Anxiety, A Common and Pervasive Human Experience

STUDENTS’ PERCEPTION OF ANXIETY IN SPEAKING
ACTIVITIES DURING THE NEW NORMAL ERA OF COVID-

19
(A Mix Method Research at The Ninth Grade of MTs PUI Cilimus
in Academic Year 2022’2023)
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of S.Pd. (Strata One) in English Education
FIKRI ALHAFIZH CHAERUDDIN

1118014000084
DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2023
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ABSTRACT
Fikhri Alhafizh Chaeruddin (11180140000084) Students’ Perceptions

of Anxiety in Speaking Activities During The New Normal Era of
COVID-19 (AMixed-Methods Research at the Ninth Grade of MTs PUI
Cilimus in Academic Year 2022/2023). Skripsi of Departement of English
Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University Jakarta, 2023.
Advisor I : Dr. Alek, M.Pd.
Advisor II : Drs. Syauki, M.Pd.
Keywords : Students' Perception, Speaking Activity, Anxiety Effects,
Anxiety Factors
This research aims to explore students' perceptions of anxiety in speaking
English, investigate students' speaking anxiety levels, examine the
influence of anxiety, and identify factors affecting students' speaking
activities. The study involved 40 students from Grade 9 in the academic
year 2022/2023. A mixed-method design was utilized to explore and
elucidate students' anxiety data. Data was collected through a set of
questionnaires based on Horwitz's (1986) Foreign Language Classroom
Anxiety Scale (FLCAS) and interviews. The FLCAS questionnaire
classified students' anxiety levels into three categories, ranging from very
relaxed to highly anxious, and interviews were conducted with students
displaying mild and high levels of anxiety. Subsequently, after analyzing
the interview data, the researcher discovered the effects of students'
speaking anxiety on their speaking activities: lack of confidence and
reluctance to speak, inhibition in expressing thoughts, and fear of making
mistakes or being ridiculed. The study also revealed several factors
influencing students' speaking activities in the English classroom, such as
a supportive classroom environment and acceptance from classmates and
teachers
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ABSTRAK
Fikhri Alhafizh Chaeruddin (11180140000084) Students’ Perceptions

of Anxiety in Speaking Activities During The New Normal Era of
COVID-19 (A Mixed-Methods Research at the Ninth Grade of MTs PUI
Cilimus in Academic Year 2022/2023). Skripsi of Departement of English
Education, Faculty of Educational Sciences, Syarif Hidayatullah State
Islamic University Jakarta, 2023.
Advisor I : Dr. Alek, M.Pd.
Advisor II : Drs. Syauki, M.Pd.
Keywords : Students' Perception, Speaking Activity, Anxiety Effects,
Anxiety Factors
Penelitian ini bertujuan untuk mengeksplorasi persepsi siswa tentang
kecemasan dalam berbicara bahasa Inggris, menyelidiki tingkat kecemasan
berbicara siswa, mengkaji pengaruh kecemasan, dan mengidentifikasi
faktor-faktor yang mempengaruhi aktivitas berbicara siswa. Studi ini
melibatkan 40 siswa dari kelas 9 pada tahun ajaran 2022/2023. Desain
metode campuran digunakan untuk mengeksplorasi dan menjelaskan data
kecemasan siswa. Data dikumpulkan melalui kuesioner berdasarkan
Foreign Language Classroom Anxiety Scale (FLCAS) oleh Horwitz (1986)
dan wawancara. Kuesioner FLCAS mengklasifikasikan tingkat kecemasan
siswa menjadi tiga kategori, mulai dari sangat rileks hingga sangat cemas,
dan wawancara dilakukan dengan siswa yang menunjukkan tingkat
kecemasan ringan dan tinggi. Selanjutnya, setelah menganalisis data
wawancara, peneliti menemukan efek kecemasan berbicara siswa pada
aktivitas berbicara mereka: kurangnya rasa percaya diri dan enggan
berbicara, hambatan dalam mengungkapkan pikiran, serta rasa takut
membuat kesalahan atau diejek. Penelitian ini juga mengungkap beberapa
faktor yang mempengaruhi aktivitas berbicara siswa di kelas bahasa Inggris,
seperti suasana kelas yang mendukung dan penerimaan dari teman sekelas
dan guru.
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ACKNOWLEDGEMENT
First and foremost, the researcher would like to express gratitude to

Allah TheAlmighty, who had given His blessings so that this research could
be conducted and reported on time. Secondly, peace and salutation be upon
Prophet Muhammad PBUH, who had guided us from the darkness to the
brightness. The researcher thanked his parents, who always supported him
throughout the writing process without asking for anything in return. Also,
This writing is dedicated to Mr. Nanan Chaerul Minan as a form of his
love, which has allowed me to come this far. The researcher would also
like to thank Dr. Alek, M.Pd., as the Advisor I and Drs. Syauki, M.Pd., as
the Advisor II who had given guidance throughout the research process.
Without them, this research would not be finished as it should be. The
gratitude is also expressed for everyone who contributed to this research.
Among them are:
1. Prof. Asep Saepudin Jahar, M.A., Ph.D., as the Rector of Syarif
Hidayatullah Jakarta State Islamic University;
2. Siti Nurul Azkiyah, M.Sc., Ph.D., as the Dean of Faculty of
Educational Sciences, Syarif Hidayatullah Jakarta State Islamic
University;
3. Ummi Kultsum, M.Pd., Ph.D., as the Head of Department English
Education, Faculty of Educational Sciences, Syarif Hidayatullah
Jakarta State Islamic University.
4. Prof. Dr. Ratna Sari Dewi, M.Pd., as the Examiner I; and
5. Neneng Sunengsih, M.Pd., as the Examiner II. became an
Academic Advisor in Class C 2018. As a Listening lecturer in the
Department of English Language Education who has given his time
to help the researcher complete this study.s
6. Dr. Saidun Derani M.A, as one of the lecturers who has helped
motivate.
7. Imas Masyati S.Pd.I. one of the English tutors at MTs PUI Cilimus,
who has allowed me to do this research.
8. Muhammad Azis Alfarisi, S.Pd., as the peer tutor who has educated
and supported the researcher well.
9. Colleagues in the English Education Department class of 2018.
Especially class C, who accompanied the researcher from the
beginning to the end of the semester. Thank you for giving me four
years.
10. Class 9 students of MTs PUI Cilimus for the 2022/2023 academic
year haveassisted in this research.
11. Everyone who has helped the researcher compile this skripsi,
whose names cannot be mentioned individually, but it does not
reduce his respect.
The researcher would also like to thank family members, classmates,
group mates, and friends who have shown their support throughout the
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research and report writing process. The researcher also thanks my mother
Siti Farokhah. Next, I wouldlike to thank all parties whose names cannot be
mentioned one by one. Last but notleast, I want to thank myself for fighting,
being confident against all odds, and being patient in facing the test that he
received even though he didn't reveal it. So that this thesis can be realized
properly.
Then, the researcher thanked the headmaster of MTs PUI Cilimus
regarding grade 9 students for the 2022/2023 academic year who had
assisted researchers during the data collection process. Without their
support, contribution and cooperation, this research would not have been
possible. The researcher realizes that this thesis is not written perfectly.
Therefore, the researcher is willing to accept all criticism and suggestions
from the readers so that the researcher can write with even better results the
next time.
Jakarta, August 4th 2023
Fikri Alhafizh Chaeruddin
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Table of Contents
LETTER OF AUTHENTICITY STATEMENT…………………………………..i
ADVISOR OF ENDORSEMENT SHEETS .......................................................... ii
ABSTRACT ........................................................................................................... iv
ABSTRAK .............................................................................................................. v
ACKNOWLEDGEMENT ..................................................................................... vi
Table of Contents ................................................................................................. viii
LIST OF TABLES ................................................................................................. xi
CHAPTER I INTRODUCTION ............................................................................. 1
1.1. Background of The Study......................................................................... 1
1.2. The Identification of Problems ................................................................. 5
1.3. The Limitation of Problems ..................................................................... 5
1.4. The Formulation of Research ................................................................... 6
1.5. Objectives of The Research ...................................................................... 6
1.6. The Significance of The Research ............................................................ 6
CHAPTER II THEORETICAL FRAMEWORK ................................................... 8
2.1. Perception ................................................................................................. 8
2.1.1. The Nature of Perception .................................................................. 8
2.1.2. Process of Perception ........................................................................ 8
2.1.3. Student Perception ............................................................................ 9
2.2. Anxiety ................................................................................................... 10
2.2.1. The Nature of Anxiety .................................................................... 10
2.2.2. Types of Anxiety ............................................................................. 11
2.2.3. Different Types of Anxiety ............................................................. 12
2.3. Speaking Activities and Anxiety ............................................................ 12
2.3.1. Definition of Speaking .................................................................... 12
2.3.2. Anxiety in Foreign Language ......................................................... 13
2.3.3. Some of The Effects of Foreign Language ..................................... 15
2.3.4. Speaking Activities ......................................................................... 16
2.4. Previous Study ........................................................................................ 17
2.5. Thinking Framework .............................................................................. 19
2.6. Action Hypothesis .................................................................................. 19
CHAPTER III RESEARCH METHODOLOGY ................................................. 20
3.1. Research Method and Design ................................................................. 20
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3.1.1. Research Method ............................................................................. 20
3.1.2. Research Design .............................................................................. 20
3.1.3. Setting of Place ............................................................................... 21
3.1.4. Setting of Time ................................................................................ 21
3.2. Population and Sampling Technique ...................................................... 21
3.3. Research Instrument ............................................................................... 22
3.3.1. Questionnaire .................................................................................. 22
3.3.2. Interview ......................................................................................... 29
3.4. Data Collection Procedure ...................................................................... 31
3.4.1. Questionnaire .................................................................................. 31
3.4.2. Interview ......................................................................................... 31
3.5. Data Analysis Technique ........................................................................ 32
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................... 35
4.1. Research Findings .................................................................................. 35
4.1.1. Quantitative Data ............................................................................ 35
4.1.2. Qualitative Data .............................................................................. 41
4.2. Discussion .............................................................................................. 44
4.2.1. Student's Perception of Anxiety Level about Speaking In the New
Normal Era of Covid-19................................................................................ 44
4.2.2. The Effect of Anxiety Level in the New Normal Era of Covid-19 on
Students' Speaking Activities in Class .......................................................... 46
4.2.3. Factors Affecting Students' Speaking Activities in Class during the
New Normal of Covid-19.............................................................................. 47
CHAPTER V CONCLUSIONS IMPLICATIONS AND SUGGESTIONS ........ 49
5.1. Conclusion .............................................................................................. 49
5.2. Implications ............................................................................................ 49
5.3. Suggestions ............................................................................................. 50
REFERENCES...................................................................................................... 52
APPENDIX 1: LIST OF RESPONDENT ............................................................ 56
APPENDIX 2: FLCAS QUESTIONNAIRE ........................................................ 58
APPENDIX 3: INTERVIEW QUESTION ........................................................... 63
APPENDIX 4: STUDENT ANSWERS TO FLCAS QUESTIONNAIRE .......... 64
APPENDIX 5: INTERVIEW RESULT................................................................ 69
APPENDIX 6: DOCUMENTATION OF QUANTITATIVE DATA .................. 75
APPENDIX 7: DOCUMENTATION OF QUALITATIVE DATA ..................... 76
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APPENDIX 8: RESEARCH PERMISSION LETTER ........................................ 77
APPENDIX 9: RESEARCH INSTRUMENT VALIDATOR .............................. 78
APPENDIX 10: REFERENCE EXAMINATION PAPER .................................. 79
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LIST OF TABLES
Table 3.1. Foreign Language Classroom Anxiety Scale Questionnaire……..33
Table 3.2. Students' Interview Questions……………………………………..41
Table 3.3. Foreign Language Classroom Anxiety Scale Scoring…………….43
Table 3.4. Anxiety-level scale adapts from Oetting's scale…………….……..44
Table 4.1. List of Respondents…………………………………………………46
Table 4.2. Anxiety Level Result………………………………………………..48
Tabel 4.3. Questionnaire Statement Result…………………………………...49
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CHAPTER I
INTRODUCTION
1.1. Background of The Study
Speaking activity is a very important activity in the process of teaching
and learning English, especially to improve competence and speaking skills, but
in speaking or speaking activities people have different perceptions from one
another. This is based on differences in views, differences in knowledge
backgrounds, differences in educational backgrounds, and differences in ethnicity
and culture. All of that can affect the occurrence of differences in perception.
Some say that speaking is normal, speaking is very easy, speaking is very
difficult, speaking requires mastery of vocabulary, speaking requires good
comprehension, and speaking requires a lot of practice. English has long been
considered a global language. Most people have known about this language since
they were children. Because of the importance of English, most people around the
world have studied and attempted to learn it. However, not everyone is capable of
learning English fluently. As a result, English is now the most commonly taught
foreign language.
The world is currently being shaken by the spread of the Covid-19 virus
which threatened health and caused death. As a result, the World Health
Organization (WHO) has issued guidelines and outreach that individuals should
follow to monitor the rapid transmission of the virus between individuals.
However, this situation presents a very big challenge for the education sector in
particular, which must Implement a training process that limits human mobility
during the Covid-19 pandemic, ensuring the right of children to continue their
education to ensure their safety in the future (Smith & Hill, 2019, p. 5).
English lessons are often considered a scary subject for most students in
schools, given the state of the Covid-19 outbreak. The Covid-19 pandemic has
changed the teaching methods that have been used to involve face-to-face
teaching methods before switching to online teaching methods. This is what
everyone, both teachers and students must follow. To stop the spread of the
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coronavirus, learning must be done online. Online learning poses new problems
for teachers and students. The instructional accomplishment of online learning is
disputed since it results in a lack of face-to-face interaction between learners,
learners, and instructors (Richardson, 2020, p. 3). In addition, anxiety can affect
students' failure to learn English, so that failure to learn English is not only due to
lack of material or technology but from a psychological point of view, children
experience difficulties first. Therefore, the process of learning English has a
pleasant atmosphere so that it can be accepted by all students.
Anxiety has garnered significant attention in the field of language
education and is a crucial area of investigation. As Horwitz (2001, p. 121) points
out, many foreign language students experience various levels of language
anxiety. Recent years have witnessed substantial interest and research focused on
foreign language anxiety. Notably, Ghorbandordinejad and Ahmadabad (2016, p.
447) highlight that English foreign language anxiety significantly influences
students' level of achievement in learning a foreign language. Anxiety is
characterized by personal feelings of tension, apprehension, nervousness, and
worry, which are connected to the activation of the autonomic nervous system.
Specifically, when it comes to foreign language contexts encompassing speaking,
listening, and learning, these feelings of tension and apprehension differ from
general anxiety and can impede students from attaining their goals. In Horwitz's
words (2001, p. 116), foreign language anxiety is a multifaceted phenomenon that
includes self-perceptions, beliefs, feelings, and behaviors associated with the
process of learning a language in a classroom setting. The unique nature of
language learning gives rise to this anxiety. The experience of foreign language
anxiety has a direct impact on students' ability to communicate effectively, which
is closely intertwined with their self-concept. Negative encounters during English
language learning contribute to the development of foreign language anxiety.
Consequently, students may feel disheartened, lack confidence in their language
skills, avoid active participation in classroom activities, and even develop a
reluctance to continue learning the English language (Zhao, 2011, p. 30).
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The ability to communicate is intricately linked to the ability to speak.

However, studying spoken expressions alone does not fully encompass the
nuances of effective communication. Proficiency in foreign language skills,
particularly speaking, requires a multifaceted set of abilities. To excel as a
language learner, students must fulfill various requirements, including language
knowledge, as well as the capacity to express oneself appropriately in different
situations with self-respect and respect for others (Fatmawaty, 2017, p. 5). It is
important to note that the mastery of speaking skills is not solely influenced by
cognitive factors but is also affected by emotional and affective factors.
The use of innovative learning techniques in the acquisition and utilization
of the English language underscores the importance of acquiring strong
communication skills (Tanveer, 2007, p. 5). Fluency and acceptability in speaking
can be hindered in diverse life contexts. English teachers are now employing
various teaching methodologies to equip students with foundational language
skills, encompassing listening, speaking, reading, and writing (Parmawati, 2008,
p. 21). Speaking is considered an essential skill in English as it serves as the
fundamental means of everyday communication, making it the most utilized form
of language expression. Students must engage in learning and preparing English
vocabulary, pronunciation, grammar, and other skills, simultaneously improving
their speaking abilities, confidence, public speaking, and fluency. Given the
evolving techniques in language education and the widespread use of English,
acquiring effective communication skills becomes imperative, as communication
and speaking are closely intertwined and best learned through practice.
In response to the Covid-19 pandemic, government officials have
implemented measures to mitigate the spread of the virus, including the closure of
schools, universities, and public places. Educational institutions worldwide have
announced the closure of schools in light of the pandemic. Teachers have had to
adapt by finding alternative methods of teaching to ensure educational continuity.
Online learning has emerged as the primary approach, serving as the most
effective way to halt the transmission of the Covid-19 virus and save lives.
Through various online learning applications, students and teachers can continue
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their educational journey (Reimers et al., 2020, p. 3). Online learning has become
an essential medium in addressing the challenges faced by the education sector
during the Covid-19 pandemic (Prayudha, 2021, p. 196). It has revolutionized the
learning landscape, transforming the way schools deliver education through
distance learning. In the context of English as a foreign language (EFL) classes,
speaking English confidently can be challenging for students. Consequently,
students often experience nervousness, insecurity, and anxiety (Asysyfa et al.,
2019, p. 581).
The development of speaking skills in students is crucial for mastering a
second language and enhancing their overall language abilities, enabling them to
study and communicate effectively. To assess students' speaking proficiency, it is
recommended to utilize a performance-based assessment that allows students to
showcase their ability to engage in conversations. Proficient English speaking
skills facilitate seamless communication and the expression of ideas. Cooper
(2010) as cited in Septi Mulia et al. (2020, p. 2) emphasizes that speaking entails
both listening and responding to others, making it feel unnatural for students to
speak in isolation without receiving any feedback. Therefore, engaging students in
conversational activities promotes interaction, fostering improvement in their
speaking abilities. Typically, speaking activities involve face-to-face dialogues,
emphasizing the importance of interaction (Brown, 2013, p. 140 as cited in Septi
Mulia et al., 2020, p. 2).
The interactive nature of speaking pertains to how students engage with
others in their social environment. It serves as a means of communication between
individuals, facilitating the maintenance of social relationships (Gert and Hans,
2008, p. 207 as cited in Septi Mulia et al., 2020, p. 2). Fluent English speaking
skills enable students to communicate easily and express their ideas. Even though
they may not always use correct vocabulary or language structures, they can
continue to communicate in a second language with their peers and the people
they interact with in their daily lives.
Online learning during the pandemic is one way to continue the teaching
and learning process. The implementation of online school policies due to the
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impact of Covid-19 has caused anxiety and depression in some students. The
number of assignments given by the teacher makes many students feel stressed
when learning online. Not only that but the tasks given by the teacher are also
considered distracting and the processing time is very short so students are
confused when completing the task. Given the large number of assignments given,
students can spend their time working on various online assignments from
morning to evening. Previously, this condition did not occur before the impact of
Covid-19.
Based on the issues mentioned above, the researcher conducts a study
under the title “Students’ Perception Of Anxiety In Speaking Activities
During The New Normal Era Of The Covid-19”. A mix-methods research at
the ninth grade of MTs PUI Cilimus in the academic year 2022/2023.
1.2. The Identification of Problems
Based on the research background, the researcher identified some problems
as follows:
1. Limited vocabulary and unfamiliarity with idiomatic expressions
hinder effective language comprehension and usage.
2. Anxiety when speaking publicly results in less frequent participation
during classroom activities.
3. Concerns about making mistakes and low self-confidence discourage
active engagement in speaking class.
4. Shifting from online to offline learning introduces added challenges to
language learning.
1.3. The Limitation of Problems
Based on problem identification, the researcher limits the research, which
focuses on the anxiety level of students in the first situation in a state of transition
from online learning to offline learning for grade nine at MTs PUI Cilimus, seeing
how it affects their speaking activity based on their respective levels, and factors
that of course can affect.
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1.4. The Formulation of Research

Based on the identification and limitation of the problems above, the
formulation problems in this study are as follows:
1. What is the student's perception of the level of anxiety about speaking
in the new normal era of Covid-19 at MTs PUI Cilimus?
2. What are the factors that might affect students' speaking activities in
class during the new normal of Covid-19 at MTs PUI Cilimus?
3. What effect does anxiety have on students' speaking activities in class
depending on their anxiety level in the new normal era of Covid-19 at
MTs PUI Cilimus?
1.5. Objectives of The Research
Based on the research questions above, the objectives of this study are:
1. To identify student anxiety levels in the new normal era of Covid-19.
2. To find factors that have a major influence on students' speaking
activities in class activities during the new normal era of Covid-19.
3. To determine the effect of anxiety on students' speaking activities in
class activities based on their anxiety level in the new normal era of
Covid-19.
1.6. The Significance of The Research
This study aims to yield valuable findings that can benefit various readers,
particularly teachers, and students, by enhancing their comprehension of speaking
anxiety in the context of the "new normal" era. The significance of this research
can be categorized into two main aspects:
a. The theoretical significance of this study lies in its potential to serve as
a comprehensive resource for teachers and students, providing
valuable insights into the factors contributing to speaking anxiety and
strategies to address it during the transition from online to offline
learning in the classroom setting in the new normal era.
b. Practically, The research aims to decrease speech anxiety in students
during the transition from online to offline learning (the "new normal"
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era). It strives to boost students' speaking confidence and fluency by

offering practical guidance for teachers to address speech anxiety
effectively. Overall, the goal is to assist students in overcoming
speaking challenges in educational contexts.
CHAPTER II
THEORETICAL FRAMEWORK
2.1. Perception
2.1.1. The Nature of Perception
Perception is an inherent aspect of life that is held by everyone. It
refers to an individual's ability to organize their observations, including the
capacity to differentiate, categorize, and concentrate. People construct
their perceptions based on their perspectives, and then they strive to attain
benefits to fulfill their desires (Soraya, 2018, p. 186).
Rahmat, as cited in Arifin (2017, p. 90), defines perception as the
interpretation of information obtained through inferring experiences and
interpreting messages related to objects, events, or relationships. On the
other hand, Sugihartono, as cited in Arifin et al. (2017, p. 90), explains
perception as the ability of our senses to interpret stimuli or the process of
translating stimuli into human understanding. Different perceptions,
whether positive or negative, can lead to different actions in individuals'
perceptions. Therefore, individuals may have varying perceptions even
when observing the same object due to differences in their value systems
and personality traits. Based on the aforementioned definitions, it can be
concluded that perception emerges from the experiences and emotions of
each individual.
This study emphasizes the significance of students' perceptions in
the learning process, as teachers need to understand their students'
preferences regarding learning styles, interests, and other factors that can
influence their academic achievements.
2.1.2. Process of Perception
According to Qiong's journal article on Studies in Literature and
Language Selection, perception involves three stages in individuals. These
stages include selection, organization, and interpretation (Qiong, 2017, p.
13). Selection is the initial phase where environmental stimuli are
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transformed into meaningful experiences. In our daily lives, we encounter

a multitude of information and events, such as news, daily activities,
accidents, disasters, and mass actions. However, we cannot process all this
information simultaneously to avoid information overload and distraction.
Therefore, we selectively attend to certain stimuli that we deem important,
as explained by Bruner (1985, p. 85) as cited in Qiong (2017, p. 19).
Qiong (2017, p. 6) uses the analogy of creating a map, stating that just as
one cannot include everything on a map, we make generalizations and
deletions in the selective process, focusing only on the recognizable or
interesting stimuli.
The second stage in perception is organization, where we arrange
and categorize the information obtained from external stimuli. This stage
involves finding meaningful patterns and assigning characteristics such as
shape, color, texture, and size to social and physical events or objects.
Organizational processes help structure our general knowledge of the
social world and facilitate the recognition of patterns and variations
(Qiong, 2017, p. 19).
The third stage is interpretation, which involves attaching
meaning to the selected stimuli. Once stimuli are categorized and
structured, individuals assign their interpretations to them. However,
different people may give different meanings to the same stimulus due to
cultural influences and individual experiences (Qiong, 2017, p. 19). For
example, a police officer arriving at a crime scene may be perceived
differently by victims and criminals. This stage highlights the subjective
nature of perception and the impact of cultural lenses on our
interpretations.
2.1.3. Student Perception
Student perception refers to how individuals receive and process
information through their senses. It is a subjective phenomenon that varies
depending on the abilities and circumstances of each student. Different
individuals may interpret the same information differently.
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In the context of teaching and learning, understanding students'

perceptions is crucial for teachers to comprehend their students' preferred
learning styles, interests, and other needs. This understanding can
significantly impact students' learning outcomes. Additionally, teachers
and students can use this knowledge as a tool to address the challenges
faced by students who have been studying English for an extended period
but still struggle with their English skills.
2.2. Anxiety
2.2.1. The Nature of Anxiety
As a human, we are blessed with a feeling, feeling of happiness,
feeling of sadness, feeling of a scare, and worry. When we do something
out of our habit or safe zone, we might feel uneasy or maybe anxious. For
instance, when our teacher asks us to give some words in front of the class,
we might feel anxious because that is a thing we do not do regularly. It is
like our mind is full of many things in that condition, and our heart feels so
bad, which is caused by anxiety about what will come. We might feel
things like an unusual heartbeat, sweat, or maybe hard to breathe when an
anxiety attacks. Many people are struggling to control this feeling, and this
can cause problems in people‟s activities. So, anxiety is an incidental
feeling when we worry and overthink about what will come after.
According to Suleimenova (2015, p. 1860), anxiety refers to the
state of apprehension or concern about potential harm or unfavorable
outcomes, leading to feelings of distress and uneasiness. This emotional
state can be intensified by excessive rumination or overthinking, further
magnifying the experience of anxiety. Generally, when worry becomes
excessive and disproportionate, it can interfere with daily activities such as
work, school, social interactions, and relationships. Consequently,
individuals who experience a high level of worry, fear of danger, and a
lack of control over these feelings may encounter the effects of anxiety in
their everyday lives. Anxiety is a well-known and frequently observed
psychological phenomenon that arises in response to specific situations. It
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is often characterized by feelings of tension, threat, and worry. Various

experts have provided definitions of anxiety. Fear and anxiety, although
distinct emotions are commonly intertwined. Fear is a natural response to
immediate danger, while anxiety typically revolves around future-oriented
apprehension. Passer and Smith distinguish anxiety as a state of tension,
contrasting it with fear, which is a response to a perceived threat. Physical
reactions such as increased heart rate and stomach discomfort may
accompany fear or anxiety, as highlighted by Carlson et al. (1997) as cited
in Supriyani and Kartikasari (2022, p. 6). Ormrod (2019, p. 31) describes
anxiety as a feeling of discomfort and fear related to uncertain outcomes.
To summarize, fear and anxiety encompass feelings of being threatened,
experiencing tension, and responding to specific situations or uncertain
events.
2.2.2. Types of Anxiety
Several styles of tension were described. Two of the most famous
are nation tension and trait tension. Anxiety that arises while faced with
precise conditions is known as national tension. Most humans are in-
country tension which is likewise referred to as ordinary tension.
According to Ormrod (2019, p. 118), "Country tension is a brief feeling of
hysteria elicited through a threatening scenario". It is anxiety or anxiety at
a selected second in reaction w out to doors stimuli. This form of tension
arises in a specific state of affairs or an annoying occasion and forth,
which is the reason it isn't always permanent. In different words, it's far a
situational tense feeling that disappears while a threatening state of affairs
is going away. However, in positive cases, tension turns extreme and lasts
for a long time. This type of tension is referred to as trait tension.
According to Ormrod (2019, p. 450), "Trait tension is a sample of
responding with tension non-threatening threatening conditions". Such
tension is part of someone's character. People with a trait tendency to fear
greater than maximum humans and sense inappropriately threatened
through numerous matters withinside the environment. In different words,
12
trait tension is the tendency of someone to be apprehensive or sense

disturbed no matter the state of affairs he/she is uncovered to.
2.2.3. Different Types of Anxiety
According to Brown (2007, p. 148), anxiety can be classified into
two types: state anxiety and trait anxiety. Trait anxiety refers to an
inherent, long-term stable characteristic of an individual's personality that
predisposes them to experience anxiety in various situations or more
generally. It varies among individuals, and different people may exhibit
different reactions to anxiety-provoking situations. MacIntyre and Gardner
(as cited in Lu et al., 2019, p. 424) suggest that trait anxiety can impair
cognitive function, affecting memory and leading to avoidance of certain
activities. Essentially, trait anxiety can interfere with an individual's
cognitive abilities, making it challenging to manage their anxious feelings
effectively.
On the other hand, state anxiety, as mentioned by Brown, is
characterized by temporary and situation-specific anxiousness. It emerges
in response to a particular, often short-lived, circumstance. Abrar et al.
(2016, p. 72) state that state anxiety naturally diminishes or even fades
away once the threatening situation subsides. In other words, this type of
anxiety is triggered by specific events or circumstances and typically
resolves once the perceived threat has passed.
Anxiety encompasses two main types: trait anxiety, which is an
enduring characteristic of an individual and can negatively impact
cognitive function, and state anxiety, which arises in response to specific
and temporary situations and naturally dissipates when the situation is no
longer perceived as threatening.
2.3. Speaking Activities and Anxiety
2.3.1. Definition of Speaking
Speaking is a fundamental component of language learning,
encompassing the interactive process of generating, receiving, and
comprehending information to construct meaning. It involves using words
13
or language to convey thoughts, feelings, ideas and needs orally.

Therefore, speaking skills involve applying linguistic knowledge in
practical communication situations, allowing individuals to express
themselves effectively (Dinçer & Yeşilyurt, 2013, p. 92).
Speaking involves two key components: the speaker, who
delivers the messages, and the listener, who receives them. Essentially,
oral communication encompasses both the act of speaking and the ability
to listen. According to Cameron (2002, p. 17) speaking is considered a
productive skill, while listening is seen as a receptive skill. In addition,
Brown (2007, p. 258) emphasizes the importance of students mastering the
skill of speaking, as it is crucial for effective communication both inside
and outside the classroom. Developing fluency in speaking requires
consistent practice. Without the ability to speak, natural and meaningful
communication between individuals becomes unattainable.
2.3.2. Anxiety in Foreign Language
There is a specific term, referred to as Language Anxiety or
Foreign Language Anxiety, that pertains to anxiety experienced about
language performance. These terms are often used interchangeably.
Foreign language anxiety specifically relates to the fear or apprehension
associated with learning and using a foreign language. According to
Brown (2007, p. 12), foreign language anxiety encompasses the feeling of
intimidation and inadequacy when faced with the prospect of learning a
new language. It is the fear and apprehension that arise when a learner is
expected to perform in the target language. Horwitz (2001, p. 119) further
establishes the conceptual foundations for foreign language anxiety,
highlighting its manifestations such as communication apprehension, test
anxiety, and fear of negative evaluation.
Communication apprehension refers to a type of shyness
characterized by the fear or anxiety surrounding interpersonal
communication. It encompasses an individual's apprehension, whether real
or anticipated when engaging in communication with others.
14
Communication apprehension plays a significant role in foreign language

anxiety since interpersonal interactions, involving speaking and listening,
are prominent in language classes. Limited proficiency in the target
language can lead students to experience communication apprehension as
they worry about understanding others and expressing themselves
effectively.
Test anxiety is closely related to foreign language anxiety due to
the frequent performance evaluations conducted in foreign language
classes. Based on Sarason, as cited in Oxford, test anxiety refers to the
tendency to become anxious about the potential consequences of
inadequate performance on tests or other evaluations. It is the anxiety
experienced in evaluative situations. Students with test anxiety may have
had negative experiences in previous tests, leading to a fear of failure in
upcoming assessments. They may also hold unrealistic expectations
regarding foreign language learning, placing excessive pressure on
themselves to achieve perfection and considering anything less as a
failure.
The above definitions may be summarized as a time used to talk
with others or to change knowledge, statistics, and ideas. In addition,
language is a verbal expression that now no longer best consists of the
proper rhythm and grammar, but additionally, the proper idiom to bring
the proper meaning. Speaking abilities are one of the most effective
competencies students want to grasp withinside the getting-to-know
method today, specific phrases or sounds and meanings. According to
Wahyuniati et al. (2020, p. 130), The ability to speak is one of the
mandatory abilities for every institution. Moreover, she explained that
there are several vital problems for learners to be able to obtain the
expected abilities, including students' self-distrust of the level of speech;
lack of vocabulary of students to be able to express their conversations in
public; And lack of self-training.
15
It can be summarized as a term used to talk to others or

alternative knowledge, facts, and ideas. In addition, language is a verbal
expression that is now not primed including proper rhythm and grammar
but is not excellent.
2.3.3. Some of The Effects of Foreign Language
Feelings of uneasiness and tension can significantly disrupt
students' learning efforts and overall performance, leading to decreased
accuracy and potentially more mistakes. Furthermore, anxiety can make
tasks more challenging as it instils fear and serves as a distraction,
hindering the learning process. Educators have long recognized anxiety as
a potential issue in foreign language classrooms, as it can impact cognitive
processing and hinder language acquisition (Ormrod, 2019, p. 446).
Anxiety can interfere with various aspects of cognition during the learning
process, such as attentive listening, information processing, retrieval, and
the demonstration of previously acquired skills. In other words, foreign
language anxiety can be debilitating as it impedes language learning
(Ratnasari, 2020, p. 24).
At the intermediate stage, foreign language anxiety functions as a
filter that hinders the entry of information into cognitive processing,
similar to Krashen's concept of the "Affective Filter" (Krashen, 1983, p.
160). Tension can create an intellectual block, preventing comprehensible
input from being utilized for language acquisition. For instance, anxious
students may struggle to absorb information about language rules and
vocabulary, as anxiety interferes with their ability to process information.
During the processing stage, anxiety acts as a distraction, diverting
students' attention away from effectively processing information. Anxious
students may learn less and have difficulty comprehending new words,
phrases, grammar, and other aspects of the lesson, or they may require
more time to process the material.
16
2.3.4. Speaking Activities

About speaking activities conducted in the classroom, there is a
range of options available for teachers to choose from (Kurniawan, 2018,
p. 325). It is the responsibility of the teacher to decide which actions to
implement. As emphasized by Bailey (2003) in Hayatinnufus (2018, p.
34), it is essential to plan activities that encourage small group or pair
work in language classrooms when teaching speaking, enabling learners to
practice conversational skills without the teacher dominating the
discussion. Therefore, when teachers aim to involve students in speaking
activities, they should consider providing opportunities for students to
engage in speaking (Kurniawan, 2018, p. 325). Harmer (2007, p. 348-352)
classifies some commonly used activities in speaking classes as follows:
2.3.4.1. Acting from a Script
There are two activities mentioned in the quote. The
first activity involves using play scripts, where students act out
scenes from plays or their course book, sometimes even
recording their performances. The second activity focuses on
acting out dialogues, where students typically enact dialogues
they have written themselves.
2.3.4.2. Communication Games
The objective of this activity is to encourage students
to engage in rapid and fluent conversation. Various
communication games can be incorporated into speaking classes,
such as the information gap game and the guessing game. In an
information gap game, students work in pairs and communicate
with their partners to solve a puzzle. Another example is the
guessing game, where a student is provided with an object or
thinks of something, and their team member has to determine
what it is by asking only yes/no questions.
17
2.3.4.3. Discussion
This activity provides students with an opportunity to
engage in open and expressive conversation. To facilitate a
discussion activity effectively, it is beneficial to provide learners
with sufficient information regarding the topic of discussion and
ample time to consider their thoughts. Discussion activities can
take various forms, such as conducting surveys or questionnaires,
providing immediate comments, engaging in debates,
participating in spontaneous discussions, and working towards
reaching a consensus.
2.3.4.4. Prepared Talk
The teachers informed the students about the
upcoming task, which required them to prepare and present
various performances such as presentations, news reports,
storytelling, and speeches in front of the class. These activities
involve individual work and consume a significant amount of
time, allowing the other students to listen and observe their peers'
presentations.
2.3.4.5. Simulation and Role Play
During simulation and role-play activities, such as
enacting real-life scenarios like business meetings or interviews,
students must have a clear understanding of the situation. They
should be provided with sufficient background information,
although it should be limited to encourage their creativity and
allow them to fully engage in the activity.
2.4. Previous Study
Language anxiety has been explored from various angles, with several
factors identified as the primary causes of anxiety in language learning. These
factors include engaging in conversational activities, experiencing
misunderstandings, negative classroom experiences, fear of negative evaluation,
18
interacting with native speakers, teaching methodologies, teaching methods, and

the characteristics of the teacher.
Numerous studies have delved into this topic. For instance, Abrar,
Failasofah, & Masbirorotni (2016) investigated the speaking anxiety of EFL
student teachers in an English teacher education program. The study examined
how Foreign Language Speaking Anxiety (FLSA) differed based on gender and
proficiency levels. The participants were 72 second-year EFL student teachers at a
public university in Jambi, Indonesia. The researchers employed a closed-ended
questionnaire developed by Syakur (1987) and Horwitz et al. (1986) to measure
FLSA. The findings indicated that EFL student teachers experienced elevated
levels of anxiety when speaking English. Furthermore, the study revealed no
significant difference in FLSA between male and female student teachers.
However, proficiency levels did impact anxiety, as more proficient students
displayed lower levels of nervousness during speaking tasks.
Another study by Mitha & Amri (2018) examined the speaking anxiety of
fourth-semester students in the English education study program at Universitas
Negeri Padang. The research discovered that the participants' speaking anxiety fell
within the moderate range, with 82% of respondents reporting moderate levels of
anxiety. This was in contrast to the low-level (9%) and high-level (9%) categories.
The types of anxiety experienced by the students encompassed fear of speaking
tests (44%), communication apprehension (34%), and feedback from peers and
lecturers (22%). Fear of speaking tests emerged as the dominant form of speaking
anxiety. However, in-depth interviews indicated that all types of speaking anxiety
were interconnected.
Lastly, Anshori (2016) conducted a study on anxiety in speaking
performance among third-semester students in the English education department
at IAIN Surakarta during the 2015/2016 academic year. The research revealed that
third-semester students experienced anxiety stemming from factors such as lack of
preparation, personal and interpersonal factors, and fear of making mistakes. The
study also identified strategies employed by students to alleviate anxiety during
19
English-speaking tasks, including thorough preparation, deep breathing exercises,

and relaxation techniques.
2.5. Thinking Framework
The theoretical framework for this research is based on the intersection of
the psychology of language learning, educational adaptation to the new normal,
and the socio-psychological impact of the COVID-19 pandemic. Drawing on
language anxiety theory, including the work of Horwitz and Cope (1986), it
examines the high levels of anxiety students may experience in speaking
activities, especially in the context of the transition to online learning during the
new normal. This framework also includes the concepts of perceived language
competence and self-efficacy, influenced by Bandura (1977) Social Cognitive
Theory, exploring how students' perceptions of their language skills interact with
challenges posed by pandemic-induced changes in learning environments.
Additionally, considering the influence of digital modes of communication on
language anxiety, addressing the unique aspects of anxiety arising from virtual
interactions. Communication Fear Theory by McCroskey (1984) further
contributes to understanding students' anxiety levels. By integrating these
theoretical perspectives, this study aims to illuminate the nuanced landscape of
anxiety in speaking activities among students in the new normal era of the
COVID-19 pandemic.
2.6. Action Hypothesis
Implementing targeted interventions addressing students' perceived
anxiety in speaking activities during the new normal era of the COVID-19
pandemic will result in improved participation rates, enhanced self-efficacy, and
reduced anxiety levels among students engaged in language learning.
CHAPTER III
RESEARCH METHODOLOGY
3.1. Research Method and Design
3.1.1. Research Method
The researcher conducted the study in mixed methods to find the
answer to the study. Creswell (2012, p. 63) argues that a blended approach
combines quantitative and qualitative design to provide data and better
understand research problems. See also Frankel et al. (2012, p. 557) argue
that the use of mixed methods in the study contributes to a deeper
understanding of the research problem. In this study, a quantitative
approach is used to explore students' perceptions of anxiety in speaking
activities. On the other hand, a qualitative approach is employed to delve
into students' understanding of the factors and effects related to anxiety in
speaking activities. The researcher creates a complicated picture, analyzes
the words, offers information from informants, and researches the herbal
environment (Creswell, 2012, p. 18). Therefore, this study employed a
quantitative approach to analyze the responses to research question (RQ)
1. Conversely, the responses to RQ 2 and RQ 3 were investigated through
qualitative means.
3.1.2. Research Design
The research design adopted for this study is a mixed-methods
approach, which combines both quantitative and qualitative methods to
explore anxiety related to English-speaking abilities in ninth-grade
students at MTs PUI Cilimus in the academic year 2022-2023. As
explained by Creswell (2012, p. 22), this approach allows for a
comprehensive investigation of the research problem by integrating
different data collection and analysis techniques. The specific design used
in this study is the explanatory design, where quantitative data is initially
collected to provide a basis for understanding, and then qualitative data is
20
21
utilized to provide deeper insights and explanations into the quantitative

findings (Creswell, 2012, p. 535).
3.1.3. Setting of Place
This study was done at class 9 of MTs PUI Cilimus, located at
Jalan H. Bakri No. 158, Cilimus Village, Kuningan Regency, West Java.
The selection of this school was mainly influenced by its convenience for
both the researchers and former research interns.
3.1.4. Setting of Time
Data collection and analysis were carried out between January 1
and the second week of January 2023. Distribution of questionnaires
occurred from December 22 to 23, 2022. Consent forms for interviews
were provided to chosen participants on the subsequent day. Interviewees
then had the opportunity to select their preferred interview slots from pre-
established time options. The outcome of this self-selected interview
scheduling approach led to the execution of four interviews on March 13,
2023, with the conclusive interview conducted on March 17, 2023.
3.2. Population and Sampling Technique
The participants in this research comprised students from 9A, 9B, and 9C
classes at MTs PUI Cilimus for the academic year 2022-2023. Out of these three
classes, a sample of 40 students was chosen for the study. The sampling approach
employed here was purposive sampling. As described by Creswell (2012, p. 205),
purposive sampling involves the intentional selection of individuals or groups
possessing substantial information that can enhance the understanding of the
primary phenomenon under investigation. In this context, the student population
was divided into distinct categories based on predetermined criteria, specifically
students with elevated levels of anxiety and those with lower levels of anxiety.
Within each category, a deliberate selection of several individuals was made to
participate in the interviews, facilitating the researcher in addressing the research
inquiries.
22
3.3. Research Instrument

3.3.1. Questionnaire
The Anxiety Scale of Speaking a Foreign Language (FLSA),
developed by Horwitz and Cope, adapted according to the new normal era
of Covid-19 was used as a questionnaire in this study to assess the level of
anxiety among students. The FLSA is provided in a paper-based format to
students in classrooms. It consisted of 33 items that participants responded
to using a five-point Likert-type scale, ranging from “strongly disagree” to
“strongly agree” (Horwitz et al., 1986, p. 130). The goal of the FLSA is to
measure foreign language anxiety specifically.
To enhance participant understanding and ease of response, the
questionnaire is bilingual, incorporating two languages. This bilingual
approach is intended to ensure that participants can easily comprehend the
content and intended meaning of the questionnaire, enabling them to
provide accurate and meaningful responses (Horwitz et al., 1986, p. 130).
The questions within the questionnaire consist of both positive and
negative context items, with specific items listed as positive context
questions (e.g., questions 4, 8, 9, 13, 19, 21, 23, 25, 28, 31, and 33) and the
remaining questions categorized as negative context questions.
Table 3.1.
Foreign Language Classroom Anxiety Scale Questionnaire
Option
No Statements Total
1 2 3 4 5
I never feel confident when I speak

in class.
1.
(Saya tidak pernah merasa percaya
33
diri ketika saya berbicara di kelas).
I trembled when I found out that I

2.
would be called to the front while
23
Option
No Statements Total
1 2 3 4 5
in language class.
(Aku gemetar saat mengetahui
bahwa aku akan dipanggil ke
depan saat berada di kelas
bahasa).
It frightens me when I don't
understand what the teacher is
saying in a foreign language.
3.
(Saya takut ketika saya tidak
mengerti apa yang dikatakan guru
dalam bahasa asing).
I don't worry about making
mistakes in language class.
4. (Saya tidak khawatir membuat
kesalahan dalam pelajaran
bahasa).
I get nervous when the language
teacher asks questions that I haven't
prepared in advance.
5.
(Saya gugup ketika guru bahasa
mengajukan pertanyaan yang
belum saya siapkan sebelumnya).
I am afraid that the other students
will laugh at me when I speak a
foreign language.
6.
(Saya merasa takut siswa lain akan
menertawakan saya ketika saya
berbicara bahasa asing).
24
Option
No Statements Total
1 2 3 4 5
I get nervous when I don't

understand every word of the
language the teacher says.
7.
(Saya gugup ketika saya tidak
mengerti setiap kata dari bahasa
yang diucapkan guru).
When I'm on my way to language
class, especially speaking, I feel
very sure and relaxed.
8. (Ketika saya dalam perjalanan ke
pelajaran Bahasa Inggris,
khususnya Berbicara, saya merasa
sangat percaya diri dan santai).
It wouldn't bother me at all to take
more speaking classes.
9. (Sama sekali tidak mengganggu
saya untuk mengambil lebih banyak
kelas berbicara).
During language class, I find
myself thinking about things that
have nothing to do with the course.
10 (Selama kelas bahasa, saya
mendapati diri saya memikirkan
hal-hal yang tidak ada
hubungannya dengan pelajaran).
I worry about the consequences of
11. failing my speaking class.
(Saya khawatir tentang konsekuensi
25
Option
No Statements Total
1 2 3 4 5
dari kegagalan kelas berbicara

saya).
I always feel that the other students
speak a foreign language better
than I do.
12.
(Saya selalu merasa bahwa siswa
lain berbicara bahasa asing lebih
baik daripada saya).
I feel very self-conscious about
speaking a foreign language in
front of other students.
13.
(Saya merasa sangat sadar diri
berbicara bahasa asing di depan
siswa lain).
I feel more tense and nervous in my
speaking class than in my other
classes.
14.
(Saya merasa lebih tegang dan
gugup di kelas berbicara saya
daripada di kelas saya yang lain).
The more I study for a language
test, the more confused I get
15.
(Semakin saya belajar untuk tes
bahasa, semakin bingung saya).
Even if I am well prepared for
speaking class, I feel anxious about
16.
it.
(Bahkan jika saya mempersiapkan
26
Option
No Statements Total
1 2 3 4 5
diri dengan baik untuk kelas

berbicara, saya merasa cemas
karenanya).
I get upset when I don't understand
what the teacher is correcting.
17. (Saya kesal ketika saya tidak
mengerti apa yang sedang
diperbaiki oleh guru).
I feel confident when I speak
English in class.
18.
(Saya merasa percaya diri ketika
berbicara bahasa Inggris di kelas).
I don't feel pressure to prepare very
well for a language class.
19. (Saya tidak merasakan tekanan
untuk mempersiapkan diri dengan
baik untuk kelas bahasa).
Speaking learning through Task-
Language class moves so quickly
that I worry about getting left
20. behind.
(Kelas bahasa bergerak begitu
cepat sehingga saya khawatir
ketinggalan).
During tests in my language class, I
am usually at ease.
21.
(Selama tes di kelas bahasa saya,
saya biasanya merasa nyaman).
27
Option
No Statements Total
1 2 3 4 5
When I have to speak without

preparation in the language class, I
start to anxiety.
22.
(Ketika saya harus berbicara tanpa
persiapan di kelas bahasa, saya
mulai cemas).
I'd probably feel at ease around
native speakers of a foreign
language.
23.
(Saya mungkin merasa nyaman
berada di sekitar penutur asli
bahasa asing.)
The sheer number of rules that
must be learned to speak a foreign
language overwhelms me.
24.
(Banyaknya aturan yang harus
dipelajari untuk berbicara bahasa
asing membuat saya kewalahan).
I don't feel pressured to do well in
language class.
25. (Saya tidak merasa tertekan untuk
melakukannya dengan baik di kelas
bahasa).
When I'm going to be called on in
language class, I can feel my heart
26. racing.
(Ketika saya akan dipanggil di
kelas bahasa, saya bisa merasakan
28
Option
No Statements Total
1 2 3 4 5
jantung saya berdegup kencang).

Makes me feel awkward to
volunteer answers in my language
class.
27.
(Membuat saya merasa canggung
untuk menjadi sukarelawan
jawaban di kelas bahasa saya).
More speaking classes would not
worry me in the least.
28. (Lebih banyak kelas berbicara
tidak akan membuat saya khawatir
sedikit pun).
I find myself daydreaming about
things that have nothing to do with
the course during language class.
29. (Saya menemukan diri saya
melamun tentang hal-hal yang
tidak ada hubungannya dengan
kursus selama kelas bahasa).
I'm concerned about the
ramifications of failing my public
speaking class.
30.
dari kegagalan kelas berbicara di
depan umum saya).
I'm not sure why some individuals
31. are so upset about speaking in
class.
29
Option
No Statements Total
1 2 3 4 5
Saya tidak yakin mengapa

beberapa orang (begitu kesal
berbicara di kelas).
I frequently consider skipping my
public speaking class.
32. (Saya sering mempertimbangkan
untuk melewatkan kelas berbicara
di depan umum).
I feel quite confident and relaxed
on my way to English class,
especially when speaking.
33. (Saya merasa cukup percaya diri
dan santai dalam perjalanan ke
kelas bahasa Inggris, terutama saat
berbicara).
3.3.2. Interview
The second instrument is an interview. Creswell (2012, p. 218)
stated that an interview is an activity when researchers get data by asking
one or more participants general, open-ended questions and recording their
answers then researchers analyze the interview that has been transcribed.
Furthermore, Interviews have several advantages over other methods,
including the ability to provide useful information, allow participants to
describe detailed personal information, as well as provide greater control
over the types of information received. In line with the benefit of an
interview, this interview was designed to learn more in-depth about the
effects of anxiety and factors that influence students' speaking activity in
EFL classroom activities. Following the current situation, telephone
30
interviews were used in this study. Moreover, this research questionnaire

uses bilinguals. The purpose of using two languages in the questionnaire is
to help and make it easier for participants to read and respond to research
questionnaires so that they are easy to understand as a guide to ensure their
choice because they understand what is conveyed and what is intended.
(See Table 2. Interview Questions).
Table 3.2.
Students' Interview Questions
High Anxiety Level Low Anxiety Level
When speaking in English, have you How do you feel when speaking in
ever felt so nervous, worried, or English?
heartbroken? (Bagaimana perasaan Anda tentang
(Saat berbicara dalam bahasa Inggris, berbicara bahasa Inggris di kelas?).
pernahkah Anda merasa sangat
gugup, khawatir, atau patah hati).
How do you feel about speaking Have you ever felt nervous, worried,
English in class? or heartbeat?
(Bagaimana perasaan Anda ketika (Pernahkah Anda merasa gugup,
berbicara dalam bahasa Inggris?). khawatir, atau jantung berdebar?).
What kind of effect is caused by If it is yes, What kind of effect is

feeling anxious about your speaking caused by feeling anxious about your
activity? speaking activity?
(Efek apa yang ditimbulkan oleh (Jika ya, dampak apa yang
perasaan cemas tentang partisipasi ditimbulkan dari rasa cemas terhadap
berbicara Anda?). partisipasi berbicara Anda?
How often do you participate in How often do you participate in

speaking classroom activities? speaking classroom activities?
31
(Seberapa sering Anda berpartisipasi (Seberapa sering Anda berpartisipasi

dalam kegiatan kelas berbicara?). dalam kegiatan kelas berbicara?).
What are the factors with the biggest What are the factors with the biggest
influence on your speaking activity? influence on your speaking activity?
(Apa faktor yang paling berpengaruh (Apa faktor yang paling berpengaruh
terhadap partisipasi berbicara Anda). terhadap partisipasi berbicara Anda).
Do you think anxiety can slow down Do you think anxiety can slow down
the process of acquiring speaking the process of acquiring speaking
skills? Why? skills? Why?
(Menurut Anda, apakah kecemasan (Menurut Anda, apakah kecemasan
dapat memperlambat proses dapat memperlambat proses perolehan
perolehan keterampilan berbicara? keterampilan berbicara? Mengapa?).
Mengapa).
3.4. Data Collection Procedure

In this study, two instruments were employed for data collection,
commonly known as tools. To gather data, the researcher utilized two distinct
types of instruments, namely questionnaires and interviews.
3.4.1. Questionnaire
The initial instrument employed is the Foreign Language Class
Anxiety Scale (FLCAS). The Horwitz Foreign Language Class Anxiety
Scale (FLCAS) was adopted by the researcher to categorize students into
groups with high and low levels of anxiety. The administration of
questionnaires took place in the classroom through paper-based forms,
with every student required to respond to all the FLCAS questions.
3.4.2. Interview
Subsequent to the classification of students into low and high
anxiety levels, interviews were conducted. The sequencing of interviews
32
was guided by the students' anxiety level grouping, commencing with

those with high anxiety levels, and subsequently engaging those with low
anxiety levels. Tailored to their respective categories, students were
presented with a set of questions aimed at exploring the repercussions of
anxiety and the factors influencing their participation in speaking
activities. The subsequent step involved analyzing the interview findings
to ascertain the impact of anxiety and identify the determinants that shape
students' involvement in speaking activities across both low and high
anxiety level categories.
3.5. Data Analysis Technique
After collecting the data from students, the researcher analyzed both of the
data. The first data is the questionnaire data that was calculated using Horwitz‟s
calculation rubric listed below:
Table 3.3.
Foreign Language Classroom Anxiety Scale Scoring
Positive Negative
Scale
Question Question
Strongly Agree 1 5
Agree 2 4
Neutral 3 3
Disagree 4 2
Strongly Disagree 5 1
Based on the presented table, scoring criteria differ for questions with a
positive context and questions with a negative context. If students respond to
questions with a positive context by selecting "Strongly Agree," they will be
awarded a score of 1. Choosing "Agree" will yield a score of 2, "Neutral" will
33
result in a score of 3, "Disagree" will contribute a score of 4, and "Strongly

Disagree" will receive a score of 5. Conversely, for questions with a negative
context, answering "Strongly Agree" will be assigned a score of 5, "Agree" will
be scored as 4, "Neutral" will be allocated a score of 3, "Disagree" will be
assigned a score of 2, and "Strongly Disagree" will receive a score of 1. The
students' responses were then tallied to generate numerical data. Subsequently, the
data were analyzed using Oetting's anxiety-level scale to determine the students'
anxiety levels (Mawardah et al., 2019, p. 265). Furthermore, the students were
classified into two categories based on their anxiety levels: highly anxious and
moderately anxious students.
Table 3.4.
Anxiety-level scale adapts from Oetting's scale
The Range of Anxiety
The Average Score Category
124-165 Very Anxious
108-123 Anxious
87-107 Mildly Anxious
66-86 Relaxed
33-65 Very Relaxed
Subsequently, interviews were conducted with students belonging to the

two identified categories. The researcher prepared distinct sets of questions for
each category to ensure the collection of valid data. The interview data obtained
from both categories were then analyzed to uncover the influences and factors
impacting students' speaking activities. The analysis of both interview and
observation data was carried out following the guidelines for analyzing qualitative
data proposed by Miles, B., Huberman, M., and Saldana (2014). According to
34
their approach, the data analysis process consists of three steps: data reduction,
data display, and drawing conclusions or verification. Data reduction, as the initial
step, involves the selection, focus, simplification, abstraction, and transformation
of raw data. It is a form of analysis that sharpens, categorizes, guides, eliminates
unnecessary elements, and organizes the data. Based on that, the interview is
classified by the number of questions and the students‟ category. Then, the
unnecessary data is discarded. This step produced sharper data that makes the
researcher easier to find the conclusion or the result.
The data display was the second step. Data display is a collection of
structured information that gives the possibility of drawing conclusions and taking
action. At this point, the researcher provides gathered information that drives the
researcher to the conclusion. The third step was conclusion and verification. In
conducting the conclusion, the researcher looks for the meaning from the data
display and concludes to answer the research problems. Then, by providing
evidence and plenty of sources, the researcher conducted verification to ensure
that the results obtained were consistent with the study's main concepts.
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
4.1. Research Findings
4.1.1. Quantitative Data
4.1.1.1. Student's Perception of Anxiety Level about
Speaking In the New Normal Era of Covid-19
In this research, the anxiety level of ninth-grade
students at MTs PUI Cilimus towards speaking activities was
assessed using the FLCAS questionnaire. A total of 40 students
from the academic year 2022/2023 were selected as respondents.
They were asked to respond to the 33 questionnaire items using a
Likert scale ranging from 1 (strongly disagree) to 5 (strongly
agree). The questionnaire scores were then converted based on
the FLCAS Scoring criteria. For positively framed questions, a
response of "strongly agree" received a score of 1, "agree"
received a score of 2, "neutral" received a score of 3, "disagree"
received a score of 4, and "strongly disagree" received a score of
5. Conversely, for negatively framed questions, a response of
"strongly agree" received a score of 5, "agree" received a score of
4, "neutral" received a score of 3, "disagree" received a score of
2, and "strongly disagree" received a score of 1. The collected
questionnaire data was processed and the findings are presented
in Table 4.1, as provided in the research report.
Table 4.1. List of Respondents
Student
Score Category
Number
1 95 Mildly Anxious
2 99 Mildly Anxious
3 119 Anxious
4 102 Mildly Anxious
35
36
Student
Score Category
Number
5 90 Mildly Anxious
6 115 Anxious
7 78 Relaxed
9 95 Mildly Anxious
27 80 Relaxed
30 120 Anxious
37
Student
Score Category
Number
38 112 Anxious
40 109 Anxious
Tabel 4.2. Anxiety Level Result

The Average Percentage
Category Frequency
Score (%)
124 – 165 Very Anxious 0 0
108 – 123 Anxious 5 12,5
87 – 107 Mildly Anxious 33 82,5
66 – 86 Relaxed 2 5
33 – 65 Very Relaxed 0 0
Total 40 100
Based on Table 4.2, it is known that the average

anxiety level of grade 9 students at MTs PUI Cilimus for the
2022/2023 Academic Year is in the Mildly Anxious category,
which is 82.5%. The Anxious category is 12.5% and the Relaxed
category is 5%. There were no Grade 9 students at MTs PUI
Cilimus who felt Very Anxious or Very Relaxed when faced
with Speaking Activities. This can be seen in detail in the results
of the analysis of the list of questionnaire statements in Table 4.3
below.
38
Tabel 4.3. Questionnaire Statement Result

Strongly Strongly
Question Disagree Neutral Agree
Disagree Agree
1 10% 18% 48% 15% 10%
2 13% 15% 50% 18% 5%
3 13% 8% 55% 13% 13%
4 8% 20% 58% 10% 5%
5 3% 15% 53% 25% 5%
6 3% 13% 55% 25% 5%
7 5% 5% 58% 28% 5%
8 5% 13% 60% 15% 8%
9 0% 20% 60% 18% 3%
10 5% 15% 63% 15% 3%
11 8% 10% 63% 18% 3%
12 3% 10% 60% 23% 5%
13 0% 5% 8% 58% 30%
14 5% 10% 58% 25% 3%
15 5% 23% 48% 20% 5%
16 0% 15% 55% 20% 10%
17 5% 5% 58% 25% 8%
18 0% 18% 53% 23% 8%
19 3% 28% 45% 23% 3%
20 8% 10% 63% 18% 3%
21 0% 13% 58% 18% 13%
22 0% 10% 53% 33% 5%
23 0% 13% 68% 18% 3%
39
Strongly Strongly
Question Disagree Neutral Agree
Disagree Agree
24 0% 13% 45% 40% 3%
25 3% 13% 40% 35% 10%
26 5% 25% 35% 33% 3%
27 8% 35% 35% 23% 0%
28 0% 30% 53% 15% 3%
29 3% 30% 33% 30% 5%
30 5% 23% 45% 28% 0%
31 5% 33% 38% 18% 8%
32 3% 33% 43% 20% 3%
33 5% 30% 33% 20% 13%
The analysis of the questionnaire responses in Table

4.3 revealed interesting findings. Most students provided neutral
answers to the questionnaire statements, indicating a balanced
distribution of positive and negative responses. For instance,
10% of students felt very confident when speaking in front of the
class, while another 10% never felt confident. When it came to
trembling before being called forward in a language class, 28%
of students did not tremble, 23% trembled, and 50% were
neutral. Similarly, for not understanding the teacher in a foreign
language, 21% were not afraid, 26% were afraid, and 55% were
neutral. The data also showed that 28% of students objected to
making mistakes in a language class, 15% did not mind, and 58%
were neutral. Additionally, 30% of students felt nervous when
asked unexpected questions by the language teacher, fearing
ridicule from peers.
Concerning understanding everything the teacher said
in the language, 33% of students felt nervous when they did not
comprehend, whereas 23% felt confident and relaxed. In terms of
40
taking more public speaking classes, 20% disagreed, while none

strongly disagreed and 21% agreed. Furthermore, 20% of
students disagreed with finding themselves daydreaming during a
language class, while 18% were found daydreaming, and 63%
were neutral. The fear of failing in public speaking class worried
21% of students, while 18% were not concerned, and 63% were
neutral. Interestingly, 28% of students had the impression that
their classmates spoke foreign languages better, 13% disagreed,
and 60% were neutral. Moreover, 88% of students agreed that
they felt self-conscious when speaking a foreign language in
front of their classmates, 5% disagreed, and 8% were neutral.
Regarding the class atmosphere, 28% of students
perceived more tension and nervousness compared to other
classes, 15% disagreed, and 58% were neutral. It was found that
studying more for language exams made 28% of students more
confused, whereas 25% agreed, and 48% were neutral.
Additionally, 30% of students agreed that they felt nervous even
when they were prepared to speak, 15% disagreed, and 55% were
neutral. Notably, 10% did not agree that receiving corrections
from the teacher made them anxious, 33% agreed, and 58% were
neutral. Skipping public speaking class was considered by 31%
of students, 18% disagreed, and 53% were neutral. In terms of
pressure to perform well in a language class, 26% did not feel
pressured, 31% felt pressure, and 45% were neutral.
Furthermore, 21% of students were worried about missing the
fast-paced learning in the Task-Language class, 18% were not
concerned, and 63% were neutral. During language tests, 31% of
students felt calm, 13% felt uneasy, and 63% were neutral. As for
speaking without preparation, 38% of students agreed that it
made them worry, 10% disagreed, and 53% were neutral.
41
Feeling comfortable around native speakers of foreign

languages was experienced by 21% of students, while 13% did
not feel comfortable, and 68% were neutral. Additionally, 43%
of students agreed that the many language rules overwhelmed
them, 13% disagreed, and 45% were neutral. Notably, 45% of
students did not feel pressured to excel in the language class,
while 16% felt pressure, and 40% were neutral. When it came to
being called on in language class, 36% of students felt their heart
beat fast, 30% disagreed, and 35% were neutral. Feeling
awkward about voluntarily answering in class was reported by
23% of students, 43% did not feel awkward, and 35% were
neutral. Worries about speaking in front of more classes were
experienced by 18% of students, 30% were concerned, and 53%
were neutral. Furthermore, 35% of students found themselves
daydreaming during class, 33% disagreed, and 33% were neutral.
The fear of consequences for failing the public speaking class
worried 28% of students, whereas 45% were neutral. Finally,
38% of students disagreed and were uncertain why some people
were annoyed by talking in class, 26% agreed, and 38% were
neutral. Regarding confidence and relaxation on the way to
English class, 33% felt quite confident and relaxed, 35% felt
insecure and relaxed, and 33% were neutral.
4.1.2. Qualitative Data
The qualitative results of this data were obtained from in-depth
interviews with 4 students at MTs PUI Cilimus. Based on the results of the
data analysis of the FLCAS questionnaire, researchers have selected
several students for walk-in interviews. There are 2 students from the
anxious level and 2 students from the relaxed level. Next, the researcher
conducted in-depth interviews with each student to help the researcher
answer the research questions.
4.1.2.1. The Effect of Anxiety Level in the New Normal
42
Era of Covid-19 on Students' Speaking Activities

in Class
When asked about the effects of nervousness when
speaking English during the new normal era of Covid-19, the
participants stated that feelings of anxiety related to speaking
English could have a significant negative effect. Anxiety can
reduce self-confidence and hinder free self-expression. Fear of
making mistakes or not being understood by others can cause a
person to prefer silence or avoid situations that require activity in
speaking. This in turn can affect one's ability to practice and
improve speaking skills in English, e.g.:
The effect of feeling anxious about my speaking activity is that I
can become less confident and reluctant to speak. (P3).
Anxiety makes me feel inhibited and not confident in
expressing my thoughts and opinions. I feel afraid of making
mistakes or being laughed at. (P2)
The participants' accounts closely mirror the findings

of Horwitz and Cope's (1986) study on foreign language
classroom anxiety. Their descriptions align with the negative
effects of anxiety identified in the study. Participants noted that
anxiety detrimentally influences their speaking activities, leading
to reduced confidence and hesitancy to speak. This corresponds
directly with the study's assertion that anxiety hampers active
participation, ultimately affecting students' self-assurance in their
language skills. Additionally, participants expressed feeling
inhibited and lacking confidence in expressing their thoughts,
reflecting the study's findings that anxiety contributes to
inhibition and decreased engagement in expressive language
tasks. Furthermore, participants voiced their apprehension of
making errors and facing ridicule, which closely parallels the
study's conclusion that anxiety can discourage speaking due to
the fear of negative evaluation. Overall, the alignment between
43
participants' experiences and the study's outcomes underscores

the significant connection between anxiety and communication
barriers. Both sources underscore how anxiety undermines
effective communication by impacting self-confidence,
willingness to engage in speech, inhibition, and apprehension
about unfavorable outcomes. The insights from the study further
validate the participants' encounters, underscoring the necessity
to address and manage language anxiety within educational
settings.
4.1.2.2. Factors Affecting Students' Speaking Activities in
Class during the New Normal of Covid-19
When asked what factors influenced speaking activity
in English, it was a challenge faced by participants during the
new normal era of Covid-19. Factors that affect speaking
activity, such as a supportive classroom environment and self-
confidence, are interrelated and play an important role in
improving English speaking skills.
In my opinion, the factors that have the most influence on my
speaking activities are self-confidence and the support of
classmates and teachers. If I feel accepted and supported in
class, I tend to be more courageous to speak and be active. (P1).
For me is a supportive classroom environment and acceptance
from classmates and teachers. So, if I feel supported and not
judged, I feel more motivated to do activities and try to speak
English. (P2).
The factor that most influenced my speaking activity was my
level of confidence in speaking English. If I feel confident in
my abilities and get support from classmates and teachers, I tend
to be more courageous to speak and be active. Apart from that,
the supportive class atmosphere, involving teaching methods, and
the opportunity to practice in a structured manner also influenced
my speaking activities. (P3)
Supportive class atmosphere, engaging teaching methods, and
my opportunity to speak. (P4).
The participants' insights align with Bandura's (1997)

self-efficacy theory, connecting it to language learning. Their
44
experiences emphasize the interplay between self-confidence,

supportive surroundings, and engagement. They underscore the
significance of self-confidence in influencing their speaking
activities, resonating with Bandura's idea that believing in one's
abilities drives motivation. Their recognition of peer and teacher
support aligns with Bandura's emphasis on social persuasion
shaping self-efficacy. Participants' focus on a nurturing
classroom environment corresponds to Bandura's concept of
external factors molding self-efficacy. Additionally, their
acknowledgment of the impact of instructional methods and
structured practice mirrors Bandura's notion of mastery
experiences. Overall, the participants' accounts reinforce
Bandura's self-efficacy theory, highlighting how self-confidence,
support, and a conducive setting collectively influence language
learners' motivation and active participation in speaking
activities. This emphasizes the importance of fostering self-
efficacy in language education to enhance effective and confident
communication.
4.2. Discussion
4.2.1. Student's Perception of Anxiety Level about Speaking In the
New Normal Era of Covid-19
Based on the data findings above, the data indicates that the
anxiety level of grade 9 students at MTs PUI Cilimus for the 2022/2023
Academic Year is in the Mild Anxiety category. Of the total sample of
students studied, as many as 82.5% experienced a mild level of anxiety.
This shows that the majority of students tend to have a relatively low level
of anxiety when facing speaking activities. The results are completely
different from research conducted by Pohan and Kusumawardany (2023,
p. 58) in that they found several students who tend to be more nervous
when speaking English, especially when facing class exams. As stated by
Irawan et al. (2020, p. 53) that the lack of thorough preparation before its
45
sudden implementation has led to certain negative consequences,

including students facing varying degrees of depression, high-stress levels,
and anxiety. Apart from that, these findings are almost similar to a study
conducted by Hapsari et al. (2022, p. 119) that students respond positively
to the use of voice notes during speaking activities in ELT classes because
they believe it can reduce their speaking anxiety. Thus, it is important to
note that varied activities can help students reduce their anxiety levels
(Hapsari et al., 2022, p. 121).
In addition, there were 12.5% of students who were included in
the Anxiety category and 5% of students were included in the relaxed
category. Although some students experienced higher levels of anxiety,
there were no students who had very high levels of anxiety (Very
Anxious) or very low levels of anxiety (Very Relaxed). This shows that
most students have a level of anxiety that can be handled effectively and
do not experience significant difficulties in dealing with speaking
activities. The results of this study are in line with Anggraeny et al. (2020,
p. 35) who revealed that students used various strategies to overcome
language anxiety, including facing their fears and speaking English
regardless of their knowledge. Based on the explanation above, it can be
concluded that facing rather than avoiding anxiety, allows them to gain
comfort and reduce language anxiety over time.
“Anxiety is affiliated with a feeling of disquiet, frustration, self
doubt, dreadful, and worry” Schovel (1978: 134 cited in (Brown H. D.,
Principles of Language Teaching and Learning Fifth Edition, 2000, p.
162)). Schovel defined anxiety as “a psychological construct, generally
depicted by a psychologist as a state of apprehension, a vague fear that is
the only roundabout related to an object”. In conclusion, students who feel
anxious in their foreign language learning may finds theirs is less
enjoyable. From a review of literature can be seen that students will lose
their confidence because of anxiety in which they feel worried about their
performance, and fear of negative suggestion to their action.
46
In addition, foreign language anxiety has a negative impact on

students’ foreign language learning process because they cannot focus on
receiving the information and incapable of expressing the skills they have
learned. Thus, anxiety plays a big role in foreign language learning.
Moreover, Amini,et.al stated that “ anxiety is the main problem of learning
process in foreign language especially in oral communication” (Amini,
2019). Students may view threats anxiously and elude them. Those who
less confidence in their academic proficiency may think of a low grade
before beginning an exam, activities in which they are exposed to
unfamiliar person, or participated in a course, which is necessary
especially at the high school and university levels (Pajares, 2005) as cited
in (Doğan, 2016).
4.2.2. The Effect of Anxiety Level in the New Normal Era of Covid-
19 on Students' Speaking Activities in Class
Based on the description above, it can be found that feelings of
anxiety hurt a person's ability to speak and convey their thoughts or
opinions. Some of the negative effects that can occur are a lack of self-
confidence, reluctance to speak, feelings of inhibition, fear of making
mistakes, and fear of being laughed at. This suggests that anxiety can be a
significant barrier to communicating effectively and confidently. Looking
at the results of this study, several researchers have conducted research in
the realm of the negative effects of anxiety, such as lack of self-confidence
(Santoso & Perrodin, 2022, p. 56), fear of making mistakes (Suparlan,
2021, p. 160), and fear of being laughed at (Herdiani et al., 2023, p. 20).
The effect of anxiety upon language learning had been studied by
a lot of researchers. This is in line with the explanation from Teimouri
who stated that anxiety is probably the most researched affective variable
in second language acquisition because more than half a century, second
language acquisition researchers had been conducting the investigation on
the relation between L2 learners’ anxiety with linguistic and non-linguistic
variables (Teimouri, 2019). From those studies, there was Ana Fergina
47
who conducted the study in order to investigate whether anxiety gives a

positive or a negative impact to the learners and the findings indicated that
the learners particularly experienced the anxiety when they are asked to do
oral presentation in the classroom. Besides, the investigated subject used
English as a 21 second language. As a result, she or he felt anxious to
speak English in front of the class.
4.2.3. Factors Affecting Students' Speaking Activities in Class
during the New Normal of Covid-19
The research findings underscore the multifaceted impact of
various factors on participants' English-speaking activities in the context
of the new normal era prompted by the Covid-19 pandemic. Among these
factors, self-confidence and the supportive atmosphere cultivated by
classmates and teachers emerge as the most influential determinants of
speaking activity. These findings align with the conclusions of Aisyah
(2022, p. 82), who highlighted that active participation in class activities
fosters confidence and fluency in speaking. Similarly, Asysyfa et al.
(2019, p. 101) emphasized the pivotal role of students' belief in their
language learning ability in determining their overall success in acquiring
a foreign language. This suggests that participants who are secure in their
English-speaking capabilities and receive positive encouragement from
peers and instructors are more likely to display enhanced courage and
motivation in their speaking endeavors.
Furthermore, the research identifies a supportive classroom
environment and the acceptance of peers and teachers as key facilitators in
bolstering English-speaking activities. A conducive class atmosphere,
participatory teaching methods, and structured practice opportunities
positively impact participants' English-speaking proficiency. These
findings contrast with the results of Irawan et al. (2020, p. 55), which
indicated that students often feel frustrated due to the lack of supportive
surroundings. This notion is reinforced by Anggraeny et al. (2020, p. 29),
who emphasized the teacher's role in mitigating anxiety levels in students'
48
activities. Humaera and Pramustiara (2022, p. 138) added to this,

highlighting teachers' use of impromptu activity performances to create a
comfortable learning environment, thereby reducing students' nervousness
when speaking in front of the class.
CHAPTER V
CONCLUSIONS IMPLICATIONS AND SUGGESTIONS
5.1. Conclusion
Based on the findings and discussion in the previous section, it was found
that the anxiety level of grade 9 students at MTs PUI Cilimus in the 2022/2023
Academic Year was in the Mild Anxiety category. The majority of students
(82.5%) experienced a mild level of anxiety, showing a relatively low level of
anxiety when facing speaking activities. In addition, 12.5% of students fall into
the Anxiety category and 5% of students fall into the Relax category. There were
no students who achieved very high (Very Anxious) or very low (Very Relaxed)
anxiety levels. Most students can manage anxiety effectively and do not
experience significant difficulties in dealing with speaking activities.
Meanwhile, feelings of anxiety hurt one's ability to speak and convey one's
opinion. These negative impacts include self-doubt, reluctance to speak, feelings
of inhibition, fear of making mistakes, and fear of being laughed at. Anxiety can
be a significant barrier to communicating effectively and confidently.
Furthermore, the factors that affect English-speaking activities in the new
normal era during the Covid-19 pandemic have been identified. Confidence and
support from classmates and teachers are the most influential factors. This finding
is consistent with previous research showing that active activity in class and self-
confidence can improve speaking fluency. A supportive classroom environment
and acceptance from classmates and teachers also play an important role in
increasing English-speaking activity. Teaching methods that actively involve
participants, a supportive classroom atmosphere, and the teacher's role in helping
reduce student anxiety contribute to improving speaking skills. These factors are
interrelated and important in encouraging participants to be more active and
confident in using English.
5.2. Implications
In the context of education and research, this study carries significant
implications and practical recommendations. From an educational standpoint, this
49
50
research offers valuable insights for practitioners such as teachers and school
administrators. It emphasizes the importance of providing support to students in
addressing speaking anxiety during the new normal era of Covid-19. Recognizing
the potential impact of anxiety on students' engagement and learning abilities,
educators should consider adopting inclusive strategies. These may involve
implementing structured speaking guidelines and exercises, fostering active
participation in speaking activities, and cultivating positive emotional connections
with students.
Furthermore, for students, this study plays a crucial role in comprehending
the effects of the Covid-19 new normal era on speaking-related anxiety. This
underscores the significance of raising awareness about student anxiety and
equipping them with strategies to manage it. Students can utilize this research as a
wellspring of information and inspiration to enhance their efforts in aiding fellow
students to overcome speaking anxiety. Moreover, this research holds the
potential to ignite students' motivation to delve into further exploration within the
domains of educational psychology or interpersonal communication.
5.3. Suggestions
5.3.1. Teachers
Teachers are advised to provide structured speaking guides and
exercises for students to help reduce their anxiety in speaking in the new
normal era of Covid-19. Additionally, focus on building a positive
emotional connection between teachers and students to create a safe and
supportive learning environment. Pay attention to students' individual
needs in overcoming speech anxiety and provide appropriate support, such
as providing additional time or alternative methods of participating in
speaking activities.
5.3.2. Students
For students, it is suggested to increase their understanding of
theories and concepts related to speech anxiety, as well as develop skills in
designing and implementing interventions that can help students overcome
speech anxiety in the new normal era of Covid-19. In addition, they can
51
use this research as inspiration to develop more in-depth follow-up

research on student anxiety in different educational contexts.
5.3.3. Future Researchers
For future research, it is recommended to conduct research
involving a wider sample, with a variety of educational levels and different
school contexts, to increase the generalizability of the research results. It is
also suggested to broaden the scope of research by considering external
factors that affect speech anxiety, such as social support, family
environment, or the role of technology in distance learning. In addition, it
is also advisable to conduct a longitudinal study to track changes in
students' perceptions of speaking anxiety over time, as well as to see the
effectiveness of long-term interventions in overcoming this anxiety.
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56
APPENDIX 1: LIST OF RESPONDENT
No
Name Class
.
1 Amelia Apriyanti 9A
2 Ananda Wahyu F. 9A
3 Anggi Febriani 9A
4 Eva Yulianti 9A
5 Moh. Jusap 9A
6 M. Ardi Safutra 9A
7 Rezky Leonaldy S. 9A
8 Septia Maharani 9A
9 Siti Nurhasanah 9A
10 Yossye Yokan Cantika 9A
11 Zaskia Eka S. 9A
12 Abdul Azis 9B
13 Adi Setia 9B
14 Chintya Az-Zahra Pratiwi 9B
15 Fikry S. T. 9B
16 Indah Siti 9B
17 Iqbal 9B
18 M. Abdul Malik 9B
19 Naufal A. 9B
20 Nisrina Aulia 9B
21 Noval 9B
22 Ressifa Nurcahyani 9B
23 Salma Sahlia Kirana 9B
24 Sausan 9B
25 Syahrul R. 9B
26 Vina Putri R. 9B
27 Willy 9B
28 Alika D. 9C
29 Annas Fatur Rahman 9C
30 Ayu Patimah Annadira 9C
31 Diyana Apriliyani 9C
32 Fajar Ramadhan 9C
33 Fauzi Hidayat 9C
34 Ika Sri Ramadani 9C
35 Ilham Nur Agung 9C
36 Mia Aulia 9C
57
No
Name Class
.
37 Rehadotul' Aini 9C
38 Siti Khoirun Nisa 9C
39 Vina V. 9C
40 Yesa Restu Akbarani 9C
58
APPENDIX 2: FLCAS QUESTIONNAIRE
Option
No Statements Total
1 2 3 4 5
I never feel confident when I speak in

1. class.
(Saya tidak pernah merasa percaya diri
ketika saya berbicara di kelas).
I trembled when I found out that I
would be called to the front while in
2. language class.
(Saya gemetar saat mengetahui bahwa
aku akan dipanggil ke depan saat
berada di kelas bahasa).
It frightens me when I don't understand
what the teacher is saying in a foreign
3. language.
(Saya takut ketika saya tidak mengerti
apa yang dikatakan guru dalam bahasa
asing).
I don't worry about making mistakes in
4. language class.
(Saya tidak khawatir membuat 20
kesalahan dalam pelajaran bahasa).
I get nervous when the language teacher
asks questions that I haven't prepared in
5. advance.
(Saya gugup ketika guru bahasa
mengajukan pertanyaan yang belum
saya siapkan sebelumnya).
I am afraid that the other students will
laugh at me when I speak a foreign
6. language.
(Saya merasa takut siswa lain akan
menertawakan saya ketika saya
berbicara bahasa asing).
I get nervous when I don't understand
every word of the language the teacher
7. says.
(Saya gugup ketika saya tidak mengerti
setiap kata dari bahasa yang diucapkan
guru).
59
Option
No Statements Total
1 2 3 4 5
When I'm on my way to language class,

especially speaking, I feel very sure and
relaxed.
8.
(Ketika saya dalam perjalanan ke
pelajaran Bahasa Inggris, khususnya
Berbicara, saya merasa sangat percaya
diri dan santai).
It wouldn't bother me at all to take more
speaking classes.
9.
(Sama sekali tidak mengganggu saya
untuk mengambil lebih banyak kelas
berbicara).
During language class, I find myself
thinking about things that have nothing
10 to do with the course.
(Selama kelas bahasa, saya mendapati
diri saya memikirkan hal-hal yang tidak
ada hubungannya dengan pelajaran).
I worry about the consequences of
11. failing my speaking class.
dari kegagalan kelas berbicara saya).
I always feel that the other students
speak a foreign language better than I
12. do.
(Saya selalu merasa bahwa siswa lain
berbicara bahasa asing lebih baik
daripada saya).
I feel very self-conscious about
speaking a foreign language in front of
13. other students.
(Saya merasa sangat sadar diri
berbicara bahasa asing di depan siswa
lain).
I feel more tense and nervous in my
speaking class than in my other classes.
14.
(Saya merasa lebih tegang dan gugup di
kelas berbicara saya daripada di kelas
saya yang lain).
The more I study for a language test, the
15.
more confused I get
(Semakin saya belajar untuk tes bahasa,
60
Option
No Statements Total
1 2 3 4 5
semakin bingung saya).

Even if I am well prepared for speaking
class, I feel anxious about it.
16.
(Bahkan jika saya mempersiapkan diri
dengan baik untuk kelas berbicara, saya
merasa cemas karenanya).
I get upset when I don't understand what
17. the teacher is correcting.
(Saya kesal ketika saya tidak mengerti
apa yang sedang diperbaiki oleh guru).
I feel confident when I speak English in
18. class.
(Saya merasa percaya diri ketika
berbicara bahasa Inggris di kelas).
I don't feel pressure to prepare very well
for a language class.
19.
(Saya tidak merasakan tekanan untuk
mempersiapkan diri dengan baik untuk
kelas bahasa).
Speaking learning through Task-
Language class moves so quickly that I
20.
worry about getting left behind.
(Kelas bahasa bergerak begitu cepat
sehingga saya khawatir ketinggalan).
During tests in my language class, I am
21. usually at ease.
(Selama tes di kelas bahasa saya, saya
biasanya merasa nyaman).
When I have to speak without
preparation in the language class, I start
22. to anxiety.
(Ketika saya harus berbicara tanpa
persiapan di kelas bahasa, saya mulai
cemas).
I'd probably feel at ease around native
23. speakers of a foreign language.
(Saya mungkin merasa nyaman berada
di sekitar penutur asli bahasa asing.)
The sheer number of rules that must be
24. learned to speak a foreign language
overwhelms me.
(Banyaknya aturan yang harus
61
Option
No Statements Total
1 2 3 4 5
dipelajari untuk berbicara bahasa asing

membuat saya kewalahan).
I don't feel pressured to do well in
language class.
25.
(Saya tidak merasa tertekan untuk
melakukannya dengan baik di kelas
bahasa).
When I'm going to be called on in
language class, I can feel my heart
26. racing.
(Ketika saya akan dipanggil di kelas
bahasa, saya bisa merasakan jantung
saya berdegup kencang).
Makes me feel awkward to volunteer
answers in my language class.
27.
(Membuat saya merasa canggung untuk
menjadi sukarelawan jawaban di kelas
bahasa saya).
More speaking classes would not worry
me in the least.
28.
(Lebih banyak kelas berbicara tidak
akan membuat saya khawatir sedikit
pun).
I find myself daydreaming about things
that have nothing to do with the course
during language class.
29.
(Saya menemukan diri saya melamun
tentang hal-hal yang tidak ada
hubungannya dengan kursus selama
kelas bahasa).
I'm concerned about the ramifications of
failing my public speaking class.
30.
dari kegagalan kelas berbicara di
depan umum saya).
I'm not sure why some individuals are
31. so upset about speaking in class.
Saya tidak yakin mengapa beberapa
orang (begitu kesal berbicara di kelas).
I frequently consider skipping my
32.
public speaking class.
(Saya sering mempertimbangkan untuk
62
Option
No Statements Total
1 2 3 4 5
melewatkan kelas berbicara di depan

umum).
I feel quite confident and relaxed on my
way to English class, especially when
speaking.
33.
(Saya merasa cukup percaya diri dan
santai dalam perjalanan ke kelas
bahasa Inggris, terutama saat
berbicara).
63
APPENDIX 3: INTERVIEW QUESTION
When speaking in English, have you How do you feel when speaking in
ever felt so nervous, worried, or English?
heartbroken? (Bagaimana perasaan Anda tentang
(Saat berbicara dalam bahasa Inggris, berbicara bahasa Inggris di kelas?).
pernahkah Anda merasa sangat
gugup, khawatir, atau patah hati).
How do you feel about speaking Have you ever felt nervous, worried,
English in class? or heartbeat?
(Bagaimana perasaan Anda ketika (Pernahkah Anda merasa gugup,
berbicara dalam bahasa Inggris?). khawatir, atau jantung berdebar?).
What kind of effect is caused by If it is yes, What kind of effect is

feeling anxious about your speaking caused by feeling anxious about your
activity? speaking activity?
(Efek apa yang ditimbulkan oleh (Jika ya, dampak apa yang
perasaan cemas tentang partisipasi ditimbulkan dari rasa cemas terhadap
berbicara Anda?). partisipasi berbicara Anda?
How often do you participate in How often do you participate in

speaking classroom activities? speaking classroom activities?
(Seberapa sering Anda berpartisipasi (Seberapa sering Anda berpartisipasi
dalam kegiatan kelas berbicara?). dalam kegiatan kelas berbicara?).
What are the factors with the biggest What are the factors with the biggest
influence on your speaking activity? influence on your speaking activity?
(Apa faktor yang paling berpengaruh (Apa faktor yang paling berpengaruh
terhadap partisipasi berbicara Anda). terhadap partisipasi berbicara Anda).
Do you think anxiety can slow down Do you think anxiety can slow down
the process of acquiring speaking the process of acquiring speaking
skills? Why? skills? Why?
(Menurut Anda, apakah kecemasan (Menurut Anda, apakah kecemasan
dapat memperlambat proses dapat memperlambat proses perolehan
perolehan keterampilan berbicara? keterampilan berbicara? Mengapa?).
Mengapa).
64
APPENDIX 4: STUDENT ANSWERS TO FLCAS QUESTIONNAIRE
Student Question Number

Numbe
1 2 3 4 5 6 7 8 9 10
r
1 3 3 3 3 3 3 3 3 3 3
2 3 3 3 3 3 3 3 3 3 3
3 5 5 5 4 5 4 5 5 4 3
4 3 3 3 3 3 3 3 3 3 3
5 3 4 2 3 4 3 3 3 4 2
6 4 4 4 4 4 4 4 4 4 3
7 1 2 1 1 2 1 1 1 3 3
8 5 2 5 3 2 3 4 1 3 5
9 3 3 3 3 3 3 3 3 3 3
10 2 4 3 3 4 3 3 3 3 3
11 2 3 3 2 4 3 3 2 3 3
12 1 2 1 5 3 2 3 4 4 2
13 3 3 3 3 3 3 3 3 3 3
14 3 3 3 3 3 3 3 3 3 3
15 3 3 3 3 3 3 3 3 3 3
16 3 3 3 3 3 3 3 3 3 3
17 1 1 3 3 2 5 3 3 4 3
18 2 3 5 4 2 4 2 3 3 1
19 3 1 3 1 1 3 4 5 4 4
20 3 3 3 2 3 4 4 3 3 3
21 4 1 1 2 2 4 2 2 4 4
22 4 4 4 4 4 4 4 2 2 4
23 3 3 3 3 3 3 3 3 3 3
24 4 3 3 3 3 3 3 3 3 3
25 3 3 3 3 3 3 3 3 3 3
26 3 3 3 3 3 3 3 3 3 3
27 2 1 5 2 2 2 1 4 3 1
28 3 3 3 3 3 3 3 3 3 3
29 2 2 2 4 4 4 4 4 4 2
30 5 5 5 3 5 5 5 4 4 3
31 3 3 3 3 3 3 3 3 3 3
32 1 2 1 5 4 4 4 1 2 2
33 5 1 1 5 3 2 3 3 1 4
34 3 3 3 3 3 3 3 3 3 3
35 2 4 4 4 4 2 4 3 2 2
36 2 2 2 3 3 2 4 2 2 2
65

Numbe
1 2 3 4 5 6 7 8 9 10
r
37 3 3 3 3 3 3 3 3 3 3
38 4 4 4 4 4 4 4 2 2 4
39 3 3 3 3 3 3 3 3 3 3
40 4 4 4 4 4 4 4 2 2 4

Numbe
11 12 13 14 15 16 17 18 19 20
r
1 3 3 3 3 3 3 3 3 3 3
2 3 3 3 3 3 3 3 3 3 3
3 3 4 2 3 5 5 5 2 3 1
4 3 3 3 3 3 4 4 3 3 3
5 3 3 2 2 2 2 3 3 3 2
6 2 2 4 4 4 4 4 4 4 4
7 2 1 5 3 1 2 3 2 1 3
8 1 2 5 2 4 5 5 5 5 1
9 3 3 3 3 3 3 3 3 3 3
10 3 3 3 4 3 3 3 3 4 3
11 4 3 3 3 2 3 4 3 3 3
12 2 3 2 4 4 2 2 2 4 1
13 3 3 3 3 3 3 3 3 3 3
14 3 3 3 4 3 3 3 3 4 3
15 3 3 3 3 3 3 3 3 3 3
16 3 3 3 3 3 3 3 3 3 3
17 5 2 3 5 1 3 3 5 4 3
18 3 3 4 1 2 3 2 4 4 3
19 1 5 3 1 4 5 1 3 4 4
20 3 4 3 3 4 3 3 4 2 4
21 4 4 3 3 2 2 4 4 4 2
22 4 4 2 4 4 4 4 2 2 4
23 3 3 3 3 3 3 3 3 3 3
24 3 3 2 3 3 3 3 3 4 3
25 3 3 3 3 3 3 3 3 3 3
26 3 3 3 3 3 3 3 3 3 3
27 1 3 2 3 2 2 1 2 3 2
28 3 3 3 3 3 3 3 3 3 3
29 2 2 2 2 2 2 4 5 2 4
66

Numbe
11 12 13 14 15 16 17 18 19 20
r
30 4 4 4 3 3 4 5 4 4 3
31 3 3 3 3 3 3 3 3 3 3
32 3 4 2 4 2 4 3 4 2 5
33 3 5 2 4 4 5 4 4 2 4
34 3 3 3 3 3 3 3 3 3 3
35 4 4 2 2 2 4 4 4 2 4
36 3 3 3 3 2 3 3 4 2 2
37 3 3 3 3 3 3 3 3 3 3
38 4 4 2 4 4 4 4 2 2 3
39 3 3 3 4 3 3 3 3 4 3
40 4 4 2 4 5 4 4 2 2 3

Numbe
21 22 23 24 25 26 27 28 29 30
r
1 3 2 3 2 3 4 4 3 2 2
2 3 4 3 3 4 1 3 2 3 4
3 3 2 3 4 4 4 3 2 5 4
4 4 3 4 4 3 3 2 4 3 3
5 2 2 2 4 3 2 2 4 3 2
6 3 2 3 3 3 2 4 3 5 3
7 3 3 3 3 4 2 2 4 2 3
8 3 3 3 3 2 2 2 3 4 4
9 2 3 1 4 2 2 2 3 3 3
10 4 3 3 5 3 4 3 3 3 4
11 2 4 3 3 2 3 2 3 4 3
12 1 4 3 3 5 2 2 4 1 1
13 4 3 4 3 2 3 3 4 4 4
14 3 3 3 2 1 4 4 4 2 4
15 3 3 3 3 2 2 4 4 3 4
16 3 3 3 4 2 1 2 4 4 4
17 3 3 3 4 4 2 4 3 3 3
18 2 4 4 4 2 2 1 3 4 1
19 3 5 3 4 3 3 1 3 4 2
20 1 5 3 3 3 4 3 3 3 2
21 3 4 4 3 3 3 4 3 3 3
22 1 4 4 2 3 4 4 2 4 3
23 3 4 3 2 2 3 3 3 4 3
67

Numbe
21 22 23 24 25 26 27 28 29 30
r
24 3 3 3 4 2 3 3 3 2 2
25 3 4 3 4 1 3 2 4 2 3
26 2 3 3 4 2 3 2 3 3 3
27 2 3 3 3 4 2 2 4 2 2
28 3 4 2 4 2 4 3 3 2 2
29 3 3 3 3 1 4 3 3 2 3
30 3 4 2 3 1 5 3 2 4 3
31 3 3 3 4 2 3 3 2 3 3
32 1 4 3 2 2 4 3 3 2 2
33 1 4 2 3 3 4 2 3 3 3
34 3 3 3 4 3 3 2 3 2 3
35 2 3 3 3 3 4 2 3 4 4
36 3 3 2 3 3 3 1 4 2 3
37 4 3 2 3 2 4 3 4 2 3
38 4 4 3 4 3 4 3 1 4 4
39 3 3 3 3 3 3 4 2 3 2
40 3 3 2 4 3 3 4 3 4 4

Numbe Total Category
31 32 33
r
1 2 3 2 95 Mildly Anxious
3 2 4 1 119 Anxious
6 2 4 3 115 Anxious
7 4 2 4 78 Relaxed
68

Numbe Total Category
31 32 33
r
27 4 1 4 80 Relaxed
30 2 3 3 120 Anxious
38 2 5 2 112 Anxious
40 1 4 1 109 Anxious
69
APPENDIX 5: INTERVIEW RESULT
ANXIOUS LEVEL STUDENT

Question 1
When speaking in English, have you ever felt so nervous, worried, or
heartbroken?
Participants
Statements Themes
List
Iya, saya juga sering merasa gugup kalau harus
Mengatasi Rasa
berbicara dalam bahasa Inggris, terutama saat
Gugup dalam
berhadapan langsung dengan penutur asli atau
P1 Berkomunikasi
banyak orang. Kadang-kadang, rasanya patah
dalam Bahasa
hati atau frustrasi karena merasa tidak bisa
Inggris
mengungkapkan diri dengan lancar.
Saat berbicara bahasa Inggris, aku sering merasa
Meningkatkan
gugup dan khawatir. Soalnya, bahasa Inggris
Percaya Diri
bukan bahasa asliku, jadi kurang percaya diri
dalam Berbicara
P2 untuk mengungkapkan diri dengan lancar.
Bahasa Inggris
Seringkali, aku takut membuat kesalahan
sebagai Bahasa
gramatikal atau salah ucapan, dan hal itu bisa
Asing
bikin aku merasa sedih.
Question 2
How do you feel about speaking English in class?
Participants
Statements Themes
List
Ketika bicara bahasa Inggris, perasaanku
bervariasi tergantung situasinya. Kalau
lingkungannya santai dan dukungannya bagus, Variasi Perasaan
P1 aku merasa lebih percaya diri dan nyaman dalam Berbicara
berkomunikasi. Tapi kalau situasinya menekan Bahasa Inggris
atau ada penutur asli yang berbicara cepat, aku
bisa jadi cemas atau gugup.
Ketika bicara bahasa Inggris, perasaanku
tergantung situasi dan tingkat kepercayaan Variasi Perasaan
diriku. Kalau merasa yakin dan nyaman dengan Terkait Tingkat
topiknya, aku senang dan puas bisa Kepercayaan
P2
berkomunikasi dengan lancar. Tapi kalau Diri dalam
merasa ragu atau khawatir tentang kemampuan Berbicara
bahasa Inggrisku, bisa jadi aku cemas atau Bahasa Inggris
gugup.
70
Question 3
What kind of effect is caused by feeling anxious about your speaking activity?
Participants
Statements Themes
List
Efek perasaan cemas saat berbicara bahasa
Inggris adalah saya jadi kurang percaya diri dan
Dampak
malu-malu. Aku takut salah bicara atau orang
Perasaan Cemas
lain nggak mengerti, jadi seringkali aku lebih
P1 terhadap
memilih diam atau menghindari berbicara.
Aktivitas
Akibatnya, susah bagi aku untuk berlatih dan
Berbicara
meningkatkan kemampuan berbicara dalam
bahasa Inggris.
Jadi, karena cemas itu, pertama, aku jadi kurang
Konsekuensi
percaya diri dan jadi susah berbicara dengan
Perasaan Cemas
bebas. Aku jadi lebih pemalu dan takut salah,
terhadap
P2 yang bikin aku susah bicara dengan lancar.
Aktivitas
Terus, konsentrasiku juga terganggu karena
Berbicara dalam
cemas, jadi aku jadi susah paham dan
Bahasa Inggris
merespons pembicaraan orang lain.
Question 4
How often do you participate in speaking classroom activities?
Participants
Statements Themes
List
Biasanya, aku agak kurang aktif dalam kegiatan
berbicara di kelas. Rasa cemas dan kurang Mengatasi Rasa
percaya diri membuatku lebih memilih jadi Cemas dan
P1 pendengar yang pasif daripada berbicara. Tapi, Meningkatkan
aku berusaha untuk mengatasi rasa cemas itu Aktivitas
dan berusaha meningkatkan aktifitas Berbicara
berbicaraku di kelas.
Seberapa sering aku aktif dalam kegiatan
berbicara di kelas tergantung pada beberapa hal. Pengaruh
Kalau suasana kelasnya dukung dan aku merasa Lingkungan
P2 nyaman dengan teman dan guru, aku jadi lebih Kelas terhadap
aktif. Tapi kalau aku merasa cemas atau kurang Aktivitas
yakin dengan kemampuan berbicaraku, aku jadi Berbicara
lebih jarang berbicara.
71
Question 5
What are the factors with the biggest influence on your speaking activities?
Participants
Statements Themes
List
Yang paling mempengaruhi aktivitas
berbicaraku adalah kepercayaan diriku dalam
berbahasa Inggris. Kalau merasa yakin dan Kepercayaan
didukung teman dan guru, aku jadi lebih berani Diri dan
P1
dan aktif berbicara. Suasana kelas yang Aktivitas
mendukung, cara pengajaran yang melibatkan, Berbicara
dan kesempatan berlatih juga berpengaruh bagi
aktivitas berbicaraku.
Faktor yang paling berpengaruh bagi aktivitas
berbicaraku adalah kepercayaan diri dalam Lingkungan
berbahasa Inggris. Kalau merasa yakin dan Kelas yang
P2 didukung teman dan guru, aku jadi lebih berani Mendukung dan
dan aktif berbicara. Suasana kelas yang baik, Aktivitas
cara pengajaran yang seru, dan kesempatan Berbicara
berlatih juga membantu aktivitas berbicaraku
Question 6
Do you think anxiety can slow down the process of acquiring speaking skills?
Why?
Participants
Statements Themes
List
Menurutku, kecemasan bisa memperlambat Dampak
proses belajar berbicara. Ketika kita cemas, Kecemasan
fokusnya jadi pada takut salah atau tidak terhadap
P1
sempurna. Kecemasan membuat kita enggan Perolehan
berlatih dan mencoba berbicara dalam bahasa Keterampilan
yang dipelajari. Berbicara
Menurutku, kecemasan bisa menghambat kita
belajar berbicara karena takut membuat Kecemasan dan
kesalahan atau dihakimi orang lain. Akibatnya, Penghambatan
kita jadi menghindari berbicara dan kurang Proses
P2
kesempatan untuk berlatih dan meningkatkan Perolehan
keterampilan bicara. Lama kelamaan, bisa Keterampilan
memperlambat kemajuan kita dalam menguasai Berbicara
bahasa tersebut.
72
RELAXED LEVEL STUDENT

Question 1
How do you feel when speaking in English?
Participants
Statements Themes
List
Aku senang dan antusias berbicara bahasa
Inggris di kelas. Bagi aku, itu kesempatan untuk Antusiasme dan
berlatih dan meningkatkan kemampuan Kenyamanan
P1
bicaraku. Aku merasa nyaman di kelas dan dalam Berbicara
dibantu oleh teman dan guru yang mendukung. Bahasa Inggris
Aku melihatnya sebagai kesempatan berbagi di Kelas
pikiran dan ide dengan orang lain.
Saya merasa sangat gugup dan cemas saat harus
berbicara bahasa Inggris di kelas. Bahasa
Mengatasi
Inggris bukan bahasa asliku, dan aku belum
Kecemasan
sepenuhnya percaya diri dengan kemampuan
P2 dalam Berbicara
bicara. Terkadang, saya merasa tertekan dan
Bahasa Inggris
khawatir membuat kesalahan atau tidak bisa
di Kelas
menyampaikan pikiranku dengan baik. Karena
itu, saya selalu mempersiapkannya dengan baik.
Question 2
Have you ever felt nervous, worried, or heartbeat?
Participants
Statements Themes
List
Awalnya, aku merasa agak gugup saat berbicara Proses

bahasa Inggris di kelas. Takut salah dan kurang Mengatasi
P1
yakin kemampuanku. Tapi, seiring berlatih dan Kegugupan
lebih percaya diri, gugupku berkurang dan aku dalam Berbicara
semakin lancar berbicara. Bahasa Inggris
Saya sering merasa gugup, khawatir, dan
Mengelola
jantung berdebar saat berbicara bahasa Inggris
Kegugupan
P2 di depan banyak orang, kak. Saya cemas dinilai
dalam Berbicara
oleh orang lain, dan itu membuatku jadi gugup
Bahasa Inggris
dan jantung berdebar.
73
Question 3
If it is yes, What kind of effect is caused by feeling anxious about your speaking
participation?
Participants
Statements Themes
List
Akibat dari rasa cemas, aku jadi lebih pasif dan Dampak Rasa
enggan berbicara di depan banyak orang. Aku Cemas terhadap
P1 merasa terhalang untuk mengungkapkan diri Aktivitas
dengan bebas dan bisa melewatkan kesempatan Berbicara dan
berlatih dan meningkatkan kemampuan Pengembangan
bicaraku. Keterampilan
Ketika cemas, saya sering jadi pasif dan enggan
Mengatasi Rasa
berbicara di depan kelas. Rasa cemas membuat
Cemas dalam
saya merasa terhambat dan kurang percaya diri
P2 Berbicara untuk
dalam menyampaikan pikiran dan pendapat.
Meningkatkan
Saya takut membuat kesalahan atau jadi bahan
Aktivitas
tertawaan.
Question 4
How often do you participate in speaking classroom activities?
Participants
Statements Themes
List
Aku aktif berbicara dalam kegiatan kelas. Aku
Meningkatkan
berusaha berkontribusi dalam diskusi,
Aktivitas
presentasi, dan peran bermain bahasa Inggris.
P1 Berbicara
Meski awalnya pasif, tapi seiring berlatih dan
melalui Latihan
pengalaman, aku jadi lebih aktif.
dan Pengalaman
Mengatasi
Saya jarang berbicara dalam kegiatan kelas Kecemasan dan
karena rasa cemas dan kurang percaya diri. Meningkatkan
P2
Lebih suka mendengarkan dan memerhatikan, Kepercayaan
takut kemampuan bicaraku tidak cukup. Diri dalam
Berbicara
Question 5
What are the factors with the biggest influence on your speaking participation?
Participants
Statements Themes
List
Yang paling mempengaruhi aktivitas Meningkatkan
berbicaraku adalah rasa percaya diri dan Aktivitas
P1
dukungan dari teman dan guru. Kalau merasa Berbicara
diterima dan didukung di kelas, jadi lebih berani melalui
74
Participants
Statements Themes
List
dan aktif berbicara. Dukungan dan
Rasa Percaya
Diri
Peran
Lingkungan
Faktor yang paling berpengaruh bagi aktivitas
Kelas yang
berbicara saya adalah lingkungan kelas yang
Mendukung
mendukung dan penerimaan dari teman dan
P2 dalam
guru. Kalau merasa didukung dan tidak
Meningkatkan
dihakimi, jadi lebih termotivasi untuk aktif
Aktivitas
berbicara bahasa Inggris.
Berbicara dalam
Bahasa Inggris
Question 6
Do you think anxiety can slow down the process of acquiring speaking skills?
Why?
Participants
Statements Themes
List
Mengatasi
Menurutku, kecemasan bisa memperlambat Kecemasan
kemampuan berbicaraku. Kecemasan dalam Perolehan
membuatku takut membuat kesalahan atau Keterampilan
P1 dihakimi orang lain. Jadi jadi enggan berlatih Berbicara dan
dan kurang berani berbicara bahasa Inggris di Meningkatkan
depan orang lain, sehingga kemampuanku jadi Interaksi dalam
kurang berkembang. Bahasa yang
Dipelajari
Mengatasi
Menurutku, kecemasan bisa memperlambat
Kecemasan
kemampuan berbicara. Kecemasan membuatku
dalam Berbicara
enggan berlatih dan takut mengungkapkan diri.
Bahasa Inggris
P2 Aku lebih suka menghindari situasi yang
dan
memerlukan bahasa Inggris, jadi kesempatanku
Meningkatkan
berlatih dan meningkatkan kemampuan
Keterampilan
berbicara jadi berkurang.
Berbicara
75
APPENDIX 6: DOCUMENTATION OF QUANTITATIVE DATA

76
APPENDIX 7: DOCUMENTATION OF QUALITATIVE DATA

77
APPENDIX 8: RESEARCH PERMISSION LETTER

78
APPENDIX 9: RESEARCH INSTRUMENT VALIDATOR

79
APPENDIX 10: REFERENCE EXAMINATION PAPER

80
81
82
83
84
85
86

Anxiety, A Common and Pervasive Human Experience

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Anxiety, A Common and Pervasive Human Experience

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STUDENTS’ PERCEPTION OF ANXIETY IN SPEAKING

ACTIVITIES DURING THE NEW NORMAL ERA OF COVID-

FIKRI ALHAFIZH CHAERUDDIN

DEPARTMENT OF ENGLISH EDUCATION

Fikhri Alhafizh Chaeruddin (11180140000084) Students’ Perceptions

Fikhri Alhafizh Chaeruddin (11180140000084) Students’ Perceptions

First and foremost, the researcher would like to express gratitude to

Jakarta, August 4th 2023

Fikri Alhafizh Chaeruddin

The ability to communicate is intricately linked to the ability to speak.

1.4. The Formulation of Research

era). It strives to boost students' speaking confidence and fluency by

transformed into meaningful experiences. In our daily lives, we encounter

In the context of teaching and learning, understanding students'

is often characterized by feelings of tension, threat, and worry. Various

trait tension is the tendency of someone to be apprehensive or sense

or language to convey thoughts, feelings, ideas and needs orally.

Communication apprehension plays a significant role in foreign language

It can be summarized as a term used to talk to others or

2.3.4. Speaking Activities

interacting with native speakers, teaching methodologies, teaching methods, and

English-speaking tasks, including thorough preparation, deep breathing exercises,

utilized to provide deeper insights and explanations into the quantitative

3.3. Research Instrument

I never feel confident when I speak

I trembled when I found out that I

I get nervous when I don't

dari kegagalan kelas berbicara

diri dengan baik untuk kelas

When I have to speak without

jantung saya berdegup kencang).

Saya tidak yakin mengapa

interviews were used in this study. Moreover, this research questionnaire

High Anxiety Level Low Anxiety Level

What kind of effect is caused by If it is yes, What kind of effect is

How often do you participate in How often do you participate in

High Anxiety Level Low Anxiety Level

(Seberapa sering Anda berpartisipasi (Seberapa sering Anda berpartisipasi

3.4. Data Collection Procedure

was guided by the students' anxiety level grouping, commencing with

result in a score of 3, "Disagree" will contribute a score of 4, and "Strongly

The Range of Anxiety

The Average Score Category

124-165 Very Anxious

87-107 Mildly Anxious

33-65 Very Relaxed

Subsequently, interviews were conducted with students belonging to the

Tabel 4.2. Anxiety Level Result

Based on Table 4.2, it is known that the average

Tabel 4.3. Questionnaire Statement Result

The analysis of the questionnaire responses in Table

taking more public speaking classes, 20% disagreed, while none

Feeling comfortable around native speakers of foreign

Era of Covid-19 on Students' Speaking Activities

The participants' accounts closely mirror the findings

participants' experiences and the study's outcomes underscores

The participants' insights align with Bandura's (1997)

experiences emphasize the interplay between self-confidence,

sudden implementation has led to certain negative consequences,

In addition, foreign language anxiety has a negative impact on

who conducted the study in order to investigate whether anxiety gives a

activities. Humaera and Pramustiara (2022, p. 138) added to this,