THE CORRELATION BETWEEN STUDENTS SPEAKING ANXIETY AND THEIR

ENGLISH ACHIEVEMENT

SKRIPSI

BY
MUHAMMAD AZMI ROMDLONY
21901073103

UNIVERSITY OF ISLAM MALANG FACULTY OF TEACHER TRAINING AND

EDUCATION ENGLISH EDUCATION DEPARTMENT

2023
 CHAPTER I

INTRODUCTION

1.1 Background

English is a very important language to learn all over the world and in Indonesia.
According to Grabe and Stoller (2002), English is one of the important languages influencing
international communication activities. Learners communicate in English in various areas
including listening, reading and writing. Furthermore, Harmer (2007) argues that English is not
only the language with the largest number of native or native speakers, but also the lingua
franca. English is widely spoken and is currently the main language in many countries. For this
reason, many countries began to introduce English very early. Furthermore, Hamra and
Syatriyana (2010) stated that English is the first foreign language learned in Indonesia. English
is one of the subjects in the Indonesian curriculum and is formally taught from primary school
to university.
Speaking is one of the skills you should master when learning English. According to
Nunan (2003), speaking is a productive skill and consists of generating systematic linguistic
utterances to convey meaning. Speech is therefore not simply the utterance of words, it is a
conversational process of verbally conveying ideas, opinions and desires to others as part of
communication, constructing and conveying meaning with interpersonal and transactional
purposes. . Furthermore, Bashir et al. (2011) argued that speaking appears to be an important
skill that learners should acquire. This is very important to enable students to have effective
oral communication, as their language impairment may prevent them from even expressing
their thoughts in simple conversational forms. When it comes to perhaps the most basic human
skill, humans are in constant training and often don't stop studying the processes involved.
Speaking is considered a productive skill that includes the ability to construct meaning that
facilitates comprehension in the listener.
Despite its importance, speaking is a difficult skill to master. Nunan (2003) suggested
the following speech difficulties: A combination of grammar, vocabulary, pronunciation, or
problems that affect a learner's ability to communicate through speech. Furthermore, Paaki
(2013) pointed out that there are some difficulties in speaking: I can't express myself well in
English even if I remember the words. In addition, Raba'ah (2005) points out that there are
many factors that cause difficulties in speaking English, related to learners themselves,
teaching strategies, curriculum, and environment. For example, many learners lack the
vocabulary necessary to convey meaning and are unable to carry on a dialogue. Lack of
strategic or communication skills can also be a reason for not sustaining interactions.
Fear of speaking is one of the factors that affect speaking performance. In learning to
speak, all students in speaking classes must have experienced fear and shame, commonly called
fear. Related to learning English, one of the emotional components in language learning is
known as anxiety and is therefore thought to be a factor in academic success. In general, Ansari
(2015) defined fear as a negative way of expressing human emotions. A person is anxious and
tense, and when he is anxious and anxious, he fights, trembles, sweats, and his heart beats
faster. Furthermore, Horwitz (2001) notes that fear is one of the most studied variables in all
of psychology and education, so it is only intuitive to many that fear affects language learning.
I've found that it's not, but it's also logical. Furthermore, Rector et al. (2005) argued that fear is
also essential for human survival. Anxiety is a normal human emotion such as discomfort,
tension, and fear in unpleasant situations, and instead of being dominated by that emotion, we
can achieve positive effects if we can turn fear into a positive emotion. Fear is unpleasant. They
felt the worries and fears that they sometimes experience on many levels.
Mostly, students are hesitant or reluctant to communicate in English is because they are
worried about making mistakes. Students typically prefer to remain silent and sit passively
because they fear getting corrected by their peers or the teacher if they talk incorrectly. Some
people think English is highly challenging, which can make pupils more hesitant to speak in
class.
A lot of research has been done by researchers on this subject. The first is a study by
Widia et al. (2021) The purpose of this study was to examine the relationship between students'
fear of speaking and their speaking performance. The study found no significant association
between her two variables, students' fear of speaking and her speaking ability, in 27 of her
second-year English language students at UNISMA. The result showed a significance (two-
sided) of 0.245. This study suggested that researchers with similar themes should use different
research designs, such as experimental studies that strengthen alumni connections and methods
of solving second language-related problems. A study was performed by Yuliana (2014). The
purpose of this study was to examine the relationship between students' anxiety and their ability
to speak. The study found no significant association between student anxiety and performance.
This study suggested that researchers with similar themes should use different research designs,
such as experimental studies that strengthen alumni connections and methods of solving second
language-related problems. A study by Gaya (2018). The purpose of this study was to clarify
the relationship between anxiety and confidence and students' speaking performance. This
study found that fear of speaking was not significantly associated with speaking ability in 28
participants of EFL students at a private university in Palembang. The results of this study
suggest that EFL teachers should be encouraged to contribute more to their students' speaking
success. EFL teachers also need to help students confidently tackle difficult speaking tasks in
real life and in the classroom. A study by Fitri (2019). The purpose of this study was to
investigate the anxiety and speaking skills of her 10th grade students at Darrell Hikma
Vocational High School Pekanbaru. The study found that students' fears were significantly
related to their speaking skills. 25 participants from Darrell Hikuma Vocational High School
Pekanbaru. This study suggested a more detailed understanding and distinction between verbal
and verbal anxiety, as it has implications for the study as a whole. A study by Fella (2019). The
purpose of this study was to examine significant associations between students' fear of speaking
and their speaking performance. In this study, 51 students from the Islamic University of
Indonesia's Faculty of English Education found that student anxiety was significantly related
to their speaking ability. In this study, only questionnaire results regarding student anxiety
status and consultation time will be used for data collection. In other words, no interviews were
conducted to obtain more information about students' fears in public speaking classes.
According to previous studies, there are several different types of anxiety, including:
objective anxiety, or anxiety that is caused by the environment, which does not require
treatment because it is a self-preservation mechanism by Ahmad Faiz (2022). Because student
anxiety can have a significant impact on learning a foreign language, this study was done to
identify techniques to reduce characteristics that contribute to students' English-speaking
anxiety. In order to better understand the issue of anxiety in English language acquisition, I am
a researcher who is interested in studying what elements, in students' perceptions, can
contribute to anxiety.

1.2 Reseach Problems

Given the above background, the problem of this research is formulated with the
following question.
1. Is there any significant correlation speaking anxiety and the english achievement of students
in APS English courses?
1.3 Research Objectives

Based on the above issues, the research objectives are:

1. To see if there is a significant correlation between speaking anxiety and English achievement
in APS English courses.

1.4 Significance of the Study

The researchers hope that this study will provide some information about the
development of language teaching and learning processes. First, the process of identifying a
student's fear of speaking provides an opportunity for students to reflect on their own learning.
Get tips and ideas to learn how to speak English effectively and well. Second, teachers are
expected to identify the problem of fear of speaking in students and then use this research as a
consideration in the teaching and learning process. Third, researchers are expected to gain
experience in education and research through this research. And finally for other researchers,
this study provides information about how feelings of anxiety affect language learning,
especially English learning. It is also hoped that this study will be useful for further research
as it will inspire research and help researchers to add sources and references.

1.5 Scope and limitation of the research

The scope of this study focuses on the students’ English speaking achievement and the
context of speaking skill that is correlated with students’ anxiety during class in APS English
course. The English speaking achievement score is taken from the students’ final test score
from English teacher in APS English course. The limitation of this study is there were students
who did not come to class. It affected the data of the questionnaire, so the student’s scores from
the teacher should be customized with the number of respondents who filled out the
questionnaire.

1.6 Significance of the Study

Theoretically, the results of this study would be expected to show that students scored
higher when their anxiety was low. Inappropriate: If fear is high, stats will be low. This is
related to a special lesson in speaking. In fact, English teachers can use it as new information
to counter their students' fear of speaking English. Teachers are expected to choose methods
and activities that can reduce students' anxiety, such as providing opportunities to prepare for
study of material presented to students. Teachers can also devise new strategies to improve
student performance. For students, this study is expected to be helpful as it provides knowledge
to study more enthusiastically without feeling anxious when speaking English. There is hope
that less fear of speaking English will lead to better performance.

1.7 Definition of Key Terms

The terms used in this study are:

1. Correlation
The term "correlation" in this study refers to a statistic that indicates whether or not
there is a correlation between student lecture anxiety and English proficiency.
2. Anxiety
In this study, the term fear refers to feelings of fear that can arise when:
Students speak and communicate directly or indirectly with other people. Fear of speaking can
also be interpreted as a kind of communication barrier that anyone can experience, especially
when students speak in front of their friends in an English class.
3. English speaking achievement
The term "English performance" is the value determined in this study. Number of
students giving lesson presentations where students present their material and assignments in
English lessons. The aim is to find out and assess how proficient a student is in English.
 CHAPTER II

LITERATURE REVIEW

2.1 Anxiety

Anxiety is a negative sense of accomplishment. According to Brown (2000), fear is he

one of the emotional factors that affect the ability to speak. One of the biggest obstacles
students face when learning to speak is fear. Anxiety is the feeling of anxiety, frustration, self-
doubt, concern, or concern.
There are three major perspectives on the nature of fear in the literature. Ellis (1994)
divided anxiety into his three parts.
A. Fear of traits
Being anxious is a permanent quality. Again, it seems to be related to upbringing and
may actually be closely related to self-image.
B. Fear of the State
Fear is associated with a specific point in time within a specific situation. It is relational
and may be associated with certain people or certain teachers.
C. Situational anxiety
It is triggered by certain situations and events, such as exams, public speaking, or
attending classes.
Based on some of the definitions above, we can conclude that fear is one of the factors
that influence a student's ability to speak English. Students fear making mistakes and are
reluctant to speak English, which can be caused by anxiety. Anxiety is a normal human emotion
such as discomfort, worry, nervousness, fear, and anxiety when a student is in an uncomfortable
situation, and the student can turn fear into a positive emotion instead of letting it dominate. If
you can, you can make a positive impact.

2.2 Speaking Anxiety

2.2.1 Definition of Speaking Anxiety

Many researchers discuss the fear of speaking in English (EFL) classes. This is a serious
problem as it affects student performance. Mesri (2012) found that foreign language anxiety is
commonly used to describe feelings of tension and anxiety related to foreign language learning
situations, especially listening, speaking, reading and writing. Foreign language anxiety is a
specific anxiety situation related to language learning situations. Fear of speaking is necessary
because for some students in EFL classes, speaking can be an uncomfortable experience, both
mentally and physically. Students are less likely to actively participate in the teaching and
learning process if they feel very anxious during class.
Students find it difficult to learn English in the early stages. McIntyre (1999) argued
that in the early stages of learning English, students usually face many difficulties, especially
in understanding grammar and pronunciation. Students find it difficult, feel uncomfortable, and
make mistakes. Students get nervous when they speak. When it happens repeatedly, students
feel insecure about speaking a second language. On the other hand, students who are learning
English well but feel they are not doing well in class lack self-confidence. Confidence in
meeting language learning goals is related to the development of speaking skills. Various
factors can weaken confidence.
A condition that all students must overcome is commonly called fear. According to
Brown (2000), fear of speaking is commonly defined as one of the emotional factors that affect
the ability to speak. One of the biggest obstacles students face when learning to speak is fear.
Anxiety is the feeling of anxiety, frustration, self-doubt, and fear of worry. The tension a
student feels before or during a presentation. Sweaty palms, trembling voice, dry throat,
difficulty breathing, and even memory loss are common symptoms of anxiety. Furthermore,
Satriawati et al. (2015) argued that speaking anxiety had a significant impact on the speaking
ability of her EFL students in Indonesia. Students with low and high anxiety levels are different.
Students with low anxiety levels perform better in speaking.
It can be concluded that fear of speaking can be defined as an emotional state with
physiological and behavioral aspects that become apparent when learning a non-native
language. Anxiety is also associated with other aspects such as: B. The student's aptitude, the
student's own view of his or her abilities, especially previous experience in other languages,
etc.

2.2.2 Categories of Speaking Anxiety

Data were measured using a rating scale table for calculating student anxiety levels
using the PSCAS questionnaire. After researchers identify the product of each student's anxiety
level, it is divided into several anxiety levels. According to Mayangta (2013), anxiety levels
are categorized as very relaxed, relaxed, slightly anxious, anxious, and very anxious. If you
have little or no anxiety, you have mild anxiety, and in some cases, no anxiety tendencies at
all. Moderate anxiety is a moderate level of anxiety. They exhibit symptoms more often than
those who experience mild anxiety, but perform better than those with higher levels of anxiety.
Furthermore, according to Liu and Jackson (2008), the PSCAS consists of 17 items, each of
which is answered on a 5-point Likert scale, ranging from 5 "strongly agree" to 1 "strongly
disagree." it was done. So the PSCAS multiplication sum is 85, then 17 is subtracted. Scores
above 68 were classified as high anxiety, scores between 68 and 51 were classified as moderate
anxiety, and scores below 51 were classified as low anxiety.

2.3 Speaking
2.3.1 Function of Speaking

The function of the ability to speak is to express ideas, feelings, thoughts and express
them voluntarily orally. Speaking is one of the linguistic arts of speaking as a communicative
exchange with someone. According to Brown (2007), speaking functions he falls into three
categories. Utterance as Interest, Utterance as Transaction, and Utterance as Accomplishment.

2.3.2 Definition of Speaking

Speaking is one of the four language skills of English. This means that learners can
communicate with others to achieve specific goals or to express their opinions, intentions,
wishes and perspectives. Furthermore, a person who has mastered a language is called a
speaker of that language. Moreover, speaking is the most commonly used language skill in
almost all situations. Speaking is the ability to pronounce words, organize them into phrases
and sentences, and select words related to a topic to express thoughts, ideas, and feelings.
Furthermore, according to Amirullah (2015), public speaking is the act of public speaking, the
scientific art of effectively communicating orally with an audience.
Speaking is a spoken and productive language skill. It is about how students produce
oral language. Speaking involves students presenting speeches and observing how that
information feeds back into the learning process. Furthermore, speaking is output-focused and
the learner's attention is on communicating ideas and messages to others. According to Brown
(2006), speaking is the most important skill because it is part of conversational competence.
People learn languages for many reasons, but the main reason is to use them to communicate.
Furthermore, Nunan (2003) defines speaking as fluency, the rapid and confident use of
language with few unnatural pauses. Speech is the process of constructing and sharing meaning
using verbal and non-verbal symbols in various contexts.
Communication is the basic human activity of imparting information and ideas in
relation to others. Harwood (2016) explained that speech is the foundation of all human
relationships and a distinctive form of communication that is the primary channel for projecting
and developing personal identity. Especially in educated societies and cultures, their special
characteristics are sometimes ignored. To speak is to make a decision. Students must choose
how they interact, expressing themselves through language and building social relationships.
Of course, when we speak, we use our tongue, we speak verbally. In short, speaking is the
activity in which people try to express their thoughts, feelings, opinions and exchange
information using speech as a form of communication.
Therefore, language education in the 20th century is viewed in terms of communication.
Language teaching is a carefully selected combination of previous methods to achieve the best
possible outcomes a teacher can provide in using the target language in the classroom. It begins
by teaching the rules, patterns, definitions and knowledge of the language and continues to
where students must communicate in the target language in an honest, spontaneous and
meaningful way.
From the definitions above, researchers conclude that speaking is one of the four skills
of English to express opinions, ideas, thoughts, feelings, etc. to others. Speaking enables people
to communicate with each other, so people, especially students, need to master this skill. This
skill is a very important oral skill for second and foreign language learners to communicate in
life. If you don't speak, you won't be able to convey what you want to say, communication will
become difficult, and human relationships will deteriorate.

2.3.2 Component of Speaking

Speaking is a very important English proficiency skill for students who need to acquire
the ability to speak and communicate with each other in order to learn English. According to
Harris (1974), the five aspects that have the greatest impact on speaking ability are:
Vocabulary, Grammar, Pronunciation and Fluency are:
1. Vocabulary
Appropriate dictionaries used in communication. Without an adequate vocabulary, you
cannot communicate effectively and express your thoughts verbally or in writing. Students
should study the language component. You need to learn what words mean and how to use
them. This means that students should have a good vocabulary. Vocabulary includes the correct
and proper use of words. One of the extreme aspects of speaking in English is vocabulary.
Hornby (1984) states that the vocabulary is the total number of words in a language.
Vocabulary seems to play an important role in speaking. You can't learn anything without a
rich vocabulary.
2. Grammar
Ability to manipulate structure and distinguish between proper grammatical forms
based on appropriateness. The usefulness of grammar is also in learning how to properly master
a language, whether spoken or written. Grammar is the ability to use sentences in general and
structured terms. Grammar is an important aspect of speaking. Without knowing the
corresponding grammar in the sentence, the listener will question what we say. Grammar is
one of the language elements. According to Brown, grammar is the system of rules governing
the conventional arrangement and relationship of words in sentences. But with correct
grammar, the listener will know when the action will take place, where the action will take
place, who the audience is, who the speaker is, and so on. Beginners are not forced to speak
with correct grammar. With correct grammar, you will be able to understand the true meaning
of the sentences.
3. Pronunciation
Produces a clearer voice when speaking. Phonological processes refer to the
components of grammar that consist of the elements and principles that determine how sounds
change and sound within a language. Pronunciation is a feature of which only some of the
sounds used systematically when speaking a language have great potential. May our
communication be accepted by our listeners. In particular, words with similar pronunciations
such as "head" and "hate", and words with similar structures such as "read" in normal phrasing
(pronounced as "ri") should be clearly identified. Better pronounce it and normal (pronounced
red).
4. Fluency
Fluency is the ability to read, speak and write easily, fluently and expressively. Fluency
can be defined as the ability to speak fluently and accurately. Fluency is the goal of many
language learners. Signs of this include speaking fairly quickly and with few pauses. Speaking
is the activity of expressing words orally. This indicates that there is a process of exchange of
ideas between the speaker and the listener.

2.4 Speaking Achievement

Grades refer to the learning outcomes achieved by a student's efforts over a period of
time. According to Yuliana (2014), speaking achievement is a student's ability to express their
ideas, thoughts, and feelings during conversation as measured by the Speaking Her test.
Furthermore, Fraenkel et. al (2012) argued that proficiency tests measure an individual's
knowledge or ability in a particular field or topic. To achieve speaking performance of students.
It is the student's ability to express ideas, feelings and opinions when speaking and is measured
by the Speaking test. Speaking proficiency refers to the speaking ability that a student achieves
after a test. Brown (2004) explained that there are many dimensions to measure when assessing
a student's language proficiency. Vocabulary, Grammar, Pronunciation, Fluency.

2.5 Previous Related Studies

This part reviews several previous studies on the relationship between speaking anxiety
and speaking performance. The first is a study by Widia et al. (2021) Correlations between
student speaking anxiety and speaking achievement in the second semester of English language
students at UNISMA. The overall sample of this study includes her 27 participants from the
English Department of the Faculty of Teacher Education and Training of UNISMA. This study
found no significant association between student anxiety in speaking class and second semester
speaking performance of UNISMA English students. Results showed a significant two-sided
value of 0.245 (p>0.05) as determined from the predesigned FLCAS questionnaire and
speaking test. There were some similarities and differences between this study and the
researcher's. A similarity is that both areas of research focus on the relationship between
students' fear of speaking and their speaking performance. On the other hand, the differences
lie in the participants and the equipment used for data collection. The FLCAS questionnaire
was used in previous studies and the PSCAS questionnaire was used in the investigator's study.
The second is a study by Yuliana (2014) titled 'Correlation between student anxiety and
ability in speaking class for 4th semester students of English department at IAIN Tulungagung'.
The sample for this study consisted of a total of 20 participants. The study found no significant
association between student anxiety and speaking skills in her fourth semester of IAIN
Tulungagung's English department. Results showed a significant two-sided value of 0.558 (p
> 0.05) as determined from her predesigned FLCAS questionnaire and speaking test. There
were some similarities and differences between this study and the researcher's. A similarity is
that they both focus on correlation studies between two variables. The difference lies in the
instruments used to collect the samples and data. The FLCAS questionnaire was used in
previous studies and the PSCAS questionnaire was used in the investigator's study.
Third, a study conducted by Gaya (2018) titled 'Correlations with Speaking Anxiety,
Confidence, and Speaking Performance in Undergraduate EFL Students at a Private University
in Palembang'. The total sample for this study includes his 28 participants. This study found no
significant association between students' fear of speaking and their speaking performance in
EFL students at Palembang Private University. Results showed a significant two-sided value
of 0.425 (p > 0.05) as determined from his predesigned FLCAS questionnaire and speaking
test. There were some similarities and differences between this study and the researcher's. The
similarities are that both focus on the relationship between students' speaking anxiety and
speaking performance. The difference lies in the instruments used to collect the samples and
data. The FLCAS questionnaire was used in previous studies and the PSCAS questionnaire
was used in the investigator's study.
The fourth is a study conducted by Fitri (2019) titled 'Correlations between Student
Anxiety and Speaking Ability at Darrell Hikma Vocational High School'. The total sample for
this study includes his 25 participants. This study found a significant association between
student anxiety and language performance at the Darrell Hikma Vocational High School.
Results showed a significant two-sided value of 0.038 (p < 0.05) as determined from his
predesigned FLCAS questionnaire and phonetic test. There were some similarities and
differences between this study and the researcher's. There were parallels between this study
and the researcher's. Similarities existed both in the focus on correlations between two variables
and in studies at the high school level. The difference lies in the instruments used to collect the
samples and data. The FLCAS questionnaire was used in previous studies and the PSCAS
questionnaire was used in the investigator's study.
The fifth is a study conducted by Fella (2019) titled 'Relationships between student
anxiety and speaking performance in public speaking classes in the Faculty of English
Education, Islamic University, Indonesia'. The total sample for this study includes his 51
participants. This study found a significant association between students' anxiety in the English
department of the Islamic University of Indonesia and their speaking performance in public
speaking classes. Results showed a significant two-sided value of 0.09 (p < 0.05) as determined
from his predesigned FLCAS questionnaire and phonetic test. There were some similarities
and differences between this study and the researcher's. Similarities between this study and the
researcher's work. Similarities existed both in the focus on correlations between two variables
and in studies at the high school level. The difference lies in the instruments used to collect the
samples and data. The FLCAS questionnaire was used in previous studies and the PSCAS
questionnaire was used in the investigator's study.

2.6 Hypothesis

A statement about the state of a parameter tested using a statistical sample is called a
hypothesis. According to Fraenkel et al. (2012) are hypotheses, simply predictions of possible
research outcomes. The hypothesis of this study is formulated as follows.
1. Ho: There was no significant correlation between speaking anxiety and English achievement
in APS English course.
Ha: A significant correlation was found between speaking anxiety and English achievement in
APS English course.
2. Ho: Speaking anxiety did not significantly contribute to junior high school of English skill
at APS English course.
Ha: Speaking anxiety did significantly contribute to junior high school of English skill at APS
English course.

2.7 Criteria of Hypotesis Testing

There are several criteria when testing hypotheses. These are described next in his
Creswell (2012). Frankel et al. (year 2012).
1. If the p-value is greater than 0.05 (p>0.05), the significance level is 5%, H0 is
accepted and Ha is rejected.
If the p-value is less than 0.05 (p0.05), the significance level is 5%, H0 is rejected and Ha is
accepted.
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

This study examined the relationship between speaking anxiety and speaking
performance using correlation research techniques. According to Creswell (2012), correlation
is a statistical test for determining trends or patterns in two or more consistently changing
variables or sets of data. The purpose of this study is to clarify the relationship between
speaking anxiety and speaking performance, whether there is an influence between speaking
anxiety and speaking performance, and to derive an interpretation based on the research results.
Correlation studies are used from the perspective of designing explanatory and predictive
studies to explore correlations between variables and to explain and interpret the displayed
results. Correlation studies use correlation coefficients to describe the degree of relationship
between two or more quantitative variables.
The first step is for the researchers to use the Public Speaking Fear Scale to determine
speaking anxiety, and the second step is for the authors to use the Speaking Test to determine
the students' speaking ability. In a next step, the researchers used her SPSS to analyze
correlations between variables based on the speaking anxiety and speaking performance
results. The study design is as follows.
where:

X: students talk about fear

Y: students talk about their achievements

To conduct the study, researchers used questionnaires to measure students' verbal

anxiety variables (symbolized by the X) and students' verbal performance to measure their
English speaking ability (symbolized by the Y variable). Did.

3.2 Research Variables

Correlation studies have several characteristics. According to Creswell (2012), a

variable is a characteristic or attribute of an organizational individual that can be measured or
observed by a researcher, and that varies between individuals or organizations under study. In
an association study, he has two variables, a predictor variable and a reference variable.
A variable that can be influenced by an independent variable is called a dependent
variable. Cresswell (2012) states that the dependent variable is the attribute or characteristic
that depends on or is influenced by the independent variable. In the literature, these are
sometimes called outcome variables, effect variables, reference variables, or outcome
variables. Common sense tells us that the dependent variable is determined by what it does and
how it affects it. A study can examine multiple independent variables and multiple dependent
variables. In this study, the predictor (independent variable) was fear of speaking and the
criterion (dependent variable) in this study was speaking ability.

3.3 Operational Definitions

There are two correlated variables in this study: speaking anxiety and speaking
performance. Richards and Schmidt (2010) state that operational definitions of concepts have
observable and measurable forms. For the avoidance of doubt, the study uses operational
definitions provided by researchers.

3.3.1 Speaking Anxiety

Expressing fear is a negative way of expressing human emotions. It is used to express

feelings of nervousness or worry especially related to speaking classes. Anxious students may
feel anxious, embarrassed, embarrassed, anxious, and anxious during the speaking teaching
and learning process. A questionnaire developed by Yaikhong and Usaha (2012) was used to
examine students' fears.

3.3.2 Speaking Achievement

Practice controlled speaking to explain the topic of the speaking test. Proficiency tests
assess a student's knowledge and ability in a particular subject to assess their speaking ability.
The speaking test assessed students' ability to articulate their ideas, feelings, and opinions in
public. The term “speaking performance” refers to the speaking performance of students based
on the textbook published by Widiati et al. (2017) Used by students to learn English in class.
Bahasa Ingris Keras X Kementrian and Kebdayan. According to Brown (2004), the indicators
used to assess outcomes are vocabulary, grammar, pronunciation, and language proficiency.
The speaking function helped me convey information and express my thoughts and feelings in
spoken language.
3.4 Population and Sampling
3.4.1 Population of the Study

The population is the total number of study subjects surveyed by the researcher.
According to Creswell (2012), a population is a group of individuals who share the same
characteristics. In statistics, a population refers to a set of individuals, or individuals, who share
the same common observable characteristics and from whom a sample can be taken.
The study population consists of junior high school of English skill at APS English
course. The population distribution of the four classes is shown in Table 1 below.
Table 1
Population of Study

No. Class Number of Students

1 1 42
2 2 29
3 3 33
Total 104
Source : APS English course

3.4.2 Sample of the Study

A study subject from a population is called a sample. According to Creswell (2012), a

sample is a subset of a subject population that a researcher wishes to study in order to generalize
about the subject population. Sugishirono (2010) argued that the sample is a fraction or sample
from the population. For a very small population), for a correlation study he can be represented
by 30 subjects. Therefore, Sugiseno (2018) states that probability sampling is a sampling
technique that provides equal odds or odds for any element or member of a population selected
as a sample. In this study, researchers used simple random sampling to obtain samples.
Furthermore, Sugiseno (2018) argued that simple random sampling can be done by drawing
lots, using random numbers, using computer packages, etc. Additionally, the researchers used
lotteries to obtain random samples from the population.
In this study, researchers randomly performed a sampling technique using the method
described above in junior high school of English skill at APS English course. Therefore, the
sample distribution is shown in Table 2 below.
Table 2
Sample of the Study

No. Class Number of Students

1. 1 42
2. 2 29
3. 3 33
Total 104

Source : APS English course

3.5 Data Collection

3.5.1 Questionnaire

Surveys are similar to highly structured interviews, except that instead of answering
verbally, respondents read the questions and mark their answers on paper. To obtain
information about students' fear of speaking, researchers used the Public Speaking Anxiety
Scale (PSCAS) developed by Her Yaikhong and Usaha (2012). This scale was distributed to
the student and consists of his 17 items from the PSCAS questionnaire, which are interrelated.
Associated with language anxiety. For each item, please rate her response on a 5-point scale
from "strongly agree" to "strongly disagree." Which positive and negative statements should
be mixed to avoid student misunderstandings about the questionnaire? The PSCAS
questionnaire has 4 positive statements and 13 negative statements was included. To avoid
students misinterpreting the questionnaire, positive statements were grouped together and
negative statements were grouped together. The positive and negative remark questionnaires
are shown in Table 3, and the PSCAS Likert Scale questionnaire is shown in Table 4.

Table 3
Statement of PSCAS Questionnaire

Statement Number of Items

Positive 4, 8, 10, and 12
Negative 1, 2, 3, 5, 6, 7, 9, 11, 13, 14, 15, 16, and 17
Source: Yaikhong and Usaha (2012)
Table 4
Likert-Scale of PSCAS Questionnaire

Negative Statements Description Frequency Positive Statement

1 Strongly disagree 5
2 Disagree 4
3 Neither agree and disagree 3
4 Agree 2
5 Strongly agree 1
Source: Yaikhong and Usaha (2012)

3.5.2 Speaking Test

A speaking test is required to measure the individual ability of each student. According
to Fraenkel et al. (2012), proficiency tests measure an individual's knowledge or skills in a
particular field or subject. To determine students' speaking ability, researchers used speaking
tests. Furthermore, the term “speech test” refers to textbooks for students learning English
during class, from Widiati et al (2017), Bahasa Inggris Kelas X, Kementrian dan Kebudayaan.
And the indicators used to evaluate the results are vocabulary, grammar, pronunciation, and
language proficiency proposed by Brown (2004). The questions tested were the same questions
and consisted of questions about the following languages: Introduce yourself, describe places,
describe historic buildings, congratulate or compliment, provide information, describe others,
introduce others, describe stories, apologize. The test had the following criteria: Vocabulary,
Grammar, Pronunciation, Fluency.
Brown's (2004) Oral Proficiency Scoring Categories were used to assess students'
speaking performance. The speaking performance results were then categorized using the
scoring system and classification shown in Tables 5 and 6.
 Table 5
The Grading System of the Students’ Speaking Test Oral Proficiency Scoring Categories by
Brown (2004)

Aspects Score Description

1 Speaking vocabulary inadequate to express anything but the
most elementary needs.
2 Has speaking vocabulary sufficient to express himself simply
with some circumlocutions.
Vocabulary
3 Able to speak the language with sufficient vocabulary.
4 Can understand and participate with a high degree of precision
of vocabulary.
5 Speech on all levels is fully accepted
1 Error in grammar are frequent but can be understood.
2 Can usually handle elementary construction quite accurately
but doesn’t have through of confidence of grammar.
3 Control of grammar is good.
Grammar
4 Able to use of language accurately and error in grammar are
quite rare.
5 Equivalent.
1 Errors in pronunciation are frequent but can be understood.
2 Accent is intelligible though often quite faulty.
3 Errors never interfere with understanding and rarely disturb.
Pronunciation 4 Error in pronunciation is rare
5 Equivalent to and fully accepted
1 No specific fluency description.
2 Can handle with confidence but not with social situation.

Fluency 3 Rarely has to grope words

4 Able to use the language fluency on all level
5 Has complete fluency in the language.
Source: Brown, H. D. (2004)
Table 6
Student Speaking Test Classification

No. Score Interval Category

1 16-20 Very good
2 11-15 Good
3 6-10 Fair
4 0-5 Poor
Source: Brown, H. D. (2004)

3.6 Validity and Reliability of the Instrument

3.6.1 Validity

Validity is the development and evaluation of tests. According to Fraenkel et al. (2012),
the most important consideration to consider when preparing or selecting equipment for
deployment is efficacy. Validity refers to the adequacy, validity, accuracy, and usefulness of
the conclusions drawn by researchers. Accuracy of conclusions or interpretations drawn from
test results.

3.6.1.1 Validity of PSCAS Questionnaire

The availability of instruments in research is very important. A primary goal of PSCAS

development was to create a one-dimensional scale of speaking elements in public speaking
instruction. Factor analysis was used to select which items to include. A preliminary PSCAS
obtained an internal consistency of 0.84 using Croanbach's alpha, and factor analysis was
performed to determine the constituents and the final version. Factor analysis revealed that
PSCAS included the following factors: communication anxiety, test anxiety, fear of negative
evaluation, and comfort in using English in public speaking classes.
In this study, researchers used the off-the-shelf Public Speaker Class Anxiety Scale
(PSCAS) by his Yaikhong and Usaha (2012). Factor analysis was used to identify the
underlying variables or factors that explain the patterns of correlation within a set of observed
variables. Factor analysis was commonly used for data reduction to identify a small number of
factors that explain most of the variance observed in a much larger number of variables.
3.6.1.2 Validity of Speaking Test

Research requires validity to be used as a measurement tool to measure the variables

that are measured in the study. Frankel et al. (2012) state that content effectiveness is related
to the type of content contained in the device and the specifications researchers use to create
the content. Content effectiveness is very important because it measures exactly what it is
designed to measure.
Researchers used content validity to examine the validity of speaking tests based on
expert judgement. There were two experts who judged the suitability of the test. They refer to
English lectures by UIN Raden Fatah Palembang. The following five items are evaluated.
Guidance for judging suitability using topic, rubric, content, timing, and scale (very bad, bad,
moderate, reasonable, very reasonable). Based on the results, he also evaluated the adequacy
of the language test by two experts in English lectures at UIN Raden Fatah Palembang, and it
was shown that the category corresponds to the appropriate level. .

3.6.2 Reliability

In research, the consistency of a series of measurements or a series of measuring

devices. According to Fraenkel et al. (2012), reliability refers to the consistency of results or
responses from one instrument application to the next and from one set of items to another.
Reliability refers to the consistency or stability of test results.

3.6.2.1 Reliability of PSCAS Questionnaire

The questionnaire in this study was originally developed by Yaikhong and Usaha
(2012) in a study titled EFL Public Speaking Class Anxiety Scale. Scale Development and
Preliminary Validation and Reliability”. Cronbach's alpha was used to determine the internal
consistency of PSCAS. Gravetter and Wallnau (1996) argued that it is appropriate to use a
coefficient (α) to calculate the reliability of a questionnaire item when the score of the item is
incorrect or incorrect. In addition, Fraenkel et al. (2012) hypothesized that the internal
consistency coefficient for questionnaires answered by 76 of her sophomores in B-Ed was: is
entered. The (English) program turned out to be 0.84, which was considered acceptable given
the generally accepted reliability factor of 0.70. Therefore, the PSCAS questionnaire was
considered reliable for use in this study.
3.6.2.2 Reliability of Speaking Test

An utterance reliability test was performed. These were the results of her two expert
judgments. As a result, I found that the speaking test was very appropriate in terms of subject
matter, content and rubrics, and the teaching and timing were also appropriate. Speech tests
were considered reliable. The speaking test confidence distribution is shown in Table 7 below.
Table 7
Inter-rater Reliability Correlations

Rater1 Rater2

Rater1 Pearson Correlation 1 .534**

Sig. (2-tailed) .001
N 36 36
Rater2 Pearson Correlation .534** 1
Sig. (2-tailed) .001
N 36 36
**. Correlation is significant at the 0.01 level (2-tailed).

From the inter-rater reliability table above, we find that the significance of inter-rater
reliability is 0.001. The data obtained were classified as reliable and were found to be less than
0.05. .

3.7 Data Analysis

After distributing questionnaires and speaking tests, researchers reviewed and analyzed
the data.

3.7.1 Data Description

3.7.1.1 Distribution of Frequency Data

When distributing frequency data, researchers used SPSS to obtain PSCAS

questionnaire results and students' speaking performance.

3.7.1.2 Descriptive Statistic

Descriptive statistics include sample size, maximum score, mean, standard difference,
and standard error of the mean. Descriptive statistics were obtained from PSCAS questionnaire
results and speaking performance. SPSS then received the results of the descriptive statistical
analysis.

3.7.1.3 Pre-requisite Analyses

3.7.1.3.1 Normality of the Test

Test normality was used to determine whether the distribution of all data (questionnaire
data and test data) was normal. If the p output is greater than 0.05, the data can be classified as
normal. To detect normality, the Kolmogorov-Smirnov formula was applied. The normal
distribution of the tests is shown in Table 8 below.
Table 8
Normality Test
One-Sample Kolmogorov-Smirnov Test

PSCAS SPEAKING
N 36 36

Normal Parametersa,b Mean 55,0278 7,3194

Std. Deviation 10,00139 1,13486

Most Extreme Differences Absolute ,116 ,126

Positive ,116 ,126

Negative -,074 -,115

Test Statistic ,116 ,126

Asymp. Sig. (2-tailed) ,200c,d ,160c

A. The test distribution is normal.

B. Calculated from data.
C. Fixed Lillie Fall importance.
D. This is the lower bound of true importance.
From the normality test table above, we find that the significance of the normality test for
students' speaking anxiety is 0.200 and for speaking ability is 0.160. From the results, we can
conclude that the obtained data are above 0.05 and therefore classified as normal.
The normal Q-Q plot of each variable is illustrated in the following
figures:

Figure 1. Distribution of Speaking Anxiety Data Normal Q-Q Plot of Speaking

anxiety

Figure 2. distribution of Speaking Achievement Data Normal Q-Q Plot of Speaking

Achievement
3.7.1.3.2 Linearity of the Test

For data linearity measurements, a linearity test was applied to measure whether the
student PSCAS questionnaire scores and the student language test data were linear. Data
analysis is performed if the p-output is greater than 0.05 and the F-value is less than the F-
table. The test linearity distribution is shown in Table 9 below.
Table 9
Linearity Test ANOVA Table

Sum of Mean
Squares df Square F Sig.

SPEAKING Between (Combined) 31,347 23 1,363 1,191 ,387

* Groups Linearity 2,196 1 2,196 1,919 ,191
PSCAS
Deviation 29,151 22 1,325 1,158 ,408
from
Linearity

Within Groups 13,729 12 1,144

Total 45,076 35

Based on the PSCAS questionnaire linearity test measurements and voice performance
scores, the two variables were found to be linear, above 0.05. As a result, the F value (1.15)
was lower than the F table (2.48) and the significance value was 0.40. The distribution showed
a significance level higher than 0.05. This means the variables were linear. In summary, all
data were linear in each correlation and regression.

3.8 Hypothesis Testing

3.8.1 Correlation Analysis

Pearson product moment coefficients were used to find correlations between variables
when examining the association between language anxiety and English proficiency in APS
English course. The significance of the correlation coefficients was then determined by
comparing the r-coefficient data to the 5 percent significance level in the moment table (r-
table). Additionally, if the r table contains little r data at the 5 percent significance level, the
correlation coefficient may be significant.
3.8.2 Regression Analysis

A regression analysis was designed to examine the effect of fear of speaking on the
English proficiency of APS English course Theological Seminary. In a correlation study,
analysis estimates the statistical process of correlation between variables or between one or
more predictor variables and a reference variable. The results of the analysis showed the
proportion of predictor variables that contributed to the baseline value. Additionally, all of the
above statistical calculations can be performed using SPSS (Statistical Package for Social
Science) computer program version 23. Furthermore, the contribution of regression was not
continued in this study, as the speaking anxiety and English proficiency results showed no
significant correlations between the variables.