PERSPECTIVES ON ANXIETY IN LEARNING ENGLISH(A Case Study of the Low English Proficiency Female and Male Students ofthe Eighth Grade of MTs. Nabaul Ulum Pati in Academic Year 2011/2012)

ByNIKWATI

NIM 2008–32–246

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS2012

PERSPECTIVES ON ANXIETY IN LEARNING ENGLISH(A Case Study of the Low English Proficiency Female and Male Students ofthe Eighth Grade of MTs. Nabaul Ulum Pati in Academic Year 2011/2012)

ByNIKWATI

NIM 2008–32–246

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS2012

PERSPECTIVES ON ANXIETY IN LEARNING ENGLISH(A Case Study of the Low English Proficiency Female and Male Students ofthe Eighth Grade of MTs. Nabaul Ulum Pati in Academic Year 2011/2012)

ByNIKWATI

NIM 2008–32–246

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS2012

iiiiii

iii

PERSPECTIVES ON ANXIETY IN LEARNING ENGLISH(A Case Study of the Low English Proficiency Female and Male Students ofthe Eighth Grade of MTs. Nabaul Ulum Pati in Academic Year 2011/2012)

SKRIPSIPresented to the University of Muria Kudus in Partial Fulfillment of theRequirement For Completing the Sarjana Program in English Education

ByNIKWATI

NIM 2008–32–246

DEPARTMENT OF ENGLISH EDUCATIONFACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MURIA KUDUS

2011

iv

MOTTO

“Do the best thing in your life and do it because of Allah SWT”

“There is always ease behind difficulties”

“Today’s dream is the fact of tomorrow”

DEDICATIONS:

This skripsi is dedicated to:

My beloved husband, Mas Aan

My lovely parents

My little son, Iklyl

My beloved sister, Hanif

All my family

My best friends, Anis and Titik

All my friends

Almamater

vvv

vivivi

vii

ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Almighty, whose blessing and

has made all possible for the writer to finish the research entitled: “Perspectives

on Anxiety in Learning English (A Case Study of The Low English Proficiency

Female and Male Students of The Eighth Grade of MTs Nabaul Ulum Pati in

Academic Year 2011/2012)” as a partial fulfillment to get the S1 degree in English

Education Department. In conducting this research, the writer would like to thank

all those who have encouragement, advice, guidance, and suggestion. Her

appreciation goes to:

1. Drs. Susilo Rahardjo, M.Pd, as the dean of Engish Education Department

of the University of Muria Kudus.

2. Fitri Budi Suryani, S.S, M.Pd, as the head of English Education

Department of the University of Muria Kudus.

3. Agung Dwi Nurcahyo, S.S, M.Pd and Nuraeningsih, S.Pd, M.Pd as the

advisors who give their wise tuition and solution till this skripsi can be

accomplished.

4. All the lectures of English Education Department, Teacher Training and

Education Faculty the University of Muria Kudus who have been

supplying a wide knowledge, giving motivation so that the writer can

finish the skripsi, and also the staffs who give contribution to complete the

skripsi.

viii

5. The teachers, staffs and the students of MTs. Naba’ul Ulum Pati who

helped the writer for getting the data.

6. All of her friends at the University of Muria Kudus.

7. The officers of main library of the University of Muria Kudus, for the

services.

8. Those who can’t be mentioned one by one toward their support to her in

completing this research paper.

Finally, the writer expects this paper will be useful.

Kudus, June 2012

The writer

Nikwati

ix

ABSTRACT

Nikwati. 2012. Perspectives on Anxiety in Learning English (A Case Study of theLow English Proficiency Female and Male Students of the Eighth Gradeof MTs Nabaul Ulum Pati in Academic Year 2011/2012). Skripsi. EnglishEducation Department, Teacher Training and Education Faculty, MuriaKudus University. Advisors: (i) Agung Dwi Nurcahyo, S.S, M.Pd., (ii)Nuraeningsih, S.Pd, M.Pd.

Keywords: Anxiety, learning

Anxiety is a real phenomenon in foreign language learning, includesEnglish. It becomes a problem for the students, especially whose low proficiency.Anxiety may relate with the gender differences. An assumption that the femaleslack power and males have power physically does not always mean that femalesare weak and males are powerful. Both of females and males have each ownstrength and weakness in learning English.

The objectives of this research are (i) to find out and explain the differentperspectives on anxiety in learning English between female and male studentswho have low English proficiency of the eighth grade of MTs. Nabaul Ulum Patiin academic year 2011/2012, (ii) to find out and explain the similar perspectiveson anxiety in learning English between female and male students who have lowEnglish proficiency of the eighth grade of MTs. Nabaul Ulum Pati in academicyear 2011/2012.

This research belongs to qualitative research and I use case study as amethod. The data is the perspectives on anxiety in learning English of female andmale students. Meanwhile, the data source of this research is female and malestudents of the eighth grade of MTs Naba’ul Ulum Pati in academic year2011/2012 who have low English proficiency. I adopt the categories of anxiety byRenée von Wörde (2003) to identify and analyze the different perspectives and thesimilar perspectives.

The result of the research shows that the similarities are more than thedifferences in the perspectives on anxiety in learning English. There are sevendifferent perspectives and thirteen similar perspectives on anxiety in learningEnglish between female and male students who have low English proficiency. Thedifferences consist of three factors causing anxiety and four factors reducinganxiety. There are no different perspectives in the factors manifestation of anxietyand on students’ awareness of anxiety. The similarities consist of six factorscausing anxiety, four factors reducing anxiety, two factors manifestation ofanxiety, and one factor of students’ awareness of anxiety.

Due to the fact that anxiety is undeniable phenomenon in learning English,I offer several suggestions to cope with anxiety. For the teachers, teachingcreatively, having good relationship and being friendly will minimize anxiety. Forthe female and male students, they should find which factors most lead them toanxiety and then seek the solution. They should support and share each others inovercoming anxiety in learning English.

x

ABSTRAKSI

Nikwati. 2012. Pendapat-Pendapat Mengenai Kegelisahan dalam PembelajaranBahasa Inggris (Studi Kasus Siswa Perempuan dan Laki-Laki Kelas VIIIyang Memiliki Kecakapan Bahasa Inggris Kurang di MTs. Naba’ul UlumPati Tahun Ajaran 2011/2012). Skripsi. Pendidikan Bahasa Inggris,Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus.Pembimbing: (i) Agung Dwi Nurcahyo, S.S, M.Pd., (ii) Nuraeningsih,S.Pd, M.Pd.

Kata Kunci: Kegelisahan, pembelajaran

Kegelisahan adalah sebuah fenomena nyata dalam pembelajaran bahasaasing, termasuk bahasa Inggris. Hal itu menjadi suatu masalah bagi para siswa,khususnya yang memiliki kecakapan yang kurang. Kegelisahan mungkinberhubungan dengan perbedaan jenis kelamin. Ada asumsi bahwa wanita kurangkemampuan/kekuatan dan laki-laki memilikinya secara fisik tidak selalu berartibahwa perempuam itu lemah dan laki-laki itu kuat. Baik perempuan maupun laki-laki, masing-masing memiliki kelebihan dan kekurangan dalam pembelajaranBahasa Inggris.

Tujuan dari penelitian ini adalah (i) untuk menemukan dan menjelaskanpendapat-pendapat yang berbeda mengenai kegelisahan dalam pembelajaranbahasa Inggris antara siswa perempuan dan laki-laki kelas VIII yang memilikikecakapan bahasa Inggris kurang di MTs. Naba’ul Ulum Pati tahun ajaran2011/2012, (ii) untuk menemukan dan menjelaskan pendapat-pendapat yang samamengenai kegelisahan dalam pembelajaran bahasa Inggris antara siswaperempuan dan laki-laki kelas VIII yang memiliki kecakapan bahasa Inggriskurang di MTs. Naba’ul Ulum Pati tahun ajaran 2011/2012.

Penelitian ini termasuk penelitian kualitatif dan saya menggunakan studikasus sebagai metode. Data dalam penelitihan ini adalah pendapat-pendapattentang kegelisahan dalam pembelajaran bahasa Inggris pada siswa perempuandan laki-laki. Sementara, sumber data dari penelitian ini yaitu para siswaperempuan dan laki-laki kelas VIII di MTs. Naba’ul Ulum Pati tahun ajaran2011/2012 yang memiliki kecakapan bahasa Inggris kurang. Saya mengadopsikategori-kategori kegelisahan dari Renée von Wörde (2003) untukmengidentifikasi dan menganalisis perbedaan dan persamaan pendapat-pendapat.

Hasil penelitian menunjukkan bahwa terdapat lebih banyak persamaandaripada perbedaan dalam pendapat mengenai kegelisahan.dalam pembelajaranbahasa Inggris. Ada tujuh pendapat yang berbeda dan tiga belas pendapat yangsama mengenai kegelisahan dalam pembelajaran bahasa Inggris antara siswaperempuan dan laki-laki yang memiliki kecakapan bahasa Inggris kurang.Perbedaan itu terdiri dari tiga faktor penyebab kegelisahan dan empat faktor yangmengurangi kegelisahan. Tidak ada perbedaan pendapat dalam faktor perwujudankegelisahan dan kesadaran siswa akan kegelisahan. Persamaannya terdiri darienam faktor penyebab kegelisahan, empat faktor yang mengurangi kegelisahan,

xi

dua fakor perwujudan kegelisahan, dan satu faktor kesadaran siswa akankegelisahan.

Berdasarkan fakta bahwa kegelisahan adalah fenomena yang tak dapatdipungkiri dalam pembelajaran bahasa Inggris, saya menawarkan beberapa saranuntuk mengatasi kegelisahan ini. Untuk para guru, mengajar dengan kreatif,memiliki hubungan yang baik dan ramah kepada siswa akan mengurangikegelisahan. Untuk siswa maupun siswi, seharusnya mencari tahu faktor manayang paling menyebabkan kegelisahan mereka dan mencari solusinya. Merekaseharusnya saling mendukung dan berbagi satu sama lain dalam mengatasikegelisahan dalam pembelajaran bahasa Inggris.

xii

TABLE OF CONTENTS

COVER ............................................................................................................... i

LOGO .................................................................................................................. ii

TITLE .................................................................................................................. iii

MOTTO AND DEDICATION ........................................................................... iv

ADVISORS’ APPROVAL ................................................................................. v

EXAMINERS’ APPROVAL .............................................................................. vi

ACKNOWLEDGEMENT .................................................................................. vii

ABSTRACT ........................................................................................................ ix

ABSTRAKSI ...................................................................................................... x

TABLE OF CONTENTS .................................................................................... xii

LIST OF TABLES .............................................................................................. xv

LIST OF APPENDICES ..................................................................................... xvi

CHAPTER I : INTRODUCTION ....................................................................... 1

1.1 Background of the Research ........................................................................ 1

1.2 Statements of the Problem ........................................................................... 4

1.3 Objectives of the Research ........................................................................... 4

1.4 Significances of the Research ...................................................................... 5

1.5 Limitation of the Research ........................................................................... 6

1.6 Definition of the Terms ................................................................................ 6

CHAPTER II : REVIEW TO RELATED LITERATURE ................................. 9

2.1 Second Language Acquisition Theory ......................................................... 9

2.2 The Affective Factors ................................................................................... 11

2.3 Anxiety in Language Learning .................................................................... 12

2.3.1 The Factors of Anxiety in Language Learning .......................................... 13

2.3.1.1 The Causing Factors of Anxiety in Language Learning ......................... 14

2.3.1.2 The Reducing Factors of Anxiety in Language Learning ....................... 15

xiii

2.3.2 The Role of Anxiety in Language Learning .............................................. 17

2.3.3 The Effects of Anxiety in Language Learning .......................................... 18

2.4 Female and Male in Language Learning ..................................................... 19

2.5 The Eighth Grade Students of MTs. Nabaul Ulum Pati .............................. 21

2.6 Previous Studies on Anxiety ........................................................................ 22

CHAPTER III : METHODOLOGY OF THE RESEARCH .............................. 28

3.1 Design of the Research ................................................................................ 28

3.2 Data and Data Source ................................................................................... 29

3.3 Data Collection ............................................................................................ 29

3.4 Data Analysis ............................................................................................... 30

CHAPTER IV : FINDING OF THE RESEARCH ............................................. 34

4.1 The Different Perspectives on Anxiety in Learning English between

Female and Male Students who Have Low English Proficiency

of the Eighth Grade Students of MTs. Nabaul Ulum Pati

in the Academic Year 2011/2012 ................................................................ 35

4.2 The Similar Perspectives on Anxiety in Learning English between

Female and Male Students who Have Low English Proficiency

of the Eighth Grade Students of MTs. Nabaul Ulum Pati

in the Academic Year 2011/2012 ................................................................ 37

CHAPTER V : DISCUSSION ............................................................................ 42

5.1 The Different Perspectives on Anxiety in Learning English between

Female and Male Students who Have Low English Proficiency

of the Eighth Grade Students of MTs. Nabaul Ulum Pati

xiv

in the Academic Year 2011/2012 ................................................................ 42

5.1.1 The Different Perspectives between Female and Male

Students in the Factors Believed to Cause Anxiety ................................... 42

5.1.2 The Different Perspectives between Female and Male

Students in the Factors Believed to Reduce Anxiety ................................ 44

5.2 The Similar Perspectives on Anxiety in Learning English between

Female and Male Students who Have Low English Proficiency

of the Eighth Grade Students of MTs. Nabaul Ulum Pati

in the Academic Year 2011/2012 ................................................................ 47

5.2.1 The Similar Perspectives between Female and Male

Students in the Factors Believed to Cause Anxiety ................................... 47

5.2.2 The Similar Perspectives between Female and Male

Students in the Factors Believed to Reduce Anxiety ................................ 51

5.2.3 The Similar Perspectives between Female and Male

Students in the Factors Manifestation of Anxiety ..................................... 54

5.2.4 The Similar Perspectives between Female and Male

in the Students’ Awareness of Anxiety ..................................................... 55

CHAPTER VI : CONCLUSION AND SUGGESTION ..................................... 57

6.1 Conclusion ................................................................................................... 57

6.2 Suggestions .................................................................................................. 59

BIBLIOGRAPHY ............................................................................................... 62

APPENDICES .................................................................................................... 65

CURRICULUM VITAE

STATEMENT SHEET

xv

LIST OF TABLES

Table Page

4.1 Table Illustration of the Different Perspectives between

Female and Male Students in the Factors Believed to Cause

Anxiety ......................................................................................................... 35

4.2 Table Illustration of the Different Perspectives between

Female and Male Students in the Factors Believed to Reduce

Anxiety ......................................................................................................... 36

4.3 Table Illustration of the Similar Perspectives between

Female and Male Students in the Factors Believed to Cause

Anxiety ......................................................................................................... 37

4.4 Table Illustration of the Similar Perspectives between

Female and Male Students in the Factors Believed to Reduce

Anxiety ......................................................................................................... 38

4.5 Table Illustration of the Similar Perspectives between

Female and Male Students in the Factors Manifestation of

Anxiety ......................................................................................................... 39

4.6 Table Illustration of the Similar Perspectives between

Female and Male in the Students’ Awareness of Anxiety ........................... 40

xvi

LIST OF APPENDICES

Appendices Page

1. The Questionnaire ........................................................................................ 66

2. Questionnaire Sheets of Female Students who Have Low

Proviciency .................................................................................................. 68

3. Questionnaire Sheets of Male Students who Have Low

Proviciency .................................................................................................. 86