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THE FACTORS AFFECTING SPEAKING ANXIETY: A CASE STUDY

AT JUNIOR HIGH SCHOOL

THESIS

TIARA AULIYA

K2215061

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS SEBELAS MARET

SURAKARTA

2020
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PRONOUNCEMENT

I state wholeheartedly that this thesis entitled “THE FACTORS AFFECTING

SPEAKING ANXIETY: A CASE STUDY AT JUNIOR HIGH SCHOOL” is
really my work. It is not a product of plagiarism or made by others. Everything
related to others’ work is written in quotations, and the sources of which are listed
on bibliography. If it happens that the pronouncement proves otherwise, I am
willing to take academic responsibility.

Surakarta, 11 July 2020

Tiara Auliya
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THE FACTORS AFFECTING SPEAKING ANXIETY: A CASE STUDY

AT JUNIOR HIGH SCHOOL

THESIS

Tiara Auliya

K2215061

Submitted to Teacher Training and Education Faculty of

Universitas Sebelas Maret to Fulfill One of the Requirements for
Getting the Undergraduate Degree of Education in English

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY

UNIVERSITAS SEBELAS MARET

SURAKARTA

2020
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APPROVAL OF THE CONSULTANTS

This thesis is approved by the consultants to be examined by the board of the

Thesis Examiners of English Education Department of Teacher Training and
Education Faculty of Universitas Sebelas Maret.

Title : The Factors Affecting Speaking Anxiety: A Case Study at Junior

High School

Name : Tiara Auliya

NIM : K2215061
On :

Approved by:

Consultant 1 Consultant 2

Prof. Dr. Joko Nurkamto,M.Pd Dewi Cahyaningrum,S.Pd,M.Pd.

NIP. 196101241987021001 NIK. 1988032320130201
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ABSTRACT
Tiara Auliya. K2215061. The Factors Affecting Speaking Anxiety: A Case
Study At Junior High School. A Thesis. Surakarta. Teacher Training and
Education Faculty. Universitas Sebelas Maret. 2020.

This study aimed to investigate what factors affect speaking anxiety and what the
ways to reduce speaking anxiety to overcome learners’ speaking anxiety. The
participants of this research were teacher and 28 learners of VII class at Junior
High School in Surakarta. This research is a qualitative study. The researcher used
purposive sampling in selecting the participants in this research. All the learners
participated in answering a questionnaire and ten learners were selected as the
interviewees. The data of this research were collected through observation,
questionnaire, and interview. The data was analyzed in five phase cycles. There
are compiling, disassembling, reassembling, interpreting, and concluding. The
findings revealed that: (1) most of the learners have moderate level in speaking
anxiety, (2) this research found out six factors that affected learners’ speaking
anxiety. They are the difficulties in speaking English, lack of preparation, lack of
participation in the class, fear of making mistakes, shame in receiving criticism,
and lack of confidence (3) this research found out three ways to reduce learners’
speaking anxiety consisting of class activities, teacher-learners relation, and
teacher’s correction. Teacher and learners must be aware that speaking anxiety is
a serious problem for EFL learners.

Keywords: Case study, Factors affecting speaking anxiety, Junior high

school learners, Speaking anxiety, The ways reducing speaking anxiety
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ABSTRAK
Tiara Auliya. K2215061. The Factors Affecting Speaking Anxiety: A Case
Study At Junior High School. A Thesis. Surakarta. Teacher Training and
Education Faculty. Universitas Sebelas Maret. 2020.

Penelitian ini bertujuan untuk menyelidiki faktor-faktor yang

mempengaruhi kecemasan dalam berbicara dan strategi yang dapat mengurangi
kecemasan dalam berbicara untuk mengatasi kecemasan berbicara peserta didik.
Partisipan dalam penelitian ini adalah guru dan 28 peserta didik, kelas VII di salah
satu Sekolah Menengah Pertama di Surakarta. Penelitian ini adalah penelitian
kualitatif. Peneliti menggunakan purposive sampling dalam memilih partisipan
dalam penelitian ini. Semua peserta didik berpartisipasi dalam menjawab
kuisioner dan sepuluh peserta didik dipilih sebagai narasumber wawancara. Data
penelitian ini dikumpulkan melalui melalui observasi, kuesioner, dan wawancara.
Data dianalisa dalam lima fase siklus. Ada menyusun, mengacak, memasang
kembali, menafsirkan, dan menyimpulkan. Temuan mengungkapkan bahwa; (1)
sebagian besar peserta didik dilaporkan memiliki tingkat sedang dalam kecemasan
berbicara, (2) penelitian ini menemukan enam faktor yang mempengaruhi
kecemasan berbicara peserta didik. Ada kesulitan dalam berbicara bahasa Inggris,
kurangnya persiapan, kurangnya partisipasi dalam kelas, takut melakukan
kesalahan, malu menerima kritik, dan kurang percaya diri (3) penelitian ini
menemukan tiga strategi yang dapat mengurangi kecemasan berbicara siswa yaitu
kegiatan kelas hubungan guru-peserta didik, dan koreksi guru. Guru dan peserta
didik harus menyadari bahwa kecemasan berbicara adalah masalah serius bagi
peserta didik.

Kata Kunci: Cara mengurangi kecemasan dalam berbicara, Faktor kecemasan

dalam berbica, Kecemasan dalam berbicara, Sekolah menengah pertama, Studi
kasus
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MOTTO

“They plan, Allah plans. Surely, Allah is the Best of Planners of all”

(Qur’an 8:30)
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DEDICATION

This thesis is dedicated to Allah SWT, my parents, my sisters and those who have
contributed
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ACKNOWLEDGEMENT

All praise is to Allah SWT for His Blessing to the writer so that this thesis can
be finished. The writer would like to express his deepest gratitude to those who
have given her their help, support, and guidance in writing this thesis.

1. The Dean of Teacher Training and Education Faculty who has given his
permission and approval of this thesis.
2. The Head of English Department who has given his permission to write
this thesis.
3. Prof. Dr. Joko Nurkamto, M.Pd as the first consultant, for all her guidance,
encouragement, valuable corrections, and kindness for the writer’s thesis
during his busy schedule. May Allah always be with his all the time.
4. Dewi Cahyaningrum, S.Pd. M.Pd., the second consultant, for all her
guidance, encouragement, valuable corrections, and kindness for the
writer’s thesis during her busy schedule. May Allah always be with her all
the time.
5. Drs. Muh. Asrori, M.Pd. as an academic consultant of B2 for having
facilitated the learning process and made every progress granted. May
Allah always be with his all the time.
6. Catur Budi Prasetya, S.Pd., teacher of SMP Negeri 16 Surakarta and his
learners as the research participants of this study for the opportunity,
assisting this study in meeting, and being cooperative. May Allah always
be with them all the time.
7. Her beloved mother, Nani Herawati, her beloved father, Siswandi, and her
sisters, Putri Dwi Indiastuti and Dinda Ayu Lestari for their greatest
prayers, love, support, patience, and help.
This thesis is expected to be useful not only for the researcher but also for the
readers. Constructive thoughtful suggestion and criticism are welcomed.

Surakarta, 11 July 2020

Researcher,

Tiara Auliya
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TABLE OF CONTENTS

TITLE OF THE RESEARCH ......................................................................... i

PRONOUNCEMENT .................................................................................... ii
TITLE OF THE RESEARCH ......................................................................... iii
APPROVAL OF THE CONSULTANTS ........................................................ iv
APPROVAL OF THE BOARD EXAMINERS ............................................... v
ABSTRACT ................................................................................................... vi
ABSTRAK ..................................................................................................... vii
MOTTO.......................................................................................................... viii
DEDICATION................................................................................................ ix
ACKNOWLEDGEMENT .............................................................................. x
TABLE OF CONTENTS ................................................................................ xi
LIST OF TABLE ........................................................................................... xiv
LIST OF DISGRAM....................................................................................... xv
LIST OF APPENDICES ................................................................................. xvi
CHAPTER I INTRODUCTION ........................................................... 1
A. Background of the Study ........................................................ 1
B. The Scope of the Study .......................................................... 6
C. The Research Questions ......................................................... 6
C. Objective of the Study ............................................................ 6
D. Significances of the Study ...................................................... 7
CHAPTER II LITERATURE REVIEW .................................................. 8
A. Speaking .............. ................................................................... 8
1. The Definition of Speaking ............................................... 8
2. Micro and Macro Skill of Speaking .................................. 9
3. The Aspect of Speaking .................................................... 11
4. Teaching Speaking ........................................................... 14
5. Classroom Speaking Activities ......................................... 16
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B. Speaking Anxiety .................................................................. 17

1. Speaking Anxiety............................................................. 17
2. Speaking Anxiety Levels .................................................. 20
3. Types of Anxiety .............................................................. 21
4. Speaking Anxiety Factors ................................................. 23
5. The Ways to Reduce Speaking Anxiety ............................ 25
C. Review of Related Studies ..................................................... 27
CHAPTER III RESEARCH METHODOLOGY .................................... 30
A. The Setting of the Study ........................................................ 30
B. Research Method ................................................................... 31
C. Types of Data ....................................................................... 32
D. Source of Data ...................................................................... 32
E. The Techniques of Data Collection ....................................... 33
F. Trustworthiness .................................................................... 34
G. The Technique of Analysis Data .......................................... 35
CHAPTER IV RESEARCH FINDING AND DISCUSSION .................. 37
A. Research Findings ................................................................. 37
1. Speaking Anxiety Levels.................................................. 37
2. The Factors Affecting Speaking Anxiety .......................... 41
a. The Difficulties in Speaking English......................... 41
b. Lack of Preparation .................................................. 45
c. Lack of Participation in the Class.............................. 47
d. Fear of Making Mistake ............................................ 48
e. Shame in Receiving Criticize .................................... 49
f. Lack of Confidence .................................................. 50

3. The Ways to Reduce Speaking Anxiety ........................... 52

a. Class Activities ......................................................... 52
b. Teacher-Learners Relation ........................................ 54
c. Teacher’s Correction ................................................ 56
B. Discussion ............................................................................ 57
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CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION .. 62

. A. Conclusion ............................................................................ 62
B. Implication ........................................................................... 62
C. Suggestion ............................................................................ 63
REFERENCES .............................................................................................. 65
APPENDICES ................................................................................................ 69
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LIST OF TABLE

Table 3.1 The Schedule of The Study ......................................... .... 31

Table 4.1 Speaking Anxiety Level by Ozturk and Gurbu ................... 37
Table 4.2 The Level of Learners’ Speaking Anxiety .......................... 38
Table 4.3 The Indicators Scores ......................................................... 39
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LIST OF DIAGRAM

Diagram 4.1 Learners’ Speaking Anxiety ................................................... 39

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LIST OF APPENDICES

Appendix 1 : Instrument ......................................................................... 69

Appendix 2 : Field Notes of Observation 01 ............................................ 80
Appendix 3 : Field Notes of Observation 02 ............................................ 84
Appendix 4 : Field Notes of Observation 03 ............................................ 88
Appendix 5 : Interview Transcript with Learner 1 ................................... 91
Appendix 6 : Interview Transcript with Learner 2 ................................... 92
Appendix 7 : Interview Transcript with Learner 3 ................................... 97
Appendix 8 : Interview Transcript with Learner 4 ................................... 100
Appendix 9 : Interview Transcript with Learner 5 ................................... 103
Appendix 10 : Interview Transcript with Learner 6....................................... 106
Appendix 11 : Interview Transcript with Learner 7 ................................... 109
Appendix 12 : Interview Transcript with Learner 8 ................................... 112
Appendix 13 : Interview Transcript with Learner 9 ................................... 115
Appendix 14 : Interview Transcript with Learner 10 ................................. 120
Appendix 15 : Interview Transcript with Teacher...................................... 123
Appendix 16 : The Result of Questionnaire ............................................... 132
Appendix 17 : Documentations ................................................................ 136