SKRIPSI ISMEI ALFIAH - Revisi (Kedua)

FACTORS CAUSING AND STRATEGIES TO SOLVE STUDENTS’
ANXIETY IN THE ENGLISH TEACHING-LEARNING PROCESS
(A Case Study At The Seventh Grade PK of MTs N 02 Sukoharjo
Academic Year 2019/2020)
THESIS
Submitted as A Partial Requirements
For the Undergraduate Degree in English Language Education
By:
ISMEI ALFIAH PUJI ASTUTI
SRN. 163221020
ENGLISH LANGUAGE EDUCATION
CULTURES AND LANGUAGES FACULTY
THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2020
1
ADVISOR SHEET
Subject : Thesis of Ismei Alfiah Puji Astuti

SRN : 163221020
To:
The Dean of Cultures and
Language Faculty IAIN
Surakarta
In Surakarta
Assalamu’alaikum Wr.Wb
After reading thoroughly and giving necessary advices, herewith, as the advisor, I
state that the thesis of:
Name : Ismei Alfiah Puji Astuti
SRN : 163221020
Title : Factors Causing Students’ Anxiety In The English Teaching-
Learning Process (A Case Study At The Seventh Grade PK of MTs
N 02 Sukoharjo Academic Year 2019/2020).
Has already fulfilled the requirements to be presented before The Board of
Examiners (Munaqosyah) to gain Undergraduate Degree in English Language
Education.
Thank you for the attention.
Wassalamu’alaikum Wr.Wb
Surakarta, September 16th 2020
Advisor,
Sabariyanto, M.Pd
NIP. 197503252017011164
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RATIFICATION
This is to certify the Undergraduate thesis entitled: “Factors Causing And

Strategies To Solve Students’ Anxiety In The English Teaching- Learning
Process (A Case Study At The Seventh Grade PK of MTs N 02 Sukoharjo
Academic Year 2019/2020)” by Ismei Alfiah Puji Astuti (163221010) has been
approved by the Board of Thesis Examiners as the requirement for the
Undergraduate Degree in English Language Education.
Chairperson : Budiasih, S.Pd., M.Hum ( )

NIP. 197603082003122003
Secretary : Sabariyanto, M.Pd ( )

NIP. 197503252017011164
Main Examiner : Dr. Yusti Arini, M.Pd ( )

NIP. 197508292003122001

Approved by:
The Dean of Cultures and Languages Faculty
ii
Prof. Dr. Toto Suharto, S.Ag., M.Ag
NIP. 19710403 199803 1 005
DEDICATION
This Thesis is dedicated to:
1. My Beloved Father and Mother (Mr. Mujimin and Mrs. Sularmi).

2. My Beloved Brother (Iqbal Mujiyanto Saputro).
3. My Beloved Friends (Cahyaningtyas, Avanti, Titis, and Nabilah).
4. My Special one (Adi Susanto, S.T)
5. My Almamater IAIN Surakarta.
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MOTTO
“Whatever you are, be a good one”
(Abraham Lincoln)
“The secret of getting ahead is getting started”
(Mark Twain)
“God will help a servant, as long as the servant always helps his brother”
(Hr. Muslim)
iv
PRONOUNCEMENT
Name : Ismei Alfiah Puji Astuti
SRN : 163221020
Study Program : English Language Education
Faculty : Cultures and Languages Faculty
I hereby sincerely state that this thesis titled “Factors Causing And Strategies To
Solve Students’ Anxiety In The English Teaching- Learning Process (A Case
Study At The Seventh Grade PK of MTs N 02 Sukoharjo Academic Year
2019/2020)” is my real masterpiece. The things out of my masterpiece in this
thesis are signed by citation and referred in the bibliography. If later proven that
my thesis has discrepancies, I am willing to take the academic sanction in the
form of repealing my thesis and academic degree.
Stated by,
Ismei Alfiah Puji Astuti
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SRN. 163221020
ACKNOWLEDGMENT
Alhamdulillah, all praises and thanks is for the Almighty Allah AWT, the
Lord of the Universe for His true blessing to give the researcher time, power, and
strength so finally the researcher can complete this thesis. Peace and salutation be
upon the great messenger Muhammad SAW who has brought humans from the
lowest to the most precious creature in this Universe.
The researcher is sure that this thesis would not be completed without the
helps, support, and suggestion from several side. Thus, the researcher would like
to express her deepest thanks to all of those who had helped, supported, and
suggested her during the process of writing this thesis, this goes to:
1. Prof. Dr. H. Mudhofir, S.Ag., M.Pd, as the Rector of the State Islamic
Institute of Suakarta
2. Prof. Dr. Toto Suharto, S.Ag., M.Ag, as the Dean of Cultures and
Languages Faculty of State Islamic Institute of Surakarta.
3. Ms. Budiasih, S.Pd., M.Hum, as the Head of English Language Education
of Cultures and Languages Faculty of State Islamic Institute of Surakarta.
4. Mr. Sabariyanto, M.Pd, as the advisor who has given guidance, deeply
attention, help, advices and corrections to revise the mistake during the
entire process of writing this thesis.
5. Mr. Drs. Amiruddin, M.Si., as the Headmaster of MTs N 02 Sukoharjo
who had permitted to carry out the research at MTs N 02 Sukoharjo.
6. Mrs. Listyokasni, S.Pd as the English Teacher of 7 PK 2 MTs N 02
Sukoharjo. Thanks for helping and facilitating in this research.
7. Mrs. Ninik Indriyani, S.Pd as the English Teacher of 7 PK 3 MTs N 02
Sukoharjo. Thanks for helping and facilitating in this research.
8. All students in Seventh grade PK 2 and PK 3 of MTs N 02 Sukoharjo.
Thanks for participating in this research.
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The researcher realizes that this thesis is still far from being perfect.
Therefore, every kind of constructive comment, critic, suggestion, also advices are
very much appreciated. Last but not least, the researcher hopes that this thesis is
useful for the researcher in particular and the readers in general.

Sincerely, the Researcher
Ismei Alfiah Puji Astuti
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TABLE OF CONTENT
TITLE
ADVISOR SHEET... .............................................................................. i
RATIFICATION..................................................................................... ii
DEDICATION........................................................................................ iii
MOTTO.................................................................................................. iv
PRONOUNCEMENT............................................................................ v
ACKNOWLEDGMENT........................................................................ vi
TABLE OF CONTENT........................................................................... viii
LIST OF APPENDICES......................................................................... xi
ABSTRACT ........................................................................................... xii
CHAPTER I: INTRODUCTION
A. Background of Study..................................................................... 1
B. Identification of the Problem......................................................... 7
C. Limitation of Study................................................................ ...... 8
D. Problem Statement of Study......................................................... 8
E. Objective of Study........................................................................ 9
F. Benefit of Study......................................................... .................. 9
G. Definition of Key Term................................................................ 10
CHAPTER II: THEORETICAL REVIEW
A. Teaching-Learning Process........................................................... 12
1. Definition of Teaching-Learning ........................................... 12
2. Principles of English Teaching............................................... 14
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3. Classroom Activities in Teaching-Learning........................... 17
4. The Role of Teacher and Learner........................................... 19
B. Anxiety......................................................................................... 22
1. Definition of Anxiety....................................................... ...... 22
2. Types of Anxiety.............................................................. ...... 23
3. The Source of Anxiety............................................................ 24
4. Students Strategies for Reducing Anxiety.............................. 29
5. Foreign Language Anxiety...................................................... 31
6. Categorization of Language Anxiety............................... ....... 32
7. The Effect of Anxiety in Learning Language.......................... 35
C. Previous Study................................................................................ 36
CHAPTER III: RESEARCH METHODOLOGY
A. Research Design........................................................................... 40
B. Subject of The Study.................................................................... 41
C. Setting of The Study.................................................................... 41
D. Source of Data............................................................................. 42
E. Technique of Collecting Data...................................................... 43
F. Technique of Analysis Data................................................... ...... 48
G. Trustworthiness of Data…............................................................. 51
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Research Findings….................................................................... 54
1. The Factors Causing Students’ Anxiety…............................ 54
2. The Students’ Strategies to Solve Anxiety…...................... 105
B. Discussion…............................................................................... 111
1. The Factors Causing Students’ Anxiety…........................... 111
2. The Students’ Strategies To Solve Anxiety…...................... 115
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion….............................................................................. 117
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B. Suggestion…............................................................................... 118
BIBLIOGRAPHY….................................................................................. 120
APPENDICES…................................................................................. 122
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LIST OF TABLE
Table 3.1 Positive and Negative Statements....................................... 44
Table 3.2 Likert’s Scoring................................................................... 47
Table 3.3 Anxiety Scale...................................................................... 47
Table 4.1 Summarizing of Students’ Response.................................. 100
Table 4.2 Scoring and Categorizing of FLCAS................................. 102
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LIST OF APPENDICES
Appendix 1 Students’ Name Code...................................................... 123
Appendix 2 Questionnaire................................................................... 125
Appendix 3 Interview.......................................................................... 149
Appendix 4 Surat Izin Penelitian........................................................ 173
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ABSTRACT
Ismei Alfiah Puji Astuti. 2020. Factors Causing Students’ Anxiety In The English
Teaching-Learning Process (A Case Study At The Seventh Grade PK of MTs N 02
Sukoharjo Academic Year 2019/2020). Thesis. English Language Education,
Cultures and Languages Faculty.
Advisor : Sabariyanto, M.Pd

Key words : Anxiety, Teaching and Learning Process
This research is aimed to describe the factors causing students’ anxiety in

the English teaching-learning process at the seventh grade PK of MTs N 02
Sukoharjo academic year 2019/2020. The objective of this research are (1) to find
out the factors or sources of students’ anxiety in English teaching-learning
process, (2) to find out the students’ strategies to solve their anxiety in English
teaching-learning process.
This research used mixed methods. The subject of this research was 43
students of the seventh grade PK of MTs N 02 Sukoharjo. The data collected from
questionnaire of foreign language class anxiety scale (FLCAS) adapted from
Horwitz (1986) to determine the factors causing students’ anxiety and the level of
students’ anxiety in the English teaching-learning process. The researcher
collected the data via Google forms, and interview via Voice Note on WhatsApp to
determine the strategies to solve their anxiety. The data which have been collected
are analyzed by using theory of source anxiety and strategy to solve the anxiety.
The result of the research showed that the students of the seventh grade
PK have some factors in anxiety, they are personal and interpersonal anxieties,
learners’ beliefs about language anxiety, instructors’ beliefs about language
teaching, instructor-learners interaction, classroom procedures, and language
testing. The most dominant factors of students’ anxiety in seventh grade PK of
MTs N 02 Sukoharjo 2019/2020 is personal and interpersonal anxieties. The
researcher also found some strategies that were used by students in solving
anxiety in English teaching-learning process, those are: preparation, positive
thinking, relaxation, and peer seeking.
xiii
CHAPTER I
INTRODUCTION
A. Background of the Study
Emotions are important in the classroom since it has impact on
learning. The influence lerners’ ability to process information and to
accurately understand that they encounter. Emotions have the potential to
energize students’ thinking and also have the potential to interfere with
learning. Negative emotions such as, anger, anxiety, and sadness have the
potentil to distract students’ learning efforts.
Based on the pre research conducted by the researcher on
November 7 - 8 2019 in VII grade PK 2 and VII PK 3 MTs N 02
Sukoharjo in English teaching-learning process, the researcher found
students who looked anxious during the English teaching-learning process.
The researcher saw many symptoms of anxiety during the teaching-
learning process, such as: nervousness, jittery, keep silence when asked by
the teacher, shy when speaking in front of their friends, even students do
not to answer the question from teacher when they are asked. So that,
student’s looked passive during teaching-learning process, especially in
English lesson.
After the researcher interviewed the students who were
experiencing anxiety, it turned out that students were embarrassed and
1
afraid of making mistakes when they asked by the teacher to come in front
of the class to answer the questions. Moreover, some of these students also
admitted that they lacked preparation and lacked of confidence in English
lessons. So, they preferred to be quiet and sit passively. According to them,
English is one of the lessons that is difficult to understand, because many
of them do not understand and master vocabulary in English.
Thus, anxiety can be factor that affects the students in their English
teaching-learning process. Students’ anxiety is a real problem that majority
of students face in learning English as a foreign language. Horwitz (1986)
cited in Brown (2001) stated that some learners claim to have a mental
block against anxiety when they come to learn to speak a second or
foreign language. Anxiety makes students have less confidence, stress, and
nervousness as well as having difficulty concentrating, becoming forgetful,
sweating, and having palpitation. They can obstruct their learning process.
Based on Spielberger (1972:486) anxiety as an unpleasant emotional state
or condition which is characterized by subjective feelings of tension,
apprehension, nervousness, and worry. It means, this happens when
someone is experiencing an unpleasant condition, for example at school
when English teaching-learning process.
However, Horwitz (1986) cited in Occipinti (2009) described three
components related to anxiety: communication apprehension, test anxiety,
and fear of negative evaluation. Firstly, communication apprehension is
defined as the anxiety to communicate with people, including both the
2
production apprehension (talking in front of others or in groups), and the
reception apprehension (receiving communication apprehension leads to
fear of speaking). It also causes the fear of not being able to understand to
others’ speech. Students feel anxious and fear to communicate to other
people in foreign language because of their limited knowledge of language
target.
Secondly, test anxiety is a type of performance anxiety deriving
from a fear of failure and evaluative situations Chan & Wu (2004). Test
anxiety students often put unrealistic demands on themselves and feel that
imperfect performance is failure. Test anxious students may have false
beliefs in language learning. Students who are test anxious in English class
probably experience considerable difficulty. It is relevant to academic
context where performance evaluation like test and quizzes is frequent.
The researcher think that test or evaluation can make a student feel
anxious because every students are afraid if they are fail in a test and make
they get a bad score.
Thirdly, fear of negative evaluation is defined as apprehension
about others evaluations, distress over their negative evaluations avoidance
of evaluative situations, and the expectation that others would evaluate
him negatively, Watson & Friend (1969) in Chan & Wu (2004). It is
apprehension about others evaluations. It is similar to test anxiety, but it is
boarder in scope because it is not limited to test taking situation. It occurs
in any social evaluative situation such as interview for a job or speaking in
3
foreign language class. Fear of negative evaluation is experienced when
the language learner feels incapable of having a proper social impression.
However, another important insight to be applied relating to
anxiety. Facilitative and debilitative anxiety commonly called helpful and
harmful anxiety Brown (2000). Facilitative anxiety keeps motivated to
succeed. It does not hinder test preparation and test taking abilities. In fact,
it can help to improve speaking improvement. On the other side,
debilitative anxiety has a negative effect and impact on a student’s test
preparation and test taking abilities. When student has testing anxiety, they
are feeling the influences of debilitating anxiety. So anxiety can be inhibit
people to express their idea well and can be motivation to increase their
speaking performance. So, anxiety can affect language learning and
communication process. Students with high anxiety can lead to less
success in language tests, students with little performance anxiety can do
better and use more complex language structures, Philips in Balemir
(2009).
According to the researcher, if this conditions continues it will
disrupt the teaching-learning process, especially in English lessons.
Students become passive and classroom conditions are not conducive if
many students do not respond the teacher’s question. Even, the teachers
have difficulty in communicating with students. Because, many students
are keep silent and bow their heads when asked by the teacher. Even
though, English lesson is one of the important lessons and must be learned
4
by junior high school students. Teaching English in Indonesia has been
part of the Indonesian government policy and teaching English for junior
high school student has been included in the national curriculum. As we
know, English is one of the subject become as a national examination in
Junior High School students. In learning English, there are four basic skills
that student should master, they are speaking, listening, reading, and
writing.
English is very important as a media of communication in several
activities, such as teaching and learning many activities, international
conference, and particular conversation with foreigners. Crystal (1997)
states that English is the language that has spread throughout the world
most extensively and is dominating in a number of important fields
including of important fields including international commerce, education,
and communication. English is used in fields such as politics, culture, art,
trading, education, and business. In this globalization era, there is a global
competition in the world in those fields. Ability to communicate in English
as the international language is prominent. Indonesia needs to improve its
human resources with sufficient skills and abilities including English
speaking skill to enable them to communicate with people worldwide.
Therefore, mastering English is very important for Indonesian people in
order to improve their competitiveness nowadays.
MTs N 02 Sukoharjo is one of junior high school in Sukoharjo. It is
located in Jl. KH Agus Salim, Sawah, Joho, Sukoharjo, Sukoharjo. This
5
school has four programs, namely: Program Khusus (PK), Program
Boarding (PB), Program Full Day (FD), and Program Reguler (PR). This
school has been supported by some complete facilities for teaching and
learning process, such as laboratory, library, computer room, and so on.
MTs (Madrasah Tsanawiyah) is school that has same degree with junior
high school, but it has some differences with junior high school. The
difference is in MTs, the education of religion is more emphasized, and for
example in Program Khusus class is more emphasized tahfidz Qur’an. The
religion activity also become practice in this school, like recite the holy
Quran before start the learning process. When the researcher doing the
observation, there are many students look anxious when they get the task
to speak English language in front of the other people during English
learning process at PK class. It can look when they speak up in front of the
class, they show the symptom of student anxiety in speaking English. The
symptom are: get more sweat because nervous, they speak with
stammered, and sometimes they move their body. So, the researcher
choses the student’s anxiety in English lesson to be object of the research.
The researcher focus in seventh grade. She chooses seventh grade because
the first level class between eighth grade and ninth grade.
In this research, the researcher choose two classes of seventh PK
class in MTs N 02 Sukoharjo in academic year of 2018/2019, they are PK
2 and PK 3 class. Because in VII PK 2 and VII PK 3 have a high level of
anxiety. It was evident that they look anxious when they are in English
6
subject, especially when they have task to speak in front of the class when
English teaching-learning process. There are a lot of reasons why they get
anxiety in English language. Considering that, the researcher is interested
in conducting the research about students’ anxiety in English teaching-
learning process. The researcher wants to know the factors causing of
students’ anxiety in English teaching-learning process and the solution to
solve the problems from the anxiety. From the background above, the
researcher decides to conduct a research entitled “Factors Causing
Students’ Anxiety in the English Teaching-Learning Process at Seventh
Grade PK Students of MTs N 02 Sukoharjo Academic year 2019/2020”.
B. Identification of the Problem
In relation to background of the problem above, the following problems
can be identified:
1. Students think that English lesson is one of the difficult lesson.
2. The students avoid making interaction with their teacher in the
classroom, especially in English lesson.
3. Students still have fear or feel nervous to speak English in front of
their friends
4. Students just keep quiet and do not respond to the teacher’s questions,
because they are afraid of making mistakes.
5. Students still shy and even afraid of the others to express their feeling
and ideas.
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6. There are some factors when they feel anxious in English lesson. For
example, lack of preparation in English class, fear of making mistakes,
and other.
7. Students’ anxiety in English lesson is a significant issue which cannot
be ignored.
C. Limitation of the Study
This study, the researcher focuses on the description of factors causing
students’ anxiety in the English teaching-learning process at seventh grade
PK students of MTs N 02 Sukoharjo academic year 2019/2020 and the
students’ strategies to solve their anxiety. The researcher choose VII PK 2
and VII PK 3 because the students look anxiety when they are in English
class.
D. Problem Statement of the Study
The problem of this study is formulated as follows:
1. What are the factors causing student’ anxiety in the English teaching-
learning process at seventh grade PK students of MTs N 02 Sukoharjo
academic year 2019/2020?
2. What are the students’ strategies to solve their anxiety in the English
teaching-learning process at seventh grade PK students of MTs N 02
Sukoharjo academic year 2019/2020?
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E. The Objective of the Study
Based on the problem of the study, the objectives of this study can be
formulated as follows:
1. To describe factors causing student’ anxiety in the English teaching-
learning process at seventh grade PK students of MTs N 02 Sukoharjo
academic year 2019/2020.
2. To describe the students’ strategies to solve their anxiety in the English
Sukoharjo academic year 2019/2020.
F. The Benefit of the Study
There are some benefits of this study. The researcher can explain it as
follows:
1. Theoretical Benefit
The researcher hopes that this study can give information and
useful references to the next study.
2. Practical Benefit
a. For teacher
These results of this study can be used as references for the
teachers in students’ anxiety in the English lesson, so that teachers
can overcome the students’ anxiety in the English teaching-
learning process.
b. For the researcher
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This study can be used as references and other consideration to
investigate the problem in a writer field and further research.
c. For the other researcher
This study can be used additional references for other researcher
who conduct research related students’ anxiety in the English
G. Definition of Key Terms
To avoid mistakes the title consideration the researcher wants to clarify
the meaning of the title at a glance. It consist of the main terms which are
necessary to be explained. That are following:
1. Teaching-Learning
Sardiman (2001) defines that teaching is organizing an activity or
setting the environment as well as possible and connecting with the
child, resulting in a process of learning. Kimble and Garmezy in
Brown (2000) insist that learning is a relatively permanent change in a
behavioral tendency and is the results of reinforced practice.
2. Anxiety
Anxiety is a feeling where the people uncertain or hesitant with
their ability or what they want to do. Spielberger (1972) anxiety as an
unpleasant emotional state or condition which is characterized by
subjective feelings of tension, apprehension, nervousness, and worry.
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CHAPTER II
THEORETICAL REVIEW
A. Teaching-Learning Process
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1. Definition of teaching-learning
According to Brown (2000:7) teaching means guiding and
facilitating learning, enabling the learner to learn, setting the conditions
of learning. Leo (2013:1) defines that teaching is stand for treat,
encourage, activate, coordinate, heighten, infuse, nurture, and guarantee.
Meanwhile, according to Sardiman (2001:46) explains that teaching is
organizing an activity or setting the environment as well as possible and
connecting with the child, resulting in a process of learning. He also says,
teaching is an effort to create a conducive condition for ongoing learning
activities for students. From the definition above, it can be conclude that
teaching is an interaction process of knowledge from teacher to the
students. The teacher as a facilitator and guiding them to learn.
Kimble and Garmezy in Brown (2000:7) insist that learning is a
relatively permanent change in a behavioral tendency and is the results of
reinforced practice. In order to be easier to understand, this definition is
then clarified by Brown (2000:7) into following issues.
a. Learning is acquisition or ‘getting’
b. Learning is retention of information or skill
c. Retention applies storage system, memory cognitive organization
d. Learning involves active, conscious focus on and acting upon events
outside or inside the organism
e. Learning is relatively permanent but subject to forgetting
f. Learning involves some form of practice, perhaps reinforced practice
12
g. Learning is a change in behavior
Cronbach in Thobroni (2012:20) defines that learning is shown by a
change in behavior as result experience. According Spears in Thobroni
(2012:21), learning is to observe, to read, to imitate, to try something
themselves, to listen to follow direction. While, according Schunk
(2012:5) learning is lasting change in behavior, or the capacity to behave
in a certain way, resulting from practice or other forms of experience.
From the definition above, it can be conclude that learning is an activity
of changes in attitudes, behavior, and habits with the guidance of the
teacher.
From the definition above, it can be concluded that teaching and
learning are two inseparable things. Therefore, in the English teaching
learning process there should be a good relationship between the teacher
and the students, both have a role as the subject of the teaching-learning
process.
2. Principles of English teaching
In the implementation of English learning, each educational unit may
use the principle of education. Brown (2000:55-68) who notes that there
some principles that must be considered in English language teaching.
There are:
a. Cognitive Principle
It consist of some principles, they are:
1) Automaticity
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The efficient of second language learning involves a timely
movement the second control of the a few language forms into the
automatic processing on the relatively unlimited number of
language form. Overanalyzing language, thinking too much about
its form, and consciously lingering a rules of language all trend to
impede this graduation to automaticity.
2) Meaningful learning
Meaningful learning will lead to toward better long term
retention than rote learning.
3) The anticipation of reward
4) Human beings are universally driven to act, or ‘behave’ by
anticipation of some sort of reward that will ensures as a result
of the behavior.
5) Intrinsic motivation
The most powerful rewards are those that are intrinsically
motivated within the learners.
6) Strategic investment
Successful mastery of the second language will be due to a
large extent to a learner’s own personal ‘investment’ of time,
effort, and attention of the second language in the form of an
14
individualized battery of strategies for comprehending and
producing the language.
b. Affective principles
1) Language ego
Human being learn to use a second language, they also
develop a new mode of thinking, feeling and acting. The new
‘language ego’ intertwined with the second language, can easily
create within the learner a sense of fragility, a defensiveness, and
a rising of inhibition.
2) Self confidence
Teacher should drive the students into their self-confidences
especially to speak in the second language, in this case English.
3) Risk taking
Teacher can create an atmosphere in the classroom that
encourages students to try out language, to venture a response,
and not to wait for someone else volunteer language.
4) The language-culture connection
5) Whenever we tech a language, we also teach a complex system
of culture customs, values and ways of thinking, feeling and
acting.
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c. Linguistic principles
1) The native language effect
The native language learner exerts a strong influence of the
acquisition of the target language system.
2) Inter language
3) Communicative competence
Many people believe that English is difficult subject. Thus,
we need an appropriate communicative approach to teach
English in order to make students understand the materials and
also to make them understand that English is easy to learn. The
teaching English is the study of the English language should
always be oriented toward the mastery of four language skills.
They are speaking, listening, reading and writing. The language
activities should be designed in such a way that students will
have to read, listen, speak and write.
3. Classroom activities in teaching-learning
Endang Fauziati (2008:103-110) states that there are many
classroom-speaking activities that are currently in use in communicative
language.
a. Role Playing
16
Role plays are very important in communicative approach
because they give students an opportunity to practice communicating
in different social contexts and social roles. A role playing can help
teachers expand the classroom indefinitely and provide natural
context for the language being used. It is create a dramatic situation
in a classroom, or in a part, simply acting or dialogues, but also in
part re-labeling object and people in the room to prepare for
imaginative role playing (New-Mark 1996). The role play can be
presented within a few minutes and contain a minimum advanced
vocabulary items.
b. Games
A game is one of activities which can help to create dynamic,
motivating classes. It can be used when the students in a relaxed
atmosphere, participate in activities that require them to use what
they have been drilled on. The advantages by using this method are
students can get the joy, show the real characteristic of students,
more active and provide a good interaction between teacher and
students. There are disadvantages also using games, these are the
class will be noisy and disturbing another class, as well as wasting
the time to have preparation.
c. Problem solving
Materials which focus on problem solving offer further
opportunities for students to work in pairs or small groups, to share
17
information and opinion on topic, which are meaningful to them.
While in Fauziati (2008:109) suggest that more advanced students
be given problems which require going out into community or on
campus to interview people who can supply concrete information
about the problem. Classroom activities include the preparation of
informal ‘script’ to be used as guides during the interview. After
the students have completed their research, they present their
findings to the class by reenacting the interview and then
answering questions from the group in the guise of persons whom
they interviewed.
d. Discussion
Group discussion may be composed of three to five students.
The main aim of group discussion is to improve fluency and
grammar is probably best allowed to function as a naturally
communicative context. The more advanced class, however can be
given a factual article from a newspaper, journal and the sale
brochure of the car film, word population or birthrate figures. The
final presentation of a group discussion is shared around among the
group. These advantages can share, practice in large and more
critical.
4. The role of teacher and learner
a. The role of teacher
18
Teacher has important roles in teaching learning process. Richards
and Lockhart (1994:101) state that the role of a teacher in the context
of classroom teaching and learning may also be influenced by the
methodology which is followed by the teacher. A teacher’s style of
teaching English in the classroom as the result of his believed the
roles system. Harmer (2001:57) states that teacher may select such
roles for themselves as:
1) Controller: the teacher act as controller, they are in charge of the
class and the activity taking place in a way that is substantially
different from a situation where students are working on their
own in a group.
2) Organizer: the teacher have to perform of organizing students to
do various activities. This often involves giving the students
information, telling them how they are going to do activity,
putting them into pairs or groups, and finally closing things
down when it is time to stop.
3) Assessor: the teachers tell the students when need to know and
for what they are being assessed. Teachers should tell them what
we are looking for and what success looks like so that they can
measure themselves against.
4) Prompter: the teachers as prompter when students are involved
in a role play activity, for example they lose the thread of what is
19
going on, or they are lost for words (i.e. they may still the thread
but be unable to proceed productively for lack of vocabulary)
5) Participant: the teachers not as a teacher, but also as a participant
when students discussions, role play or group decision-making
activities. Teachers stand back from the activity, letting the
learners get on it and only interviewing later to offer feedback or
correct mistakes.
6) Resource: when the students are involved in a part of group
writing, or that they are involved in preparation for the
presentation they are to make the class, teachers take a part or
try to control them, or even turn up to prompt them might be
entirely unwelcome.
7) Tutor: when students are working on longer projects, such as
group of writing or presentation for a talk or debate, teachers
can act as a tutor, working with individuals or small groups,
pointing them in directions they have not thought of taking.
8) Observer: as observer, teachers observe what the students do
(especially in oral communication activities) or when taking
notes on students’ performance.
b. The role of learner
According to Richards (1990), the roles of the learners related to
approaches to learning, attitude to learning preferred learning styles
and strategies, preferred learning activities, patterns of learner to
20
learner interaction, pattern of teacher to learner interaction, degree of
control learner’s exercise over their own learning, how learners
characterize effective teaching and how characterize effective
learning.
The learners have the significant role in the teaching learning
process. Johnson and Paulson (1976) in Richards and Rodgers
(2001) defines learner roles the following terms:
1) Students plan their own learning and thus ultimately assume
responsibility for what they do in the classroom.
2) Students monitor and evaluate their own progress.
3) Students are members of a group and learn by interacting with
others.
4) Students tutor other students
5) Students learn from the teacher, from other students, and from
other teaching resources.
Students as the subject of teaching and learning play many roles
in the English learning process. Richard & Rogers (1986) state that
the students’ contribution to the learning process is considerably
influenced by how they are regarded. This is seen in the type of:
1) The activities they carry out.
2) The degree of control they have over the content of learning.
3) The pattern of learning groupings adopted.
4) The degree to which they influence the learning of others.
21
5) The view of the student as a processor, performer, initiator, and
problem solver.
In conclusion, the student is the first one who is responsible to
learn a certain subject. In this connection, he/she plays an important
role in the teaching and learning process.
B. Anxiety
1. Definition of anxiety
Everyone feels anxious at some time or another. Fear and worries are
common in children, teenagers and even for adults. This is a normal part
of development. Some people experience to be more anxiety than others,
over events or things that may not realistically deserve an excessive
amount of worrying. In the school, anxiety is experienced often by
students when being evaluated, such as when taking a test or giving a
public performance.
There are several definitions of anxiety which are found by the writer.
According to Doubek & Anders (2013) Anxiety can be defined as a
mental and physical state characterized by specific emotional, physical,
cognitive and behavioral symptoms. The symptoms that can be seen if
someone experiences anxiety for example, nervous, worry, and confused.
Based on Spielberger (1972:486) anxiety as an unpleasant emotional
state or condition which is characterized by subjective feelings of
tension, apprehension, nervousness, and worry. It means, this happens
22
when someone is experiencing an unpleasant condition, for example at
school when English teaching-learning process.
Furthermore, Horwitz & Cope (1986) state that anxiety is generally
viewed as a complex and multidimensional phenomenon of self-
perceptions, beliefs feelings and behaviors related to foreign language
learning. In other words, students who feel anxiety will lose their self-
confidence.
From the definitions explained above, it can be concluded that
anxiety is a normal feeling of human of being jittery, nervous, afraid, and
worry in our mind when we are faced to something or we are in an
unpleasant situation that we think it is uncomfortable with us.
2. Types of anxiety
According to Horwitz (2001) there are three kinds of anxiety. They
are clarified as the follows:
a. Trait Anxiety
Generally, trait anxiety is a kind of anxiety where the people
are generally anxious in a variety of situation. Brown (1994) defined
that trait anxiety is more permanent predisposition to be anxious. In
this case, someone with trait anxiety experiences anxious in every
time. In other word, Ormrod (2011) stated that trait anxiety may
appeared even in nonthreatening situation. He continued that this
kind of the anxiety can be a character of a person.
23
b. State Anxiety
Cao & Liu (2015) stated that state anxiety as the feeling of
nervousness and worry at the very moment of the triggering
situation. Spielberger (1992) defined that state anxiety as a kind of
anxiety which appeared when a person accepted a condition as
dangerous, harmful, and threatening him/her.
c. Situation-specific Anxiety
Maclntyre & Gardener (1991) defined that situation specific
anxiety is the one felt for a particular situation. Ellis, in Mesri,
(2012) situation-specific anxiety is related to apprehension unique to
specific situation and events. It refers to a specific situation or event
such as public speaking, test-taking, or class participation. Each
situation is different, therefore, a person can be nervous in one
situation but not in others.
3. The source of anxiety
Shu Feng Tseng (2012:84) explain some important causes of anxiety
among language. The language learners in the present study as follows:
a. Pressure by parents and teachers to get good grades at school in
English.
b. Lack of preparation in English lesson and lack of confidence in their
ability to learn English.
24
c. Fear of making mistakes and subsequent punishment or ostracism,
fear of losing face for not being perfect.
d. Fear of foreigners and their behavior. Because of the importance of
English on test for advancement in education and in society, parents
and teachers press, students not only attain their potential, but to
actually produce results beyond their ability.
e. Conditioning in childhood to believe that English is an extremely
difficult language to learn.
Meanwhile, Kota Ohata (2005) state that language anxiety can arise
from:
a. Personal and interpersonal anxieties
Commonly personal and interpersonal are most source of
anxiety, it was investigated in correlation with other social and
psychological constructs. For example, people with low self-esteem
may worry what their friends think, they are afraid to get a negative
response, result or evaluation. Thus, some of the performance
anxieties mentioned earlier might be categorized largely into one
psychological construct, those psychological phenomena,
accompanied by low self-esteem and competitiveness, can become
the place for student language anxiety, as often directly in the form
of performance anxieties.
b. Learners’ beliefs about language learning
25
Horwitz (1986:127) learners’ beliefs about language learning
also contribute to the student’s tension and frustration in the class.
He presents various kinds of learner beliefs, suggesting that some of
them are taken from the learner’s unrealistic and sometimes
erroneous conceptions about language learning. He found some
results as follow:
1) Some learners were concerned about the correctness of their
speech in comparison to native-like accent or pronunciation.
2) Some believed that two years of language learning is enough to
achieve a native-like fluency.
3) Some expressed that language learning means learning how to
translate.
4) Some others believed that success of second language learning
limited to a few individuals who are gifted for language
learning.
The researcher agree if learner beliefs about language learning
become the factor of anxiety. In Indonesia, English used as
foreign language which learned in the school. Much of the student
interest in learning English. The teacher, sometimes give the
example which come from the native speaker. It inspire the
students to mastery the English more. The students learn about
correctness in grammar, vocabulary, fluency and more. It makes
the students become anxious when they speak in front of people.
26
They are afraid if they are wrong in vocabulary, grammatical, and
others.
c. Instructors’ beliefs about language teaching
Instructors’ beliefs about language teaching can also become a
source of creating language anxiety among learners. The teacher’s
assumption on the role of language teacher may not always
correspond to the student’s need or expectations toward the teacher.
The researcher gives an example, when a teacher believes that
his role in class is to constantly correct students’ errors. Some of the
students might become quite anxious about their class performance.
As a good teachers, they should evaluate their teaching style to
create a comfortable class to reduce the students’ anxiety.
d. Instructor-learners interaction
There is an interaction between learning and the environmental
components in which the student grew up and negative and positive
experiences have a strong impact on the success of language
learning. The process of interaction between the instructor (teacher)
and learner (student) is regarded as factor causing anxiety for the
students. If the learner does not understand the teacher’s corrections
or explanation, this can be a cause for anxiety.
The researcher argue that interaction between student and teacher
is important factor to make how a low anxiety classroom
environment. When the class has low level anxiety environment, the
27
students automatically feel comfortable to receive and understanding
the explanation of the teacher.
e. Classroom procedures
Many learners feel that some error correction is necessary, the
manner of error correction is often said as provoking anxiety. Those
studies that investigated anxieties in relation to instructor-learner
interactions show that students are more concerned about how their
mistakes are corrected rather than whether error correction should be
administrated in class.
In addition, some of the classroom activities in oral presentations
in front of the class are also causes as potential sources of anxiety
Ohata (2005).
f. Language testing
Language testing is one of the factor which contribute the
anxiety to the students. It would lead to other psychological stresses,
such as the fear of losing self-confidence or feeling inferior to others.
In addition, sometimes students felt pressured to think that they had
to organize their ideas in a short period of time while caring about
grammar errors at the same time.
The researcher agree that language testing also contribute to the
anxiety of the students. In Indonesia, testing sometimes called as the
technique to collect a score of the students. All the students afraid if
they get a bad score, it is important to the students. For example of
28
testing which make students anxious such as, a teacher gives a test in
short period will make students feel very anxious and pressured, the
teacher doing a test without notification to the students before
(unprepared for the students), the teacher gives unfamiliar and
ambiguous test task and formats.
4. Students’ strategies for reducing anxiety
In the teaching and learning process, especially in foreign language
anxiety, students should understand that anxiety has an important
function in affecting their activity in English lesson process. They should
know how to cope and reduce their anxiety in English lesson. There are
many strategies for students to minimize students’ anxiety especially
when they practice in front of class. Meanwhile, Kondo and Ling
(2004:262) write in academic journal about strategies for coping with
language anxiety, such as:
a. Preparation
Preparation is effective way to help students to cope with their
anxiety in English lesson. Preparation is the key to feeling confident
about giving a speech or presentation in front of class. So,
preparation can improve students’ proficiency of the language
29
helping them in decreasing anxiety. In addition, students should
develop their self-confidence to diminish their anxiety.
b. Relaxation
Relaxation is characterized by its affective quality in that it aims
at alleviating bodily tension associated with emotional arousal.
Relaxation is one the best way to help students to coping with worry
and anxiety in the classroom. Students should do this way before the
English lesson started. A few minutes calm is good way for the
anxious students. Relaxing can be done by taking a deep breath and
trying for close the eyes for a while. Students can also feel
comfortable by forgetting everything that can make them feel
uncomfortable and nervous.
c. Positive Thinking
Positive thinking is characterized by its palliative function of
suppressing problematic cognitive processes that underlie students’
anxiety. Positive thinking is one of strategies to reduce students’
anxiety. It can be useful, especially for dealing with state anxiety
which refers to students’ anxiety because of a specific evaluative
situation, a test or competition, an oral performance.
d. Peer Seeking
Peer seeking is distinguished by students’ willingness to look for
other students who have the same trouble in understanding in class
and controlling their anxiety. For the anxious students, the realization
30
that others are having the same problem may serve as a source or
reduce their burden because they have friends to sharing.
e. Resignation
Resignation is characterized by students’ reluctance to do
anything to alleviate their language anxiety. Students reporting
examples of resignation seem intent on minimizing the impact of
anxiety by refusing to face the problem. Some of the actions are
giving up, sleeping in the class.
5. Foreign language anxiety
Mesri (2012) foreign language anxiety is widely used to describe the
feeling of tension and apprehension, which is specifically associated with
foreign language learning contexts including listening, speaking, reading,
and writing. Foreign language anxiety is a situation specific from of
anxiety that does not appear to be a strong relation to other forms of
anxiety that is it is related to the language learning context Horwitz
(2001).
According to the researcher, foreign language anxiety can represent
emotionally and physically uncomfortable situation condition for some
students in foreign language classes. If the students are very anxious in
class, they are probably not actively involved in learning process.
6. Categorization of language anxiety
31
Foreign language anxiety is the feeling of worry and nervousness
experienced by those who are spoken English as a second language when
learning and teaching process. The feeling of anxiety in English foreign
language (EFL) interrupt the desire to develop speaking skill, because of
speaking skill cannot be separated with presentation performance, we
need to speak to communicate and convey any knowledge.
According to Horwitz (1986:127) there are three related anxieties as
components of foreign language anxiety, namely: communication
apprehension (the fear communicating with other people), test anxiety
(the fear of exam, quizzes, and other assignment), and fear of negative
evaluation (the worry about how others view the speaker). Here are the
explanation of them:
a. Communication apprehension
Comunication apprehension is an individual level of fear or
anxiety associated with either real or anticipated communication
with another person. According to Horwitz (1986), communicative
apprehension is defined as the anxiety to communicate with people,
including both the production apprehension (talking in front of
others or in groups), and the reception apprehension (receiving
communication apprehension leads to fear of speaking, it also causes
the fear of not being able to understand to others’ speech. Some of
the students feel anxious and fear to communicate and speak to other
people in foreign language because of their limited knowledge of the
32
language target. For example is when a student ask or discuss with
the teacher in English, they may be anxious because they are not
understand what the teacher is saying.
b. Test anxiety
Text anxiety refers to the individual’s disposition to react with
extensive worry, intrusive thoughts, mental disorganization, tension,
and physiological arousal when exposed to evaluate contexts or
situation Spielberger et al in Zeidner (2010:22). According to
Horwitz (1986) that test anxiety refers to a type of performance
anxiety stemming from a fear failure. Test-anxious student often put
unrealistic demands on themselves and feel that anything less than a
perfect performance is a failure.
In other hand, test is an apprehension towards academic
evaluation. It could be defined as a fear of failing in test and an
unpleasant experience held either consciously or unconsciously by
learners in many situations. The researcher think that test or
evaluation can make a student feel anxious because every students
are afraid if they are fail in a test and make they get a bad score.
c. Fear of negative evaluation.
According to Maclntyre and Garden (1991) propose that fear of
negative evaluation is closely related to communication
apprehension. Then, Worde (2003) explained that fear of negative
evaluation as the learner’s expectation to be evaluated negatively by
33
others in any kind of situation. When students are unsure of what
they are saying, fear of negative evaluation occurs and they may
doubt their ability to make a proper impression. The inability either
to express oneself or to comprehend another person leads to
frustration and apprehension.
In other hand, fear of negative evaluation is observed when
foreign language learners feel incapable of making the proper social
impression and it is an apprehension towards evaluation by others
and avoidance of evaluative situations. The researcher give an
example: a student fear and feel anxious to perform in front of the
class because he/she afraid that all of the students will laugh at
him/her because of making mistakes.
7. The effect of anxiety in learning language
Anxiety has debilitative and facilitative effects. The positive anxiety
is called a facilitating anxiety, and the negative anxiety is called
debilitating. Ellis (2011:402) states that facilitating anxiety is level of
anxiety (usually relatively low) that rising performance and debilitation is
anxiety sufficient intensity that is interferes with performance, this is can
motivate the student to learn and succeed. This type of anxiety helps
students or learners to improve their knowledge and performance.
Debilitating anxiety has a negative impact on students’ motivation
and their preparation before and during presentation or during speak in
34
front of the class. For example are nervous, tremble, blank mind, and
other negative impact. In other hand, facilitating anxiety keeps the
student motivation and pushing students to do more efforts to reduce the
negative impact of anxiety and to do the best they can do while against
their anxiety, Scovel (1978).To reduce the students anxiety the teachers
who teach anxious students also has important role, they can also do
many things to help their students in overcoming students’ anxiety.
Providing a fun activity in the class is the way to help the students.
Therefore the researcher has an opinion that motivation and big effort
to do the best in each performance are needed by students to reduce their
feeling of fail, anxious, nervous, unconfident and feeling of shy with
their ability by using the power of the students’ self and supporting by the
teacher and the condition of the class. All of negative feeling should be
remove from students’ mind and increase the positive way to their
confident in improving their motivation for doing better than before.
C. Previous Study
In this study, the researcher takes review from other thesis and journal
that related with this study as principle or comparative of the case in this
research.
The first previous study is from thesis of Anggiyana Musthachim
(2014) with the title “Students’ Anxiety in Learning English”. The purpose of
this research is to identify the factors that may contribute to anxiety in
35
English learning environment based on the students’ perspectives. In this
research, fifteen anxious students were selected as the participants. The result
of this research showed that speaking in front of the class, being laughed at by
others, incomprehensible input, students’ beliefs about language learning,
teacher personality, and lack of preparation were the six factors that may
contribute to the students’ anxiety in learning English. From the first previous
study above, there have been similarity and differences between these studies.
The similarity between this study and this first previous study are same to
know about the factors students’ anxiety and the subject is also junior high
school. While the differences are the setting of the study. In this study is
conducted in MTs N 02 Sukoharjo in the academic year 2019/2020. The
technique of collecting data also different, this study use observation,
questionnaire, and interview. While the first previous study only used
observation and interview.
The second previous study is from thesis of Tri Listiyaningsih (2018)
with the title “Students’ Anxiety in Speaking English Class at the Eleventh
Grade of MAN 4 Bantul in The Academic Year of 2017/2018”. The purpose
of this research are to find out the factors or sources of students’ anxiety in
speaking English class and to find out students’ strategies to reduce the
students’ anxiety in speaking English class. The result of the research showed
that the students of the eleventh grade have some factors in anxiety, they are
lack of preparation, learners’ belief about language learning, fear of making
mistakes, afraid of classmates, personal and interpersonal factor. The most
36
dominant factors of speaking anxiety in eleventh grade students of MAN 4
Bantul 2017/2018 are lack of preparation. The researcher also found some
strategies that were used by students in reducing anxiety in speaking English.
Those are: preparation, peer seeking, positive thinking, avoid eye contact to
the audience, relaxation and resignation. The most dominant strategy used by
students in eleventh grade of MAN 4 Bantul 2017/2018 to reduce their
anxiety in speaking by using peer seeking. Some of the students combine it
with other strategies. From the second previous study above, there have been
similarity and differences between these studies. The similarity between this
study and this second previous study are same to know about the factors
students’ anxiety, students’ strategies to solve their anxiety, uses the same
technique of collecting data and uses the same theory, namely Shu Feng
Tseng and Kota Ohata theory. While the differences is the subject and setting
place of the study.
The third previous study is from international journal of Dr. Sabah
Salman Sabbah (2018) with the title “Anxiety in learning English as a second
language at a tertiary stage: causes and solutions”. This study aimed at
exploring the causes of anxiety that freshmen English as a second language
college students. The sample of the study consisted of 70 female students. To
collect the data, a five-Likert 40 item questionnaire was designed by the
researcher. Its items were based on Horwitz’s battery for anxiety detection,
with some adaptation to the specific situation in CCQ (Community College of
Qatar). Means and standard deviations of the subjects’ answers revealed that
37
their anxiety was due to three main domains: communication apprehension
due to discrepancy between secondary education and college education, test
anxiety due to the unfair breakdown of grades, and the unified tests and fear
of negative evaluation. The researcher suggest several recommendations for
instructors, students, and administrators to solve the problem of students’
anxiety. From the third previous study above, there have been similarity and
differences between these studies. The similarity between this study and this
third previous study is to find out the causes of students’ anxiety. While the
differences are the subject and the setting place of the study.
The fourth previous study is from international journal of Ardi
Marwan (2007) with the title “Investigating students’ foreign language
anxiety”. The purposes of this study are to find out the types of anxiety
experienced by foreign language and the strategies they use to solve their
anxiety. The collecting data of this study is used questionnaire with a Likert
scale ranging from disagree to agree. The findings revealed that the majority
of students, despite their gender and level differences, experienced some
kinds of foreign language anxiety and many of them also applied particular
strategies to solve their foreign language anxiety. From the fourth previous
study above, there have been similarity and differences between these studies.
The similarity between this study and this fourth previous study are same to
know about the factors students’ anxiety and students’ strategies to solve their
anxiety. While the differences are the subject, setting place of the study, the
technique collecting data, and the analyzing data. This fourth previous study
38
only used questionnaire to collect the data, and the data were quantitatively
analyzed.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
The research design that used is qualitative research design in the
form of mixed method. According to Creswell (2013:32) mixed method is an
39
approach to inquiry combine two research method, qualitative and
quantitative to collect data, integrate the two forms data using distinct designs
that may involve philosophical assumptions and theoretical frameworks. The
researcher used mixed methods research combining qualitative data and
quantitative data as well. Qualitative method in this research dominated the
research methodology, because the researcher used interview as instrument
data collection, and the data was changed into transcript, typically
characteristic of qualitative method. This research also used questionnaire as
the instrument data collection, and the data was changed into numbers, as the
result typically characteristic of quantitative method. This was needed to
provide complete research and valid finding result.
In this research, the researcher is focusing on factors causing students’
anxiety and their strategies that used to solve their anxiety in English
Sukoharjo academic year 2019/2020.
B. Subject of The Study
The subject of the study were second semester students at MTs N 02
Sukoharjo. The researcher choosed two classes of seventh grade PK class in
MTs N 02 Sukoharjo in academic year of 2018/2019, they are VII PK 2 and
VII PK 3. The number of students in VII PK 2 is 24 students and the number
of students in VII PK 3 is 19 students. So, the total is 43 students.
40
C. Setting of The Study
1. Place of the Study
Researcher has conducted research in MTs N 02 Sukoharjo, located
in Jl. KH Agus Salim, Sawah, Joho, Sukoharjo, Sukoharjo.
2. Time of the Study
This research starts from November 2019 to September 2020. The
detail research schedule is in the following table:
Activities 2019 2020
11 12 01 02 03 04 05 06 07 08 09
Pre-Research
Create Proposal
Seminar Proposal
and revising
instrument
Collecting data
and writing
research report
Reporting the
research or
munaqosyah
D. Source of Data
The researcher collected the data from source as follow:
41
1. Events
The events are in the form of teaching-learning activity in English
lesson at seventh grade students of MTs N 02 Sukoharjo academic year
2019/2020. The researcher focuses only two class VII PK 2 and VII PK 3
because this class show the symptom of anxiety in English lesson.
2. Informant
In this study, the informant refers the student of the seventh grade
of MTs N 02 Sukoharjo academic year 2019/2020. The informant of the
questionnaire is 43 students from VII PK 2 and VII PK 3. The English
teacher in VII PK 2 is Mrs. Listyokasni S.Pd and the English teacher in
VII PK 3 is Mrs. Ninik Indriyani S.Pd.
E. Technique of Collecting Data
To obtain the data, the researcher used two kinds of techniques of
collecting the data, those are: questionnaire and interview.
a. Questionnaire
Arikunto (2005) distinguishes two types of questionnaire, such as:
1) Open questionnaire: the respondents can answer the questions
using their own words.
2) Closed questionnaire: the respondents are given the answer so
they only have to choose it.
42
The researcher used closed questionnaire. The questionnaire is
used to ask the respondent to choose among a possible set of
answer by giving check mark (√) after read the statement one by
one and used to seek the potential source of anxiety and students’
strategies to solve their anxiety.
The questionnaire was adapted from Foreign Language
Classroom Anxiety Scale as suggested by Horwitz (1986). The
score of questionnaire used Likert scale that was categorized into
strongly agree (SA), agree (A), neutral (N) disagree (D), and
strongly disagree (SD). The questionnaire consisted of two kinds of
which are positive and negative statement. The positive statement
scale ranged from 1-5 with answer “Strongly Agree” to “Strongly
Disagree”. While, the negative statement was ranging from 5-1
with answer “Strongly Agree” to “Strongly Disagree”. They are 9
positive statements in the questionnaire which are number 2, 5. 8,
11, 14, 18, 22, 28, and 32. While, the negative statements are in
number 1, 3, 4, 6, 7, 9, 10, 13, 13, 15, 16, 17, 19, 20, 21, 23, 24, 25,
26, 27, 29, 30, 31, and 33. The questions would be categorized
below.
Table 3.1
Positive and Negative Statements
2. I don’t worry about making mistakes in English class.
5. It wouldn’t bother me at all to take more English classes.
8. I am usually at case during tests in my English class
43
11. I don’t understand why some people get so upset over
English classes.
Positive 14. I would not be nervous speaking the English with
Statements Native speakers.
18. I feel confident when I speak in English class.
22. I don’t feel pressure to prepare very well for English class
28. When I’m on my way to English class, I feel very sure and
relaxed.
32. I would probably feel comfortable around native speakers
of the English.
1. I never feel quite sure of myself when I am speaking in my
English class.
3. I tremble when I know that I’m going to be called on in
English class.
4. It frightens me when I don’t understand what the teacher is
saying in English.
6. During English class, I find myself thinking about things
that have nothing to do with the course.
7. I keep thinking that the other students are better at English
than I am
9. I start to panic when I have to speak without preparation in
English class.
10. I worry about the consequences of failing my English class.
44
12. I English class, I can get so nervous that I forget things I
know.
13. It embarrasses me to be volunteer to answer in my English
class.
Negative 15. I get upset when I don’t understand what the teacher is
Statements correcting.
16. Even, if I am well prepared for English class, I feel anxious
about it.
17. I often feel like not going to my English class.
19. I am afraid that my English teacher is ready to correct
every mistake I make.
20. I can feel my heart pounding when I’m going to be called
on in English class.
21. The more I study for a English test, the more confused I
get.
23. I always feel that the other students speak the English
better than I do.
24. I feel very self-conscious about speaking the English in
front of ther students.
25. English class moves so quickly, so I worry about getting
left behind.
26. I feel more tense and nervous in my English class than in
45
my other classes.
27. I get nervous and confused when I am speaking in my
English class.
29. I get nervous when I don’t understand every word the
English teacher says.
30. I feel overwhelmed by the number of rules you have to
learn to speak English
31. I am afraid that the other students will laugh at me when I
speak the English.
33. I get nervous when the English teacher asks questions
which I haven’t prepared in advance.
The Likert’s scoring scale table to measure students’ anxiety level
using FLCAS is shown below:
Table 3.2
Likert’s Scoring Table Adopted from Horwitz et al (1986)
Scoring
Statemen Strongly Agree Neutral Disagree Strongly
t Agree Disagree
Positive 1 2 3 4 5
Negative 5 4 3 2 1
46
Further, the data were calculated manually with range of score
started from 33 up to 165. After the researcher found the result of each
students’ anxiety level, it will categorized into some levels started from
“Very Relaxed”, “Relaxed”, “Mildly Anxious”, “Anxious”, and “Very
Anxious”.
Table 3.3
Anxiety Scale
Range Level
124-165 Very Anxious
108-123 Anxious
87-107 Mildly Anxious
66-86 Relaxed
33-65 Very Relaxed
b. Interview
Interview is conversation between two people (the
interviewer and interviewee) where question asked by the
interviewer to obtain the information from the interviewee.
Interview is a meeting of two people to exchange information
and idea through question and responses, resulting in
47
communication and joint construction of meaning about a
particular topic, Esterberg (2002) cited in Sugiono.
The researcher prepared questions related to their anxiety
and strategies to solve their anxiety. The researcher used
interview to support the questionnaire. By using interview the
researcher could get deeper information from the students
about their anxiety in English lesson. In this research, the
researcher interviewed twenty students of two classes. The
interview from the students is used to gather the information
about their factor causing students’ anxiety in English teaching-
learning process and their strategies to solve their anxiety.
F. Technique of Analysis Data
Bogdan and Biklen (1992) stated that, data analysis is a way to search
and arrange the interview transcript, filed note, and other materials to make
other people understand what someone found about the phenomenon. In this
section, presents the way to analysis the data in this study. Miles and
Huberman (1984) cited in Sugiyono suggest that qualitative data analysis
consist of four procedures; data collection, data reduction, data display, and
conclusion drawing/verification.
1. Data Collection
Data collections means collecting the data from questionnaire and
interview. In this research, the researcher collected the data by doing
48
questionnaire that has been spread out to 43 students via Google
forms, and interview with 20 students of two classes via Voice Note on
WhatsApp.
2. Data Reduction
Data reduction means the process of selecting, focusing,
simplifying, abstracting, identifying, and transforming the data appear
in written-up field notes and transcriptions. In conducting research,
the researcher get much data. The researcher must select data that give
valuable information in research. Thus, the researcher has to do
reduction to analyze the data. Based on the concept of data reduction,
reducing the data in this researcher is chosen by identifying the
students’ anxiety started from the symptom, the factor cause anxiety
and the solution that are used to solve the anxiety.
In this reserch, the researcher identify the data acquired from
questionnaire and interview. The researcher takes the data about the
students’ anxiety in English lesson, the factor cause, and the strategies
that the students use to solve the anxiety in English lesson. Then, the
researcher did reduction of the data which is resulted from
questionnaire and interview. During the questionnaire and interview
done by the researcher, a reduction of the data were needed because
not all of the data could be processed for the research, the important
point only and according to the requirement of the data were analyzed.
3. Data Display
49
Data display means the process to simply the data in the form of
sentence, narrative, or table. Data display refers to show data that have
been reduced in the form of patterns. It benefits to help the researcher
in understanding the data. In displaying data, the researcher describes
data that have been reduced into sentence form. In qualitative
research, the most frequent form of display data is narrative text, but
the researcher also display some of data in table.
The researcher explained the data in the form of table, then
describes it. After describing the data, the researcher makes analysis
about the data. The researcher presents the data from the factor causes
anxiety in English lesson and the strategies that the students use to
solve the students’ anxiety in English lesson.
4. Drawing Conclusion
For the last process is conclusion and verification. In qualitative
research, the characteristic of conclusion is temporary. It can change if
the researcher doesn’t discover strong evidence to support the next
collecting data. However, if the conclusion in the previous data can be
evidence by validity and consistency when the researcher is going
back to the field, so the conclusion is credible.
In this research, the researcher made an initial conclusion about an
analysis of factors causing students’ anxiety in the English teaching-
learning process at the sevent grade PK of MTs N 02 Sukoharjo
academic year 2019/2020 and the strategies to solve their anxiety. The
50
initial conclusion will able to achieve the research question based on
the qualitative data which is taken from questionnaire and interview,
so this research would be credible.
In short, the steps in analyzing the data are: (1) the researcher
collects the data through questionnaire and interview. Then, the
researcher selects, identify, and focuses on the data by referring to
formulation of the research problem. (2) After selecting the data, the
researcher analyze the data with the theory from expert. (3) After
displaying data and analyze, the conclusion is drawn.
G. Trustworthiness of Data
In order to get the accuracy of the data, the researcher uses
triangulation to check the validity of the data. According to Patton in Sutopo,
(2006) there are four kinds of triangulation techniques. They are (1) source
triangulation, (2) investigator triangulation, (3) method triangulation, (4)
theory triangulation. The kinds of triangulation which are used in this
research are source triangulation and method triangulation. The researcher
discusses about those as follows:
1. Source triangulation
Patton in Moleong, (2007:195) states that source triangulation
has similar meaning with data triangulation. This technique guides
the researcher in order to collect the data. The data is more valid if
the researcher digs up from several different sources of data. In this
research, the data dig up from more than one source of data such as
51
students’ act, students’ responds, and the result of observation of
2. Investigator triangulation
Investigator triangulation means technique that uses more than
one researcher in collecting and analyzing the data. From some
researcher’s view in interpreting information and collecting the data,
the validity of data can be increased.
3. Methodological triangulation
Methodological triangulation refers to researcher uses more than
one methods in the research. Methodological triangulation is using
the same method on different occasions or different methods on the
same object of study. Methodological triangulation is making
different method to get validity of data.
4. Theoretical triangulation
Theoretical triangulation means the researcher compares the data
finding with perspective theory that is relevant. The researcher is
demand to have expert judgment to compare the finding of research
with the certain theory.
From those types of triangulation, the researcher used theoretical
triangulation to get validity of data. So, the researcher compares the
data finding with the perspective theory that is relevant. The
researcher is demand to have expert judgment to compare the finding
of research with certain theory.
52
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
In this chapter, the researcher got the data about factors causing
students’ anxiety and the strategies to solve their anxiety in the English
teaching learning process at the seventh grade PK of MTs N 02 Sukoharjo.
53
The researcher collected the data from questionnaire that has been spread
out to 43 students via Google forms, and interview with twenty students of
two classes via Voice Note on WhatsApp. The questionnaire and interview
have been conducted on June 17 until 22, 2020. For the questionnaire, the
type is closed questionnaire with thirty questions. For the interview, it was
done to support the data from questionnaire. The type of this interview is
personal in-depth interview. This research presented detail findings of the
study and discussions as follows:
1. The factors causing students’ anxiety
This part of the study focused on what factors causing students’
anxiety in English teaching learning. Based on the questionnaire and
interview, the researcher concluded some factors causing students
anxiety in English teaching learning. According to Kota Ohata (2005),
there are six factors of source anxiety, such as:
a. Personal and Interpersonal anxieties
Personal and interpersonal are most source of the anxiety.
For example, students with low self-esteem and
competitiveness, they are afraid to get a negative response,
result, or evaluation.
After collecting the data, the frequency of every statement
was analyzed by classifying into the graphic. Here the result of
questionnaire of personal and interpersonal anxieties. The
54
following chart presents the total of students’ responses of the
statements.
This is the 1st statement. The presents the total of students
who never feel quite in speaking English in class
Based on the close questionnaire, the chart 1.1 presents the
number of students who never feel quite in speaking English in
class. From 43 students, eighteen students agree with the
statement and two students strongly agree with the statement.
There are only ten students who disagree and one student who
strongly agree with the statement. It implies that they feel
anxious and lack confidence to speak English in class.
Here the answer from interview stated as follow:
L.M: “Gugup, takut, tidak percaya diri. Karena takut
jawaban yang kita jawab salah”
55
N.P: “Tidak percaya diri, karena takut kalau jawabannya
belum tepat”.
A.K: “Enggak percaya diri. Karena takut salah, dan saya
merasa enggak bisa bahasa Inggris”.
A. N: “Enggak percaya diri, karena belum tahu
pengucapan yang benar seperti apa”.
The 2nd statement has a goal to know students’ response
whether or not they always think that the other students have
better ability in language. The number is presented in chart 1.2
The chart above informs that most of the students do not
have self-confident and low competitiveness in language. It is
because eighteen students admitted that they keep thinking that
their friend are better at language than himself. Even, ten
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students express that they strongly agree with the statement.
Totally, there are 28 students who feel anxious because they
always assume that other students are better at language than
me. While, the chart shows that there are five students who
reject the statement. It can be concluded that they have high
self-confident and ready to compete with other students.
A.K: “Iya. Karena memang saya merasa sulit untuk
memahami bahasa Inggris”.
Z. A: “Iya, saya merasa teman-teman lebih cepat nangkep
pelajaran dan cepat faham kalo dijelasin dan saya merasa
mereka lebih lancar ngomong bahasa Inggrisnya dibanding
saya”.
L. M: “Iya, memang di kelas ini banyak yang pinter bahasa
Inggris, sedangkan saya hanya standar”.
A. N: “Iya suka kepikiran gitu, soalnya kalau pas ulangan,
nilai teman-teman tuh bagus-bagus, jadi minder gitu”.
The 3th statement is aimed to know the number of students’
response about forgetting everything when feeling nervous in
language class. The number is presented in chart 1.3
57
The chart above informs that, twenty students give the
positive response toward the statement. Even, nine students
strongly agree with the statement. It can be implied that they
feel anxious because forgetting things, especially forgetting the
lesson that explained by the teacher. It cause they are nervous in
English teaching learning. While, there are only four students
who give the negative response toward the statement.
A. K: “Iya gugup banget kalau tiba-tiba ditanya sama
guru. Soalnya saya fokus sama materi selanjutnya, sehingga
materi sebelumnya udah lupa”.
L. M: “Iya sering gugup. Soalnya guru sering
menanyakan materi sebelum-sebelumnya agar kita tetap ingat,
tetapi saya fokusnya ke materi selanjutnya”.
58
A. N: “Iya, misalnya guru ngasih pertanyaan, terus aku
enggak bisa jawab itu rasanya gugup banget dan takut”.
N. M: “Iya gugup, karena mata pelajarannya
banyakenggak cuman bahasa Inggris, jadi ya sering lupa sama
materi yang udah dijelasin”.
The 4th statement is aimed to identify the number of
students who feel embarrassing is to be volunteer answering in
English class. The number is showed in chart 1.4
Totally, there are 22 students who deal with the
statement. They feel embarrassing to answer the question by
using English, especially in front of their friends or in front of
the class. In other way, there are twelve students who do not deal
with the statement. Even, two students admitted that they
strongly disagree with the statement.
59
A. K: “Iya malu kalau pas tidak bisa menjawab
pertanyaan dari guru”.
A. N: “Iya, karena enggak percaya diri, biasanya sih
takut salah”.
Y. A: “Malu, maka dari itu saya jarang menjadi
sukarelawan. Biar teman yang lain aja”.
N. M: “Malu, karena saya merasa enggak bisa jawab
pertanyaannya”.
students who still feel anxious although having well prepared for
language class. The number is presented in chart 1.5.
60
Related to the statement, about seven of 43 students do
not deal with the statement. They reject the statement that they
do not feel anxious if having well preparation for English class.
On contrary, there are about 23 of students who accept the
statement. Eighteen students give respond agree and five of
them give respond strongly agree with the statement. It means
that most of the students are keeping anxious although they have
well prepared for English class. It causes they are low self-
confident in English class.
L. M: “Iya masih tetap khawatir, soalnya kan kita
enggak tahu apa yang akan guru tanyakan ke kita”.
N. M. J: “Iya masih. Karena belajarnya cuman bagian-
bagian tertentu aja. Maksudnya tidak semua materi saya
pelajari. Jadi ya masih khawatir, tapi setidaknya udah belajar
dikit”.
Y. A. R: “Masih khawatir. Meskipun udah belajar tapi
takut kalau tiba-tiba pikiran blank”.
students who feel like not going to English class. The number is
performed in chart 1.6
61
From the 43 students, we find most of them give positive
response toward the statement. It is seen from the students who
give response agree. It reaches seventeen of 43 students. Even,
eight students give response strongly agree toward the
statement. It means that they feel like not going to their English
class. Because, they do not like English lesson. According to
them, English is a difficult lesson, so they lack confidence in
English teaching learning process.
K. R: “Ya. Karena bahasa Inggris kadang ada yang sulit
ada juga yang mudah, karena tidak semua murid bisa cepet
memahami bahasa inggris. Saya sendiri adalah contoh murid
yang tidak bisa memahami dengan cepat”.
62
U. K: “Ya. Karena saya tidak suka dengan pelajarannya,
dan kadang membingungkan”.
H. M: “Ya. Karena dari SD saya tidak pernah suka bahasa
Inggris”.
The 7th statement is aimed to know the number of
students who feel confident to speak by using English. The
result is showed in chart 1.7
Related to the statement, we can find that there are only
six students who feel confident to speak by using English in
front of class. While 27 students reject the statement because
they do not have self-confident when speak by using English in
front of class.
63
S. N: “Saya tidak percaya diri karena takut salah dan
ditertawakan teman-teman”.
Y. A. R: “Tidak percaya diri, karena takut salah, takut
ditertawakan teman dan grogi”.
A. N: “Tidak percya diri, karena takut salah dalam
berbicara”
This is the chart of the 8th statement. It aims to describe
the number of the students whose heart pounding when being
called in English class. The result is showed in chart 1.8
The chart shows that there are only six students who do
not deal with the statement. On contrary, most of the students
accepted the statement. They feel pounding when being called in
64
their English class. It is proved by sixteen of them give response
agree and eleven of them give response strongly agree for the
statement.
Z. A: “Gugup, takut dan tidak percaya diri. Kalau salah
ingin menghilang dari peradaban rasanya, alias malu”.
L. D: “Takut dan tidak percaya diri. Grogi soalnya”.
S. K: “Gugup. Karena takut salah bicara dan malu”.
L.M: “Takut dipanggi untuk menjelaskan bab yang
dipelajari”.
This is the chart of the 9th statement. It aims to know the
number of the students who assumes that the other students have
better ability in speaking English. The result can be seen in chart
1.9
65
Related to the statement, there are only seven students
who reject the statement. Instead, twenty students accept the
statement by giving response agree and eight students also
accept the statement by giving response strongly agree for the
statement. It can be conclude that in English teaching learning is
low competitiveness and they are not confident in their abilities.
Y. A. R: “Iya, saya tuh ngerasa teman-teman itu pintar-
pintar bahasa Inggris, paadahal menurut saya bahasa Inggris
itu sulit”.
N. M. J: “Iya, karena teman-teman tuh ngomongnya bisa
lancar dan kelihatan fasih gitu dibandingkan saya”.
66
This is the chart of the 10 th statement. It is aimed to show
the number of students who feel self-conscious in speaking
English in front of class. The result can be seen in chart 1.10
The chart shows that most of the students support the
statement. There are 26 students who feel very self-conscious
about speaking for English in front of class. Then, two of them
also deal with the statement by giving response strongly agree.
On the other hand, there are two students who reject the
statement. Then one of them give response strongly disagree and
the rest of them give respond neutral.
A. K: “Iya malu, karena suasana kelas menegangkan dan
diliatin teman-teman”.
67
Z. A: “Iya, soalnya tatapan teman-teman itu seperti kaya
mengintimidasi dan kadang ada yang jahil juga memasang
wajah yang lucu seingga membuat ketawa dan ahkirnya tidak
bisa fokus saat di depan”.
Y. A. R: “Iya malu itu pasti, soalnya kan dilihatin teman-
teman dan guru juga, kalau salah ya jelas malu”.
This is the chart of the 11th statement. It is aimed to show
the number of students who feel more tense and nervous in
English class than other classes. The result can be seen in chart
1.11
From the chart, there are thirteen students who do not
accept the statement. Ten of them give response disagree and
three of them give response strongly disagree for the statement.
68
However, the rest of the students accept the statement.
Seventeen of the students give response agree and seven of them
give response strongly agree. It can be conclude that the English
class more makes them getting tense and nervous than other
class.
A. K: “Iya gugup dan tegang kalau pas disuruh jawab
pertanyaan dan enggak bisa jawab, tetapi kalau pas lagi
dijelasin enggak begitu gugup”.
N. M: “Iya. Menurut saya bahasa Inggris itu sangat
sulit, apalagi yang ada rumus-rumusnya itu, bingung banget”.
Y. A. R: “Iya, karena bahasa Inggris pelajaran yang
sulit, maka dari itu saya selalu gugup dan deg-deg an”.
This is the chart of the 12 th statement. The chart aims to
investigate the number of students who feel very sure and relaxed
in English class. The result can be seen in chart 1.12
69
From the chart, it shows that there are 23 students who
reject the statement. There are 21 students who give response
disagree and two students who give response strongly disagree. It
means that they do not feel very sure and relaxed when attending
English class. While, there are seven students who give response
agree and three students who give response strongly agree for the
statement. They admit that they feel very sure and relaxed in
English class.
L. M: “Awalnya enggak yakin dan takut, tetapi kalau
gurunya asyik enggak begitu takut”.
Y. A. R: “Sedikit enjoy, tapi sering takut dan enggak
percaya diri”.
70
N. M. J: “Kalau pas dijelasin ya enjoy aja. Tapi kalau pas
ulangan atau disuruh menjawab pertanyaan takut dan tidak
percaya diri”.
This is the chart of the 13th statement. The chart aims to
investigate the number of students who afraid being laugh by
other students when they speak English in front of their friends.
The result can be seen in chart 1.13
Related to the statement, we can see that there are seven
students who reject the statement. There are six students who
give response disagree and one students who give response
strongly disagree. On the other hand, there are 18 students who
give agreement for the statement. Instead, eight students
strongly agree with the statement. In briefly, most of the students
71
feel anxious due to feeling afraid for being laughed by other
students in speak English.
D. D: “Saya gugup dan takut ditertawakan teman-
teman”.
A. N: “Malu dengan jawaban saya dan malu sama
teman”.
I. A: “Takut jika salah saat berbicara bahasa Inggris
dan ditertawakan seluruh teman kelas”.
b. Learners’ Beliefs About Language Learning
The researcher agree if learner beliefs about language
learning become the factor of anxiety. For example, students
learn about correctness in grammar, vocabulary, fluency and
more. It makes the students become anxious when they speak in
front of people. They are afraid if they are wrong in vocabulary,
grammatical and others. Here the result of questionnaire of
learners’ beliefs about language learning.
This is the chart of the 14 th statement. The chart aims to
know the number who worry about making mistakes in English
class. The result is presented in chart 1.14
72
The chart performs the students’ response toward
whether they are worry or not to make mistake in English class.
In fact, eighteen of 43 students say that they are worry about
making mistakes in English class. Even, about eight students
express that they are strongly worry toward mistakes in English
class. It proves that the students feel anxious in English class.
There were only eight students who do not feel worry to make
mistakes in English class, and there are two students who
express that they strongly do not feel worry to make mistakes in
English class.
A. F: “Saya khawatir, karena bahasanya sulit dimengerti
dan kosa katanya hampir sama semua”.
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L. M: “Ya saya khawatir. Karena kata bahasa Inggris yang
kata-katanya aneh ataupun asing didengar sulit dimengerti dan
difahami maksudnya”.
N. M. J: “Iya. Masih bingung cara pengucapan kata yang
benar gimana, karena bahasa Inggris itu pengucapan sama
tulisan beda”.
This is the chart of the 15 th statement. It is aimed to show
the number of students who are getting nervous and confused in
speaking English in class. The result can be seen in chart 1.15
After counting it into a chart, it is seen that there are
dominant differences between positive and negative response for
the statement. There are only seven students who give negative
response for the statement. There are six students give response
disagree and one student give response strongly disagree for the
statement. While, there are 26 students who accepted the
74
statement. There are 23 students give response agree and three
students give response strongly agree. It means they are getting
nervous and confused when speaking English in the class.
Z. A: “Cemas, menegangkan. Karena takut dipanggil untuk
berbicara bahasa Inggris. Maklum, orang Indonesia asli.
Lidahnya agak gimana gitu kalau ngomong pakai bahasa
Inggris”.
C. A: “Iya, khawatir. Karena saya sedikit kesusahan untuk
melafalkan kosa kata bahasa Inggris secara benar”.
A. A: “Pengucapan sama tulisan beda jadi sulit difahami”.
This is the chart of the 16 th statement. The chart presented
the number of students who feel overwhelmed by the number of
rules that have to learn to speak English. The result is presented
in chart 1.16
75
From the chart, it is seen that most of the students accept
the statement. There are twenty students who give response
agree and four students who give response strongly agree for the
statement. It implies that they feel overwhelmed by number of
rules that have to learn to speak English. However, eight
students reject the statement. There are six students who give
response disagree and two students who give response strongly
disagree.
I. A: “Ya, karena tutur kalimat yang rumit, terlalu banyak
teori, dan banyak kata-kata yang beranak pinak”.
Z. A: “Ya. Karena jujur, aku agak susah untuk mengejar
materi bahasa Inggris beserta kosakata dan segalanya itu”.
76
the number of students who do not understand why some people
get so upset over English classes. The result is presented in chart
1.17
From the chart, it is seen that most of the students accept
the statement. There are 17 students who give response agree
and five students who give response strongly agree for the
statement. It implies that they do not understand why some
people get so upset over English classes. There are eight
students who give response disagree and seven students who
give response strongly disagree.
77
N.M.J: “Iya saya tidak tahu alasan mengapa banyak
teman-teman yang kesal saat pelajaran bahasa Inggris”
Y.A.R: “Saya tidak tahu kenapa teman-teman marah atau
kesal saat pelajaran maupun ulangan bahasa Inggris, mungkin
mereka tidak suka bahasa Inggris”
c. Instructors’ Beliefs About Language Teaching
Instructors’ beliefs about language teaching can also become
a source of creating anxiety among students. For example, the
teacher’s assumptions on the role of language teacher may not
always correspond to the students’ need or expectation toward
the teacher. As a good teacher, they should evaluate their
teaching style to correct a comfortable class to reduce the
students’ anxiety. Here the result of questionnaire of instructors’
beliefs about language teaching.
This is the chart of the 18th statement. The chart is aimed to
know whether the students’ anxiety annoys them to take other
English or not. The result is presented in chart 1.18
78
The chart shows that most of the students do not feel
annoying to take other English class although they feel anxious
in learning English. There are nineteen students who give
response agree and twelve of them who give response strongly
agree toward the statement. While, four students give response
disagree and four of them give response strongly disagree
toward the statement. It means that they feel bother to take other
English class.
Y. A: “Jujur sih mengganggu, tapi kita harus mau mengikuti
pelajaran bahasa Inggris, karena kalau tidak ikut tidak
mendapat nilai dan kita juga menjadi tidak bisa bahasa
Inggris”.
N. M: “Sebenernya mengganggu. Tetapi saya sadar bahwa
bahasa Inggris itu penting”.
79
This is the chart of the 19th statement. The chart is aimed to
know whether or not the students’ find themselves think about
things have nothing to do with the course. The result is
presented in chart 1.19
The chart shows that most of the students give positive
response for the statement. As we see, there are eighteen
students who give response agree and six students give response
strongly agree with the statement. It means, the students
thinking about things that have nothing to do with the course
when English teaching learning. In the other hand, nine students
give response disagree and two students give response strongly
disagree with the statement.
80
A.K: “Iya sering melamun pas pelajaran Bahasa Inggris,
soalnya kepikiran belum mengerjakan tugas pelajaran yang
lain”.
Y. A: “Sering sih, enggak fokus gitu pas pelajaran bahasa
Inggris. Karena fokusnya ke pelajaran lain”.
A. N: “Iya, karena biasanya dijam selanjutnya ada tugas
dan saya kepikiran belum mengerjakan tugas itu”.
N. M: “Sering enggak fokus, soalnya pengennya cepet-
cepet istirahat”.
This is the chart of the 20 st statement. The chart is purposed
to identify the number of students who feel worry about getting
left behind if English class moves so quickly. The result can be
seen in chart 1.20
The chart informs us that most of the students support the
statement. There are only two students who give response
disagree and one students give response strongly disagree with
81
the statement. They do not worry to be left behind if the class
move so quickly. While, there are 26 students who deal with
the statement. There are 22 students give response agree and
four students give response strongly agree with the statement.
A. N: “Enggak faham karena penjelasan dari guru kurang
jelas, dan terkadang teman-teman suka pada rame sendiri
sehingga saya susah fokus pada pelajaran”.
H. M: “Tidak faham, karena gurunya berbicara dan
menjelaskan terlalu cepat”.
Z. A: “Kadang faham kadang tidak. Tergantung yang
ngejelasinnya. Kalau kecepetan engga faham kalau pelan-
pelan faham”.
This is the chart of the 21 st statement. The chart is purposed
to identify the number of students who feel comfortable if
around native speakers of the English language. The result can
be seen in chart 1.21
82
The chart informs us that there are 19 students who give
response disagree and nine students give response strongly
disagree with the statement. It means that, they are do not feel
comfortable around native speakers of the English language.
While, there are only seven students who deal with the
statement. There are six students give response agree and one
students give response strongly agree with the statement.
NMJ: “Saya tidak nyaman jika berada didekat orang
asing/native speaker, apalagi jika bicara dengannya tabah
tidak nyaman”.
YAR: “Saya tidak nyaman jika harus berbicara dengan
penutur asli, karena logatnya berbeda. Saya tambah tidak
mengerti artinya”.
83
d. Instructor-Learners Interaction
The process of interaction between teacher and students is
regarded as factor causing anxiety for the students. For example,
if the students does not understand the teacher’s corrections or
explanation. Here the result of questionnaire of instructor-
learners interaction.
This is the chart of the 22 nd statement. The chart presented
the number of students who feel frightens when they do not
understand what the teacher is saying in English. The result can
be seen in chart 1.22
From the chart above, it implies that most of the students
show their anxiety in speaking English. It is seen from the
percentage, there are nineteen students who admitted that they
feel frightens in misunderstanding the teacher said in English.
It is also supported by eight students who strongly agree with
the statement. While, there are five students who reject that
84
they frightening in understanding what their teacher said in
English. The rest students are given response neutral with the
statement.
A. A: “Saya tidak faham dengan ucapan guru. Karena
gurunya berbicara dengan cepat”.
A. C: “Saya enggak faham. Tetapi sebisa mungkin saya
mencari tau kosa kata dikamus saat guru selesai berbicara”.
H. M: “Saya enggak faham sama ucapan guru. Karena
banyak yang saya tidak tahu kosa katanya dan sedikit lupa”.
R. K: “Kadang faham, kadang enggak. Tergantung
gurunya, kalo gurunya ngomongnya enggak jelas ya enggak
faham”.
the number of students who are getting nervous because they
do not understand every word the teacher says in English. The
result can be seen in chart 1.23
85
From the chart above, it is seen that there are four students
who reject the statement by giving response disagree. It
implies that they are not feeling nervous when they do not
understand every word the English teacher says. On contrary,
31 students give positive response for the statement. There are,
23 students give response agree and eight of them give
response strongly agree with the statement. In conclusion, they
admit that they feel nervous when they do not understand
every word the English teacher says.
N. M: “Tidak faham. Karena tidak semua yang diucapkan
guru, saya tau artinya”
S. N: “Tidak faham. Karena saya tidak mengerti bahasa
Inggris secara detail”.
86
S. K: “Tidk faham. Karena saya tidak terlalu mengerti
bahasa Inggris”.
the number of students who are not be nervous speaking the
English language with the native speakers. The result can be
seen in chart 1.24
The chart above informs us the number of students who do
not feel nervous when speaking English with the native
speakers. Thus, it shows that 18 students disagree with the
statement. Moreover, eight of the students strongly disagree
with the statement. In other way, seven of students agree with
the statement. The rest are given response neutral with the
statement.
87
N.M.J: “Saya malah lebih gugup ketika berbicara dengan
penutur asli dibandingkan dengan guru”.
Y.A.R: “Saya gugup jika berbicara dengan penutur asli,
karena logat dan aksen mereka berbeda. Menurut saya jadi
lebih sulit dipahami”.
e. Classroom Procedures
Many learners feel that some error correction is necessary,
the manner of error correction is often said as provoking
anxiety. In addition, some of the classroom activities in oral
presentation in front of the class are also causes as potential
sources of anxiety. Here the result of questionnaire of
classroom procedures.
the number of students who feel tremble when they know that
going to be called in English class. The result can be seen in
chart 1.25
88
From the chart, we can see that nineteen of the students
admitted that they tremble when being called in English class.
Even, there are twelve of the students who strongly agree with
the statement. On the other hand, there are eight of students
who do not agree with the statement. The rest are given
response neutral with the statement.
L. M: “Saya takut ditunjuk guru untuk menjawab
pertanyaan”.
A. K: “Iya, saya takut kalau tiba-tiba saya disuruh jawab
pertanyaan yang belum saya fahami”.
A. F: “Cemas dan menengangkan. Karena takut ditunjuk
atau dipanggil guru untuk menjawab pertanyaan tapi belum
faham materinya”.
89
the number of students who feel worry about the consequences
of failing in English class. The result can be seen in chart 1.26
The chart above informs us the number of students who
feel worry about consequences of failing in English class.
Thus, it shows that twenty students agree about worrying him
consequences of failing in English class. Moreover, seven of
the students strongly agree with the statement. In other way,
three of students disagree with the statement. The rest are
given response neutral with the statement.
L. M: “Ya saya khawatir. Karena sebagian kata susah
dilafalkan dilidah, dan itu yang membuat saya takut dan
mendapat hukuman atau konsekuensi”.
90
Y. A: “Iya, khawatir guru akan mengadakan remidi kalau
nilainya jelek atau ada konsekuensi tertentu gitu”.
the total of students who get upset when they do not
understand what the teacher is correcting. The result is
presented in chart 1.27
Based on the chart above, it is found most of the students
respond the statement positively. It is because 24 of the
students who are getting upset when they do not understand
what their teacher correct. Even, four of the students also
accept the statement by giving response strongly agree. On the
other hand, there are only three of students who reject the
statement by giving response disagree and one students give
response strongly disagree with the statement. The rest are
given response neutral for the statement.
91
L. M.: “Iya masih bingung, tetapi kadang saya minta
penjelasan pada teman yang udah faham”
Y. A: “Iya bingung, apalagi kalau pas ada PR, terus ada
soal yang sulit, kan enggak bisa tanya guru, jadinya bingung”.
N. M: “Iya. Saya bingung kalau guru sudah menjelaskan
berkali-kali tetapi saya masih bingung”.
the number of students who feel scare that the English teacher
check the students’ mistakes. The result is figured out in chart
1.28
From the chart, it is seen that eighteen of the students give
response agree and six of students give response strongly agree
with the statement. While, there are six of students give response
disagree and three of students give response strongly disagree.
92
The rest of them give the response neutral for the statement. It
concludes that they worry of the teacher’s correction toward
their mistakes.
A. K: “Saya takut kalau pas dikoreksi guru banyak
salahnya”.
N. M: “Saya takut kalau dikit-dikit dikoreksi, kan jadi
enggak PD kalau di koreksi terus”.
f. Language Testing
Language testing is one of the factor which contribute the
anxiety to the students. For example of testing which make
students anxious such as, a teacher gives a test in short period
will make students feel very anxious and pressured, the teacher
doing a test without notification to the students before. Here the
result of questionnaire of language testing.
This is the chart of the 29st statement. The chart presented
the total of students who usually have problem in English test.
The result can be seen in chart 1.29
93
Based on the chart above, it can be implied that most of the
student admitted that they usually have problem in English test.
It is proved that there are 23 of the students who agree and seven
of them strongly agree with the statement. On the other hand,
five of students admitted that they do not have problem in
English test and the rest give response neutral for the statement.
Z. A: “Saya takut, cemas dan khawatir tidak bisa menjawab
soal. Tetapi berusaha tetap tenang. Kalau kita udah belajar
malem pasti santai. Tetapi tetap takut kalau engga sesuai sama
keinginan kita”.
U. K: “Saat ulangan saya takut dan khawatir. Karena saya
belom faham materinya, dan belum belajar dengan sungguh-
sungguh”
94
A. A: “Sya takut kalau tidak bisa menjawab soal saat
ulangan. Karena pelajarannya sulit”.
the total of students who feel panic when have to speak English
without preparation. The result can be seen in chart 1.30
The chart above shows that most of the students feel
starting panic when they have to practice speaking without
preparation in English class. We can see that eighteen of the
students agree with the statement. Moreover, thirteen of the
students also strongly agree with the statement. Their anxiety
was proved by feeling panic in speaking if they do not have
preparation. However, there are only one of the student who
reject the statement by giving response disagree and the rest
give response neutral.
95
A. Y: “Pastinya cemas dan takut, karena belum belajar”.
K. R: “Jelas cemas dan khawatir, karena belum persiapan”.
N. P: “Jelas panik dan takut, karena belum persiapan.
Tetapi kita juga harus bisa mengontrol diri, karena kalau kita
terlalu cemas malah akan membuat blank pikiran kita sendiri”.
This is the chart of the 31st statement. The chart presented
the total of students who feel more confused although they study
harder about English. The result can be seen in chart 1.31
From the chart above, we know that there are eighteen of
students agree and nine of students strongly agree with the
statement. In other hand, seven of student give response disagree
and three of students give response strongly disagree with the
statement. It concludes that they will be more confused by more
studying for an English test.
96
A. K: “Ya belajar sih, tapi cuman sekedar baca-baca aja.
Tapi ya tetep enggak faham juga”.
Z. A: “Belajar sih, tetapi tetap saja pelajarannya tidak
masuk di otak”.
N. M: “Belajar tapi susah fahamnya, semakin saya belajar
malah jadi bingung sendiri, soalnya banyak yang enggak tahu
artinya”.
the total of students who are getting pressure to make well
preparation for English class. The result is presented in chart
1.32
By the chart above, we can see that most of the students
reject the statement. There are 23 of students who also getting
pressure to prepare well for the English class. Instead, there are
97
small numbers of the students who do not feel pressure at all for
English class.
K. R: “Kadang-kadang aja sih persiapannya, kalo sedang
mood aku mempersiapkan pelajaran, karena mood juga
mempengaruhi semangat para murid”.
H. M: “Tidak mempersiapkan pelajaran. Karena saya
malas belajar bahasa Inggris. Belajarnya cuman pas mau
ulangan aja”.
S. D: “Tidak belajar. Karena saya lebih pilih belajar
pelajaran yang lain”.
M. H: “Ya terkadang saya belajar kalo pas mau ulangan,
kadang juga enggak”.
N. S: “Kalau di rumah enggak mempersiapkan pelajaran.
Karena nanti pas di kelas kan sudah belajar. Jadi cukup
mendengarkan dan menghafalkan apa yang disampaikan guru
aja”.
This is the chart of the 33th statement. The chart presented
the number of students who feel nervous when the English
teacher asks question which have not prepared before. The result
is presented in chart 1.33
98
Based on the chart above, we know that the most of the
students feel nervous when the English teacher asks questions
which have not prepared before. We can see that, twenty of
students give response agree and eleven of the students also give
response strongly agree with the statement. In the other hand,
there are only one of students give response disagree and one of
students give response strongly disagree with the statement. The
rest of the students give response neutral.
S. N: “Takut, cemas dan khawatir tidak bisa menjawab
soal. Takut salah dan nilai jelek”.
N. S: “Khawatir tidak bisa menjawab soal, karena saya
belum belajar jadi saya khawatir”.
To make it easy to understand the answer of students, the
researcher summarizes the results of 33 items questionnaire and are
99
divided into positive and negative statements. Summarizing of students’
response the table below:
Table 4.1
Summarizing of Students’ Reponse
Positive Statements Negative Statements
N Name SA A N D SD SA A N D SD
O (1) (2) (3) (4) (5) (5) (4) (3) (2) (1)
1. AYN 2 4 2 1 - 7 16 1 -
2. A 1 2 3 3 - 2 11 8 3 -
3. AAW 2 1 3 2 1 6 8 6 4 2
4. AAM - 2 2 4 1 2 8 8 6 1
5. ANH 1 3 1 2 2 6 5 9 2 2
6. ACR 1 3 1 2 2 2 9 7 5 1
7. AKF - - 3 3 3 5 12 3 3 1
8. ANA 1 1 1 4 2 4 9 7 4 -
9. CA 1 2 1 4 1 3 9 6 4 2
10. FRR 2 4 1 2 - 7 8 5 3 1
11. GNR - 3 - 5 1 4 12 5 3 -
12. HMP 1 5 2 1 - 4 8 9 3 -
13. IAK 5 - 2 2 - 7 7 4 4 2
14. KR 1 6 1 1 - 2 11 8 3 -
15. LDA 1 5 1 1 1 3 14 3 4 -
16. LMK 3 - 1 5 - 1 8 9 5 1
100
17. LVV - 4 1 3 1 1 11 9 2 1
18. MRK 1 1 1 5 1 4 8 5 7 -
19. MBN - 5 - 3 1 2 13 6 1 2
20. NAA - 2 2 3 2 2 12 6 4 -
21. UK - 1 1 5 2 3 15 3 3 -
22. YAR - 1 2 4 2 5 9 7 1 2
23. ZAW 1 3 2 3 - 5 13 5 1 -
24. AFN 1 2 4 2 - 7 14 3 - -
25. ANS 1 2 2 2 2 2 13 8 1 -
26. APR - 3 2 3 1 3 13 3 4 1
27. DDP - 4 3 1 1 2 10 7 4 1
28. HFR 1 1 1 4 2 1 12 9 1 1
29. IA 1 1 2 4 1 5 12 6 1 -
30. MHI 1 2 - 3 3 4 10 7 2 1
31. NPA 1 1 1 4 2 2 11 5 6 -
32. NSA - 4 - 3 2 5 7 6 4 2
33. NMJ 1 1 2 3 2 4 11 4 4 1
34. NSC 1 3 1 1 3 3 8 8 3 2
35. PSP 2 1 3 3 - 6 11 3 2 2
36. RHP - 1 1 5 2 2 12 5 4 1
37. RNH - - 3 6 - 4 12 1 6 1
38. RKF 1 2 2 3 1 3 11 4 4 2
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39. SDR 2 2 - 5 - 2 14 6 1 1
40. SNR 1 3 2 2 1 5 13 2 3 1
41. SKN - 3 - 2 4 4 13 4 3 -
42. VNA 1 1 - 6 1 4 15 3 2 -
43. ZAA - 3 1 5 - 9 10 3 1 1
TOTAL 39 98 67 135 51 164 468 236 131 36
390 1.035
To find out the level of anxiety of students in the English teaching-learning
process, the researcher assess and categorize each student based on them
responses in the FLCAS questionnaire, as followed by table 4.2 below:
Table 4.2
Scoring and Categorizing of Foreign Language Classroom Anxiety Scale
TOTAL LEVEL
NO NAME SCORE ANXIETY
1. AYN 122 Anxious
2. A 110 Anxious
3. AAW 116 Anxious
4. AAM 110 Anxious
5. ANH 111 Anxious
6. ACR 106 Mildly Anxious
7. AKF 125 Very Anxious
8. ANA 117 Anxious
9. CA 108 Anxious
102
10. FRR 110 Anxious
11. GNR 120 Anxious
12. HMP 106 Mildly Anxious
13. IAK 104 Mildly Anxious
14. KR 104 Mildly Anxious
15. LDA 111 Anxious
16. LMK 101 Mildly Anxious
17. LVV 109 Anxious
18. MRK 112 Anxious
19. MBN 111 Anxious
20. NAA 116 Anxious
21. UK 125 Very Anxious
22. YAR 120 Anxious
23. ZAW 119 Anxious
24. AFN 129 Very Anxious
25. ANS 117 Anxious
26. APR 120 Anxious
27. DDP 112 Anxious
28. HFR 113 Anxious
29. IA 127 Very Anxious
30. MHI 116 Anxious
31. NPA 113 Anxious
32. NSA 111 Anxious
103
33. NMJ 116 Anxious
34. NSC 108 Anxious
35. PSP 114 Anxious
36. RHP 117 Anxious
37. RNH 125 Very Anxious
38. RKF 117 Anxious
39. SDR 113 Anxious
40. SNR 116 Anxious
41. SKN 124 Very Anxious
42. VNA 124 Very Anxious
43. ZAA 126 Very Anxious
The following is an overview of the result of foreign language
classroom anxiety scale based on the description of the table above.
104
From the chart above, it can be seen that dominant anxiety scale
that occurred in “Anxious”, it means that many students experience
anxiety in the English teaching-learning process.
2. The students’ strategies to solve anxiety
Based on the result of interview, the researcher concluded some
strategies to solve students’ anxiety in English teaching learning
process. According to Kondo and Ling (2004), there are some
strategies solve students’ anxiety in English teaching learning process,
such as:
1. Preparation
105
Preparation the material is the action used by students in
their English teaching learning process. Based on interview, the
researcher found that most of students did preparation to solve
their anxiety in English teaching-learning process. They think
that doing preparation is one of the strategies to solve their
anxiety, such as:
A. F: “Mempersiapkan materi pelajaran dengan
semaksimal mungkin agar mendapat nilai yang bagus”.
I. A: “Iya, persiapan dulu, agar tidak gugup saat
pembelajaran berlangsung”.
L. M: “Mempersiapkan materi pelajaran dengan belajar.
Terkadang suka malas sih, tapi ya tetep harus belajar, karena
saya ingin membenahi nilai agar lulus walaupun belajarnya
cuman materi tertentu saja”.
C. A: “Iya belajar dulu, agar saya bisa faham apa yang
dijelaskan guru nanti saat pembelajaran berlangsung”.
A. K: “Ya belajar, walaupun cuman sekedar baca-baca,
agar faham pas dijelasin”.
Z. A: “Iya, malemnya belajar catatan. Tapi kadang kalo di
rumah enggak belajar, terus pas di kelasnya belajar bareng-
bareng sama temen. Enggak tau kenapa beda rasanya kalo
belajar bareng sama belajar sendiri, lebih mudah faham kalo
pas belajar bareng”.
106
R. K: “Iya belajar, dengan cara mengingat-ingat lagi
pelajaran yang udah dijelaskan guru tadi”.
A. N: “Biasanya saya belajar dulu di rumah, dan
belajarnya dibimbing sama guru les”.
Y. A: “Yang pasti itu persiapan dulu, paling enggak belajar
atau baca-baca dulu lima menit sebelum pelajaran dimulai”.
N. M: “Pertama sih belajar dulu pas di rumah. Biar punya
bekal gitu. Biar enggak terlalu gugup dan tegang pas di kelas”.
2. Positive Thinking
Positive thinking is one of the ways to solve students’
anxiety in English teaching-learning process. Based on
interview, the students said that positive thinking is the best
way to solve their anxiety, such as:
N. P: “Saya berusaha tetap berfikir positif dan tenang,
karena supaya saya tidak grogi saat pelajaran”.
M. H: “Saya sih tetap berfikir positif aja, karena biasanya
guru akan membantu membenarkan atau mengoreksi jika siswa
ada yang membuat kesalahan dalam pelajaran atau ulangan,
sehingga siswa tahu letak kesalahannya dan bisa
memperbaikinya”.
Z. A: “Tetap berfikir positif. Bawa enjoy aja biar enggak
terlalu panik dan grogi”.
107
S. D: “Tetap berfikir positif aja. Karena kalau takut malah
tidak bisa fokus dan tidak bisa menjawab soal”.
U. M: “Berfikir positif dan berusaha meyakinkan diri saya
kalau saya pasti bisa”.
M. B: “Berfikir positif, karena hal itu membuat saya lebih
percaya diri”.
A. C: “Tetap berfikiran positif saja, dan harus yakin kalau
saya bisa yang penting kan sudah mau berusaha, soal salah
atau benarnya dipikir nanti, yang penting positif thinking
dulu”.
A. A. M “Ya tetap berfikiran positif aja, karena apapun
kesalahan kita nanti pasti akan dibantu oleh guru”.
K. R: “Berfikiran positif aja, yang terpenting harus percaya
diri dan tenang, agar bisa lebih fokus saat pelajaran. Ya
intinya berfikir positif terus aja sih”.
A. F: “Berfikir positif aja, karena kalau tidak tenang maka
kita akan gugup dan tidak bisa mencermati apa yang
dijelaskan atau disuruh guru”.
3. Relaxation
108
Relaxation is one the best way to help students to solve
their anxiety in the English teaching-learning process. Students
should do this way before the English teaching-learning started.
Based on interview, the researcher found that most of students
did relaxation to solve their anxiety in English teaching-
learning process. Here the result of interview, stated as follow:
M. B: “Sebisa mungkin harus rileks dan tenang. Karena
sebelum pelajaran dimulai saya sudah mempersiapkan belajar,
ya jadi saya santai-santai aja”.
Z. A: “Saya berusaha rileks dengan cara mencoret-coret
buku di lembaran paling belakang dan menulis kalimat
penyemangat”.
I. A: “Ya, saya sih tenang dan santai-santai aja, karena
udah belajar”.
R. N: “Ya santai aja, karena saya masih mengingat materi
pelajarannya”.
A. K: “Ya dibuat rileks dan santai aja gitu, kan rasa takut,
khawatir cemas itu dari diri kita sendiri. Sehingga ya cuman
hanya kit sendiri yang bisa mengontrol rasa itu”.
4. Peer Seeking
109
For the anxious student, the realization that others are
having the same problem my serve as a source or reduce their
burden because they have friends to sharing. Based on
interview, the researcher found that some students did peer
seeking to solve their anxiety in English teaching-learning
process. Here the result of interview, stated as follow:
N. A: “Biasanya saya belajar bersama teman saya yang
lebih pandai dari saya. Soalnya bisa sama-sama melatih
omongan atau membiasakan diri kita dilingkungan teman yang
pandai”.
A. F: “Meminta bantuan ke temen yang lebih pintar untuk
diajari bahasa Inggris”.
K. R: “Insecure pastinya, tapi aku juga berusaha agar bisa
lancar bahasa Inggris dengan cara sering membaca dan
belajar bersama temanku yang udah lancar bahasa Inggris
dibanding aku”.
A. C: “Saya lebih suka dan nyaman belajar bersama
teman, terutama teman yang pintar-pintar. Soalnya belajar
bersama itu lebih menyenangkan dan santai dari pada
sendirian”.
N. P: “Kalo saya lebih pilih belajar dengan teman, supaya
kita lebih cepat memahami materi tersebut”.
B. Discussion
110
This section presents the discussion based on the findings of the
research. The discussion is about the factors causing students’ anxiety in
the English teaching-learning process at the seventh grade of MTs N 02
Sukoharjo and the strategies to solve students’ anxiety in English teaching-
learning process. The explanation will be presented below:
1. The Factors Causing Students Anxiety’ In the English
Teaching-Learning Process.
Based on the research findings of this thesis, the researcher
found that most of the seventh grade PK students of MTs N 02
Sukoharjo felt anxious when English teaching-learning process.
The result of the questionnaire showed that the most of students
were anxious when English teaching-learning process. The
source were personal and interpersonal anxieties, learners’
beliefs about language learning, instructors’ beliefs about
language teaching, instructor-learners interaction, classroom
procedures, and language testing.
Based on the theory of Kota Ohata (2005), there are six
factors causing students anxiety, such as: personal and
interpersonal anxieties, learners’ beliefs about language
learning, instructors’ beliefs about language teaching,
instructor-learners interaction, classroom procedures, and
language testing.
111
Based on the questionnaire and interview on June 17 until
22, 2020 using the Google forms and Voice Note on WhatsApp
media, the researcher found that dominant cause of seventh
grade PK students of MTs N 02 Sukoharjo in academic year
2019/2020.
The first factor that contribute students’ anxiety in English
teaching-learning process was personal and interpersonal
anxieties. The example of personal and interpersonal anxieties
such as, low self-esteem, low competitiveness, afraid to get a
negative response or evaluation. Low self-esteem and low
competitiveness can be characterized as follows, feel panic
when English teaching-learning without preparation,
embarrasses to be volunteer to answer question from teacher,
they assume that other students are better than themselves, feel
more tense and nervous in English class, and afraid that other
students will laugh at themselves.
The second factors that learners’ beliefs about language
learning. This factor contain some factors come from the
students about English learning. Some of it, the worries about
wrong in pronunciation, grammar, vocabulary, fluency, and
other factor in English learning that make them worried.
The third factors that instructors’ beliefs about language
teaching. This factor about the teacher’s assumption on the role
112
of language teacher may not always correspond to the student’s
need or expectations toward the teacher or its called teacher
style in teaching. Based on interview, students admitted that
they did not understand the explanation from the teacher
because the teacher explains it so quickly.
The fourth factors that instructor-learners interaction. This
factor about process of interaction between teacher and
students. If learner does not understand the teacher says or
corrections, this can be a cause of anxiety. The example of
instructor-learners interaction based on interview by the
researcher such as, the students get nervous when they does not
understand every words the teacher says and the students
would be nervous when speaking with native speaker.
The fifth factors that classroom procedures. This factor
about the classroom activities in oral presentation in front of
the class. Moreover, error correction is also cause as potential
sources of anxiety. The example of classroom procedures based
on the interview by the researcher such as, the students feel
tremble when they going to be called by teacher to answer the
question in front of class, the students worry about the
consequences of failing in their English class, the students
afraid that their teacher is ready to correct every mistake they
113
make, and they get upset when they are do not understand what
the teacher is correcting.
The sixth factors that language testing. The language testing
contains about felt pressured, afraid to get bad score because
test in short period and test without preparation. The example
of language testing based on the interview by the researcher
such as, the students usually case during test in English class,
panic when speak English without preparation, and nervous
when the teacher asks questions which have not prepared by
students.
Based on 33 items os statements in FLCAS questionnaire,
there were varieties of responses from the all respondents. The
researcher found out that, there were 43 students who had
different levels of anxiety in the English teaching-learning
process. There were 8 students who experience “Very Anxious”
level, and the range score for “Very Anxious” level started from
124-165. There were 30 students are in “Anxious” level, it
means a half of the respondents are in range score 108-123 and
there were 5 students that had “Mildly Anxious” level, and the
range score of this level is started from 87-107. The researcher
found that there were no respondents who are in “Relaxed” and
“Very Relaxed” level in this research.
114
2. The Students’ Strategies To Solve Their Anxiety
Based on theory from Kondo & Ling (2004) there are five
strategies that can used by students to solve the students’
anxiety, they are: preparation, relaxation, positive thinking,
peer seeking, and resignation. But, the researcher only found
some strategies to solve the student’s anxiety, such as:
The first solution was preparation. Based on the interview,
most of the students’ strategies in solving their anxiety in
seventh grade PK students of MTs N 02 Sukoharjo tried to
increase confidence by using preparation before English
teaching-learning process started. The students said that by
preparing the material and studying the lesson, they can reduce
their anxious in English teaching-learning process. They were
afraid if they did not prepare the material, they could not
understand the explanation from the teacher and afraid if they
get bad score in English class.
The second solutions was positive thinking. Based on the
interview, the students admitted that positive thinking is
important and necessary. Because positive thinking can reduce
panic and nervousness during English teaching-learning
process. Besides, if we are afraid and nervous, it will not make
us focus on the teacher’s explanation.
115
The third solutions was relaxation. The researcher also
found that students used relaxation as an anxiety solving
strategy. By using it, the students could kept control their
feeling of frightened.
The last solutions was peer seeking. Based on the interview,
the students answered that they were looking for another
students that could help them to prepare the material. The
students may find a suitable learning partner to practice or
build a small-scale support group with others who experience
the same thing. This strategy was a good solution, especially if
the students could share their experiences and strategies with
their learning partner.
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CHAPTER V
CONLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis and the result of this research, it can be
concuded as followed:
1. The researcher was conducted by giving questionnaire for students to
collect data. The questionnaire was consisted of statement of students’
anxiety in English teaching-learning process. The questionnaire was
adapted from Horwitz and Cope (1986). After analyzing the data, the
showed that most of the students admitted that they were getting
anxious in English teaching-learning process. Based on the result in
chapter four, the researcher can conclude that most students of seventh
grade PK students of MTs 02 Sukoharjo in the academic year
2019/2020 still feel anxious in English teaching-learning process. The
factors of students’ anxiety in the seventh grade PK students of MTs N
02 Sukoharjo in academic year 2019/2020 based on questionnaire and
interview are personal and interpersonal anxieties, learners’ beliefs
about language learning, learners’ beliefs about language teaching,
instructor-learners interaction, classroom procedures, and language
testing. It was seen from the total of students’ response in every
statement in the questionnaire. The factors of the anxiety can influence
117
their achievement in English teaching-learning process. In the other
hand, the result of this research show that most of the students are in
“Anxious” level. There are 8 students who experience “Very Anxious”
level and 5 students are in “Mildly Anxious” level. There were no
respondents who are in “Relaxed” and “Very Relaxed” level in this
research.
2. The researcher also finds some strategies that were used by students in
solving their anxiety in English teaching-learning process. Based on
interview, those are: preparation, positive thinking, relaxation, and peer
seeking. The most dominant strategies used by the students to solve
their anxiety in English teaching-learning process by positive thinking.
Some of the students combine it with other strategies.
B. Suggestion
From the findings that presented in chapter four, there are some
suggestions that can be taken as a consideration teaching and learning
process especially in learning foreign language (English), as follows:
1. For Teacher
Depending on the factors these are mentioned, there are many
different ways to deal with inhibitions related to English teaching-
learning process. The teacher should recognize that anxiety is one of
the reasons of why students having difficulties in English teaching-
learning process. The teacher should plan classes carefully and analyze
118
their behavior during the lesson. The teacher should plan the material it
well. The teacher also could build a friendly situation in a class and
create a relax situation to the students to make a good interaction
among all of member of the class. Motivation from the teacher also
needed to make students more active and bravely and also confident to
learn the material.
2. For Students
In learning English, the students are expected not to feel anxious
when in English teaching-learning process. Students should prepare
before doing the presentation or test in English lesson. Not only
preparation, but they also must be confident and no need to fear of
making mistakes when in English teaching-learning process. To solve
the students’ anxiety should learn more and use some strategies to
solve their anxiety in English teaching-learning process.
3. For Other Researchers
For other researcher who are interested in conducting in similar
study, this research can be used as a reference for them to support their
study. The researcher hopes the next researcher can do research better
ands can follow up this research.
119
BIBLIOGRAPHY
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Ellis, R. 1985. Understanding Second Language Acquisition. Oxford: Oxford

University Press
Horwitz, E. K. 2001. Language Anxiety and Achievement. Cambridge University

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in learning speaking. Journal 63. Lushene.
121
Spielberger, Charles D. 1966. Anxiety and Behaviour. Nashville: Vanderbild
University.
APPENDICES
122
APPENDIX 1
STUDENTS’ NAME CODE OF 7 PK ENGLISH CLASS
NO STUDENTS’
NAME CODE
1. AY
2. A
3. AAW
4. AAM
5. ANH
6. AC
7. AK
8. AN
9. CA
10. FR
11. GN
12. HM
13. IAF
14. KR
15. LD
16. LM
17. LV
18. MR
19. MB
20. NA
21. UK
22. YA
23. ZAW
24. AF
25 ANS
26. AP
123
27. DD
28. HF
29. IA
30. MH
31. NP
32. NSA
33. NM
34. NSC
35. PS
36. RH
37. RN
38. RK
39. SD
40. SN
41. SK
42. VN
43. ZAA
124
APPENDIX 2
Blueprint questionnaire of Factors Causing Students’ Anxiety in English Teaching-
Learning Process
Nama : Alifah Yafi Nabila
No Pertanyaan Jawaban
SS S N TS STS
1. Saya tidak merasa yakin pada diri sendiri ketika V
berbicara bahasa Inggris di kelas.
2. Saya tidak khawatir membuat kesalahan di kelas V
bahasa Inggris.
3. Saya gemetar ketika saya tahu bahwa saya akan V
dipanggil Guru di kelas bahasa Inggris.
4. Saya takut ketika saya tidak mengerti apa yang V
dikatakan Guru dalam bahasa Inggris.
5. Saya tidak keberatan saat mengikuti pelajaran V
bahasa Inggris.
6. Saya memikirkan hal lain selama pelajaran bahasa V
Inggris yang tidak ada hubungannya dengan
pelajaran bahasa Inggris.
7. Saya berfikir bahwa siswa lain lebih baik dari pada V
saya.
8. Saya kesulitan selama ujian bahasa Inggris. V
9. Saya panik ketika harus berbicara bahasa Inggris V
tanpa persiapan sebelumnya.
10. Saya khawatir mengenai konsekuensi bila saya V
gagal dalam pelajaran bahasa Inggris.
11. Saya tidak mengerti mengapa beberapa orang V
menjadi marah atau kesal saat pelajaran bahasa
Inggris.
12. Saya gugup jika saya tiba-tiba lupa dengan materi V
125
yang sudah saya pelajari.
13. Saya malu jika harus menjadi sukarelawan dalam V
menjawab pertanyaan bahasa Inggris
14. Saya tidak merasa gugup ketika berbicara bahasa V
Inggris dengan penutur asli.
15. Saya bingung ketika saya tidak mengerti tentang V
apa yang dikoreksi guru.
16. Saya masih khawatir meskipun sudah menyiapkan V
materi bahasa Inggris.
17. Saya sering merasa tidak ingin mengikuti V
18. Saya merasa PD ketika berbicara bahasa Inggris. V
19. Saya takut jika Guru akan mengoreksi setiap V
kesalahan saya.
20. Saya merasa jantungku berdebar ketika saya V
dipanggil Guru untuk ke depan kelas.
21. Semakin banyak saya belajar bahasa Inggris, saya V
malah semakin bingung.
22. Saya tidak terpaksa saat belajar bahasa Inggris. V
23. Saya merasa bahwa siswa lain lebih lancar dalam V
berbicara bahasa Inggris dari pada saya.
24. Saya canggung/malu saat berbicara bahasa V
Inggris di depan siswa lain.
25. Pelajaran bahasa Inggris berjalan begitu cepat, V
sehingga saya khawatir tertinggal.
26. Saya lebih tegang dan gugup saat pelajaran V
bahasa Inggris dari pada pelajaran lain.
27. Saya menjadi gugup dan bingung ketika saya V
28. Saya merasa yakin dan santai saat pelajaran V
bahasa Inggris akan di mulai.
29. Saya gugup ketika saya tidak mengerti dengan apa V
yang di ucapkan oleh guru saat berbicara bahasa
Inggris
30. Saya kewalahan dengan banyaknya aturan yang V
harus saya pelajari untuk bisa berbicara bahasa
Inggris.
31. Saya takut ditertawakan oleh siswa lain ketika V
saya berbicara bahasa Inggris.
32. Saya mungkin merasa nyaman jika berbicara V
126
dengan penutur asli Bahasa Inggris.
33. Saya menjadi gugup ketika Guru memberi V
pertanyaan yang belum saya pelajari sebelumnya.
Nama : Amirah
SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
127
kesalahan saya.
Inggris
Inggris.
128
Nama : Anindya Aulia Wardah

SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
129
Inggris.
kesalahan saya.
Inggris
130
Inggris.
Nama : Annas Adi Mubaraq

SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
131
Inggris.
kesalahan saya.
132
Inggris
Inggris.
Nama : Anisa Niswatin Hasanah

SS S N TS STS
bahasa Inggris.
bahasa Inggris.
133
saya.
Inggris.
kesalahan saya.
134
Inggris
Inggris.
Nama : Athailla Celesta Ramadhani

SS S N TS STS
bahasa Inggris.
135
bahasa Inggris.
saya.
Inggris.
kesalahan saya.
136
Inggris
Inggris.
Nama : Athiya Karima Faradisa

SS S N TS STS
137
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
kesalahan saya.
138
Inggris
Inggris.
Nama : Aulia Nurul Aini
139
SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
kesalahan saya.
140
Inggris
Inggris.
141
Nama : Callista Anindya
SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
142
kesalahan saya.
Inggris
Inggris.
143
Nama : Fauzi Risqy
SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
144
kesalahan saya.
Inggris
Inggris.
145
Nama : Ghania Nashwa Rifqa Saqiba
SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
146
kesalahan saya.
Inggris
Inggris.
147
Nama : Hafizh Mahendra Putra
SS S N TS STS
bahasa Inggris.
bahasa Inggris.
saya.
Inggris.
148
kesalahan saya.
Inggris
Inggris.
149
APPENDIX 3
Interview With Students
Nama : Nayshilla Muftikha
Researcher : Apakah kamu merasa tidak percaya diri saat berbicara Bahasa
Inggris?
NM : Iya, enggak percaya diri, masih bingung cara pengucapan yang
benar gimana, karena bahasa Inggris tulisan sama pengucapan
beda.
Researcher : Apakah kamu berfikir bahwa siswa lain lebih baik (pandai) dan
lancar dalam berbicara bahasa Inggris?
NM : Iya, karena teman-teman ngomongnya bisa lancar dibanding
saya.
Researcher : Apakah kamu merasa gugup ketika lupa dengan materi pelajaran
yang sudah di pelajari?
NM : Iya gugup. Karena pelajarannya banyak, enggak cuman bahasa
Inggris. Jadi sering lupa sama materi yang udah dijelasin.
Researcher : Apakah kamu malu saat diminta untuk menjadi sukarelawan
dalam menjawab soal?
NM : Malu. Karena saya merasa tidak bisa jawab pertanyaannya.
150
Researcher : Apakah kamu masih khawatir dan cemas meskipun sudah
belajar?
NM : Masih. Karena belajarnya cuman bagian-bagian tertentu saja.
Maksudnya, tidak semua materi saya pelajari saya pelajari. Jadi
masih khawatir, tetapi setidaknya sudah belajar jadi tidak takut-
takut banget.
Researcher : Menurutmu apakah bahasa Inggris pelajaran yang sulit sehingga
kamu merasa tidak ingin masuk kelas?
NM : Iya, sulit. Banyak kosakata yang belum saya tahu artinya.
Researcher : Apa yang membuat kamu tidak percaya diri dalam pelajaran
bahasa Inggris?
NM: : Takut tidak paham dengan penjelasan dari Guru.
Researcher : Apa yang kamu rasakan saat pelajaran bahasa Inggris atau saat
berada di depan kelas ketika sedang presentasi?
NM : Grogi dan malu sama teman.
Researcher : Apakah kamu merasa malu atau canggung saat berbicara bahasa
Inggris di depan siswa lain?
NM : Iya, karena dilihatin sama teman-teman dan guru.
Researcher : Apakah kamu merasa lebih tegang dan gugup saat pelajaran
bahasa Inggris di banding pelajaran lain?
NM : iya, karena bahasa Inggris sangat sulit, apalagi yang ada rumus-
rumusnya, bikin tambah bingung.
Researcher : Saat pelajaran bahasa Inggris di mulai, apakah kamu percaya diri
dan enjoy?
NM : Kalo pas diterangin enjoy aja. Tapi kalau pas ulangan atau disuruh
menjawab pertanyaan, takut dan tidak PD
Researcher : Apakah kamu merasa keberatan saat mengikuti pelajaran bahasa
Inggris?
NM : Sebenarnya iya keberatan. Tapi saya sadar bahwa bahasa Inggris
itu penting.
Researcher : Apakah kamu memikirkan hal lain (melamun) saat pelajaran
bahasa Inggris?
151
NM : Sering, tidak bisa fokus. Pengen cepet-cepet istirahat aja.
Researcher : Saat Guru menerangkan atau berbicara dengan bahasa Inggris,
apakah kamu paham?
NM : Kadang paham kadang enggak.
Researcher : Bagaimana sikapmu jika kamu mendapatkan nilai jelek?
NM : Takut jika disuruh remidi lagi.
Researcher : Apakah kamu merasa bingung ketika kamu tidak mengerti
tentang apa yang di koreksi guru?
NM : Saya bingung kalau guru sudah menjelaskan berkali-kali, tapi saya
masih bingung.
Reaearcher : Kesulitan apa yang kamu alami saat pelajaran bahasa Inggris?
NM : Tidak tahu artinya.
Researcher : Bagaimana cara kamu mengatasi rasa takut, khawatir dan cemas
saat pelajaran Bahasa Inggris?
NM : Pertama belajar dari rumah dulu, biar punya bekal dan biar tidak
terlalu tegang dan gugup pas di kelas.
152
Nama : Yusuf Anhaf
Inggris?
YA : Enggak percaya diri banget. Karena belum lancar ngomong
bahasa Inggris, takut pengucapan salah dan malu di lihat teman-
teman.
YA : Iya, saya merasa teman-teman pinter bahasa Inggris, padahal
bahasa Inggris itu sulit.
YA : Gugup banget. Karena takut kalau tiba-tiba ditanya guru dan
takut kalau tiba-tiba ulangan dadakan.
YA : Malu. Maka dari itu saya jarang menjadi sukarelawan. Biar teman
yang lain aja yang maju.
belajar?
153
YA : Masih khawatir meskipun sudah beljar. Karena takut kalau tiba-
tiba pikiran blank.
YA : Iya, menurut saya bahasa Inggris itu sulit, maka dari itu saya
selalu gugup dan deg-degan.
bahasa Inggris?
YA : Tidak tahu artinya.
YA : Gugup, khawatir dan tegang.
YA : Iya malu, karena dilihatin teman-teman dan guru. Kalau salah
pasti ditertawakan.
bahasa Inggris banding pelajaran lain?
YA : Iya, karena bahasa Inggris pelajaran yang sulit.
dan enjoy?
YA : Sedikit enjoy tapi sering takut dan tidak percaya diri.
Inggris?
YA : Jujur sih iya. Tapi harus tetap ikut pelajaran bahasa Inggris biar
bisa dan nilai bagus.
bahasa Inggris?
YA : Iya, sering. Enggak fokus, karena fokusnya ke pelajaran lain.
apakah kamu paham?
154
YA : Kadang paham, kadang tidak.
YA : Belajar lagi.
YA : Saya bingung saat guru mengoreksi kesalahan saya, tetapi saya
enggak paham.
YA : Kesulitannya karena kosakata saya masih sedikit.
YA : Yang pasti persiapan dulu, paling enggak belajar atau baca-baca
dulu 5 menit sebelum pelajaran dimulai. Kalau udah belajar,
gugupnya berkurang.
155
Nama : Larisqi Mabrianza
Inggris?
LM : Iya gugup, takut, dan tidak percaya diri. Karena takut jawaban
yang kita jawab salah.
LM : Iya, karena di kelas ini memang banyak yang pintar bahasa
Inggris, sedangkan saya standar.
LM : Iya, sering gugup. Karena guru sering menanyakan materi
sebelum-sebelumnya agar kita tetap ingat, tetapi saya fokusnya ke
materi selanjutnya.
LM : Kadang malu kadang enggak. Karena terkadang saya bisa
menjawab soal
belajar?
156
LM : Iya masih khawatir, soalnya kan kita enggak tahu apa yang akan
guru tanyakan ke kita.
LM : Iya, kadang sulit, kadang enggak.
bahasa Inggris?
LM : Belum lancar ngomongnya.
LM : Gugup, karena takut di panggil untuk menjelaskan materi yang
dipelajari.
LM : Iya karena saya belum fasih dan belum menguasai bahasa Inggris.
Researcher : Apakah kamu merasa lebih tegang dan gugup saat pelajaran i
banding pelajaran lain?
LM : Iya karena takut salah saat ditanya guru.
dan enjoy?
LM : Kadang-kadang. Karena terkadang guru mengajar dengn santai
dan menjelaskan dengan baik dan jelas.
Inggris?
LM : Tidak, karena saya ingin bisa bahasa Inggris.
bahasa Inggris?
LM : Iya,, kadang-kadang.
apakah kamu paham?
157
LM : Kadang-kadang. Karena terkadang guru mengajar dengn santai
dan menjelaskan dengan baik dan jelas.
LM : Saya khawatir, karena sebagian kata susah dilafalkan dilidah, dan
itu yang membuat saya takut dan mendapat hukuman atau
konsekuensi.
LM : Iya masih bingung. Tetapi kadang saya minta penjelasan pada
teman yang sudah paham.
LM : Tidak bisa memahami materi.
LM : Rileks, tenang percaya diri bahwa kita bisa.
158
Nama : Athiya Karima
Inggris?
AK : Enggak percaya diri. Karena takut salah dan saya merasa enggak
bisa bahasa Inggris.
AK : Iya. Karena memang saya merasa sulit untuk memahami bahasa
Inggris.
AK : Iya gugup banget kalau tiba-tiba ditanya sama guru. Soalnya saya
fokus sma materi selanjutnya, sehingga materi sebelumnya udah
lupa.
AK : Iya malu kalau pas tidak bisa menjawab pertanyaan dari guru.
belajar?
AK : Enggak, karena udah belajar.
159
AK : Ada yang sulit ada yang mudah.
bahasa Inggris?
AK : Takut salah dan takut ditertawakan teman.
AK : Sedikit percaya diri tetapi takut kalo salah pengucapan.
AK : Iya malu, karena suasana kelas menegangkan dan dilihatin
teman-teman.
AK : Kalau pas dijelasin enggak gugup dan tegang, tetapi kalo disuruh
jawab pertanyaan dan saya tidak tahu jawabannya tegang banget.
dan enjoy?
AK : Tergantung gurunya. Kalau gurunya asik percaya diri.
Inggris?
AK : Tidak, karena bahasa Inggris itu penting.
bahasa Inggris?
AK : Pernah melamun di kelas pas pelajaran bahasa Inggris. Karena
kepikiran belum mengerjakan tugas pelajaran lain.
apakah kamu paham?
AK : Kadang paham kadang enggak, tapi karena gurunya baik kadang
saya juga tanya-tanya.
160
AK : Sedih, tapi setelah itu belajar materi itu lagi.
Ak : Iya, misalnya guru udah jelasin materi berkali-kali tetapi saya
masih bingung.
AK : Kurang menguasai kosakata, sehingga sulit mengartikan.
AK : Di buat rileks, karena rasa takut, cemas itu dari kita sendiri, maka
dari itu kita harus bisa mengontrol diri sendiri.
161
Nama : Annisa Niswatin
Inggris?
AK : Nggak percaya diri karena belum tahu pengucapan yang benar.
AK : Iya. Karena pas ulangan nilainya bagus-bagus.
AK : Iya. Misalnya guru ngasih pertanyaan, dan saya tidak bisa jawab.
AK : Iya. Karena tidak percaya diri, dan takut salah.
belajar?
AK : Tidak. Karena sebelumnya sudah belajar.
AK : Ya. Karena tidak bisa cepat hafal materinya. Bukan karena tidak
memperhatikan, tapi masih bingung dengan pengucapannya.
162
bahasa Inggris?
AK : Takut salah dan ditertawakan teman.
AK : Gugup, takut dan tidak percaya diri. Karena takut kalau
jawabannya salah atau tidak nyambung.
AK :Iya. Karena belum terbiasa berbicara dengan bahasa Inggris.
bahasa Inggris banding pelajaran lain?
AK : Iya gugup, tapi pas ulangan saja.
dan enjoy?
AK : Enjoy, karena kalau belajarnya rileks, maka akan cepat faham.
Inggris?
AK : Enggak, kan belajar jadi enggak keberatan.
bahasa Inggris?
AK : Kadang iya. Karena biasanya di jam selanjutnya ada tugas dan
kadang belum dikerjain, jadinya saya kepikiran.
apakah kamu paham?
AK : Kadang paham. Tetapi kadang enggak paham kalau penjelasan
kurang jelas.
AK : Mengulang pelajaran ke guru les.
163
AK : Enggak paham. Apalagi kalau pas ada PR, dan ada soal yang sulit
jadinya tidak bisa tanya ke guru.
AK : Susah menghafalkan materi dan susah dalam pengucapan bahasa
Inggris.
AK : Belajar sendiri dulu di rumah dan belajar sama guru les.
Nama : Zakiyyan Amanda Widyastuti

Inggris?
ZAW : Iya. Karena lidahnya kaku kalo ngomong bahasa Inggris.
ZAW : Iya. Menurut saya, mere cepat nangkep atau cepat paham kalau
dijelasin, jadi saya merasa mereka lebih lancar dalam ngomong
bahasa Inggris.
ZAW : Iya. Karena takut kalau tiba-tiba dipanggil disuruh jawab dan saya
tidak tahu jawabannya.
ZAW : Tidak. Karena saya tidak mau jadi sukarelawan.
belajar?
ZAW : Tidak. Karena sudah belajar dengan sungguh-sungguh.
164
ZAW : Iya. Karena pelajarannya tidak masuk di otak.
bahasa Inggris?
ZAW : Grogi, takut salah dan takut ditertawakan teman.
ZAW : Gugup, tidak percaya diri. Kalau salah menjawab ingin
menghilang dari peradaban rasanya.
ZAW : Iya. Karena tatapan teman-teman itu seperti mengintimidasi dan
kadang teman-teman jahil, sehingga membuat ketawa dan
menjadi tidak fokus.
bahasa Inggrisi banding pelajaran lain?
ZAW : Tidak. Karena ada pelajaran yang lebih sulit dan menegangkan di
banding Inggris.
dan enjoy?
ZAW : Enjoy aja.
Inggris?
ZAW : Tidak. Karena kalau keberatan dan tidak ikut pelajaran bahasa
Inggris maka nilai akan jelek dan tidak naik kelas.
bahasa Inggris?
ZAW : Iya. Karena dengan melamun malah kadang membuat otak encer.
apakah kamu paham?
ZAW : Tidak paham. Karena tidak ada subtitlenya.
165
ZAW : Pasrah.
ZAW : Iya. Karena materi yang dijelaskan elum masuk ke memori otak.
ZAW : Sulit memahami materi.
ZAW : Melamun.
Nama : Annas Adi Mubaroq
Inggris?
AAM : Tidak. Karena walaupun nanti ngomongnya salah, pasti akan
dibenarkan guru, jadi saya percaya diri.
AAM : Tidak. Karena jika kita rajin belajar dan sering berlatih maka kita
juga bisa melebihi kepandaian teman kita.
AAM : Tidak. Karena walaupun lupa, kita bisa bertanya pada guru
tentang hal yang belum kita pahami.
AAM : Kadang-kadang. Karena takut kalau tidak bisa jawab.
belajar?
AAM : Tidak. Karena sudah persiapan dan belajar.
166
AAM : Tidak. Karena jika tidak dipelajari, diasah atau dipahami akan
sulit.
bahasa Inggris?
AAM : Yang membuat tidak percaya diri ketika belum persiapan atau
belajar.
AAM : Biasa saja. Karena kalau salah pasti dibantu guru.
AAM : Tidak. Karena kalau salah pasti dibantu guru.
Bahasa Inggrisi banding pelajaran lain?
AAM : Lumayan tegang. Karena pelajarannya susah dan harus banyak
belajar, berlatih dan mencoba.
dan enjoy?
AAM : Percaya diri. Karena guru menyampaikan materi dengan sebaik-
baiknya.
Inggris?
AAM : Tidak. Karena bahasa Inggris itu penting. Jika suatu saat bekerja
dan harus menggunakan bahasa Inggris maka kita sudah bisa.
bahasa Inggris?
AAM : Kadang. Karena kalau pas melamun saya memikirkan hal lain.
Contohnya memikirkan pelajaran lain.
apakah kamu paham?
AAM : Kadang paham kadang tidak.
167
AAM : Ikhlas saja dan mengulangi atau mengoreksi lagi apa
kesalahannya.
AAM : Tidak. Karena kalo kita masih bingung bisa bertanya pada guru.
AAM : Masih banyak kosa kata yang belum di mengerti artinya.
AAM : Mencoba percaya diri. Karena kalau kita membuat kesalahan
pasti akan dibenarkan guru.
Nama : Hafizh Mahendra
Inggris?
HM : Iya. Karena dari SD saya tidak pernah suka bahasa Inggris.
HM : Iya. Karena saya susah memahami bahasa Inggris.
HM : Iya gugup. Takut ditanya guru dan tidak bisa menjawab.
HM : Iya malu dilihatin teman-teman.
belajar?
HM : Iya, karena takut kalau tiba-tiba lupa dengan apa yang sudah
dipelajari.
HM : Iya sulit. Karena tidak tahu artinya.
168
bahasa Inggris?
HM : Yang membuat tidak percaya diri karena grogi.
HM : Gugup, takut, dan tidak percaya diri. Karena takut salah.
HM : Iya. Karena dilihat teman-teman dan guru.
bahasa Inggris dibanding pelajaran lain?
HM : Iya. Karena bahasa Inggris.
dan enjoy?
HM : Sedikit enjoy, tapi banyak tidak percaya dirinya.
Inggris?
HM : Tidak. Karena bahasa Inggris pelajaran wajib yang harus
dipelajari.
bahasa Inggris?
HM : Sering melamun, tidak memperhatikan guru. Tidak fokus.
apakah kamu paham?
HM : Kadang paham kadang tidak.
HM : Pasrah. Tetapi mencoba belajar lebih giat lagi.
HM : Iya, kadang bingung dengan penjelasan guru.
169
HM : Kosakata bahasa Inggris kurang, sulit bicara dalam bahasa Inggris.
HM : Belajar dari rumah. Agar nilai bagus.
Nama : Natsifah Soffita Azzahra

Inggris?
NSA : Tidak percaya diri karena takut salah.
NSA : Iya. Karena teman-teman niainya bagus-bagus.
NSA : Gugup. Takut tiba-tiba guru menanyakan materi sebelumnya lagi.
NSA : Malu. Karena takut salah.
belajar?
NSA : Sedikit. Karena sudah belajar.
NSA : Sedikit sulit. Tetapi dengan menghafal setiap pelajaran yang
disampaikan oleh guru tidak akan mempersulit pelajaran.
bahasa Inggris?
170
NSA : Grogi aja.
NSA : Grogi, tidak percaya diri. Karena takut salah.
NSA : Iya malu dilihatin teman-teman.
NSA : Biasa saja. Ada yang lebih sulit dibandingkan bahasa Inggris.
dan enjoy?
NSA : Kalau sudah belajar ya enjoy aja.
Inggris?
NSA : Tidak. Karena bahasa Inggris itu penting.
bahasa Inggris?
NSA : Kadang-kadang. Karena memikirkan pelajaran lain.
apakah kamu paham?
NSA : Kalau mendengarkan dengan baik saya paham, tetapi kalo tidak
mendengarkan guru maka saya tidak paham.
NSA : Ikhlas. Besuk harus bisa lebih baik lagi.
NSA : Iya bingung dengan penjelasan guru mengenai koreksi kesalhan
saya.
Researcher : Kesulitan apa yang kamu alami saat pelajaran bahasa Inggris?
171
NSA : Pengucapan kosakata yang benar.
NSA : Tetap positif thinking dan belajar yang sungguh-sungguh.
Nama : Athailla Celesta

Inggris?
AC : Tidak percaya diri. Karena kalau tiba-tiba tidak tahu artinya.
AC : Iya. Teman-teman lebih pandai dari saya.
AC : Gugup. Karena kalau tiba-tiba guru menanyakan materi yang saya
lupa.
AC : Tidak. Karena sudah kenal dengan teman-teman.
belajar?
AC : Tidak. Karena sudah persiapan jadi tidak begitu cemas.
AC : Kalau tidak belajar ya sulit. Kalau mau belajar pasti bisa.
bahasa Inggris?
AC : Takut pengucapan salah dan kemudian ditertawakan teman.
172
AC : Biasa saja. Karena kadang gurunya asik, jadi tidak menegangkan.
AC : Malu kalau pas salah pengucapan.
bahasa Inggris di banding pelajaran lain?
AC : Tidak. Sama saja dengan pelajaran yang lain.
dan enjoy?
AC : Kalau sudah persiapan atau belajar ya percaya diri. Kalau belum
belajar khawatir dan cemas.
Inggris?
AC : Tidak. Menuntut ilmu tidak boleh keberatan.
bahasa Inggris?
AC : Kadang. Kalau suasana kelas membosankan kadang saya
melamun.
apakah kamu paham?
AC : Kadang paham kadang tidak.
AC : Mengulangi dan memahami materi-materi lagi.
AC : Bingung kalau pas gurunya menjelaskan tidak jelas.
AC : Kurang kosakata.
173
AC : Tetap tenang dan jangan berfikiran negatif.
APPENDIX 4
Surat Izin Penelitian
174
175

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FACTORS CAUSING AND STRATEGIES TO SOLVE STUDENTS’

ANXIETY IN THE ENGLISH TEACHING-LEARNING PROCESS

(A Case Study At The Seventh Grade PK of MTs N 02 Sukoharjo

Academic Year 2019/2020)

Submitted as A Partial Requirements

For the Undergraduate Degree in English Language Education

ISMEI ALFIAH PUJI ASTUTI

ENGLISH LANGUAGE EDUCATION

CULTURES AND LANGUAGES FACULTY

THE STATE ISLAMIC INSTITUTE OF SURAKARTA

Subject : Thesis of Ismei Alfiah Puji Astuti

This is to certify the Undergraduate thesis entitled: “Factors Causing And

Chairperson : Budiasih, S.Pd., M.Hum ( )

Secretary : Sabariyanto, M.Pd ( )

Main Examiner : Dr. Yusti Arini, M.Pd ( )

Surakarta, September 16th 2020

This Thesis is dedicated to:

1. My Beloved Father and Mother (Mr. Mujimin and Mrs. Sularmi).

“Whatever you are, be a good one”

“The secret of getting ahead is getting started”

Name : Ismei Alfiah Puji Astuti

Study Program : English Language Education

Faculty : Cultures and Languages Faculty

Surakarta, September 16th 2020

Ismei Alfiah Puji Astuti

Surakarta, September 16th 2020

Ismei Alfiah Puji Astuti

ADVISOR SHEET... .............................................................................. i

TABLE OF CONTENT........................................................................... viii

ABSTRACT ........................................................................................... xii

CHAPTER II: THEORETICAL REVIEW

CHAPTER III: RESEARCH METHODOLOGY

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

CHAPTER V: CONCLUSION AND SUGGESTION

Table 3.1 Positive and Negative Statements....................................... 44

Table 3.2 Likert’s Scoring................................................................... 47

Table 3.3 Anxiety Scale...................................................................... 47

Table 4.1 Summarizing of Students’ Response.................................. 100

Table 4.2 Scoring and Categorizing of FLCAS................................. 102

Appendix 1 Students’ Name Code...................................................... 123

Appendix 2 Questionnaire................................................................... 125

Appendix 3 Interview.......................................................................... 149

Appendix 4 Surat Izin Penelitian........................................................ 173

Advisor : Sabariyanto, M.Pd

This research is aimed to describe the factors causing students’ anxiety in

A. Background of the Study

Emotions are important in the classroom since it has impact on

learning. The influence lerners’ ability to process information and to

accurately understand that they encounter. Emotions have the potential to

potentil to distract students’ learning efforts.

Based on the pre research conducted by the researcher on

November 7 - 8 2019 in VII grade PK 2 and VII PK 3 MTs N 02

Sukoharjo in English teaching-learning process, the researcher found

students who looked anxious during the English teaching-learning process.

The researcher saw many symptoms of anxiety during the teaching-

student’s looked passive during teaching-learning process, especially in

After the researcher interviewed the students who were

experiencing anxiety, it turned out that students were embarrassed and

admitted that they lacked preparation and lacked of confidence in English

English is one of the lessons that is difficult to understand, because many

of them do not understand and master vocabulary in English.

teaching-learning process. Students’ anxiety is a real problem that majority

of students face in learning English as a foreign language. Horwitz (1986)