THE INFLUENCE OF ENGLISH LEARNING ANXIETY ON EFL … · PEMBELAJAR BAHASA ASING (DESKRIPTIF KUALITATIF STUDI KASUS DI SMA NEGERI 4 SURAKARTA TAHUN AJARAN 2016/2017). Skripsi, Surakarta:

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THE INFLUENCE OF ENGLISH LEARNING ANXIETY

ON EFL LEARNERS

(A Descriptive Qualitative Case Study at SMA Negeri 4 Surakarta

in Academic Year 2016/2017)

A THESIS

FATIN FAUZIYYAH RAHMA CITA

K2213025

Submitted to the Teacher Training and Education Faculty

of Sebelas Maret University to Fulfill One of the Requirements to Obtain

the Undergraduate Degree of Education in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2017


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THE INFLUENCE OF ENGLISH LEARNING ANXIETY

ON EFL LEARNERS

(A Descriptive Qualitative Case Study at SMA Negeri 4 Surakarta

in Academic Year 2016/2017)

By:

FATIN FAUZIYYAH RAHMA CITA

K2213025

A THESIS

Submitted to the Teacher Training and Education Faculty

of Sebelas Maret University to Fulfill One of the Requirements to Obtain

the Undergraduate Degree of Education in English Education Department

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

SURAKARTA

2017


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ABSTRACT

Fatin Fauziyyah Rahma Cita. K2213025. THE INFLUENCE OF ENGLISH

LEARNING ANXIETY ON EFL LEARNERS (A DESCRIPTIVE

QUALITATIVE CASE STUDY AT SMA NEGERI 4 SURAKARTA IN

ACADEMIC YEAR 2016/2017). Thesis, Surakarta: Teacher Training and

Education Faculty, Sebelas Maret University, August 2017.

This research is aimed at (1) investigating the factors underlying students’

anxiety in EFL learning; and (2) finding out the influence of learning anxiety on

students’ behavior in EFL classroom.

This research uses qualitative case study method. The research was carried

out in April to May 2017 in SMA Negeri 4 Surakarta which is located at Jl. Adi

Sucipto No. 1 Surakarta. The sources of the data were events and informants. The

data were collected through observation, interview, and questionnaire. The

performance of EFL learners were observed and noted. The data were analyzed

using interactive model of qualitative data analysis technique which includes data

reduction, data display, and drawing conclusion.

Based on the observation, in-depth interview, and questionnaires, it can be

concluded that: (1) the factors underlying students’ anxiety in EFL learning were

categorized into three, namely a) linguistic factors, b) task anxiety, and c)

interpersonal relationship in the classroom. (2) The influence of the learning

anxiety on students’ behavior appeared in various ways such as nervousness, odd

gestures, reluctance in speaking, ignorance of the learning tasks, complaints about

the materials, reluctance in joining the teacher’s activity, and intention to skip the

class. The learning anxiety can affect students’ behavior in any manner due to the

different characteristics of them.

A certain amount of anxiety can be beneficial to students because it gives

alert to them to be aware of their learning tasks. On the contrary, too much of it

hindered the learners from achieving a successful learning since they are afraid to

try. However, a balance in learning is needed. Thus, the learning anxiety should

be well maintained in order to reduce the negative effects on students so that the

benefits of it can be maximized by being cautious of students’ psychological

factors and feelings.

Keywords: language learning, foreign language anxiety, learning anxiety


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ABSTRAK

Fatin Fauziyyah Rahma Cita. K2213025. PENGARUH KECEMASAN

DALAM BELAJAR BAHASA INGGRIS TERHADAP SISWA

PEMBELAJAR BAHASA ASING (DESKRIPTIF KUALITATIF STUDI

KASUS DI SMA NEGERI 4 SURAKARTA TAHUN AJARAN 2016/2017).

Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas

Maret. Agustus 2017.

Tujuan penelitian ini adalah (1) menginvestigasi faktor-faktor yang

melatarbelakangi kecemasan siswa dalam belajar Bahasa Inggris; dan (2)

mengidentifikasi pengaruh kecemasan dalam belajar terhadap perilaku siswa di

kelas Bahasa Inggris.

Penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini

dilaksanakan pada bulan April sampai Mei 2017 di SMA Negeri 4 Surakarta yang

terletak di Jl. Adi Sucipto No. 1 Surakarta. Sumber data meliputi peristiwa dan

wawancara. Data dikumpulkan melalui observasi, wawancara, dan kuisioner.

Penampilan siswa pembelajar Bahasa Inggris diamati dan dicatat. Data dianalisis

menggunakan teknik analisis kualitatif model interaktif yang meliputi reduksi

data, tampilan data, dan penarikan kesimpulan.

Berdasarkan observasi, wawancara mendalam, dan kuisioner, dapat

disimpulkan bahwa: (1) faktor-faktor yang melatarbelakangi kecemasan siswa

dalam belajar Bahasa Inggris dikategorikan menjadi tiga, yaitu a) faktor tata

bahasa, b) kecemasan terhadap tugas, dan c) hubungan perseorangan di dalam

kelas. (2) Pengaruh kecemasan dalam belajar terhadap perilaku siswa terlihat

dalam berbagai bentuk seperti gugup, gerak tubuh yang tidak biasa, enggan

berbicara, pengabaian tugas belajar, keluhan terhadap materi, enggan mengikuti

kegiatan yang dierikan guru, dan memiliki niat untuk bolos kelas. Kecemasan

dalam belajar dapat mempengaruhi perilaku siswa secara beragam karena

perbedaan karakteristik mereka masing-masing.

Rasa cemas dalam batas tertentu bermanfaat bagi siswa agar siap dan

waspada atas tugas-tugas dalam belajar. Sebaliknya, kecemasan yang terlalu

tinggi akan menghalangi siswa meraih kesuksesan dalam belajar karena rasa takut

untuk mencoba. Bagaimanapun, keseimbangan dibutuhkan dalam belajar. Oleh

karena itu, kecemasan dalam belajar perlu diperhatikan dengan baik agar

dampaknya terhadap siswa dapat dikurangi dan manfaat yang ada dapat

dimaksimalkan dengan memperhatikan faktor-faktor psikologis dan perasaan

siswa.

Kata kunci: pembelajaran bahasa, kecemasan bahasa asing, kecemasan dalam

belajar


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MOTTO

Allahu Ya Rahman, Allahu Ya Rahim

Allah the Most Gracious, Allah the Most Merciful

“Have courage and be kind”


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DEDICATION

This thesis is wholeheartedly dedicated to:

My parents

For the love in life

My brothers J and K

“Be good, bro”

Akung and Uti

For the support and prays

My cats

“Mum loves you”


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ACKNOWLEDGEMENT

Bismillahirrahmanirrahiim,

First of all, the writer would like to give all praises to Allah the almighty

God, the Lord of the world for the blessings in her life and guidance during the

completion of this thesis.

The writer also received much help from others. Many people supported

so that this thesis could finally be finished. Thus, the writer would like to say her

sincere thanks to:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University;

2. Teguh Sarosa S.S., M.Hum., as the Head of English Department of Teacher

Training and Education Faculty;

3. Drs. Gunarso Susilohadi, M.Ed., TESOL, as the first consultant for his

knowledge, patience, enthusiasm, and motivation. His guidance helped the

writer in all the time of the working on this thesis;

4. Ellisa Indriyani P. H., S.Pd., M.Hum., as the second consultant for her spirit,

time, and advice. Her encouragement is priceless;

5. Drs. Martono, M.A., as the academic consultant for the cutest British English

ever with the smiley face of him;

6. The board of English Department lecturers, for the wonderful knowledge,

kindness, and guidance so the writer could gratefully enjoy her time and had

precious moments during the college years;

7. Drs. M. Thoyibun, S.H., M.M., as the Headmaster of SMA Negeri 4 Surakarta

who has given me the permission to carry out the research;

8. Dra. Isnaini Boedi Ratnawati, the English teacher in SMA Negeri 4 Surakarta

for kindly welcome me to conduct the research;

9. Her beloved family: Ayah, Ibu, brother J and K for being the biggest supporter

and giving the joy, laughter, treasure of my life;

10. Akung and Uti, thousands of roses would never be enough to show how

grateful I am of you;


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11. Ayu Dwi Anggraheni, for being sincere and had me your shoulder to rely on

in the most difficult times of mine. Thank you for always being there since the

very start;

12. The greatest, pizza squad: Indah Pertiwi and Vitadinar for the good and bad

that we have shared together;

13. Big family of A Class of English Department 2013, for the colorful moments

in my college time;

14. The participants: BR, AY, and PD for being helpful and cooperative during

the research;

15. The unbelievable kids: Alvin, Alex, El, Nindyo, Athaya, and friends for being

super cool and humble;

16. Camaro members of Smaracatur, for the warmth and laugh. You are

awesome! and;

17. Anyone who has prayed and support the writer to accomplish this thesis.

I am the one who responsible of any errors that may remain in this work.

Therefore, constructive feedback, comments, and suggestion are welcome for the

betterment of this thesis. I hope this thesis will give some knowledge for readers

and can contribute in further research.

Surakarta, September 2017

Fatin Fauziyyah Rahma Cita


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TABLE OF CONTENTS

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

PRONOUNCEMENT ............................................................................................... ii

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

APPROVAL OF CONSULTANTS .......................................................................... iv

APPROVAL OF BOARD EXAMINERS ................................................................ v

ABSTRACT .............................................................................................................. vi

ABSTRAK ................................................................................................................ vii

MOTTO .................................................................................................................... viii

DEDICATION .......................................................................................................... ix

ACKNOWLEDGMENT ........................................................................................... x

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

LIST OF TABLES .................................................................................................... xiv

LIST OF FIGURES .................................................................................................. xv

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

CHAPTER I INTRODUCTION

A. Background of the Study ............................................................................... 1

B. Problem Statements ....................................................................................... 4

C. Objectives of the Study ................................................................................. 4

D. Benefits of the Study ..................................................................................... 4

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Nature of Foreign Language Anxiety ..................................................... 5

B. EFL Learners’ Characteristics ...................................................................... 10

C. Teaching to EFL Learners ............................................................................. 13

D. Students’ Needs ............................................................................................. 16

E. Review of Related Studies ............................................................................ 18

F. Rationale ....................................................................................................... 20

CHAPTER III RESEARCH METHOD

A. Place and Time of the Research ..................................................................... 22


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B. Research Approach ....................................................................................... 22

C. Sources of Data ............................................................................................. 23

D. Participants ..................................................................................................... 23

E. Data Collection .............................................................................................. 23

1. Interview ................................................................................................. 23

2. Observation ............................................................................................. 24

3. Questionnaire .......................................................................................... 24

F. Trustworthiness of the Data .......................................................................... 24

1. Triangulation of Method ......................................................................... 24

2. Member Checking ................................................................................... 25

G. Data Analysis ................................................................................................ 25

CHAPTER IV RESEARCH FINDINGS AND DISSCUSSION

A. Research Findings ......................................................................................... 27

1. The Factors of English Learning Anxiety ............................................... 27

a. Linguistic Factors .............................................................................. 27

b. Task Anxiety ..................................................................................... 30

c. Interpersonal Relationship in Classroom .......................................... 32

2. The Influence of Anxiety on Learners’ Behavior ................................... 36

B. Discussion ..................................................................................................... 40

CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion .................................................................................................... 46

B. Implication .................................................................................................... 47

C. Suggestion ..................................................................................................... 47

BIBLIOGRAPHY ..................................................................................................... 49

APPENDICES .......................................................................................................... 51


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LIST OF TABLES

Table 3.1 Research Schedule ..................................................................................... 22


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LIST OF FIGURES

Figure 3.1 Components of Data Analysis: Interactive Model.................................... 26


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LIST OF APPENDICES

Appendix I-------Surat Izin Menyusun Skripsi .......................................................... 51

Appendix II------Surat Permohonan Izin Penelitian ................................................. 52

Appendix III-----Surat Permohonan Izin Penelitian ................................................. 53

Appendix IV-----Surat Keterangan ........................................................................... 54

Appendix V------Instrument of the Research Field Notes ........................................ 55

Appendix VI-----Observation Field Notes ................................................................ 56

Appendix VII----Instrument of the Research Interview ............................................ 84

Appendix VIII---Transcript Interview with Students ............................................... 88

Appendix IX-----Transcript Interview with Friends ................................................. 109

Appendix X------Transcript Interview with the Teacher .......................................... 120

Appendix XI-----Instrument of the Research Questionnaire .................................... 124

Appendix XII----Result of Students’ Questionnaires ............................................... 127

Appendix XIII---Photographs ................................................................................... 130

Documents

THE INFLUENCE OF ENGLISH LEARNING ANXIETY ON EFL … · PEMBELAJAR BAHASA ASING (DESKRIPTIF KUALITATIF STUDI KASUS DI SMA NEGERI 4 SURAKARTA TAHUN AJARAN 2016/2017). Skripsi, Surakarta: