ SPEAKING ANXIETY

AND THEIR SPEAKING ABILITY

THESIS PROPOSAL

Submitted as partial fulfillment of the requirements to Obtain Bachelor of

Education (B.Ed) in English Language Education Program

By:
Senny Plantika
16018095

Acc Seminar Proposal 6/9/2020

Advisor: Dra. Aryuliva Adnan, M.Pd

ENGLISH DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
UNIVERSITAS NEGERI PADANG
2020

i
 TABLE OF CONTENT

CHAPTER I............................................................................................................1
INTRODUCTION..................................................................................................1
A. Background of the study...............................................................................1
B. Identification of the problem.........................................................................4
C. Limitation of the problem.............................................................................5
D. Formulation of the problem..........................................................................5
E. Research questions......................................................................................5
F. Purpose of the research..............................................................................5
G. Significance of the Study..............................................................................6
H. Definition of the Key Terms.........................................................................6
c. Language anxiety..........................................................................................6
REVIEW OF THE RELATED LITERATURE.................................................7
A. Anxiety.........................................................................................................7
B. Foreign language anxiety............................................................................8
C. Factors of anxiety........................................................................................9
1. Communication apprehension..................................................................9
2. Fear of negative evaluation.....................................................................10
3. Test anxiety...............................................................................................10
D. Speaking anxiety.......................................................................................13
E. Speaking ability.........................................................................................14
F. Previous study...........................................................................................15
G. Conceptual Framework........................................................................18
CHAPTER III........................................................................................................19
RESEARCH METHOD.........................................................................................19
A. Research Design........................................................................................19
B. Population and Sample.............................................................................19
a. Population..................................................................................................19
b. Sample........................................................................................................20
C. Instrumentation.........................................................................................20
1. Questionnaire.............................................................................................20
2. Speaking test..............................................................................................21

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D. Technique of Data Collection...................................................................22
1. Questionnaire.............................................................................................22
2. Speaking test..............................................................................................22
E. Technique of Data Analysis......................................................................24

iii
 CHAPTER I

INTRODUCTION

A. Background of the study

Strictly speaking, English has been applied and taught as a foreign

language in the Indonesian educational curriculum since the last century

from basic to advanced level with high expectation that students are able

to use it in written and spoken form. However, it is yet far from the

expectation especially when it comes to be able to speak in English, which

is the most important aspect of learning a second language or foreign

language (Nunan, 2000). One of the reasons that prevent students from

being able to speak fluently in English is anxiety. This is supported by

Herwanto (2015) stated that anxiety can influence the development

process of students’ achievements in the speaking class.

Speaking a foreign language generates a large amount of anxiety

within the students, as Young (1990) & Horwitz (1986) said that it is the

most anxiety-producing experience and the most anxiety provoking-skill

in foreign English classroom. Therefore, it is clear that anxiety is one of

the factors that hold students from speaking English fluently.

Speaking anxiety in foreign language has been a phenomenon that

almost all foreign language learners experienced. English language

learners often express feeling of nervousness or anxious while learning to

speak English. According to Horwitz (1986:125), some learners may claim

to have a mental block against anxiety when they come to learn or to speak

1
foreign language. Hence, it is assumed that massively frequent foreign

language learners were experienced anxiety within the process of learning

English, especially while in the speaking activities. A student who feels

anxious may avoid being involved in the class discussion, reduce their

performance or speak in using English language. And it makes students

think that English will be difficult and complicated to learn which lead

them to feel anxiety.

Kustati (2012) stated that most of students in Indonesia still have

problems in learning spoken English even though they already learned

English since elementary until high school as in further in university.

Maulidiyah (2014) stated that students would prefer not to talk or feel

anxious to speak in English language, it might turn an issue for them. On

the other hand, they will flop in their capability. Azizifar, et al (2014) said

that students may feel lack of courage to talk as a result not

comprehending what to say. The rest may tell the teacher that the subject

of the conversation is not fascinating. Also Leong & Ahmadi (2017) stated

that students accuse that they cannot remember what to say and they do

not have any idea to convey themselves.

On the other hand, may be some students with good in learning a

language, strongly motivated, and have an effort and willingness in

acquiring of the language target. What at that point keep them from

accomplishing their ideal objective? In many cases, students may have a

tension response which blocks their capacity to perform effectively in a

foreign language class. When a student felt anxious to speak it could

2
influence their speaking performance at the class. Researchers and

teachers generally believe that anxiety is a major obstacle to be overcomed

in learning to speak language (Juhana 2012).

There have been many researchers who have done the analysis toward

the relationship between student speaking anxiety and speaking ability.

One of them is Lian & Budin (2014) investigated about relationship

between English language anxiety and the achievement of oral English test

among Malaysian students aged 15-16 , these findings suggest that a

majority of students experienced moderate feelings of anxiety when

communicating in English with other people.

After that, in the same year with Lian & Budin, Salehi (2014) also

investigated about the effects of foreign language anxiety and test anxiety

on foreign language test performance in pre-intermediate level. These

study showed that language anxiety and test anxiety are related to each

other. It means that the students with high language anxiety tend to have

high test anxiety too and vice versa.

Indrianty (2016) in her research investigated students' anxiety in

speaking English in one Hotel and Tourism College in Bandung. This

study examined types of anxiety, and source anxiety. Results of type of

anxiety were found that there occurred two types of anxiety, namely trait

anxiety and state/situational anxiety, and the students‟ anxiety in English

speaking class was caused by three main sources of anxiety, i.e.

communication apprehension, test anxiety and fear of negative evaluation.

3
 Due to the differences found between these studies, the researcher is

interested in carrying out a research about students’ speaking anxiety and

their speaking ability by finding out the correlation between students’

anxiety and their speaking ability. Only few studies which conducted

about speaking anxiety and their speaking anxiety toward students in

public speaking class. The researcher aims to analyze and find out more

whether there is the correlation between students’ speaking anxiety with

their speaking ability in the public speaking class of English Department

student at Universitas Negeri Padang.

B. Identification of the problem

Concerning the background of the problem above, in the field of

learning spoken language, there are several problems that can be

considered. One of that is anxiety. Most of the students in learning English

as a foreign language feel anxious, worry, and lack of confidence when

learning speaking in the class. Because of this factor, the feel of anxious

and fear of mistakes can affect their speaking ability. For that reason, in

this case, the researcher needs to know whether or not there is a

differentiation or correlation between the students with higher level of

speaking anxiety and their speaking performance, with those students’

with lower level of speaking anxiety and their speaking performance. Also

to find out the significant factor of students’ speaking anxiety which

influence on speaking their performance in the class.

4
C. Limitation of the problem

This research only focuses to find out the correlation between

speaking anxiety among EFL students to their speaking ability in speaking

English at public speaking class of English Department Universitas Negeri

Padang.

D. Formulation of the problem

Based on the problem above, the researcher formulates the problem

into the question “how does anxiety of students in speaking can influence

their ability to speak in a public speaking class?”

E. Research questions

The problem of this research is formulated in these following

questions:

1. Is there any correlation between students anxiety with their speaking

ability in public speaking class at the second year of English department

students’ academic year 2019-2020 Universitas Negeri Padang?

2. What are the types of anxiety among the students in speaking class?

F. Purpose of the research

The purpose of this research is described as follow:

1. To see the relation between students speaking anxiety and their speaking

ability performance at public speaking class English Department,

Universitas Negeri Padang.

5
2. To discover the types of speaking anxiety affect in students’ speaking

ability

G. Significance of the Study

The result of this research is to find out the correlation between

students’ speaking anxiety and their speaking ability in public speaking

class and to determine to what extent foreign language anxiety influence

the communication performance in EFL learners. Also, the result of this

research will be an information for the English teacher to figure out the

element to consider of students’ anxiety when learning foreign language.

H. Definition of the Key Terms

a. Speaking

Speaking is any process in which people share information, thoughts and

feeling. This is one of skill in learning English that to be mastered in

achieve English communication skill

b. Speaking anxiety

The feeling of uncertain, tension, and self-doubted, that influence students’

ability in speaking English language.

c. Language anxiety

Language anxiety is a psychological construct particular to language

learning and be categorized as “distinct complex of self-perception,

beliefs, feelings, and behaviors related to classroom language learning

arising from the uniqueness of the language process”.

6
 CHAPTER II
REVIEW OF THE RELATED LITERATURE

In this chapter will discuss the following matters: definition of anxiety,

language anxiety, speaking anxiety, speaking ability, and the previous

study on students’ speaking anxiety to their speaking ability.

A. Anxiety

The term of “anxiety” according to Spielberger (1983) is a feeling of

uneasiness, worry, nervousness, and unfocused as an overreaction. To

conclude, anxiety is associated with feelings of uneasiness, frustration,

self-doubt, apprehension, or worry. According to Brown (2000) anxiety is

“feeling of uneasiness, frustration, self-doubt, apprehension or worry”.

According to Seligman (2000) anxiety also called worry is a physiological

and physiological state characterize by somatic, emotional, cognitive, and

behavioral component. It is unpleasant feeling of fear and concern. Also,

Woodrow (2006:310) stated that anxiety is emotionally assign to

physiological responses, for example, becoming flushed or racing hurt,

and behavioral reaction, such as stammering and fidgeting. . In addition,

Griffin and Tyrell (2007: XVI) stated that anxiety is not all-powerful and

inexplicable. It can be manage very easily, when you know how. Anxiety

can be defined as “a mental and physical state characterized by specific

emotional, physical, cognitive and behavioral symptoms” Kráľová (2016).

It means that, if students can control their anxiety into positive feeling

instead of being controlled by it, they will reach optimal performance.

7
When a student get bad score in his/her achievement and then start to feel

anxious because she/he does not feel putting and effort, their anxiety

becomes problem. It will hinder the students to acquire the lesson. From

several definition about anxiety, it can be concluded that anxiety is a

feeling of apprehension that occur when learners is expected to perform

something in the second or foreign language.

B. Foreign language anxiety

Since the researcher focus on the anxiety faced by the students in

learning process, especially in learning English as a foreign language, then

the term of anxiety is specified into foreign language anxiety. Horwirtz et.

al (1986:128) said “that foreign language anxiety is a distinct complex of

self-perceptions, beliefs, feelings, and behaviors related to classroom

language learning arising from the uniqueness of the language learning

process”. It is more on the anxiety felt by students in foreign language

class since they have to deal with the skills of a foreign language.

In relation to the concept of foreign language anxiety above, at

that point there are three levels of foreign language anxiety based on

personality and situational viewpoint as proposed by experts. MacIntyre

and Gardner stated in Brown (2000:151) said three different level of

anxiety; trait anxiety (a kind of anxiety where the individual becoming

anxious in many things), state anxiety (the anxiety which appeared in

relation to the person in particular situation or act), and situational specific

anxiety (the anxiety which only appears in specific type of situation or

8
events occurs consistently). The situation may be different for each person,

someone can be nervous in one but not in others. Anxiety in language

learning is categorized into situation-specific anxiety (MacIntyre, in

Horwitz, and Cope, 1986). They argue that situation-specific anxiety only

occurs in particular situation such as giving speech, taking a test, or using

other language. Thus, situation-specific anxiety represents anxiety in

language learning. Public speaking anxiety is generally viewed to be in

this category, because situation-specific anxiety occurs in situation such us

giving speech and taking a test. It can be concluded that foreign language

anxiety is anxiety that happens while in the process of leaning new

language or foreign language.

C. Factors of anxiety

Regarding the causes of anxiety, Gardner et al (as stated in

Brown, 2010:151) based on the findings of his study identify three

indicators of foreign language anxiety which are:

1. Communication apprehension

In detail, Horwitz et al. (1986: 128) define communication

apprehension as “a type of shyness characterized by fear or anxiety

about communicating with people”. Also Horwitz stated that if

individuals have obstacle in speaking or listening to foreign language

in front of people, their communication apprehension will be high.

(Kráľová & Sorádová, 2015) stated that communication apprehensions

is defined as the anxiety in communication with other people in

9
 groups. Despite the fact that communication apprehension also leads to

communication fear, it also causes fear of not being able to understand

the other’s people speak. The condition occurred while the students

were asked to speak in front of their friend, they were shy and cannot

do their best. To sum up, communication apprehensions happens when

the students are not able to express their ideas and thoughts in spoken

form.

2. Fear of negative evaluation

The second of performance anxiety is fear of negative evaluation

which implies that students are afraid being evaluated negatively in

social situation. In other words, according to (Horwitz et al, 1986:128)

fear of negative evaluation occur in any social evaluate, such us

interviewing for a job, or speaking in foreign language class. (Gopang

et al, 2015). “Apprehension about others’ evaluations, and avoidance

of evaluation situations”. This is construct a thought of person thinking

or believing that others will evaluate them badly. The person who has

a high fear of negative evaluations may be very nervous to the view of

others in the classroom, such us teacher, native speaker and friends. To

sum up, fear of negative social evaluation happen when the students

are afraid of other’s opinion about them whether it is from the teacher

or from other students.

3. Test anxiety

In addition, the last performance anxiety refers to test anxiety. This

arises from a fear of failure. While, fear of negative evaluation

10
 emphasizes feelings about others’ evaluations or expectations, test

anxiety refer to objective evaluation. The main point of test anxiety

seem to be the negative feeling when a person believes that he or she

will fails the tests as objective evaluative methods. It can be explained

that a person with high test anxiety is typically a perfectionist (Toyama

et al, 2018). To sum up, test anxiety is the fear of failure in academic

evaluation such as final test.

So that, communication apprehension, fear of negative evaluation and

test anxiety are factors that influence student’s anxiety in foreign language

anxiety. It comes to those students who have high and low anxiety since in

every foreign language class, some students may have the feeling of

anxiety while other tend to enjoy every activity in class. First, according to

Hashempour and Mehrad (2014:118), students who have a high and

excessive anxiety concern about future and past procedures, too much

worry about acting totally well and have a noticeable self-consciousness. It

means that those who have high anxiety tend to think too much about what

the learning process will be and be worry about the learning process.

Second, he stated that, the students with high anxiety also may have an

anticipation of use in getting information, this prediction can raise their

anxieties responses; for instance, anxious students may fell anxiety due to

non-understanding or misunderstanding of constructs and doing faults and

mistakes. This opinion is also in line with the theory proposed by Horwitz

et al (1986:127) that the students who have high anxiety cannot consider

the mistake in learning a language as a natural part in learning language. In

11
other word, those with high anxiety feel that other students or even the

teacher will mock or laugh to them if they make mistake. As the result,

they tend to be silent in learning process and do not want to take part in

language activity. Third, MacIntyre and Gardner in Yahya (2013:232)

noted that the students with high anxiety are difficult to express their

views and tend to underestimate their own ability. It seems like they feel

shy to communicate with other students or teacher. Another indicator of

students with high anxiety is those who experience the apprehension about

language testing. In this case, the students are fear if they get failure in the

test. To wrap up that foreign language anxiety is anxiety that creates while

in the process of learning new language or foreign language.

In contrary, the students with low anxiety are generally able to express

their ideas, opinion, thoughts, and feelings in learning process. They are

less shy in communicating with other. They also feel confidence in

communicating without having nervous. In addition, those with low

anxiety consider mistakes and language errors as a natural part in learning

process especially in learning a foreign language. They are also willing to

take a part in language activity so that they can interact with other students

and teacher. Besides, they assume that the test is a way in evaluating the

learning process so that they have no worry about its result.

To wrapped up, there are three indicators of foreign language anxiety

namely communication apprehension, fear of negative evaluation, and test

anxiety. The factors of speaking anxiety itself arises from communication

because there is apprehension while communicate with other. Then,

12
anxiety can creates due to some negative feedbacks which make students

feel anxious to speak English from peers or teachers. And the last, anxiety

can creates while having a test or exam which refers students to the fear of

getting failure at the end of the lesson. Overall, these three components

determine whether student are in high or low anxiety that may effect on

their learning achievement. It can be conclude that foreign language

anxiety is anxiety that creates while in the process of learning new

language or foreign language.

D. Speaking anxiety

Speaking anxiety as something that has a big influence on students’

self-confidence because it often makes learners have low-confidence and

feel shy to perform in front of other people, and because of that, the

learners cannot understand the teacher explanation well. According to

Horwitz (1991, as cited in Sylvia and Tiono, 2004). He stated that

speaking anxiety in a certain language can affect students’ performance. It

can influence the quality of oral language production also, make

individuals appear less fluent than they really are. Tsiplakides (2009)

stated that speaking anxiety is a person’s unwillingness to take a part in

conversations using a specific language. Speaking anxiety is a common

phenomenon in learning foreign language. Foreign language students are

more anxious in speaking foreign language due to they have limited

knowledge of the language. Their limited ability in this aspect, in many

cases, causes anxious feeling among many students. Then, speaking

13
anxiety is anxiety-feeling of tension or worry which arises around

speaking activities due to some related factors.

E. Speaking ability

It has been explained that anxiety is someone’s feeling of tension

in confront an event in a particular situation. The anxiety is usually

invoked for students in English speaking class. According to Fulcher

(2003) defined speaking as “the verbal use of language to communicate

with others.” Also Harmer (2001:269) defined speaking ability as the

ability to speak fluently not only knowledge of language features, but also

the ability to process information and language directly. In other words,

the feeling of anxious appear because students have lack of language

feature in English such us vocabulary, grammar, and word choice, fluency,

accuracy, and comprehension in speaking skill. In addition, it can affect

the students ‘self-confidence, such us afraid being mocked and laugh by

friends. It means that student who cannot express their ideas are caused

anxiety. As the result, it will influence toward their speaking performance

in speaking ability. This kind of anxiety in speaking performance is

categorized into state anxiety. This is because the feel afraid when they

want to deliver their speaking in front of the class. The students who

experience failure in speaking performance, they will tend to be quiet than

taking a risk to fail again. Hence, it is important for teacher to make

effective class in stimulating them to speak.

14
 It can be concluded that speaking anxiety is a crucial problem for

students that can impact their achievement in their speaking ability to their

speaking performance.

F. Previous study

There have been many studies about the correlation between

students speaking anxiety to their speaking ability. One of them was

conducted by Awan, et all (2010) in University of Sargodha conducted a

research on 149 undergraduates enrolled in second and sixth semester of

different departments of University of Sargodha who are learning English

as a foreign language. The questionnaire used in this research is Foreign

Language Classroom Anxiety Scale (FLCAS) designed by Horwitz et al.

this research found that language anxiety and achievement are negatively

related to each other.

The next research was conducted by Adnan Oflaz (2019) in

Ondokuz Mayis University Turkey, this study consist of 110 students (75

female and 35 males). He used three instruments in this research (Foreign

Language Classroom Anxiety Scale; Strategy Inventory of Language

Learning and Shyness Scale). For the result it was determined that foreign

language anxiety negatively affected both speaking skills and academic

achievement of students. And correlation tests showed that there was a

significant and moderate negative correlation between foreign language

learning anxiety and academic achievement.

15
 Then, Woodrow (2006) University of Sydney, Australia conduct a

research using quantitative data from the Second Language Anxiety

Speaking Scale, IELTS type oral assessment and qualitative data from the

interview data on advanced English for academic purposes (EAP) found

that a significant negative relationship was found between second

language speaking anxiety and oral performance.

Similarly to Woodrow (2006), the next year Azhar (2017) in his

research investigated the relationship between the students’ speaking

anxiety and their ability on SMP Tahfidzul Qurán of An-Najah Cindai

Alus Islamic Boarding School by using questionnaire and oral test. And

the result of his study indicated that there was a negative and significant

correlation between students’ speaking anxiety to their speaking ability

and it means the increase of students speaking anxiety will be followed by

the decrease of students’ speaking ability.

As the same year as Azhar (2017), Pebriyana (2017) also

conducted a research at MTs. NW Tanak Maik, East Lombok, NTB. She

used quantitative method as a technique of data analysis. And the

population of the sample was 28 students at second grade. The result of

her research found that there is a correlation between speaking ability and

students’ anxiety. It means that students’ anxiety will follow the increase

or the decrease of learning ability.

Another research in 2017 also conducted by Khatimah, et all

(2017) In Universitas Riau. In conducting this research, 40 students were

16
selected to be the sample, and she used questionnaire to collect the data.

And she found that there is correlation between students’ foreign language

anxiety and their speaking ability. Which means that a student’s speaking

ability which is indicated by his/her speaking score tends to decrease as

the increase of his/her anxiety level.

Those are some of previous research that had been conducted by

several researchers in some countries all around the world over past

decade with various research subject and object, different instruments, and

applying various method. It can be clearly seen that when students have

anxiety or being anxious in speaking foreign language which make them

feel nervous, worry, and doubt, it will get affected their ability in speaking

foreign language. There is not yet a study about the correlation between

students speaking anxiety to their speaking ability among public speaking

class. So, this research conducted at English Department, Universitas

Negeri Padang to figuring out the anxiety that English students have in

Public speaking class.

17
G. Conceptual Framework

English Foreign
Language Learning

Anxiety

Foreign language Speaking anxiety

anxiety

Speaking ability
CHAPTER I

18
 CHAPTER III

RESEARCH METHOD

A. Research Design

This research aims to find the relation between the anxiety of

students in speaking with their speaking ability. Thus, in this research, the

researcher will use correlational research. To know the correlation

between students speaking ability to their speaking ability, the researcher

used quantitative research in correlation study. According Ary et al (2010)

“Correlational research methods are used to evaluate relationships and

patterns of relationship among variables in a single group of subjects”. In

correlational study, quantitative research is used to measure the correlation

between the variables because quantitative approach is related to statistical

analysis. So, the researcher will use this method to figure out level of

speaking anxiety, and correlation between levels of students ‘speaking

anxiety among second year of English Department students at Universitas

Negeri Padang. .

B. Population and Sample

a. Population

The population of this research is second year students of English

Department at Universitas Negeri Padang who had taken public speaking

class at academic year 2019/2020. The number of students in each class

can be seen in the table below:

19
 No Class Students
1 K-Int 2019 30
2 K2-2019 38
3 K3-2019 36
4 K4-2019 36
5 K5-2019 34
Total 174
Source: from the Report of the Chief Coordinator of Intensive Course class 2019

b. Sample

The technique of this sampling will be Simple Random Sampling. From 5

classes of public speaking class with the total 174 students, so the

researcher will randomly take 5 students from each class. There are about

30 students that will be the sample in this research which The member of

this sampling will be chosen equally. Every individual from the population

has an equal possibility of being chosen for the study.

C. Instrumentation

In this research, the researcher will use two instruments, which will

be analyzed both quantitative and qualitatively. For quantitative data

analysis, the researcher will use speaking test, and for qualitative data

analysis the researcher will use questionnaire as the instrument

1. Questionnaire

Questionnaires will be used to collect the data about component of

language anxiety that influence students in English learning. The

researcher using questionnaire which design by Horwitz (1986) called

Foreign Language Classroom Anxiety Scale (FLCAS). FLCAS contained

20
 of 33 questions which employs 5-point-Likert-type scales with selections

ranging from “strongly agree”, to “strongly disagree”. This instrument was

proposed to measure foreign language learner’s level of anxiety while

leaning a language in the classroom.

Items
Variable Indicator Total
Statements (+) Statements (-)
Communication 1, 4, 9, 15, 24, 27, 14, 18, 32 11 items
apprehension 29, 30
Speaking
Anxiety Test anxiety 3,6, 10, 12, 16, 17, 5, 8, 11, 22, 28 15 items
20, 21, 25, 26
Fear of negative 7, 13, 19, 23, 31, 2 7 items
evaluation 33
Total 24 items 9 items 33 items
Table 3.1 Items in the questionnaire FLCAS

Table 3.2 Scoring of the questionnaire FLC

Statement Score
Type of statement
Strongly agree 5
Agree 4
Positive Statement Neither agree nor disagree 3
Disagree 2
Strongly disagree 1
Strongly agree 1
Agree 2
Negative statement Neither agree nor disagree 3
Disagree 4
Strongly disagree 5

2. Speaking test

To collect the data of the students’ ability in speaking, the writer will use

oral test to know the students’ ability in speaking English. The students are

21
 going to do an interpersonal dialogue which are used asking and giving

opinion about the topic.

D. Technique of Data Collection

In this research the writer will use quantitative method to collect

the data from students. In this method, there are two steps to collect the

data, questionnaire and a speaking test.

1. Questionnaire

Questionnaire will be distributed to participants of the research. The

researcher use Foreign Language Classroom Anxiety (FLCAS) These

questionnaires which designed by Horwitz (1986) and will be filled by the

students that having public speaking class based on the time provided by

the researcher. Before giving the questioners, the researcher had made an

appointment to the participant with one of the chairperson from each

classes. The researcher will put the questioner in google form, and ask the

students to fill it by sharing the link. The participants are going to answer

the questions honestly and are reassured that the data would be processed

anonymously. After all the participants fill the questionnaire, the

researcher will collect the data and accumulate it into Excel program and

then the result analyzed by the researcher.

2. Speaking test

To collect the data of the students’ ability in speaking, the researcher will

contact the participant to make an interpersonal dialogue by using “asking

22
and giving opinion” for the topic. The researcher will give the participants

time to prepare the dialog and the participant will perform their dialogue

for 5 minutes until 10 minutes. The researcher used oral proficiency

scoring categories from Brown (2004:172-173) as a guidance in measuring

students’ speaking ability, it was the standard for scoring the students’

speaking ability. The scoring consisted of five items: Grammar,

Vocabulary, Comprehension, Fluency, and Pronunciation. Score were

reported in the range from 1-5. It was shown as follows:

Table 3.3 the criterion of scoring speaking adapted from (Brown,

2004:172-173)

Grammar:

Score Criteria
1 Errors in grammar are frequent
2 Grammar frequently unintelligible.
3 Some grammar is error but still can be understood.
4 A few unclear or error grammar but still can understood easily
5 Grammar is clear and correct.

Vocabulary:

Score Criteria
1 Speaking vocabulary inadequate.
2 Has speaking vocabulary sufficient to express himself simply.
3 Able to speak language with sufficient vocabulary
4 A few vocabularies used are inappropriate with the context.
5 Used varied vocabularies which are appropriate with the context.

23
 Comprehension:

Score Criteria
1 can understand simple questions and statements
2 Can get the gist of most conversation.
3 Comprehension is quite complete at a normal rate of speech
4 Can understand any conversation
5 Can describe the situation without any mistakes.

Fluency:

Score Criteria
1 No specific fluency description.
2 Speak in single words utterance, very slow and short pattern.
3 Speak hesitantly because of recalling and searching for words.
4 Speak fluently with occasional hesitation.
5 Speak fluently with only slight hesitations that do not interfere
with communication.

Pronunciation:

Score Criteria
1 Errors in pronunciation are frequent.
2 Pronunciation frequently unintelligible.
3 Speak hesitantly because of recalling and searching for words.
4 A few unclear or error pronunciation but still can be understood
easily
5 Pronunciation is clear and correct.

E. Technique of Data Analysis

The objective of this research is to find the correlation between students

speaking anxiety and their speaking ability. The data obtained from the

participants then will be analyze by person product moment which is

developed by Karl Pearson. The formula which as follows:

24
The formula are illustrate as follows:
n = Number of Participants
X = Students' Speaking Anxiety Scores
Y = Students' Self-Efficacy Scores
∑X = The Sum Scores of Students' Speaking Anxiety
∑Y = The Sum Scores of Students' Self-Efficacy Scores
∑X2 = The Sum of the Squared Scores of Students' Speaking Anxiety
∑Y2 = The Sum of the Squared Scores of Students' Self-Efficacy
∑XY = The Sum of Multiplied Score between X and Y

Table 3.4 interpretation of correlation

Correlation value (r) Interpretation

0,000-0,200 Very low correlation
0,200-0,400 Low
0,400-0,600 Moderate
0,600-0,800 High
0,800-1,000 High correlation
Sugiyono (2010:147)

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