CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the background of the study, the

identification of the problem, the statement of a research problem, the objective of

the study, the aim of the research, the significance of the study, and the definition of

key terms, and the previous research.

A. BACKGROUND OF THE STUDY

English is an international language English has a very important role in

broadening horizons in the field of science and technology. Thus, students must be

able to master English properly and correctly. But, in learning English process,

students often experience difficulties which will make it difficult for students to

absorb this knowledge. The difficulty of learning in the field of English experienced

by some students will have an impact on a sense of distrust of student learning

outcomes and make students experience academic stress.

Academic stress can be defined as a student’s perception of his over-loaded

knowledge, concepts, and skills that he must master against the lack of time that he

has to achieve them. A student’s academic stress is mostly related to academic

tensions the student faces. This condition causes the emergence of distortion in the

student’s thoughts that influences his physical, emotional, and behavioral pattern of

actions. This distortion can come from the student’s own demands or those of the

1
environment. Instances of these demands are daily or weekly assignments, final

examinations, and competitions among students in obtaining achievements. A

student’s academic stress can trigger distress that is manifested in various negative

psychological behaviors.1Common forms of stress experienced by some students

include cognitive, affective, physiological, and behavioral symptoms. Usually

characterized by difficulty concentrating on lessons, difficulty making decisions,

worrying about being appointed by the teacher when coming in front of the class,

students looking sleepy during lessons, and student’s often skipping school.

A study by America College Health Students have difficulty focusing in class

and doing instructional tasks since they are too worried about small things that

happen in their daily life and, causing an increase in their stress level in their

academic life.2 It can be shown by anxiety levels where it is often exaggerated. This

anxiety does not provide a good condition for students because the excessive worry

increases students' academic stress which in turn has a negative effect on their

physical and mental health.

The Nurul Jadid Islamic Boarding School is one of the Islamic boarding schools

in East Java, Paiton Probolinggo which has been established for seventy two years.

The education system was developed by combining the national curriculum and the

pesantren curriculum which is still based on the salafiyyah tradition. The scientific

1
Kurniasih, S. K., Putro, N. H. P. S., & Sudiyono, S. (2020). Analysis of factors of students’ stress
of the English Language Department. REID (Research and Evaluation in Education), 6(1), 66-
77.
2
American College Health Association - National College Health Assessment. (2016). Data
report of undergraduate student reference group.

2
mastery of students studying in schools affiliated with the ministry of education is

concentrated on exact science and foreign languages, while students were studying in

madrasas or madrasas affiliated with the ministry of religion are concentrated on

mastering Islamic knowledge and reading the Qur'an. At the Nurul Jadid Islamic

Boarding School, especially at SMA Nurul Jadid, researcher often find cases of

students from superior classes choosing to change majors because they have

difficulty learning English.

SMA Nurul Jadid is one of the senior high schools of the Nurul Jadid Islamic

Boarding School in Paiton Probolinggo which was founded fifty two years ago. At

SMA Nurul Jadid there are three majors, namely, science, social studies, and

language, in which the three majors have superior classes that require them to use

English in the classroom and outside class. The researcher chose the object of

research at the SMA Nurul Jadid institution because the researcher found a student in

a superior class who was forced to drop out of school because the student was unable

to speak English fluently. That case makes the student's self-confidence decreased.

One of the factors that researchers found when students choose to drop out of school

or change majors is students not being able to fully understand the lessons.

Meanwhile, students who are in the wrong major are mostly due to the demands of

their parents who require them to enter superior classes which make these students

unable to compete with other students.

Some of the cases above are very serious problems experienced by most students

who tend to make students experience academic stress when learning English. With

3
 these problems, it is the goal of the researcher to see what are the factors that make

student academic stress in English subjects. Thus, the researcher will conduct a study

entitled “A Narrative Inquiry of Student Academic Stress in English Subject”.

B. THE IDENTIFICATION OF THE PROBLEM

In general, in English education there are many interesting things that can be

analyzed by researchers. However, this is not possible if all aspects are analyzed. So,

the problem of this research can be identified as follows:

1. Students have difficulty focusing in class so that it has an impact on distrust of

learning outcomes and experiences academic stress.

2. Demands from parents on students in terms of achievement, causing pressure for

students.

3. Many students choose to change majors because they are not able to speak

English fluently

C. THE RESEARCH PROBLEMS

Based on the background above, the researcher wants to formulate the

formulation of the research problem as follows:

1. What are the factors that cause student academic stress in English subject?

2. How do teachers deal with students who experience stress academic in

English subject?

4
D. THE AIM OF THE RESEARCH

1. To find out the factors that cause student academic stress in English subject

2. To find out solutions to overcome students who experience academic stress in

English subjects

E. THE SIGNIFICANCE OF THE STUDY

This research is expected to provide a significant contribution both theoretically and

practically.

1. Theoretical

This research is expected to contribute and provide empirical evidence to find the

best solution for student academic stress in English subject

2. Practically Benefits

It is hoped that the research provides benefit greatly to:

a. For Students

The results of the study can provide information about how to deal with

student academic stress in English subject with good solutions.

b. For Lecturers

It is hoped that it can provide information about how to deal with student

academic stress in English subjects with good solutions.

c. For Future Researchers

These results can be used as a reference and comparison for future

researchers.

5
F. THE DEFINITION OF THE OPERATIONAL KEYTERM

1. Narrative Inquiry

Narrative inquiry is a form of qualitative research that has emerged in the

field of management science and has recently developed in the field of

knowledge management which shares the field of information management. So

narrative inquiry focuses on the organization of human knowledge more than just

collecting and processing data.

2. Academic Stress

Academic stress is mental stress related to some anticipated academic

failure or even awareness of the possibility of such failure. Students who

experience academic stress are usually due to their inability to meet many

academic demands, for example, not being able to answer school exams, not

being able to answer questions in class, progress in school subjects decreases,

cannot understand what the teacher is teaching, and compete with other classes

and parents' demands on academic grades. These demands may overburden or

exceed available resources. As a result, they can come under pressure, due to

unrealistic demands.

3. English Subject

English subject is one of the subjects taught to improve students'

language skills. The basic essence of mastery of language is as a tool to

communicate. English subject is directed to develop four language skills, namely,

6
 listening, writing, reading, and speaking. These four skills are used to respond or

create discourse in people's lives.

G. THE PREVIOUS RESEARCH

A narrative inquiry of students’ academic stress in English subject had been

analyzed in several times. However, this research will keep special thing that made

this research is different from others. In this sub-title, the researcher will explain

some previous studies with the similarities and differences.

The first research was conducted Xihe Zhu, Justin Haegele, Huarong Liu and

Fangliang Yu in 2021. The research title is "Academic Stress, Physical Activity,

Sleep, and Mental Health Among Chinese Adolescents". The purpose of this study

was to examine the impacts of academic stress on physical activity and sleep, and

subsequently their impacts on anxiety and depression. Methods: This cross-

sectional study collected data from a convenience sample of 1533 adolescents in

an eastern province in China. Surveys were used to collect data on academic

stress, anxiety, depression, sleep, physical activity, and demographics. Descriptive

statistics, correlation analysis, and path analysis were used to analyze data.

Results: The participants reported about 6.77 ± 0.89 h of sleep per day and 1.62 ±

1.79 days of 60 min of physical activity each week. Academic stress was

positively correlated with anxiety and depression, which were negatively

correlated with physical activity and sleep. The path analysis showed that

academic stress directly predicted anxiety (β = 0.54) and depression (β = 0.55),

and hours of sleep (β = 0.024) and the number of days of 60 min physical activity

7
(β = 0.014) mediated the relation.3 The researcher only focuses on the impact of

academic stress without explaining the factors of academic stress itself.

Meanwhile, this study aims to determine the factors that cause academic stress in

English subjects and how to overcome them. However, there are similarities

between previous researchers and future research, namely on research topics that

both discuss academic stress.

The second presented was conducted by Narasappa Kumaraswamy in 2013.

The researcher title is “Academic Stress, Anxiety and Depression among College

Students- A Brief Review”. The aim of the research is to emphasize how

counseling will help students with emotional problems and suggest preventive

steps that should be taken by universities such as setting up student training

centers, creating awareness among students in seeking help with counselors. 4 This

difference can be seen, they focus on academic stress on students. While this

research focuses on academic stress in high school students. However, this

research also has similarities with subsequent research, namely both discussing

academic stress and providing solutions to overcome academic stress.

The last research was conducted by Ma. Janice J. Gumasing in 2021. The

researcher title is “Effects of Online Learning Capacity on the Academic Stress of

3
Zhu, X., Haegele, J. A., Liu, H., & Yu, F. (2021). Academic stress, physical activity, sleep, and
mental health among Chinese adolescents. International Journal of Environmental Research and
Public Health, 18(14), 7257.
4
Kumaraswamy, N. (2013). Academic stress, anxiety and depression among college students: A
brief review. International review of social sciences and humanities, 5(1), 135-143.

8
Students: A Case Study during COVID-19 Pandemic”. This study aims to

determine the effects of the online learning capacity of students on the perceived

academic stress of students during the COVID-19 Pandemic. This study will

greatly impact today’s pandemic since the learning style has shifted from face-to-

face to online setup wherein the students and the teachers are adjusting to the new

platform. Additionally, it will bring a huge contribution in determining the effect

of the students’ technological capacity on the academic stress during the COVID-

19 pandemic.5 The difference lies in the research method, where the research

method used is quantitative where data is collected and presented in the form of

numbers. While the researchers used a qualitative method with the type of case

study research. Then the next difference is that previous researchers researched

academic stress during the covid-19 pandemic or during online lessons, while this

study examined student academic stress when learning in class as usual. The

similarity is that they both discuss the factors that cause student academic stress.

5
Gumasing, M. J. J., Barcelon, A. R., Enriquez, K. C. M., & Llasos, N. M. M. Effects of Online
Learning Capacity on the Academic Stress of Students: A Case Study during COVID-19
Pandemic.

9
 CHAPTER II

REVIEW OF LITERATURE

This chapter discuss about Narrative Inquiry, Students Stress, English

Subject, and The Relationship of Students academic Stress in English Subject.

A. Narrative Inquiry

The word narrative is originated from Latin narrat- (“told”), narrare (“to

tell”), or late Latin narrativus (“telling a story”) with both are affiliated with Latin

gnârus (“knowing”). Gnârus itself is also derived from Sanskrit Gnâ (“to know”).

As an adjective, from late Middle English, narrative means “biographical,

historical”. As a noun, from Middle French, narrative means” a tale, a story, a

connected account of the particulars of an event or series of incidents”. With that

sense, a narrative is knowledge which entails telling and knowing. The telling us

the social interaction involved to tell the knowing or story experienced by

humans. Narrative is, then, understood as “one of the few human endeavors that is

widely spread as a basic aspect of human life and a essential strategy of human

expression,”6

As one approach of qualitative research design, narrative inquiry is a

procedure to describe individuals’ lives by collecting and telling their stories

through written narratives that reflect their life experiences. 7 In support of this,

Barkhuizen, Benson, & Chik (2011) define narrative inquiry as a kind of

6
Kim, J. H. (2015). Understanding narrative inquiry: The crafting and analysis of stories as
research. Sage publications.
7
Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. Lincoln: Pearson.

10
 research which “brings storytelling and research together either by using stories

as research data or by using storytelling as a tool for data analysis or

presentation of findings” Making use of stories as data us called “analysis of

narratives” while using storytelling as a means of data analysis and result

presentation is termed as “narrative analysis”. It is certain that narrative inquiry

is the cover term for any research with real-life stories.8

With the basis of lived-experience, the elements of narrative itself

comprise the story told. They are events, actions, and experiences or actions,

events, and happening which are put together in a chronological order for an

evaluation.9 Meanwhile, narrative research is understood bades on six

characteristics. It is (1) based on different humanities subjects, (2) focuses on

individuals’ life stories, (3) can be presented in spoken or written narrative, (4)

highlights sequence and chronology of the stories, (5)involves collaboration in

re-storying process, and (6) aims at understanding individual’s lived

experience.10 The chronology, then, leads to the story construction with special

features in novels, like actors, time, place, plot, and scene which have a

beginning, middle, and end of the conflict which, as the nature of lived

experience, creates anecdotes.11

8
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and
learning research. Routledge.
9
Zacharias, N. T. (2016). Narrative data and analysis in Second Language teaching and
learning. Indonesian JELT: Indonesian Journal of English Language Teaching, 11(2), 101-116.
10
Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in
education. Cengage Learning.
11
Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. Lincoln: Pearson.

11
 Based on the essence of narrative inquiry, there are two key ideas that

should be considered when writing a narrative research.

1. Critical Incidents

The storytelling stricture in narrative inquiry might not consist of only

experiences, but also specific incidents which can be used to understand

individuals’ life stories better. These incidents might eighteen encourage or

discourage teachers and/or learners, but those us when they identify themselves

as language teachers or learners. They are critical events and bring turning points

(epiphanies) to the life. In other words, the incidents contribute to how

individuals build meanings from their life stories and experiences.12

In qualitative research, critical incidents are seen the reflection of teachers’

specific experiences for “we must remember that a teacher’s life is itself a

narrative of the composite of these critical incidents and experiences”.13 They are

any unpredicted events that arise during learning and teaching process, but

“vividly remembered”. Nevertheless, it should be noted that “critical incidents

tell us what happened, but not why it happened” as the causes are developed

throughout the interview. The incidents also make sense of narrative in a larger

context so that the essence of the stories becomes clear. Emphasize that critical

incidents can be used as a research methodology in qualitative research to point

12
Cresswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research. Lincoln: Pearson.
13
Farrell, T. S. (2013). Critical incident analysis through narrative reflective practice: A case
study. Iranian Journal of Language Teaching Research, 1(1), 79-89.

12
 out references for effective practice and competencies for professionals across

disciplines, including teacher.14

2. Bracketing (Epochê)

Another important term in narrative inquiry is bracketing of epochê. (Ary,

2018) Define bracketing as a way to set aside our own experiences and beliefs

for a new perspective. It is used phenomenological research where the researcher

is required to ignore their own experiences when trying to reveal the research

collaborators’ true phenomenon.15 As another form of qualitative research which

deals with individuals’ life stories and experience as a metastory of a

phenomenon, bracketing technique helps researchers to accept and embrace

whatever stories come from the research collaborators in narrative inquiry.

Although it is impossible to be objective in the research, listening to the research

collaborators’ stories with an open mind is salient when conducting narrative

research.

By paying attention to critical events and setting aside our own perspective

as well as existing background from the anecdotes of lives experience, narrative

inquiry is able to reach the meaning of individuals; lives. It further can be used

as reflection for betterment.

14
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and
learning research. Routledge.
15
Lukitasari, Desy Rizki (2020) A narrative inquiry into English teachers` HOT learning-teaching
in Senior High Schools. Skripsi thesis, Sanata Dharma University.

13
B. Students’ Academic Stress

1. Definition of Academic Stress

Based on the transactional stress model proposed by Lazarus and

Folkman, the definition of stress is a situation in which demands from the

environment, internal or both, exceed the limits of adaptive resources from

individuals or social systems.16 Based on the definition of stress that has

been put forward by Lazarus and Folkman, the definition of academic

stress used in this study is a condition where there is a mismatch between

the demands that come from academic activities and the individual's

capacity to cope with these demands.

Academic stress is mental distress with respect to some anticipated

frustration associated with academic failure or even unawareness to the

possibility of such failure. Students have to face many academic demands,

for example, school examination, answering questions in the class,

showing progress in school subjects. Understanding what the teacher is

teaching, competing with other class mates, fulfilling teachers and parents

academic expectations. These demands may tax or exceed available

resources of the students. As a consequence, they can be under stress, since

the demand is related to achievement of an academic goal. So, academic

related to the achievement of an academic goal.17

16
Hamaideh, S. H. (2011). Occupational stress, social support, and quality of life among Jordanian
mental health nurses. Issues in mental health nursing, 33(1), 15-23.
17
Lal, K. (2014). Academic stress among adolescent in relation to intelligence and demographic
factors. American International Journal of Research in Humanities, Arts and Social
Sciences, 5(1), 123-129.

14
 2. Types of Stress

Seyle, categorizes the types of stress into two18, namely:

a. Distress

Distress is stress that is unpleasant. Stress is perceived as a state in

which individuals experience anxiety, restlessness, fear, and worry. So

that the individual experiences a negative, painful psychological state,

or a desire arises to avoid it.

b. Eustress

Eustress is defined as an adaptation process. Eustress is thought to

be an increase in the buffer zone, with the effect of promoting health

and decreasing morbidity and mortality. Eustress is fun and a satisfying

experience. Eustress can increase alertness, cognition, individual

performance, and can also increase individual motivation to create

something.

3. Factors Affecting Academic Stress

Academic stress is caused by two factors, namely external and internal19

a. Internal factors that cause academic stress are:

18
Kupriyanov, R., & Zhdanov, R. (2014). The eustress concept: problems and outlooks. World
Journal of Medical Sciences, 11(2), 179-185.
19
Salsabila, Q. A., Aqinar, Z., & Effendi, M. R. (2021). The Effect of the Covid-19 Pandemic on
Stress Learning. Paedagogie: Jurnal Pendidikan dan studi Islam, 2(02), 59-76.

15
 1) Wrong Mindsets

Individuals who think they cannot control their situation tend to

experience greater stress. The more control the student thinks he or

she can exercise, the less stress the student will experience.

2) Pessimistic Personalities

A student's personality can determine his level of tolerance for

stress. Optimistic stress levels are usually lower than pessimistic

students.

3) Confidence

The next internal cause that determines the level of stress in

students is belief or thinking about oneself. Self-confidence plays an

important role in interpreting situations around the individual. The

assessment that students believe can change the way they think

about something even in the long term can bring psychological

stress.

b. External factors that cause academic stress are:

1) Crowded Class Schedules

The curriculum and education system have been weighted to a

higher standard. As a result, competition is getting tougher, learning

16
 time is increasing and the student burden is multiplying. Although

some of these reasons are important for the development of

education in the country, we cannot close our eyes that this causes

the stress level faced by students to increase as well.

2) The number of activities you want to do but time is limited

With an abundance of products and toys, innovative media,

state-of-the-art electronics and the internet, adults and children are

showered with a wide variety of goods. This gives rise to a desire to

own it. Plus, today's life has a lot of recreational vehicles that are

growing. Children become stressed if their wishes cannot be

fulfilled by their parents. This component also describes how

children do activities they like such as sports, drawing, and

imagining with their peers while playing. However, they have

limited time due to additional learning activities after school hours.

When they returned from the activity, the children felt tired.

Sometimes they still have to repeat at home until they are forced to

study.

3) pressure to excel

Children are pressured to do well on their exams. This pressure

can come from schools, teachers, and peers and especially from

17
 parents. Unconsciously, parents make expressions and treatments

that direct children to high achievers.

4) Promotion of social status.

Education has now become a symbol of social status. People

with high academic qualifications will be respected by society and

those who are not highly educated will be looked down upon.

Students who succeed academically are highly liked, recognized,

and praised by society. On the other hand, students who do not do

well in school are called sluggish and lazy. They are seen as

troublemakers and tend to be rejected by their teachers, scolded by

their parents, and ignored by their peers.

5. Symptoms of academic stress

Academic stress symptoms are divided into three categories, namely

physical symptoms, emotional symptoms, and behavioral symptoms.20

a. Physical Symptoms

Headache, muscle aches, backache, weakness, indigestion, nausea,

stomach pain, loss of appetite or always wanting to eat, palpitations.

b. Symptoms of Emotion

20
Octasya, T., & Munawaroh, E. (2021). Level of academic stress for students of guidance and
counseling at Semarang State University during the pandemic. ProGCouns: Journal of
Professionals in Guidance and Counseling, 2(1).

18
 Depression, panic, worry, boredom, frequent crying, anger,

nightmares, restlessness over small things and abnormally aggressive

behavior.

c. Behavioral Symptoms

Frown forehead, high-pitched nervous laughter, nail biting, pacing,

smoking excessively.

C. English Subject

1. English Subject at Junior High School

Indonesia’s education system comprises four levels of education:

primary (grades 1–6), junior secondary (grades 7–9), senior secondary

(grades 10–12), and higher education. The first two levels constitute ‘basic

education’ as that term is used in the Indonesian context. State educational

institutions dominate the education system, particularly at primary and

junior secondary levels. Junior Secondary is an important phase of learning

in state secondary schools for students in Years 7, 8 and 9, which helps to

ensure the bridge between primary and secondary school is safe, strong and

consistent for all students.21

In Indonesia, English is taught in junior high school, senior high school,

and elementary school even in kindergarten. Although English is not the

new thing for junior high school students, in fact they still have many

difficulties in studying English. As we know that English is not the

21
KARISMA, L. (2019). STUDENT’S MOTIVATION ON PREPARING THE NATIONAL
EXAMINATION OF ENGLISH SUBJECT IN SMP NEGERI 2 PONOROGO ACADEMYC
YEAR 2018/2019 (Doctoral dissertation, Universitas Muhammadiyah Ponorogo).

19
 Indonesian native language. A formal education is done at school in

Indonesia and it has some subjects taught to the students, such as

Mathematical and Natural Sciences, Social Studies, Indonesian language,

and foreign languages. One of the foreign languages learned by the students

is English.

Teacher education programs in Indonesia currently prepare pre-service

English teachers for teaching 10 at junior high and high schools and not in

primary schools, because the recent curriculum for English language

education in Indonesia focuses on English language education for junior

high and high school students.22

English learning presented at Junior High School (SMP) is more

stressed on knowledge of the four standards of competence or the four

language skills, such as, Listening, Speaking, Reading, and Writing, without

considering the ethical values contained in that four language skills. It

means that the teaching and learning English.23

Based on the explanation above about English foreign language in

Indonesian students have many difficulties because English is not the

Indonesian native language and it is needs more stressed on knowledge of

22
Hawanti, S. (2012). Teachers' knowledge and beliefs about the teaching and learning of English
in primary schools in Indonesia (Doctoral dissertation).
23
Effendie, N. M. (2014). The Student Wheels Strategy in Teaching Speaking Skills to Cultivate
Politeness at Junior High School. American Journal of Educational Research, 2(12), 1211-1217.

20
 the four standards of competence or the four language skills, such as,

Listening, Speaking, Reading, and Writing.24

2. English Subject at Senior High School

Students start taking English lessons from elementary school, junior

high school, senior high school and university. Elementary school students

study English for six years and junior high school students study English for

three years. When in junior high school the main focus of the teaching and

learning process is to develop students' communication skills, provide

knowledge of both spoken and written languages, and to increase students'

awareness of how important English must be learned.25

However, it is different when you are in a senior high school

environment. English subject at senior high school is directed to develop

four language skills, namely speaking, writing, reading, and listening so that

they are able to communicate in English at a certain literacy level. The

expected literacy in learning English at senior high school is that students

can reach the level of communication and information because they are

prepared to be able to go directly to the world of work or continue their

education to college.

24
KARISMA, L. (2019). STUDENT’S MOTIVATION ON PREPARING THE NATIONAL
EXAMINATION OF ENGLISH SUBJECT IN SMP NEGERI 2 PONOROGO ACADEMYC
YEAR 2018/2019 (Doctoral dissertation, Universitas Muhammadiyah Ponorogo).
25
Lukitasari, Desy Rizki (2020) A narrative inquiry into English teachers` HOT learning-teaching
in Senior High Schools. Skripsi thesis, Sanata Dharma University.

21
D. The Relationship of Students Academic Stress in English Subject

Currently the role of the status of English in Indonesia is higher than

before, as evidenced by its position as the main subject of teaching media, and

part of the curriculum. Despite the growing importance of English as a world

language, English remains one of the most difficult school subjects in most

schools and is still considered the most stressful subject at the school level.26

From explanation above, it can be understood that most students

experience difficulties when learning English. Unlike other school subjects,

learning English tends to be more stressful for students mainly because of the

anxiety factor associated with mastering a second language. These factors do

not provide good conditions for students because excessive worry can cause

academic stress which will ultimately have a negative impact on their physical

and mental health.

26
Beena Nandakumar & DR. K. V jeeva Rathina (2017). Relatiohship Between Engslih Language
Related Academic Stress and English Language Anxiety of Secondary School Students. The
International Journal of Indian Psychology, 2

22
 CHAPTER III

RESEARCH METHOD

In this chapter, the researcher presents about the method for conducting

the research. Some things including research design, steps of the research,

Research instrument, source of the data, data analysis, and Triangulation of the

data, each section is explained as follows:

A. RESEARCH DESIGN

This study was conducted through narrative inquiry. According to Creswell,

the narrative inquiry study is qualitative research. The narrative study was chosen

to recount the student’s experiences and ideas regarding their vocabulary

acquisition through video viewing and how they perceive this activity. 27

According to Clandinin and Huber, Narrative inquiry is a process of entering into

lives in the midst of each participant’s and each inquirer’s life. The process of

narrative inquiry is described as a recursive process of being in the field,

composing field texts, drafting and sharing interim research texts, and composing

research texts.28

Narrative inquiry is always conducted during ongoing experiences. In this

study, the research was conducted in the middle of learning English. Research
27
Creswell, J. W., & Poth, C. N. (2016). Qualitative inquiry and research design: Choosing among
five approaches. Sage publications.
28
Rahmadhani, W. (2022). Students' Perceptions of Video Viewing as an Out-of-Class Learning
Activity.

23
 participants who experience academic stress will be gathered to share their

experiences during academic stress. This study is categorized as multiple

narratives because the participants were three students. Furthermore, there is a

similarity to the biographical case study, in which the researchers elicits the data

from the participants and writes them into narratives.29

B. THE STEPS OF THE RESEACRH

1. Preliminary or Pre-research stage

At this stage the researcher begins to collect books or theories related

to student academic stress in English subject. At this stage, the process of

preparing proposals, seminars is also carried out until it is finally approved

by the supervisor.

2. Research Implementation Stage

This stage is done by collecting data related to the focus of the research, by

using the interview method, observation and documentation.

a. Data collection

At this stage the researchers in collecting data are:

1) Meet with the BK teacher to ask for data on students experiencing

academic stress.

2) Interview with the English teacher at the SMA Nurul Jadid Institute.

29
Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and
learning research. Routledge.

24
 3) Interviews with students at SMA Nurul Jadid who experienced

academic stress while learning English. Direct observation and data

collection from the field.

4) Examine relevant theories.

5) Documenting field data.

b. Identify data

The data that has been collected from the results of interviews and

observations were identified to make it easier for researchers to analyze

according to the research objectives.

c. Final stage of research

1) Presenting data in the form of a narrative

2) Analyze data in accordance with the objectives of the researcher

C. THE RESEARCH INSTRUMENT

Research instruments are tools or facilities used by researchers in

collecting data so that their work is easier and the results are better, in the sense

of being more accurate, complete, and systematic so that it is easier to process.30

1. Observation

Observation is an observation activity that researchers do in order to see

directly the activities carried out by informants at institution. Therefore, the

researcher made notes about what was seen and heard directly both in the

classroom and outside the classroom. Observations made in this study,

30
Moleong, L. J., “Metodologi penelitian kualitatif,” 2019.

25
 researchers want to know the role of the environment in students' basic

speaking skills.

2. Interview

Based on Meleong in Haris Herdiansyah book, interview is conversation

with certain aim to get some information about something. 31 In this research the

researcher uses one–on–one type’s interview, which the researcher asks

questions and records answers from only one participant in the study at a time.

Interviews were conducted with the English teacher at SMA Nurul Jadid and

several students involved in research problems to obtain information.

Before conducting interviews, researchers conducted guided interviews

and differed between interviews for each informant. In this case, the researcher

divides the guided interviews into two types. Namely guided interviews for

English teachers, and students’ academic stress of SMA Nurul Jadid .

a. To the English teacher, the researcher conducted interviews to obtain

information or data about student academic stress at SMA Nurul Jadid and

how to overcome it.

b. Researchers conducted interviews with students to confirm the data obtained

from the teacher.

3. Documentation

The data that has been obtained from the documentation is data related

to the institution, for example photos of the implementation of teaching and

31
Haris, Herdiansyah, Wawancara Observasi, dan Focus Groups (Jakarta, PT. Raja Grafindo
Persada, 2013) 9

26
 learning activities and daily interaction of students, regulation, and students’

achievement script. This is in line with Suharsimi Arikunto's opinion in his

book on the assessment of educational programs that the meaning of

documentation is a written record of past events that has been written or

printed such as letters, diaries and other relevant documents32.

D. THE SOURCE OF THE DATA

The data source is the subject from which the data can be obtained. There

are two sources of data in this study, namely:

1. Primary data

Primary data is data obtained or collected by researchers directly from

the research site. The people or data sources that are predicted to know the

aims and objectives of the researcher include:

a. English Language Lecturer at Nurul Jadid High School

b. Students who experience academic stress while studying English.

2. Secondary data

Secondary analysis is an empirical exercise that applies the same basic

research principles as research using primary data and has steps to be

followed as with any other research method.33 Secondary data is data

obtained from reading sources and various other sources consisting of

official documents from various agencies, private and government, personal

32
Suharismi Arikunto & Cepi Safiruddin Abdul Jabar, Evaluasi Program Penidikan, Edisi Kedua,
(Jakarta: Bumi Aksara, 2010), 117
33
Johnston, MP (2017). Secondary data analysis: A method whose time has come. Qualitative and
quantitative methods in libraries, 3(3), 619-626.

27
 letters, diaries, notes, and others in the form of written data. Secondary data

can also be in the form of bulletins, magazines, publications from various

organizations, study results, survey results, and so on. While secondary

sources that are general in nature consist of documents in government

archives that are open to the public. A common secondary source is the

library. Libraries use a certain system of need-to-know to find the books

they need.

In addition, researchers also use other written materials such as

scientific magazines, sources from archives, personal documents, official

documents, journals, dissertations, or theses. Taking videos and photos is

also a secondary source used by researchers.

E. THE TECHNIQUE OF DATA COLLECTION

The technique of data collection is a method or method to obtain the

data desired by researchers using various methods. The data mining techniques

that researchers use in this study are as follows:

1. Observation

Observation is an observation activity that researchers do in order to see

directly the activities carried out by informants at institution. Therefore, the

researcher made notes about what was seen and heard directly both in the

classroom and outside the classroom. Observations made in this study,

researchers want to know students who experience academic stress. The steps

28
 taken by the researcher when conducting observations at SMA Nurul Jadid

were:

a. In the first observation stage, the researcher introduced himself to the

English teacher and several students.

b. Submit a research application letter at SMA Nurul Jadid.

c. Understanding the situation and physical condition of SMA Nurul Jadid to

facilitate adjustment to the institution that is the object or place of research

d. Observe how the class goes.

2. Interview

Interview is a process of communication between researchers and

data sources in order to explore data that is a word view to reveal the

meaning contained in the problem under study.34Interviews were conducted

to reveal information from research subjects directly related to the problem

under study.

The steps taken by researchers in conducting interviews are;

a. Conducting observations and introduction to the institution so that it makes

it easier for researchers to be able to conduct interviews.

b. Making interview instruments.

c. Determining who the interview will be conducted with.

d. Conducting interviews directly with informants or data sources.

e. Confirming the results of the interview to the informant and end the

interview.
34
Rukajat, A. (2018). Qualitative Research Approach (Qualitative Research Approach). Reissue.

29
 f. The results of the interviews were immediately recorded after completing

the interviews.

3. Documentation

As a form of strengthening the data from the research results, the

researchers asked for some data from the Institute. This is intended as an

explanation and reinforcement of the results of observations and interviews.

After observing and interviewing, the researcher conducted a documentation

study by obtaining data and information. This research was also conducted by

reviewing various documents related to the research. Various documents that

will be obtained include records of institutional data, photos of institutions,

student learning outcomes, and photos of researchers' activities during

interviews and observations.

F. THE DATA ANALYSIS

According to Clandinin and Connelly, there are seven steps to conduct a narrative

inquiry study.35 They are follows:

1. Step 1: Identify a phenomenon to explore that addresses an educational

problem. In this step, the researcher the field and found out the problem form

the previous studies related to the topic in the researcher’s mind. The problem

was then addressed after the process of this pre-research activity.

35
Connelly, F. M., & Clandinin, D. J. (2012). Narrative inquiry. In Handbook of complementary
methods in education research (pp. 477-487). Routledge.

30
 2. Step 2: Select one or more students to study. Researchers selected students

based on data from students who experienced academic stress given by BK to

researchers during the observation process at SMA Nurul Jadid.

3. Step 3: Collect stories form the students. The researcher collected the stories

from students through an observation, interview and documentation.

4. Step 4: Retell the participants’ stories. In this step the researcher analyzes the

participant's story and then the restore (retelling). Restoring is the process of

reorganizing stories into some general type of framework. This framework

includes gathering information, analyzing information for key story elements

(e.g. time, place, plot, and scene) and rewriting stories to place them in

chronological order.

5. Step 5: Collaborate with participants. Researchers collaborate with students

to retell their stories. The researcher uses the interview method to inform and

discuss the research topic to maintain good contact. Participants are also free

to express their opinions if they are still in line with the research. The

researcher also asked for clarification and confirmation of the information

collected.

6. Step 6: Write stories about participants' experiences. In this step the

participants' life experiences are written in a story by the researcher.

7. Step 7: Validate the report’s accuracy. The data validation used data sources

triangulation.

G. TRIANGULATION OF THE DATA

31
 As one of the qualitative data processing techniques, triangulation

according to Sugiyono (2011) is defined as a technique that combines various

data collection techniques and existing data sources. In addition to collecting data

to be used in research, the researcher uses triangulation data also to test the

credibility of data through various data collection techniques and various data

sources.36 The use of triangulation is to track dissimilarities between data

obtained from one informant (the informant) and other informants 37. Therefore,

we need a technique that can unify the differences in data so those accurate and

appropriate conclusions can be drawn. The use of triangulation techniques

includes four things, namely method triangulation, inter-researchers triangulation,

data source triangulation, and theoretical triangulation. In this research, the

researcher is used data source triangulation.

Triangulation of data sources is exploring the truth of certain information by

using various data sources such as documents, archives, interviews,

observations, or by interviewing more than one subject who is considered to

have different points of view. Each of these methods will certainly produce

different evidence or data, which in turn will provide different insights about the

phenomenon under study. In this study, triangulation of data sources is carried

out by the researcher. With this technique, it is hoped that the data collected will

fulfill the construct of drawing conclusions. Thus, it is hoped that the data

collected is feasible to use.

36
Bachtiar S Bachri, “Meyakinkan Validitas Data Melalui Triangulasi Pada Penelitian Kualitatif,”
Teknologi Pendidikan 10 (2010): 46–62.
37
Mudjia Rahardjo, “Triangulasi Dalam Penelitian Kualitatif,” 2010.

32
 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

33
 In this part the research presents the most important part of this research.

The researcher discusses about the research questions in chapter I. This part is

divided into two sections. Research Finding and Discussion.

A. Research Finding

In this section, the researcher retells stories shared by students and

teachers about students' academic stress in English subjects. The teacher

narrative includes the teacher's opinion about students who experience

academic stress, the factors of students who experience academic stress, and

the way the teacher deals with students who experience academic stress.

While the narrative of each student is the reason students experience academic

stress, and what students do when experiencing academic stress.

1. The Narrative of Teacher’s

a. Teacher's opinion about students who experience academic stress.

One of the teachers and homeroom teachers in the superior

language class argues that students who experience academic

stress in the superior language class is a natural thing because

students in the superior language class of SMA Nurul Jadid not

only in their school class will receive lessons but in their

dormitory also have a special class that trains them in using the

language English and Mandarin.

“When my students experience academic stress, it is a natural

thing. Because in the dormitory they are also trained to use
English and Mandarin, not only being trained to speak but,

34
 they will also be taught in terms of writing speeches, writing
news, etc. physically they feel tired.”

This condition shows that academic stress often occurs in

the superior language class of SMA Nurul Jadid because their

bodies and minds are too forced so they have little time to rest.

b. Factors Students Experience Academic Stress

The teacher stated that there are several factors that cause

students to experience academic stress, namely:

1) Commitment to enter language excellence class

When students choose to enter the superior language

class at the beginning of the tenth grade, the homeroom

teacher will first tell what activities students will do when

they enter the language superior class at SMA Nurul

Jadid. If the student is committed to continuing to attend

the superior language class, then the student is welcome to

continue learning in the superior language class. However,

usually when students have experienced difficulties when

they are in the superior language class, the commitment to

continue participating in learning in the superior language

class will decrease so that there are many cases of

changing majors at SMA Nurul Jadid.

“The first factor that students experience academic

stress that I often encounter is student commitment.

35
 Since they first entered the class in grade ten, I will ask
their ability to participate in learning in the superior
language class if from the start they say they can't then
I will offer to change majors, but if they are able to
continue learning in the superior language class then I
will happy to guide them.”

2) Some students have low mentality

As superior language students, not all active students

in the class, usually students who are not active tend to be

underestimated by other students. If students do not have a

strong mentality, these students will feel insecure about

their learning outcomes so that the students will be

disturbed by the learning process in their class.

“I think the second factor that causes students to

experience academic stress is students who have a low
mentality. In my class, students who are not active in
class tend to be underestimated by other students. If
students do not have a strong mentality, these students
will feel inferior to other students so that they will not
believe in their learning outcomes. ”

3) Parental factors

Most parents now often force their children to enter

majors that are not in accordance with their child's

abilities. On the other hand, students who are not in

36
 accordance with their majors will find it difficult during

class learning. At SMA Nurul Jadid, especially in the

superior language class, things like that often happen so

that students experience academic stress.

“The third factor that students experience academic

stress is the parent factor. This factor does not only
occur in superior language students, but the reason
most students a change major is because these students
are forced to enter superior classes so that these
students experience difficulties during learning.”

c. How teachers deal with students who experience academic

stress

The way homeroom teacher to deal with students who are

experiencing academic stress in the superior language class at

SMA Nurul Jadid is the first individual approach between

teachers and students. This individual approach is carried out

by the homeroom teacher to find out the reasons why students

experience academic stress so that teachers can follow up on

students who experience academic stress. Then, if the

homeroom teacher cannot solve the problem of students

experiencing academic stress, the homeroom teacher will hand

over the task to the counseling teacher at the school. The third

way is if the student is experiencing academic stress related to

37
 his parents, the homeroom teacher will contact the student's

parents to communicate or to find a solution so that the student

does not experience academic stress.

“My way to deal with students who experience academic

stress is with an individual approach first so that I know what
is the biggest cause of these students experiencing academic
stress. If I can't find a solution for the student then I will
leave this task to the counseling teacher. For students who
experience academic stress due to coercion from their parents
to enter the superior class, I will contact the parents of the
students and will discuss the student's problems with their
parents."

2. The Narrative Students’

1. The Reason Students Experience Academic Stress

a. The First Respondent’s story

The first respondent stated that the main reason he

experienced academic stress was physical fatigue. Changes in

learning that occur from junior high school to senior high

school make tenth grade students have heavy academic

demands, especially to become students of superior language

classes.

“When I chose to enter the superior language class, I

thought that all the learning and activities that I would do
would be easy, however, when I just started learning and

38
 the activities there were not as easy as I thought. In
addition to assignments at school, we will also receive
many assignments from dormitory tutors ranging from
memorizing vocabulary, memorizing speech and so on
with a short deposit period so I often don't have time to
rest."

The conditions described by the first respondent

showed that students in the superior language class had less

rest time so that they felt tired and lacked focus on learning.

This makes students feel unable to carry out all the learning

and activities in the superior language class so that these

students experience academic stress.

b. The Second Respondent’s Story

The second respondent has the reason that he

experiences academic stress because of the demands of his

parents. As the story from the previous homeroom teacher,

some students entered the superior language class of SMA

Nurul Jadid not from their own desires but from the demands

of their parents, one of which was experienced by the second

respondent. He admitted that he had a lot of difficulty in

following the lessons in class and in the dormitory.

“Entering a superior language class is not my wish but

my parents' wish. Actually, my initial goal was to enter
the science department, but because my parents

39
 demanded that I be proficient in English and Mandarin,
I was finally forced to choose a major that was not in
accordance with my wishes, so I found it very difficult
when I took lessons in class and in the dormitory. ”

c. The Third Respondent’s Story

The third respondent has two reasons, namely the

friendship factor and the low mentality factor. As a student

who has moved majors from the superior class to the regular

class, he admitted that when he was in the superior class he

tended to be an inactive student in the class so that the

student was often underestimated by other students.

“When I was in the superior language class I was often

underestimated by my friends because I was not very
active in class. At first I was normal but over time I was
less confident with my learning outcomes. It's not just
that factor, I also often think about what my friends say
when I'm belittled, and it interferes with all my
activities in the superior language class. Because I felt I
had a low mentality, I finally chose to resign or change
majors from the superior language class to a regular
language class.”

From the story above we can conclude that having a

strong mentality is important when being a student in a

superior language class. Because having a strong mentality

40
 makes students more confident about the learning outcomes

they get.

2. What Students do When Experiencing Academic Stress

a. The First Respondent’s Story

From the experience of the first respondent, what he did

when experiencing academic stress was by consulting the

homeroom teacher. Later the homeroom teacher will motivate

students so that students will no longer experience academic

stress. In addition, students will do things they like to relax

their minds, for example listening to music and reading

novels.

“At that time I would often consult with the homeroom

teacher. Then, the homeroom teacher will give me
motivations so that I can stay in the superior language
class. Apart from doing what the homeroom teacher
suggested, I will do things that I like in my spare time
such as listening to music and reading novels.”

b. The Second Respondent’s Story

During the second respondent experienced academic

stress, he often went to the homeroom teacher to ask for a

solution to solve the problem. Not only asking the homeroom

for a solution, but students and homeroom teachers also

discuss student complaints to parents so that parents also

41
 know that students have difficulties while in the superior

language class.

“What I did at that time was consult the homeroom

teacher. The homeroom teacher will provide
constructive motivations for me then the homeroom
teacher will discuss with my parents so that my parents
know that I really have a hard time being in this
superior language class”

c. The Third Respondent’s Story

As did the first respondent and the second respondent.

The third respondent also did the same thing, namely

consulting the homeroom teacher to ask for a way out of the

problem, however, the student also consulted the school

counseling teacher to improve his low mentality and also to

learn to adapt with his classmates.

“First I will meet my homeroom teacher to tell the

problem I am facing and ask the homeroom teacher to
provide a way out of the problem. Then I also often see
counseling teachers for consultation so that I no longer
have a low mentality and so that I can adapt well”

B. DISCUSSION

Based on interviews that have been conducted by researchers with data

validation, presenting and then concluding the data. Thus, the problems that

occur are revealed so that researchers can retell the results of the research

42
 using a narrative approach. The core of the problems found by the researchers

are the factors that can cause students to experience academic stress in English

subject and how to deal with students who experience academic stress in

English subject.

1. Factors that cause students to experience academic stress in English

subjects

Based on the results of research in the superior language class of SMA

Nurul Jadid, students experience academic stress due to several factors, the

first is the hectic class schedule. respondent thinks that the factor that he

experiences academic stress is because his study hours are too tight so he

feels tired and has little time to rest. Rest and vacation is very necessary to

relax the mind and muscles and replenish energy for optimal concentration

of study. The loss of rest and vacation time causes students to experience

academic stress.38 This statement can be related to (Salsabila.Q.A. Aqinar.

Z, 2021) they state that crowded class schedules can cause students to

experience academic stress.39 Students attend 6 hours of lessons a day then

continue with activities in the dormitory. The tendency to feel bored can be

caused because students are stuck in a fixed routine every day and students

also admit that they need time to rest.

38
Kurniasih, S. K., Putro, N. H. P. S., & Sudiyono, S. (2020). Analysis of factors of students’ stress
of the English Language Department. REID (Research and Evaluation in Education), 6(1), 66-
77.
39
Salsabila, Q. A., Aqinar, Z., & Effendi, M. R. (2021). The Effect of the Covid-19 Pandemic on
Stress Learning. Paedagogie: Jurnal Pendidikan dan studi Islam, 2(02), 59-76.

43
 The second factor that students experience academic stress is the

demand factor for high achievement. This pressure can come from schools,

teachers, and peers and especially from parents. Unconsciously, parents

make expressions and treatments that direct children to high achievers.

Parents want them to do well in school but parents don't give their children

space to go through the studies that they enjoy or think they are capable

of.40 These expectations make students work non-stop and in the end

students experience a lot of pressure and cause stress. The stress that is

depicted will be greater when students do something on the basis of

pressure not of their own volition. Students feel that parental demands are

a source of academic stress so that it becomes a big enough pressure to get

academic results that are as expected.

The third factor is having a low mentality so that students do not

believe in their learning outcomes. Self-confidence can play an important

role in interpreting situations around the individual. This factor is also

related to the mindset of individuals who think that they cannot control the

situation.41 The individual mindset factor or self-efficacy can be interpreted

as an individual's belief in his ability to perform the given task. Self-

efficacy has a negative correlation with academic stress. The higher the

40
Jain, G., & Singhai, M. (2017). Academic stress amongst students: a review of
literature. Prestige e-Journal of Management and Research, 4(2), 58-67.
41
Syahidah, F. A., & Farida, I. A. (2022). The Impact of Academic Stress and Spiritual Intelligence
on Subjective Well-Being in Students During the Pandemic Period. KnE Social Sciences, 132-
145.

44
 self-confidence of a student, the lower the level of academic stress.42 Most

students will be more easily stressed if they have a negative self-

perception and feel unable to complete a demand.

The fourth factor is the friendship factor. Respondents said that one of

the factors they experienced academic stress was because of the friendship

factor. Often, the source of academic stress comes from matters related to

peers relations. These can include problems with close friends or partners,

uncomfortable peer relationships, and peer pressure or threats. 43 This

condition can make students feel uncomfortable to study in the same class.

As a result, students will be less enthusiastic about learning, often

daydream, or take other actions that can interfere.

2. How to deal with students who experience academic stress in English

subject.

Based on the results of interviews with three respondents and one

teacher, researchers can find out how to deal with students who experience

academic stress, the first way is with an individual approach. In the

superior language class of SMA Nurul Jadid, if there are students who

experience academic stress, what the homeroom teacher must do is take an

individual approach between the homeroom teacher and students. This can

affect student attitudes, beliefs, values, motivation, and student

42
Salsabila, Q. A., Aqinar, Z., & Effendi, M. R. (2021). The Effect of the Covid-19 Pandemic on
Stress Learning. Paedagogie: Jurnal Pendidikan dan studi Islam, 2(02), 59-76.
43
Kurniasih, S. K., Putro, N. H. P. S., & Sudiyono, S. (2020). Analysis of factors of students’ stress
of the English Language Department. REID (Research and Evaluation in Education), 6(1), 66-
77.

45
 achievement seen in school. This was also expressed by the three

respondents who admitted that they had difficulties while studying in their

superior language class and would discuss these difficulties with their

homeroom teacher in order to find a solution. This method can be referred

to as seeking social support, which is using efforts to find sources of

information support, social support and emotional support. 44 Social support

is the comfort, attention, appreciation and assistance that an individual

receives from a person or group of people. 45 Collaboration between

students and teachers is a form of social support given to students who are

experiencing academic stress. cooperation is intended to provide support,

listen to student complaints, share experiences, and teach children to live

in peace with the environment, so that every problem that occurs can be

found a solution. When sources of academic stress arise, social support

will be very helpful in the adjustment of students when undergoing

academic activities. The greater the social support obtained, the students

will have more positive thoughts. Therefore, the individual approach

between the homeroom teacher and students is very important to avoid

things that allow the occurrence of stress on students

The second way is to consult with counseling guidance. In addition to

homerooms, students who experience academic stress must also consult

44
Biggs, A., Brough, P., & Drummond, S. (2017). Stres psikologis dan teori koping Lazarus dan
Folkman. Buku pegangan stres dan kesehatan: Panduan untuk penelitian dan praktik, 351-364.
45
Sarafino, E. P. & Smith, T. W. (2011). Health psychology:Biopsychological interactions, 7th-ed,
New Jersey: John Wiley & Sons, Inc.

46
 with counseling teachers. Guidance and counseling services are an

important unit in dealing with students experiencing academic stress. The

problem of stress experienced by students is part of an important task that

must be completed by counseling teachers. What can be done is to provide

the right information related to managing emotions, how to control

anxiety, how to do good assignments, time management, and preparing to

take part in the learning process in the classroom. 46 This method is referred

to as planful problem solving, namely students' efforts to change the

situation and use these efforts to solve problems47 through consultation

with counseling teachers so that they can find out the causes of academic

stress and how to overcome them.

The third way is parental support. In addition to social support from

the homeroom teacher, parental support is also the most important way for

students who are experiencing academic stress. Parental support is a

behavioral and emotional form given by parents to children in the form of

assistance that shows warmth, care and advice so as to bring up individual

physical and psychological comfort.48 Parental support can prevent or

relieve academic stress by activating individual internal perceptions. In

addition, parental support can also be used as external assistance to

46
Ade, Abdul Halim, and Zikra Zikra. (2019)."Students Academic Stress and Implications in
Counseling." Jurnal Neo Konseling 1.3, hal. 4
47
Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s psychological stress and
coping theory. The handbook of stress and health: A guide to research and practice, 351-364.
48
Kristjansson, A., Sigfusdottir, I., Karlsson, T., Allegrante, J. (2011). The perceived parental
support scale: Validity and reliability in the 2006 youth in Europe substance use prevention
survey. Child indicators research. 4, 515-528

47
 directly reduce academic stress.49 Without parental support, students will

be more easily trapped in problems and experience depression, stress and

anxiety. Parental support is the main source for students to cope with

academic pressure and school workloads.50 When the support from parents

is well met, students will more easily overcome problems in the classroom

and in the school environment including stress, depression and anxiety.

The fourth way is to do things that the respondent likes. From the

opinion of one respondent, this method can also be done by students who

experience academic stress because this way student can make efforts to

escape or avoid a problem. This method is also known as escape-

avoidance.51 Escape-avoidance is behavior that is raised with the aim of

avoiding the problems faced by doing other things that help to forget the

problems faced by the individual by imagining that if the individual is in a

condition that is pleasant for him, such as avoiding problems with eating

or sleeping, it can also be by do the things he likes.52

49
Ye, Y. Q., Huang, X. Y., & Liu, Y. (2021). Social support and academic burn-out among
university students: A moderated mediation model. Psychology Research and Behavior
Management, 14, 335-344.
50
Mustofa, M. B., Nasir, R., & Yusoof, F. (2010). Parental support, personality, self-efficacy and
depression among medical students. Procedia social and behavioral sciences, 7 (C) (2010). 419-
424
51
Biggs, A., Brough, P., & Drummond, S. (2017). Lazarus and Folkman’s psychological stress and
coping theory. The handbook of stress and health: A guide to research and practice, 351-364.
52
Aldwin, C. M., & Revenson, T. A. (1987). Does coping help? A reexamination of the relation
between coping and mental health. Journal of personality and social psychology, 53(2), 337.

48
 CHAPTER V

CONCLUSION

This chapter provides a brief summary of the results and discussions

followed by several suggestions catered to students, teachers, and future

researchers.

A. Conclusion

The findings that can be drawn from this study are that students who

face academic stress in English subject in the superior language class of SMA

Nurul Jadid have several factors. Meanwhile, Qorri' Salsabila, Zachrina A,

and M. Ridwan E. stated that there are two kinds of factors that students

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 experience academic stress, namely intrinsic factors and extrinsic factors.

Intrinsic factors are factors or influences that come from within students.

while extrinsic factors are factors or influences that come from outside the

student. The intrinsic factors of students who experience academic stress

include the wrong mindset, pessimistic personality, self-confidence, while the

extrinsic factors of students include busy class schedules, limited time,

academic demands, and promotion of social status.

Furthermore, in this study, the results showed that there were several

students in the superior language class of SMA Nurul Jadid experiencing

academic stress in English subject. Researchers found several factors that

students in the superior language class experienced academic stress, namely:

crowded class schedules, academic demands, low mentality, and friendship

factors. In this study, the researcher also found ways to overcome students

who experienced academic stress in English subject in the superior language

class of SMA Nurul Jadid, including: individual approach between homeroom

teachers and students, providing guidance to school counseling teachers,

parental support, doing things they like.

B. Suggestion

This research was conducted in a few months which is certainly not

enough for researchers to construct a comprehensive meaning for academic

stress students in English subject. Therefore, some suggestions are intended for

students, teachers, and further researchers as follows:

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 First of all, the findings of this study capture the fact that some students

in the superior language class of SMA Nurul Jadid experience academic stress.

Therefore, this study is expected to provide further information for students to

find out several factors and how to overcome students who experience

academic stress in the superior language class of SMA Nurul Jadid.

Second, these results will also be an important source of information for

teachers in the superior language class at SMA Nurul Jadid. This study

provides information about several factors and ways to overcome students who

experience academic stress in the superior language class of SMA Nurul Jadid.

Thus, they will know how to deal with students who experience academic

stress in English subjects.

Finally, further researchers are advised to conduct more in-depth research

related to student academic stress in English subject. This reason is because the

current research only focuses on factors and ways to deal with students who

experience academic stress in English subjects. Thus, the findings of

subsequent researchers are significantly more comprehensive, valid, and

reliable.

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