Professional Documents
Culture Documents
ANGGIYANA MUSTHACHIM
NIM: 109014000115
“A Paper”
Presented to the Faculty of Tarbiya and Teachers Training in Partial Fulfillment of the Requirements
By:
ANGGIYANA MUSTHACHIM NIM: 109014000115
i
ii
iii
iv
ABSTRACT
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ABSTRAK
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ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Merciful. Praise be to Allah,
Lord of the world who has blessed the writer in completing this paper. Sholawat
and Salam are given upon our prophet Muhammad SAW, who has guided us the
way of truth and brought us to the real light of life.
From the sincere of the writer’s deepest heart, he realized that if there were
no support and motivation from people around him, he could not finish this paper.
Therefore, he would like to express his gratitude and give his best appreciation to:
1. Nurlena Rifa’i, MA, Ph. D as the dean of the faculty of Tarbiya and
Teacher Training.
4. Drs. Nasifudin Jalil, M.Ag for his time, guidance, and advice as the
academic advisor.
5. Drs. Bahrul Hasibuan, M.Ed. and Neneng Sunengsih, M.Pd. for their time,
guidance, valuable helps, correction, and suggestion during completing
this paper.
6. A very deep thank is presented to all of the lecturers and staff of the
Department of English Education at State Islamic University Syarif
Hidayatullah Jakarta.
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8. The writer’s parents, Yusuf S.Pd and Tarni. This paper is dedicated to
them who have given him the big opportunity to experience the study from
elementary until university level and support throughout his life, their
moral support and guidance to his son.
9. The writer’s family members, his beloved brothers, Anjas and Aziiz, who
always give their support and moral encouragement in finishing his study.
10. All of his friends in C Class 2009 the Department of English Education at
State Islamic University of Syarif Hidayatullah Jakarta, especially Ahmad
Fahrurrazy, Arief Rahman, and Viona Rosalina for their support and
assistance.
11. And other parties that have given helps, supports, and suggestions in
finishing this paper.
Anggiyana Musthachim
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TABLE OF CONTENTS
TITLE ................................................................................................ i
APPROVAL ....................................................................................... ii
ENDORSEMENT SHEET ................................................................ iii
SURAT PERNYATAAN KARYA SENDIRI ....................................... iv
ABSTRACT ....................................................................................... v
ABSTRAK ........................................................................................... vi
ACKNOWLEDGEMENT ................................................................. vii
TABLE OF CONTENTS ................................................................... ix
LIST OF FIGURES ........................................................................... xi
LIST OF TABLES ............................................................................. xii
LIST OF APPENDICES.................................................................... xiii
ix
CHAPTER III : RESEARCH METHODOLOGY........................... 16
A. Research Design.............................................................................. 16
B. The Setting of the Study .................................................................. 16
C. Data Sources and Data Collection Techniques ................................. 17
1. Interview ..................................................................................... 18
2. Observation ................................................................................. 19
E. Data Analysis Techniques and The Validity of Data ........................ 20
REFERENCES .................................................................................. 36
APPENDICES.................................................................................... 38
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LIST OF FIGURES
xi
LIST OF TABLES
xii
LIST OF APPENDICES
xiii
CHAPTER I
INTRODUCTION
1
H. Douglas Brown, Breaking the Language Barrier, (Yarmouth: Intercultural Press, Inc.,
1991), p. 73
2
Rebecca L. Oxford, “Anxiety and the Language Learner: New Insights”, in Jane Arnold (ed.),
Affect in Language Learning, (Cambridge: Cambridge University Press, 1999), p. 60.
1
2
3
being used for language acquisition. Anxious students will have
difficulties in following lessons. They may learn less and also may not be
able to demonstrate what they have learned. Even worse, they may
experience more failure, which in turn escalate their anxiety.
Meanwhile, during his teaching practice in a junior secondary school,
SMPN 9 South Tangerang, the writer found signs of anxiety among the
students. Many of them got jittery, created avoidance and reduced
participation in the classroom. They were afraid and shy to practice with
the target language, in this case the target language is English, because
they were worried about making mistake. One of them thought if he made
mistake, the teacher would get angry and his peers would ridicule him. So
he preferred to be quiet and sit passively. While some of them also
believed that English was a difficult subject. Such beliefs can affect their
self-esteem and lead them to feel worry in classroom. In the end, when
they were asked to practice, they started to stutter. Moreover, some of
them were unable to produce the sound or intonation even after a number
of repetitions because they were not sure if they can practice their English.
It was quite hard for the writer to do proper learning activities with them.
In other words, anxiety can hinder the students from attaining the
objectives of their English learning. Based on the curriculum KTSP
(Kurikulum Tingkat Satuan Pendidikan), the objectives of English learning
in SMP are stated as follows:
1. To be able to develop a communicative competence whether in
written or oral form to achieve a functional literacy.
2. To have an awareness of English nature and importance to increase
national competitiveness in globalization society.
3
Ricardo Schutz, Stephen Krashen's Theory of Second Language Acquisition, 2013,
(http://www.sk.com.br/sk-krash.html)
3
4
Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar
Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan,
2006)
CHAPTER II
LITERATURE REVIEW
A. Anxiety
1. The Nature of Anxiety
Anxiety is one of the most well documented psychological
phenomena. In general anxiety appears from human body as a
response to a particular situation. Commonly anxiety can be identified
as a feeling of being threatened, apprehension, tension, or worry.
There are several definitions of anxiety which are found by the
writer. According to Carlson and Buskist, anxiety is “a sense of
apprehension or doom that is accompanied by certain physiological
reactions, such as accelerated heart rate, sweaty palms, and tightness in
the stomach.”1 Furthermore, anxiety arises as a response to a particular
situation. Passer and Smith define anxiety as a state of tension and
apprehension as a natural response to perceived threat. 2 It means that
people are naturally feels anxious when they are threatened. While
according to Ormrod anxiety is a feeling of uneasiness and
apprehension concerning a situation with an uncertain outcome.3
Although anxiety and fear sounds similar, both are actually
different. Halgin and Whitbourne describe the difference between fear
and anxiety, fear is a natural alarm response to a dangerous situation
while anxiety is more future-oriented, a feeling of apprehension and
uneasiness about the possibility of something terrible might happen.4
1
Neil R. Carlson and William Buskist, Psychology: The Science of Behavior, (Needham
Heights: Viacom Company, 1997), p. 570.
2
Michael W. Passer and Ronald E. Smith, Psychology: The Science of Mind and Behavior,
(New York: McGraw-Hill, 2009), p. 546.
3
Jeanne Ellis Ormrod, Educational Psychology: Developing Learner, (Boston: Pearson
Education Inc., 2011), p. 401.
4
Richard P. Halgin and Susan Krauss Whitbourne, Abnormal Psychology: Clinical
Perspectives on Psychological Disorders, (New York: McGraw-Hill, 2007), p. 148.
4
5
2. Types of Anxiety
Several kinds of anxiety have been described. Two of the most
well-known is state anxiety and trait anxiety. Anxiety that arises when
confronted with specific situations is called state anxiety. Most people
experienced state anxiety which also known as a normal anxiety.
According to Ormrod, “state anxiety is temporary feeling of anxiety
elicited by a threatening situation.”6 It is nervousness or tension at a
particular moment in response to some outside stimulus. This type of
anxiety arises in a particular situation or in a stressful event and hence
is not permanent. In other words, it is a situational anxious feeling that
disappears when threatening situation goes away.
However, in certain cases, anxiety comes more intense and lasted
for long. This kind of anxiety is called trait anxiety. According to
Ormrod, “trait anxiety is pattern of responding with anxiety even in
7
nonthreatening situations.” Such anxiety is a part of a person’s
character. People with trait anxiety tend to worry more than most
people and feel inappropriately threatened by several things in the
environment. In other words, trait anxiety is the tendency of a person
to be nervous or feel anxious irrespective of the situation he/she is
exposed to.
5
Passer and Smith, 2009, loc. cit.
6
Ormrod, 2011, loc. cit.
7
Ibid.
6
8
H. Douglas Brown, Breaking the Language Barrier, (Yarmouth: Intercultural Press, Inc.,
1991), p. 80.
9
Rebecca L. Oxford, “Anxiety and the Language Learner: New Insights”, in Jane Arnold (ed.),
Affect in Language Learning, (Cambridge: Cambridge University Press, 1999), p. 60.
10
Elaine K. Horwitz, et. al., Foreign Language Anxiety, The Modern Language Journal, Vol.
70, 1986, p. 127.
7
11
Jason S. Wrench, et. al., What Is Communication Apprehension?, 2014, (www.
2012books.lardbucket.org/books/public-speaking-practice-and-ethics/s06-01-what-is-
communication-apprehen.html)
12
Oxford, 1999, op. cit., p. 64.
13
Horwitz, 1986, op. cit., p. 128.
8
14
Ibid., p. 128.
15
Ormrod, 2011, op. cit., p. 402.
9
16
MacIntyre and Peter D., “Language Anxiety: A Review of the Research for Language
Teachers”, in Dolly Jesusita Young (ed.), Affect in Foreign Language and Second Language
Learning: a Practical Guide to Creating a Low-Anxiety Classroom Atmosphere, (Boston:
McGraw-Hill, 1999), p. 35.
17
Ricardo Schutz, Stephen Krashen's Theory of Second Language Acquisition, 2013,
(http://www.sk.com.br/sk-krash.html)
10
18
Oxford, 1999, op. cit., pp. 60-61.
19
Horwitz, 1986, op. cit. p. 129.
20
Oxford, 1999, op. cit., p. 65.
11
than speak to practice their English. Price found that fear of being
laughed at by other is one of the greatest sources of anxiety.21
In addition, inappropriate ways of teaching can also contribute to
students’ anxiety, for example speaking too much fast. According to
Worde, the inability to understand what is being said in the classroom
22
often lead to communication apprehension. Besides, threatening
teaching method like calling on students one after another in seating
order may also generated anxiety. Oxford also noted that “harsh
correction, ridicule and the uncomfortable handling of mistake in front
of a class are among the most important instructor-learner interaction
issues related to language anxiety.”23 Students’ might also feel anxious
because of the excessive material demand. They find that foreign
language class stressful when they don’t have sufficient time to
understand the lesson because the amount of the materials is excessive.
Moreover, the level of difficulty of foreign language class and the poor
of result of students may elicit anxiety when compared to other classes.
So, they may find that the foreign language class is more demanding
and more difficult than other class.
Besides the above factors, sometimes anxiety also comes from the
students themselves. One is their beliefs about language learning.
Some students find language difficult because they are conditioned to
believe that the language is difficult. For example, students believe that
they should be able to speak perfectly. While others think that English
is a difficult subject. Such beliefs can lead to language anxiety.
Horwitz et al. noted that “certain beliefs about language learning also
21
Mary Lou Price, “The Subjective Experience of Foreign Language Anxiety: Interviews with
Highly Anxious Students ”, in Elaine K. Horwitz and Dolly J. Young (ed.), Language Anxiety:
from Theory and Research to Classroom Implications, (New Jersey: Prentice-Hall Inc., 1991), p.
105.
22
Renee von Worde, Students’ Perspectives on Foreign Language Anxiety, Inquiry, Vol. 8 No.
1, 2003, p. 5.
23
Oxford, 1999, op. cit., p. 66.
12
24
Horwitz, 1986, op. cit., p. 127.
25
Price, 1991, op. cit., p. 106.
26
Ardi Marwan, Investigating Students’ Foreign Language Anxiety, Malaysian Journal of ELT
Research, Vol. 3, 2007, p. 48.
13
fear of
negative evby
Classroom activites; speaking
aluation
eacherstro peers; ridiculed
incomprehensible
input
Excessive
Factors contributing to anxiety
Materials
level of
difficulty the language is difficult
lack of preparation
Figure 2. 1 Possible anxiety factors adapted from Horwitz, Worde, and Price.
27
Horwitz, 1986, op. cit. pp. 129-130.
28
Worde, 2003, loc. cit .
29
Price, 1991, op. cit., pp. 105-106.
14
30
Worde, 2003, op. cit., p.4.
31
D. Y. Chan & G. Wu, A Study of Foreign Language Anxiety of EFL Elementary School
Students in Taipei Country, Journal of National Taipei Teachers College, Vol. 17, No.2, 2004, p.
287.
32
Marwan, 2007, op. cit., p. 43.
15
selection; procedure that the teacher used for calling the students were
cited as sources of anxiety.33
In an effort to explore learner coping strategies for foreign language
anxiety, Keiko Iizuka surveyed 105 students of English language program at a University in J
(and classmate) talk, fear of making mistake in presentation, and student’s
34
feelingabouthis/herownEnglish proficiency.
33
Kenneth E. Williams and Melvin R. Andrade, Foreign Language Learning Anxiety in
Japanses EFL University Classes: Causes, Coping and Locus of Control, Electronic Journal of
Foreign Language Teaching, Vol. 5, No. 2, 2008, p. 186.
34
Keiko Iizuka, Learner Coping Strategies for Foreign Language Anxiety, JALT2009
Conference Proceedings, 2010, p. 106.
CHAPTER III
RESEARCH
METHODOLOGY
A. Research Design
This study employed the qualitative research method with case study
approach. Qualitative method was chosen because this study aims at
providing an insight into the case of language anxiety in the 8 th grade of
SMPN 9 South Tangerang, specifically anxiety in learning English.
According to Fraenkel and Wallen, case study is a qualitative study
approach that studies a single individual, group, or important example to
formulate interpretations to the specific case or to provide useful
generalization.1 Therefore, the study case approach allowed the writer to
study particular students in an attempt to understand the case of language
anxiety.
1
Jack R. Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in
Education: Seventh Edition, (New York: The McGraw-Hill Companies, 2009), p. 13.
16
17
To obtain the data, the writer used two techniques of data collection.
Since the study is a case study, therefore the writer use in-depth interview
technique as the primary technique and then it is followed by classroom
observation for a validity check.
2
John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative
and Qualitative Research, Fourth Edition, (Boston: Pearson Education, Inc., 2012), p. 206.
3
Rebecca L. Oxford, “Anxiety and the Language Learner: New Insights”, in Jane Arnold (ed.),
Affect in Language Learning, (Cambridge: Cambridge University Press, 1999), p. 60.
18
1. Interview
Interview is a data collection technique by way of interviewing
selected individual as a respondent. Furthermore, it is a direct face to
face attempt to obtain reliable and valid measures in the form of
verbal responses from one or more respondents. According to Bungin,
in-depth interview is a process to obtain information for the purpose of
research by face to face questioning between the interviewer and
informant or interviewee, with or without the use of an interview
guide.4
Before conducting the interview, the writer observed the class in
order to find anxious students as the participants. The observation
guide was followed, using the signs of language anxiety by Oxford, as
explained on the previous page.
Students who showed the signs of language anxiety were asked if
they ever experienced anxiety in English class. The first step in
conducting the interview was to obtain a poll of the students who
considered themselves to be anxious in English class and were willing
to be interviewed.
The participants recruited in several ways. Those students whose
responses suggested high levels of anxiety were asked and invited to
participate. Furthermore, the writer also contacted the teacher for
referrals of students who appeared to be highly anxious in the class.
Most of the students were willing to participate, and some looked to
be quite eager to share their experiences.
During the initial process with the students, the writer explained
the nature of the study and that all interviews would be conducted in
Bahasa, students’ first language, to elicit answers without limiting or
inhibiting the students. Those who indicated a willingness to
participate were scheduled for an interview.
4
Burhan Bungin, Penelitian Kualitatif: Edisi Kedua (Jakarta: Kencana Prenada Media Group,
2007), p. 111.
19
5
Mary Lou Price, “The Subjective Experience of Foreign Language Anxiety: Interviews with
Highly Anxious Students ”, in Elaine K. Horwitz and Dolly J. Young (ed.), Language Anxiety:
from Theory and Research to Classroom Implications, (New Jersey: Prentice-Hall Inc., 1991), p.
103.
6
Bungin, 2007, op. cit., p. 118.
20
The process of data analysis fell into three major phases following the
framework of qualitative analysis developed by Miles and Huberman: data
reduction, data display, and conclusion drawing and verification.
1. Data Reduction
First, the mass of the data has to be organized and
somehow meaningfully reduced or reconfigured. According to
Miles and Huberman, data reduction refers to the process of
selecting, focusing, simplifying, abstracting, and transforming
the data.8
In reducing the data, the writer chose which aspects of the
data that appeared in the interview transcriptions and field
notes, should be emphasized, minimized, or set aside
completely for the purposes of the research. Further, the writer
put code on each meaningful unit based on the list of codes
(table 3.1). Then, the writer examined all the relevant data
7
Oxford, 1999, loc. cit.
8
Matthew B. Miles and A. Michael Huberman, Qualitative Data Analysis: An Expanded
Sourcebook, Second Edition, (Thousand Oaks: SAGE Publications, 1994), p. 10.
21
sources for description and themes which will be used for the
research findings.
Table 3.1
List of Codes
Data Display
Data display is the second phase in Miles and Huberman’s model of qualitative data a
The writer displayed the data that have been reduced in order to facilitate for data inte
Conclusion Drawing and Verification
9
Ibid., p. 267.
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
The data were gathered through structured interview with the participants who considered to be
1. The Result of Interview
Table 4.1
Factors Contribute to Anxiety
23
24
Based on the table 4.1, it shows that unclear explanation and speaking
activities were the aspects that bothered the participants most about
English class. They also spoke of their fear of making mistake and being
ridiculed by peers. Further/then, when asked why feel so anxious, the
participants responded that they feel anxious when do not understand what
teacher said and do not prepare enough. Again, they also spoke fear of
being ridicule by peers so they became anxious. Moreover, they thought
that they feel anxious because only had limited vocabulary and grammar
knowledge. They also felt that other students are better than them.
While asked how people react if someone make a mistake, they all
responded that their peers will laughed. The writer also examined the
participants’ beliefs about English language. Most of the participants also
admitted that English was difficult. They thought that they need to know
every word to understand what being said in English. They also thought
that other students were better than them.
Table 4.2
Factors Contribute to Anxiety
Based on the table 4.2, it shows that students might feel anxious at
some situations. Students were mostly anxious in speaking activities such
27
B. Discussion
b. Incomprehensible input
According to the participants, unclear explanation may
also contribute to their anxiety in learning English. The
interview indicated that most of the participants get so
bothered when they don’t understand a lesson. They told
that they started to feel uneasy when they don’t understand
29
what teacher said. Some of them added that they fear they
would not understand all the language input which simply
increased the probability of their failure.
Many complained that the teacher spoke too much fast.
In addition, other also felt that the English class moved so
quickly. Several other participants reported that they often
feel intimidated when the teacher only using English when
giving a lesson. One replied that he got so annoyed when he
didn’t understand a lesson. The other one also admitted that
an extra time would be very helpful for him to digest the
lesson.
Moreover, the result of the observation revealed that
some students looked confused when the teacher gave a
lesson. A few even showed carelessness by chatting with
their friend next to them or drawing something maybe to
reduce their anxiousness.
According to Horwitz et al. (1986) difficulty in
listening to or learning a spoken message are manifestations
of communication apprehension. Worde (2003) also noted
that incomprehension provoked considerable amount of
anxiety. Moreover, similar result was found by Iizuka
(2010) that difficulty in following teachers’ talk lead to
anxiety.
c. Lack of preparation
The findings indicated that lack of preparation was also
factors that contribute to the students’ anxiety. Few
admitted that they usually get very anxious when they
didn’t prepare enough for test or speaking practice. One
blamed himself for get so much worried because he was
33
A. Conclusion
B. Suggestions
Although this study was carried out with a small number of
participants within a short period of time, the findings provide some useful
information that can be used by both teacher and stakeholders to improve
the quality of English teaching and learning.
34
35
Based on the result of this study, there are a number of suggestion can
be made to reduce anxiety in English class. First, the teacher should be
aware of foreign language anxiety. This study indicated that teachers’
awareness of students’ anxiety is insufficient. Therefore, it is necessary to
raise teachers’ awareness since anxiety is an important factor which affects
students’ learning. Good acknowledgement of the existence of student’s
anxiety in learning English will absolutely influence the teacher in treating
the students properly.
As for the students, they need to get involved to reduce anxiety in
classroom. Students should respect each other in order to create a friendly
environment. They should help a lower level students when have a
difficulty instead of ridiculed them. This would make them feel
comfortable with each other. In addition, anxious students should realize
that mistakes are a natural part of language learning, therefore, it should
not discourage them in learning English.
Finally, due to the limitations of this study, further investigation is
necessary to explore the students’ anxiety in learning English. Future
similar studies with a larger population or different group of students will
be useful to give a better understanding of the issue of foreign language
anxiety. In addition, this study indicated that classroom activities or
methods are also important component in making students feel anxious or
not. This issue, however, is not specifically addressed in this present study.
Therefore, further investigations about certain approaches or methods that
can help reduce anxiety in learning English are needed.
REFERENCES
36
37
39
40
nanya itu gak dijawab. Terus gurunya kalau misalnya gak jelas,
kita mau tanya kadang-kadang dicuekin, bikin resah malah.
Waktu itu nanya, “bu ini maksudnya gimana?” “itu tanya aja ke
teman” katanya. Jadi gurunya itu gak mau ngasih tau. Nah nanti
takutnya pas ulangan ketinggalan gitu gak bisa jawablah. Hmm
kalau maju ke depan udah ada persiapannya enggak cemas
kecuali kalau nggak ada persiapannya, cemas. Kalau udah ada
persiapannya sih ya sanggup - sanggup aja, pede-pede aja.
Kalau misalnya udah tau artinya, apa yang dimaksudnya ya
udah jelasin aja gitu
Penulis : Menurut kamu sendiri, mengapa kamu begitu cemas saat belajar
bahasa inggris?
Partisipan 2 : Ya rasanya ya gitu, resah gara-gara kita mau tanya terus
gurunya bilang, jawab “saya kan udah jelasin, tanya aja ke
temen kamu.” Kalau gitu kan kurang jelas juga, pengennya
tanya ke guru biar lebih jelas. Terus misalnya juga kadang,
kalau misalnya kita nggak ngerti gitu apa yang udah dijelasin
guru. Hmm kadang juga itu, jelasinnya pakai bahasa inggris.
Terus nanya-nanya pakai bahasa inggris. Padahal belum
mengerti, jadinya cemas. Harusnya sih jelasinya itu campur,
bahasa inggris sama bahasa Indonesia-nya. Jangan mentang-
mentang bahasa inggris, bahasa inggris mulu. Padahal belum
mengerti.
Penulis : Menurut kamu apakah bahasa inggris itu pelajaran yang sulit?
Partisipan 2 : Ya enggak juga. Kalau tau artinya itu bikin kita mudah untuk
belajar dan mengerjakan soal-soal ulangan, ujian.
Penulis : Menurut kamu bagaimana reaksi orang sekitar jika kamu salah?
Partisipan 2 : Ya paling diliatin sama diketawain sama temen-temen, kadang-
kadang guru juga sih. Ya guru ngasih tau yang bener.
Penulis : Apakah guru kamu mempengaruhi perasaan kamu saat belajar?
42
Partisipan 3 : Hmm kalau belajar bahasa inggris tuh yang sangat mengganggu
tuh kalau misalnya disuruh maju ke depan terus enggak bisa
bacanya, terus kalau misalnya diajarin di papan tulis kadang-
kadang tuh enggak jelas. Terus kalau pas dapet giliran maju gitu
takut. Pengennya sih misalnya kalau belajar bahasa inggris yang
mudah dipelajari sama semua temen-temen juga. Itu belajarnya
kurang puas soalnya gak ngerti. Jadi harusnya tuh waktunya
diluangin lagi biar belajarnya dapat dimengerti.
Penulis : Menurut kamu bagaimana reaksi orang sekitar kalau kamu
salah?
Partisipan 3 : Pada ketawa. Misalnya ada yang salah ngucapin nya nanti yang
lain pada ketawa. Emm itu padahal kalau mereka disuruh maju
kedepan belum tentu mau, giliran kita maju diketawain.
Penulis : Apakah guru mempengaruhi perasaan kamu?
Partisipan 3 : Kalau guru si enak aja, misalnya saya salah malah dibawa santai
bercanda.
Penulis : Menurut kamu bagaimana agar pembelajaran berjalan lebih
nyaman?
Partisipan 3 : Emm pengennya sih kalau belajar bahasa Inggris yang mudah
dipelajari sama teman-teman juga. Sama itu waktunya sedikit,
jadi belajarnya itu kurang puas enggak ngerti. Sama waktunya
itu harus diluangin lagi supaya belajarnya puas juga, bisa ngerti
saya gak ngerti itu ganggu juga. Soalnya pas belajar sering gak
ngertinya, kecepetan jelasinnya. Sama saya tuh kalau misalnya
maju kedepan maju itu malu.
Penulis : Menurut kamu bagaimana reaksi orang sekitar kalau kamu
salah?
Partisipan 4 : Pada ketawa, itu gak enak banget. Orang lagi belajar malah
diketawain
Penulis : Apakah guru mempengaruhi perasaan kamu?
Partisipan 4 : Ya gurunya enggak galak malah dikasih tau yang bener. Enggak
tegang, tapi ya kadang-kadang takut, kalau salah takut diomelin.
Penulis : Menurut kamu bagaimana agar pembelajaran berjalan lebih
nyaman?
Partisipan 4 : Ya dibawa bercanda, kalau ada yang salah enggak apa-apa,
jangan ditertawakan.
Penulis : Menurut kamu sendiri mengapa kau begitu cemas saat belajar
bahasa Inggris?
Partisipan 5 : Ya itu, gimana ya hmm takut salah aja, takut salah aja gitu udah.
Takutnya itu mungkin diketawain teman-teman udah itu aja.
Penulis : Memang bagaimana reaksi orang sekitar apabila kamu salah?
Partisipan 5 : Disorakin gitu. Nah itu yang bikin takut, bikin cemas lagi.
Jantung berdebar takut diketawain.
Penulis : Apakah bahasa Inggris termasuk mata pelajaran yang sulit?
Partisipan 5 : Iya sulit. Ya itu arti-artinya itu, masalah di kosakata nya. Kalau
aturan-aturannya sih tidak terlalu.
Penulis : Apakah guru mempengaruhi perasaan kamu saat belajar?
Partisipan 5 : Iya mempengaruhi, misalnya lagi ngomong terus guru ngeliatin
gitu, itukan bikin cemas. Takut salah. Kalau salah gak enak,
diliat sama teman.
Penulis : Menurut kamu bagaimana agar pembelajaran berjalan lebih
nyaman?
Partisipan 5 : Cara belajarnya ya gurunya lebih berkomunikasi lagi sama
siswanya, lebih aktif, lebih asik lagi gurunya gitu. Ya ngasih
taunya yang jelas. Tapi seharusnya kan itu hmm apa ya.. pelan-
pelan. Biasanya kan jelasinnya cepat kan bingung, harusnya
pelan-pelan. Suka kecepetan jadi materinya belum mengerti tapi
sudah lanjut.
itu kan belum bisa jadinya bingung, apa gitu, kalau misalnya
asal jawab nanti diketawain. Takut salah nulisnya, takut salah
baca, pengucapannya.
Penulis : Menurut kamu sendiri, mengapa kamu begitu cemas saat belajar
bahasa inggris?
Partisipan 6 : Karena kurang belajar. Kurang belajar jadinya guru udah jelasin
juga gak nyambung, nah itu yang bikin blank. Ya cemas itu
karena itu takut kalau salah diketawain, ya itu.
Penulis : Memang bagaimana reaksi orang sekitar apabila kamu salah?
Partisipan 6 : Kalau guru suruh diperbaiki, kalau murid-muridnya pada
ketawa gitu.
Penulis : Apakah bahasa Inggris termasuk mata pelajaran yang sulit?
Partisipan 6 : Lumayan sulit. Sulitnya ya, dalam apanya tuh, kalimatnya itu
kadang-kadang sering tertukar. Kosakatanya juga. Kalau bahasa
Inggris itu kan berbeda, ada apa namanya, dalam menyusun
kalimatnya itu ada rumus-rumusnya kadang-kadang terjebak.
Kosakata belum semua tahu. Kurang apa namanya…hmm
kurang menguasai jadinya masih kalah sama yang lain. Ada
yang lebih pintar, ada yang sudah lancar gitu. Nah itu bikin
takut juga. Yang lain sudah menguasai gitu, sudah pintar nah
diri sendiri masih begitu, masih kurang, bikin takut.
Penulis : Apakah guru mempengaruhi perasaan kamu saat belajar?
Partisipan 6 : Ya mempengaruhi. Ya misalnya kalau disuruh maju itukan
langsung, apa namanya reaksinya langsung takut cemas gitu
kalau salah. Sampai berkeringat, nulis pakai spidol saja gemetar.
Mau baca juga, jadinya itu udah tegang duluan, jadi salah
malahan. Ya terus jelasinnya kecepetan, kitanya sendiri juga
tidak memperhatikan. Jadinya yang bikin gak ngerti disitu.
Penulis : Menurut kamu bagaimana agar pembelajaran bisa berjalan lebih
nyaman?
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tugas mendadak atau apa gitu, terus kalau ditanya pakai bahasa
Inggris juga gugup takut karena tidak bisa.
Penulis : Hal apa saja yang paling mengganggu kamu pada saat belajar
di kelas?
Partisipan 10 : Gurunya, kalau gurunya hmm membosankan gitu main
langsung kasih tugas begitu saja terus kalau menjelaskannya
kurang dapat dimengerti oleh kitanya disitunya yang bikin kita
enggak nyaman. Kalau tidak jelas, cemas lah. Grogi gimana ya,
takut lah maju kedepan. Gugup banget takut enggak bisa takut
ditertawakan sama teman-teman yang lain terus takut nilainya
jelek atau takut ada komentar yang tidak enak.
Penulis : Menurut kamu bagaimana reaksi orang-orang sekitar kamu
ketika kamu salah?
Partisipan 10 : Diketawain, langsung diketawain kadang sampai ha-ha-ha
keras gitu, kita jadi ikut ketawa tapi bikin nge-blank lupa, grogi
Penulis : Menurut kamu sendiri mengapa kamu begitu cemas pada saat
belajar bahasa Inggris?
Partisipan 10 : Enggak bisa bahasa Inggris, karena merasa teman-teman itu
lebih pintar dari pada kita. Terus kita juga belum terlalu bisa
bahasa Indonesia dijadikan bahasa Inggris, masih kosakatanya
masih belum banyak.
Penulis : Apakah bahasa Inggris termasuk mata pelajaran yang sulit?
Partisipan 10 : Sulit lah, sulit banget. Sulitnya itu ya, cara bicaranya sih masih
bisa diikuti tapi menghafal seperti bikin kalimat kaya berbicara
seperti biasa dalam bahasa inggris itu yang masih susah.
Penulis : Menurut kamu apakah guru mempengaruhi perasaan kamu saat
belajar di kelas?
Partisipan 10 : Iya kalau pembawaan gurunya gitu, tampangnya misalnya lagi
bad-mood gitu kitanya juga males kan, kalau gurunya baik,
kalem gitu kitanya juga responnya baik juga.
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Durasi : 80 menit
07:00 – 07:05 : Guru masuk membuka kelas dan kemudian menyapa siswa.
07:05 – 07:10 : Guru meminta siswa untuk berkumpul bersama kelompok dan
mempersiapkan teks narrative yang sudah ditugaskan seminggu
sebelumnya dan membagikan salinannya ke kelompok lain.
07:23 – 07.33 : Kelompok yang ditunjuk diam sesaat. Mereka terlihat tidak yakin.
“ayo mulai, come on” seru sang guru meyakinkan mereka. Lalu,
satu persatu siswa mulai membaca narrative text berjudul “The
Legend of Surabaya” guru ikut menyimak sambil mengoreksi
apabila ada kesalahan dalam pengucapan kata. Kelas sempat ramai
ketika salah seorang siswa salah mengucapkan sebuah kata,
mereka tertawa. Guru menenangkan sambil berkata “ssst, it’s okay
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07:33 – 08.00 : Kelompok lain membaca narrative text dengan arahan guru, dan
seterusnya. Selama aktivitas membaca, tidak sedikit siswa yang
terlihat gugup, gelisah bahkan menolak saat sampai pada
gilirannya, mereka berkata “aduh, jangan saya..” atau “saya gak
bisa..”. Suara mereka mengecil, ada juga yang membaca sangat
cepat sehingga tidak jelas apa yang dikatakan. Sebagian kecil siswa
sering kali salah dalam pengucapan bahkan setelah dikoreksi oleh
guru. Meski terlihat kesulitan, dengan terbata-bata beberapa siswa
berusaha dengan sangat keras, diantara mereka ada yang bertanya
apakah kata yang diucapkan benar atau tidak “seperti itu, benar
pak?” katanya. Sementara beberapa siswa yang menyimak,
diantara mereka ada yang serius menyimak dengan baik ada juga
yang tidak (berbicara dengan temannya, melamun, menggambar
dll.)
08:10 – 08:15 : Guru meminta siswa untuk mengumpulkan hasil tulisan dari
kegiatan menyimak yang mereka lakukan.
Durasi : 80 menit
07:05 – 07:10 : Guru memulai kegiatan belajar dengan menulis “telephone calls”
kemudian menjelaskan bahwa hari ini siswa akan belajar
bagaimana melakukan panggilan telepon dan menerima panggilan
telepon dalam bahasa inggris.
07:10 – 07:20 : Guru meminta siswa untuk membuka buku teks “Real Time” hal.
96. Kemudian guru mengenalkan macam-macam ungkapan yang
biasa digunakan dalam perakapan telepon. Guru membacakan
ungkapan yang terdapat di buku teks tesebut dan meminta siswa
untuk mengulangi sambil menterjemahkan ungkapan-ungkapan
tersebut ke dalam bahasa indonesia. “hello, this is smith residence,
who is this? This is Amy, can I talk to jack? Wait a minute!”dan
seterusnya. Pertama-tama hanya sebagian siswa yang mengikuti
ujaran yang diucapkan, lalu guru mengajak siswa yang lain untuk
ikut belatih mengucapkan ujaran-ujaran tersebut. Beberapa siswa
masih ada yang tidak mengikuti, terutama siswa yang duduk di
barisan belakang, ada siswa yang berpura-pura mengikuti dengan
hanya menggerakkan mulut, dan ada juga yang mengikuti sambil
senyum-senyum atau tertawa kecil.
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07:20 – 07:28 : Guru meminta salah satu siswa untuk mempraktikkan salah satu
contoh percakapan telepon yang ada di buku teks. beberapa detik
berselang tidak ada yang bersedia, lalu guru menunjuk salah satu
siswa. Siswa tersebut bersedia dan mempraktikkan bersama guru.
07:35 – 07.43 : Guru kembali mengenalkan contoh lain yang didalamnya terdapat
contoh ungkapan apabila orang yang dicari sedang tidak berada
ditempat, ”I am afraid he is out at the moment. Do you want to
leave a message?” Kemudian mencontohkan percakapan tersebut
bersama salah seorang siswa.
07:43 – 08:00 : Siswa membuat contoh percakapan telepon serupa dengan topik
mengajak pergi atau menyampaikan suatu kabar, informasi.
Beberapa siswa bertanya pada guru. Ada juga siswa yang bertanya
pada temannya. Terlihat semua siswa berusaha menyelesaikan
tugas mereka.
08:00 – 08:15 : Satu persatu siswa yang sudah selesai membuat percakapan
mempraktikkannya di hadapan guru. Siswa terlihat lebih antusias
dibanding pertemuan sebelumnya (pada observasi sebelumnya).
Satu persatu siswa bersama teman sebangku mereka berbaris,
mempraktikkan percakapan yang sudah mereka buat di hadapan
guru mereka. Guru menyimak sambil mengoreksi ucapan siswa.
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