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STUDENT’S FOREIGN LANGUAGE ANXIETY TO ASK QUESTIONS IN
THE ENGLISH CLASS
(A Narrative Inquiry at the 5th
Semester English Education’s Students Year 2019)
THESIS
ANGELA ARUM SASANTI LEBDO PUTRI
K2215004
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS SEBELAS MARET
SURAKARTA
JANUARY 2020
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STUDENT’S FOREIGN LANGUAGE ANXIETY TO ASK QUESTIONS IN
THE ENGLISH CLASS
(A Narrative Inquiry at the 5th
Semester English Education’s Students Year 2019)
THESIS
Angela Arum Sasanti Lebdo Putri
K2215004
Submitted to Teacher Training and Education Faculty of Sebelas Maret
University to Fulfill One of the Requirements for Achieving the
Undergraduate Degree of Education in English
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS SEBELAS MARET
SURAKARTA
JANUARY 2020
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ABSTRACT
Angela Arum Sasanti Lebdo Putri, Dewi Rochsantiningsih, Ellisa Indriyani P. H.
Student’s Foreign Language Anxiety to Ask Questions in the English Class
(A Narrative Inquiry at the 5th
Semester English Education’s Students Year
2019). A Thesis. Surakarta. Teacher Training and Education Faculty. Universitas
Sebelas Maret. 2019.
One strategy that is mostly used and seen as most prominent teaching skill in
classroom teaching is questioning (Wangru, 2016). However, Zhouyuan (2016)
stated that even student already distinguish the value of language communicative
skill, most of them do not actively take part in the classroom activities. One of the
most major barriers learners have to overcome in language classes is anxiety. This
study focus is on Foreign Language Anxiety experienced by students in the EFL
classroom. This study also aimed to discuss the strategies used by students to deal
with the Foreign Language Anxiety they experience. The research methodology
used in this research was narrative inquiry. The participants of this narrative
inquiry were students from class A1 of 5th
Semester in English Education
Department. The qualitative data used in this research were collected from
observation, questionnaire, interview, and informal conversations through online
chatting. The data were analyzed using Interactive model from Miles and
Huberman (1994: 12) which divides the analysis activities into several parts
namely: data collection, data reduction, presentation of data, and drawing
conclusions or data verification. The findings of the study showed that there are
five factors which have caused students’ Foreign Language Anxiety, including:
(1) Negative remarks from the classmate, (2) Student views about language
learning, (3) Teacher ideas about language instructing, (4) Teacher student
communications, and (5) The risk of talking openly. Strategies pursued by
students in this research are; (1) Taking notes before asking, (2) More often
practicing speaking using English, (3) Staying quiet, (4) Relaxation strategy, and
(5) Positive thinking. This study implies the students need to be more confident to
participate in the learning process, to ask questions in the class, and take it easy or
more relaxed when there is a negative response from classmates. The lecturer
must be aware of and include in the consideration that the FLA can affect the
learning process of students.
Keywords: questioning activity, Foreign Language Anxiety, EFL Class
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ABSTRAK
Angela Arum Sasanti Lebdo Putri, Dewi Rochsantiningsih, Ellisa Indriyani P.H.
Student’s Foreign Language Anxiety to Ask Questions in the English Class
(A Narrative Inquiry at the 5th
Semester English Education’s Students Year
2019). A Thesis. Surakarta. Fakultas Keguruan dan Ilmu Pendidikan. Universitas
Sebelas Maret. 2019.
Salah satu strategi yang banyak digunakan dan dipandang sebagai keterampilan
mengajar yang paling menonjol dalam pengajaran di kelas adalah bertanya
(Wangru, 2016). Namun, Zhouyuan (2016) menyatakan bahwa bahkan ketika
siswa sudah mengetahui pentingnya keterampilan komunikasi bahasa, sebagian
besar dari mereka tidak aktif mengambil bagian dalam kegiatan kelas. Salah satu
hambatan utama yang harus diatasi oleh pelajar di kelas bahasa adalah kecemasan.
Penelitian ini akan fokus pada Kecemasan dalam menggunakan Bahasa Asing
yang dialami oleh siswa di kelas EFL. Penelitian ini juga bertujuan untuk
membahas strategi yang digunakan oleh siswa untuk menghadapi Kecemasan
dalam menggunakan Bahasa Asing yang mereka alami. Metodologi penelitian
yang digunakan dalam penelitian ini adalah naratif inquiry. Metodologi penelitian
yang digunakan dalam penelitian ini adalah naratif inquiry. Para peserta
penyelidikan naratif ini adalah siswa dari kelas A1 Semester 5 di Departemen
Pendidikan Bahasa Inggris. Data kualitatif yang digunakan dalam penelitian ini
dikumpulkan dari observasi, kuesioner, wawancara, dan percakapan informal
melalui percakapan secara online. Analisis data menggunakan model Analisis
Interaktif dari Miles dan Huberman (1994: 12) yang membagi kegiatan analisis
menjadi beberapa bagian yaitu: pengumpulan data, reduksi data, penyajian data,
dan penarikan kesimpulan atau verifikasi data. Hasil penelitian menunjukkan
bahwa ada lima faktor yang menyebabkan kecemasan Bahasa Asing siswa yaitu;
(1) Ketakutan siswa akan penilaian negatif dan beban dari teman sekelasnya, (2)
Pandangan siswa tentang pembelajaran bahasa, (3) Gagasan guru tentang
pengajaran bahasa, (4) Komunikasi siswa, dan (5) Risiko berbicara secara terbuka.
Peneliti mengusulkan dua strategi yang jika siswa gunakan untuk mengatasi
Kecemasan Bahasa Asing mereka, ada; (1) Mencatat sebelum bertanya, dan (2)
Lebih sering berlatih berbicara menggunakan bahasa Inggris. Ternyata siswa juga
memiliki strategi lain yang terungkap selama proses wawancara, yaitu; (1) Tetap
diam, (2) Strategi relaksasi, dan (3) Berpikir positif. Penelitian ini menyiratkan
kepada siswa bahwa mereka perlu lebih percaya diri untuk berpartisipasi dalam
proses pembelajaran, untuk mengajukan pertanyaan di kelas, dan santai atau lebih
santai ketika ada tanggapan negatif dari teman sekelas. Dosen harus menyadari
dan memasukkan dalam pertimbangan bahwa FLA dapat mempengaruhi proses
belajar siswa.
Kata kunci: aktivitas bertanya, Kecemasan dalam berbahasa asing, Kelas EFL
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MOTTO
When the sharpest words wanna cut me down
I'm gonna send a flood, gonna drown them out
I am brave, I am bruised
I am who I'm meant to be, this is me. –This is Me, The Greatest Showman
OST.
Maximum Effort - Deadpool
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DEDICATION
This thesis is truly dedicated to myself, my beloved family, and those who
have sincerely contributed
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ACKNOWLEDGEMENT
All praise is aimed to the Almighty God due to His Blessings for the writer
so that this thesis can be completed. The writer would like to express her deepest
gratitude and appreciation for those who have contributed their support, help, and
guidance in finishing this thesis.
1. Dr. Mardiyana, M. Si., the Dean of Teacher Training and Education Faculty
who has given his permission and approval for this thesis.
2. Dr. Ngadiso, M. Pd., the Head of English Department who has given his
permission in writing this thesis, thank you for all the guidance and new
knowledge.
3. Dra. Dewi Rochsantiningsih, M.Ed., Ph.D., the first consultant who has
kindly guided, gave beneficial corrections, and patiently supported the
writer’s thesis despite her busy time.
4. Ellisa Indriyani P H, S. Pd, M.Hum., the second consultant who has kindly
guided, corrected mistakes, and patiently supported the writer’s thesis despite
her busy time.
5. The writer’s beloved parents, Paulus Sudiyanto (Alm.), Petrus Nolas Sugiarto,
Maria Martini and Margareta Harini, thank you for always be the reason for
anything the writer do and the reason to live a good life. Also, the writer’s
sisters for always be there to cheer the writer up.
6. The class A1 fifth semesters students of English Education Department
Universitas Sebelas Maret Surakarta for the good corporation during the
research, and the Critical Listening course lecturer Mrs. Ellisa for kindly
allowing the writer to did the research in her class.
7. The writer’s dearest friends in APB48 and Kos Cantique, thank you for
helping the writer going through all the hardest time during the working on
thesis.
8. Special thanks delivered to Amirah, Anisa, Kartika, Ajeng, Eni and Atika,
who has helped the writer during the thesis preparation.
This thesis hopefully will be useful not only for the researcher but also for
the readers. Constructive and helpful feedbacks and comments are welcomed.
Surakarta, Januari 2020
Researcher
Angela Arum Sasanti Lebdo Putri
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TABLE OF CONTENTS
TITLE OF THE RESEARCH ............................................................................. i
PRONOUNCEMENT ........................................................................................ ii
TITLE OF THE RESEARCH ............................................................................. iii
THE APPROVAL OF THE CONSULTANTS .................................................. iv
THE APPROVAL OF THE BOARD EXAMINERS ......................................... v
ABSTRACT ........................................................................................................ vi
ABSTRAK …………………………………………………………………… vii
MOTTO .............................................................................................................. viii
DEDICATION .................................................................................................... ix
ACKNOWLEDGEMENT .................................................................................. x
TABLE OF CONTENTS .................................................................................... xi
LIST OF TABLE ............................................................................................... xiv
LIST OF ABBREVIATIONS……………………………………………..…... xv
LIST OF APPENDICES ..................................................................................... xvi
CHAPTER I INTRODUCTION ................................................................ 1
A. Background of the Study ................................................... 1
B. Problem Statements .......................................................... 4
C. Objective of the Study ....................................................... 4
D. Significances of the Study ........................................... 4
CHAPTER II LITERATURE REVIEW .................................................... 6
A. EFL Classroom .................................................................. 6
1. Interactions in EFL Classroom ..................................... 6
2. The Situations that Support Learning Process .............. 10
B. Student’s Questioning ....................................................... 11
1. The Nature of Questioning ........................................... 11
2. Factors that Hinder the Occurrences of Questioning
Activity ......................................................................... 13
C. Foreign Language Anxiety ............................................... 14
1. The Nature of Foreign Language Anxiety .................... 14
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2. Components of Foreign Language Anxiety…………... 15
3. Factors Causing Foreign Language Anxiety………….. 16
D. Strategies for Overcoming Anxiety……………………… 17
E. Review of Related Studies ................................................ 19
CHAPTER III RESEARCH METHODOLOGY ..................................... 25
A. Context of the Study ......................................................... 25
B. Narrative Inquiry .............................................................. 26
C. Data Collection ................................................................ 27
D. Instruments …………………………………………….… 29
E. Rigor ................................................................................. 29
F. Trustworthiness . ............................................................... 29
G. Generalizability …………………………………………. 30
H. Data Analysis …………………………………………… 30
CHAPTER IV RESEARCH FINDING AND DISCUSSION ................... 31
A. Research Findings ............................................................ 31
1. The Student’s about the Factor of Their Anxiety in
Asking Questions in the Classroom .............................. 31
a. Negative Remarks from the Classmates .................. 32
b. Student Views about Language Learning ................ 33
c. Teacher Ideas about Language Instructing .............. 34
d. Teacher-student Communications.………………... 35
e. The Risk of Talking Openly …………..………….. 37
2. The Strategies that Students’ Adopt to Effectively
Cope with Their Anxiety in Asking Questions in
Classroom ..................................................................... 38
a. Take Notes of Questions that will be Asked ............ 39
b. Practice Speaking English More Often .................... 39
c. Stay Quiet ................................................................. 41
d. Relaxation Strategy .................................................. 42
e. Positive Thinking ..................................................... 43
B.Discussion ......................................................................... 44
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CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION … 50
A. The Student’s about the Factor of Their Anxiety in
Asking Questions in the Classroom .................................. 50
1. Conclusion……………………………………………. 50
2. Implication and Suggestion…………………………... 50
B. The Strategies that Students’ Adopt to Effectively
Cope with Their Anxiety in Asking Questions in
Classroom ......................................................................... 51
1. Conclusion……………………………………….…. 51
2. Implication and Suggestion………………………... 52
REFERENCES ………………………………………………………………… 53
APPENDICES………………………………………………………………….. 58
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LIST OF TABLES
Table 3.1 Research Plans ......................................................................... 25
Table 3.2 Observation Schedule................................................................ 28
Table 4.1 Anxiety caused by negative remarks from the classmates ........ 32
Table 4.2 Anxiety caused by student views about language learning ....... 33
Table 4.3 Anxiety caused by lecturer ideas about language instructing ... 34
Table 4.4 Anxiety caused by teacher-student communications ................ 36
Table 4.5 Anxiety caused by the risk of talking openly ........................... 37
Table 4.6 The students’ strategy to effectively cope with their anxiety
by take notes of questions that will be asked ............................ 39
Table 4.7 The students’ strategy to effectively cope with their anxiety
by practice speaking English more often .................................. 40
Table 4.8 The students’ strategy to effectively cope with their anxiety
by staying quiet ......................................................................... 41
Table 4.9 The students’ perceptions about the factor of their anxiety
in asking questions in the classroom ......................................... 44
Table 4.10 The strategies that students adopt to effectively cope with
their anxiety in asking questions in classroom……………. 47
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LIST OF ABBREVIATIONS
EFL : English as a Foreign Language
FL : Foreign Language
FLA : Foreign Language Anxiety
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LIST OF APPENDICES
Appendix 1 : Instruments of the Study ........................................................ 58
Appendix 2 : Field Notes .............................................................................. 62
Appendix 3 : Transcripts of Interview .......................................................... 64
Appendix 4 : Result of Questionnaire ........................................................... 73
Appendix 5 : Coding ..................................................................................... 76
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