THESIS PROPOSAL

ANXIETY EXPERIENCED BY HIGH SENIOR SCHOOL

STUDENTS IN LEARNING ENGLISH

LATIFAH AYU RACHMAN

2320007

DEPARTMENT OF ENGLISH LANGUAGE EDUCATION

FACULTY OF BUSINESS, LANGUAGES, AND EDUCATION
UNIVERSITY OF PESANTREN TINGGI DARUL ULUM
 JOMBANG
17 DECEMBER 2023

ii
 Thesis Proposal

Anxiety Experienced by SMA Students in Learning English

Submitted to:
Department of English Language Education
To be Examined by Examiners for
Further Academic Progression

Authored By:
Latifah Ayu Rachman
2320007

Department of English Language Education

Faculty of Business, Languages, and Education
University of Pesantren Tinggi Darul Ulum
Jombang
2023

i
 APPROVAL SHEET

This document certifies that the thesis proposal titled "Anxiety Experienced by SMA
Students in Learning English," authored by Latifah Ayu Rachman, has received approval
from the thesis supervisors for presentation in an oral examination before the appointed
examiners at the Faculty of Business, Languages, and Education, University of Pesantren
Tinggi Darul Ulum Jombang.

Jombang, December 17, 2023

Thesis Supervisors

1. Dr. H. Achmad Fanani, S.S., M.Pd. ( )

(Supervisor I)

2. Trikaloka H. Putri, S.S., M.Pd. ( )

(Supervisor II)

ii
 DECLARATION

Name : Latifah Ayu Rachman

Student’s ID (NIM) : 2320007
Department : English Language Education
Faculty : Faculty of Business, Languages, and Education

With dedicated effort, I have proposed the thesis proposal titled "Anxiety
Experienced by SMA Students in Learning English" It is an original work, free from
plagiarism and unnecessary replication. Any references to the work of others are
appropriately acknowledged through citations, quotes, and references included in the
thesis.
In the event that this statement is demonstrated to be incorrect, the researcher
readily accepts full responsibility within the domain of the English Language Education
Department, Faculty of Business, Languages, and Education, University of Pesantren
Tinggi Darul Ulum Jombang.

Jombang, 17 December 2023

Latifah Ayu Rachman

iii
 TABLE OF CONTENTS

Table of Contents
THESIS PROPOSAL......................................................................................................i
Thesis Proposal...............................................................................................................i
APPROVAL SHEET......................................................................................................ii
DECLARATION...........................................................................................................iii
TABLE OF CONTENTS......................................................................................................iv
PROPOSAL SUMMARY....................................................................................................1
CHAPTER I......................................................................................................................2
INTRODUCTION..............................................................................................................2
1.1 Background of the Study................................................................................................................2
1.2 Research Questions/Hypothesis....................................................................................................2
1.3 Research Objectives.......................................................................................................................3
1.4 Significance....................................................................................................................................3
1.5 Scope and Limitation.....................................................................................................................4
1.6 Definition of Key Terms.................................................................................................................4

CHAPTER II.....................................................................................................................5
LITERATURE REVIEW.......................................................................................................5
2.1 Definition and Concept of Anxiety in English Language Learning..................................................5
2.2 Types of Anxiety in Learning..........................................................................................................5
2.3 Factors that Cause Anxiety in Learning English..............................................................................6
2.4 Previous Studies.............................................................................................................................7

CHAPTER III....................................................................................................................8
RESEARCH METHOD.......................................................................................................8
3.1 Research Design.............................................................................................................................8
3.2 Participants....................................................................................................................................8
3.3 Instruments...................................................................................................................................8
2.4 Data Collection..............................................................................................................................8

REFERENCES.................................................................................................................10
APPENDIX 1..................................................................................................................11
APPENDIX 2..................................................................................................................12

iv
 PROPOSAL SUMMARY

Tulis ringkasan proposal penelitian dalam satu paragraph. Berikut adalah contoh
elemen apa saja yang perlu ditulis dalam ringkasan proposal. The research proposal aims to
investigate English lesson student by anxiety experienced. Building upon a comprehensive
review of existing literature, the research seeks to address critical gaps in knowledge
within the field. The proposed methodology involves qualitative data, with careful
consideration given to ethical considerations. The study's significance lies in its potential
contributions to find out the types of anxiety and impact in their classroom. This research
is advance understanding in knowing the level of student anxiety in the classroom. The
proposal underscores the importance of the research and its potential implications for
teacher theory and policy. Overall, this research aims to make a valuable contribution to
the existing body of knowledge on anxiety and the impacts derived from it.

1
 CHAPTER I

INTRODUCTION

1.1 Background of the Study

Anxiety, which is regarded as a significant affective component, has been linked

to English learning success across a range of demographic groups and situations. It has
been noted that certain students in English classes exhibit anxiousness, which causes them
to stammer and beat rapidly. A psylogical worry is thought to be the cause of all these
phenomena, and in recent years, many psychologists and linguists have focused their
research on this topic. One of the most significant affective variables that affect the
acquisition of a second language has been identified as anxiety. Numerous studies,
particularly in western nations, have been carried out to determine the relationship between
anxiety and success in learning various foreign languages (e.g., Bailey, 1983; Horwitz,
Horwitz & Cope, 1986; Macintyre & Gardner, 1994; Young, 1991). Students’ self-
perceptions, attitudes, sentiments, and conduct toward the learning process can all be
impacted by foreign language anxiety. According to Stroud and Wee (2006), “students
become anxious because they are insecure about their language abilities, and because of
this, they are concerned about how the teacher will evaluate their useof the target
language” (p. 299).

Furthermore, according to Horwitz et al. (1986), “they have palpitations, sweat,

become forgetful, and have trouble concentrating” (p. 126). Since “anxious students may
also have difficulty grasping the content of a target language message,” the difficulty of
English courses has an impact on students’ anxiety levels (Horwitz et al., 1986, p.126).

1.2 Research Questions/Hypothesis

Based on the background of the study above,the researcher formulates the research
problems as follows :

1. What are the common types of anxiety experienced by students in the context
of learning English ?
2. How do these anxieties impact their classroom participation ?

2
1.3 Research Objectives

The objective of the research guiding this study are stated as follows :

1. To find out and discover what causes students to be anxious when learning
English
2. To find out the extent of the influence of anxiety on students.

1.4 Significance

1.4.1 Theoretical Significance

Theoretically, this research is able to provide a concept of the relationship between
student motivation in learning English both in the classroom and outside the
classroom. So that learning English is no longer considered “difficult” for them.
This research shows further into the concept of exploring their English as a
pleasure in students’ daily lives. This provides insight into how anxiety factors into
and influences anxiety about learning English. Many things influence students’
willingness to be motivated in learning English.
1.4.2 Practical Significance
The findings of this study are important for teachers who want to increase students’
learning motivation and know what kind of anxiety it is and what effects it produces.
Outlook from this research can help teachers in practical matters. First, knowing how
motivation influences students’ willingness to learn English can help teachers easily
convey the aims and objectives of each learning meeting. By including things that
motivate you students, such as setting goals, giving awards, so on. Second, understand
the specifics what kinds of influences can destabilize student motivation can help
teachers personalize their teaching. For example, create more exciting activities and
more interesting learning methods for thoese who are not very interested in English
because of their anxiety. Furthermore, teachers can use the findings of this research to
have the ability to differentiate teaching behaviour to students who experience learning
anxiety and express themselves to be more active in the classroom with the sincerity
and determination that arises from the students themselves. This feeling of anxiety in
learning English can disappear slowly if the teacher and student have a connection or
communicate well and put each other’s trust and confidence that they can practice
English well.

3
1.5 Scope and Limitation

This research focuses on students’ perceptions of the English language learning

they undergo and what it feels like, while this research is limited to 20 high school students
at the Darul Ulum Islamic Boarding School.

1.6 Definition of Key Terms

1.Anxiety
Anxiety is a feeling that is general in nature, where a person feels fear or loss of
self-confidence that is not clear in origin or form.
2.Impact
Factor is conditons that cause something to happen.

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 CHAPTER II

LITERATURE REVIEW

2.1 Definition and Concept of Anxiety in English Language Learning

Anxiety is a strong feeling characterized by discomfort, tension, or excessive worry

about a particular situation or event. It can be emotional, mental, or even physical,
affecting the way person thinks, feels, and acts.

In this case, the anxiety referred to is in learning which refers to feelings of

discomfort, stress, or tension experienced by a student while studying. This can arise from
a variety of factors, such as high academic demands, fear of failure, lack of confidence in
learning abilities, or an unsupportive learning invironment.

Anxiety in learning can have a negative impact on students’ learning process,

hindering their ability to focus, understand material, or even participate in learning
activities. It can also affect overall academic performance.

It is important to overcome this because excessive anxiety can hinder students’

development in understanding the material and feeling comfortable in the learning
invironment. Efforts to reduce anxiety in learning can include supportive teaching
approaches, providing emotional support to students, and creating an inclusive and
supportive learning environment

Foreign language teachers say, many people assert that they have a mental block
that prevents them from learning a foreign language,despite the fact these sam people may
be very driven, competent learners in other contexts, and genuinely like native speakers of
the language. So what stands in their way of accomplishing their objective? They
frequently experience anxiety reactions that make it difficult for them to function well in a
foreign language classroom. The subjective sensation of tension, uncertainty, nervousness,
and worry brought on by an autonomic nervous system is known as anxiety. To the same
extent that anxiety keeps certain individuals from succeeding in science or math, studying
a foreign language may be quite stressful for a lot of people, especially when it’s done in a
classroom.

5
2.2 Types of Anxiety in Learning

As stated by Aida (1994), “studies examining the relationship between anxiety and
learner characteristics will help us increase our understanding of language learning from
the learner’s perspective and provide a wider range of insights”(p. 165). Research on
anxiety realated to learning a foreign language is still in its infancy. There are several traits
that nervous foreign language learners have been identified.
For instance, Onwuegbuzie, Bailey, and Daley (1999a) discovered that students
who scored highest on the Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz,
Horwitz, & Cope, 1986) and had the highest levels of global foreign language anxiety also
tended to be older, high achievers, had never traveled abroad, had not taken any foreign
language courses in high school, had low expectations for their overall performance in
their current language course, and felt negatively about their self-worth and scholastic
competence. Bailey Daley, and Onwuegbuzie (1999) found that students eho are not
accountable for completing assignments and who would rather not learn in cooperative
groups typically have higher levels of anxiety when it comes to learning foreign languages.
In the learning context, there are several types of anxiety that are often experienced
by students :
2.2.1 Performance Anxiety

Public speaking anxiety is included in the performance anxiety category in the often
recognized difference between social phobia and performane anxiety. There have been
discussions on the criteria for the differential diagnosis of social anxiety and performance
anxiety numerous, particularly in light of the review of social phobia subtypes written by
Heimberg, Holt, Schneier, Spitzer, and Liebovitz (1993). In the third edition of the DSM
(American Psychiatric Association, 1980), the diagnosis of social phobia was first made
for people whose fear was restricted to a single situation, such as speaking in front of an
audience, eating or drinking with others, or using public restrooms to urinate. The DSM-
IIIR expanded the diagnostic criteria for social phobia (American Psychiaric Association,
1987).
Performance anxiety have connected to panic symptoms,even though research
indicates that the physiological hyperarousal factor may be unique to panic disorder rather
than a more widespread feature of the anxiety disorders (e.g., Brown et al., 1997; Norton,
Cox, Hewitt, & McLeod, 1997). As a result, the tripartite model’s physiological
hyperarousal element might have a stronger correlation with the performance anxiety that
those who suffer from social phobia feel.

2.2.2 Social Interaction Anxiety

Social interaction anxiety is the fear of interacting with others (e.g., starting and
maintaning conversations with people in dyads or groups). The differences between
performance anxiety and social interaction anxiety are supported by factor analytic
research (e.g, Safren, Turk, & Heimberg, 1998; Safren et al., 1999); Habke Hewitt, Norton,

6
& Asmundson,1997). Low positive affect are linked to social activity and interpersonal
engangement (Clark & Watson, 1998; Clark et al., 1994; Watson et al., 1988).

2.2.3 Self-Perception Anxiety

Although most social psychologists now consider self-perception theory to be an

attribution theory, the theory’s original conception was based on the radical behaviorism of
B.F. Skinner. In general, in the absence of strong environmental or physiological cues that
elicit a particular behavior, the behavior itself provides compelling information on which
to base inferences concerning internal states. According to self-perception theory, people
believe they lack social skills because they avoid social interactions.

2.2.4 General Academic Anxiety

Studies on academic anxiety in general domains or exam anxiety offered more

information in this area. Numerous research on behavioral disaffection in the classroom
have reavealed that pupils who exhibit higher levels of achievement emotions, such as
boredom, frustration, and anxiety, depression, and loneliness are associated with more
distracted, unprepared, and inattentive behaviors in the classroom (Gonzalez, Garrido,
Castro, Rodriguez, 2015; Skinner, Furrer, Marchand, & Kindermann, 2008). Academic
avoidance has been operationalized as procrastination in numerous additional research.
Researchers discovered that when it came to getting ready for a test or a big assignment,
students with higher test anxiety procrastinate more than those with lower test anxiety
(Cassady & Johnson, 2002; Klassen et al., 2009; Millgram & Toubiana, 1999;
Onwuegbuzie, 2004; Putwain, 2019; Saddler & Buley , 1999; Smith, Snyder, &
Handelsman, 1982)

Collectively, these research imply that greater avoidance in the classroom and in
situations involving high stakes exams is linked to higher levels of academic or test
anxiety. Some research, however, suggests that students with higher academic anxiety
procrastinate when completing these low-stakes tasks just as much as, if not more than,
their less anxious peers when it comes to academic anxiety and afterschool learning
behaviors, such as doing regular homework assignments or learning tasks (Milgram &
Toubiana, 1999; Yerdelen McCaffrey, & Klassen, 2016)

In particular, Milgram and Toubiana (1999) discovered that teenagers with lower levels
of academic anxiety also procrastinates longer on their assignments than did those with
greater levels of worry.

2.2.5 Perfectionism Anxiety

As per Hewit and Flett’s (199lb) findings, there are three types of perfectionistics
demands: self-oriented perfectionism, other-oriented perfectionism, and socially prescribed
perfectionism, which is the perfection of perfectionistic demands from the environment
towards oneself. Socially Prescribed Perfectionism is the feature of these three that has
been found to be most strongly linked with anxiety in both student and clinical samples
7
(Hewitt & Flett, 199la,b) and with psychopathology (Frost et al., 1993). Self-Oriented
Perfectionism has also been found to have low to moderate relationships with a number of
state and trait anxiety measures (Flett, Hewitt, & Dyck, 1989; Hewitt & Flett, 1999la,b).
Hewitt and Flett (1991) discovered that social anxiety, as determined by Leary’s (1982)
fear of negative evaluation scale, exhibited a highly significant correlation with socially
prescribed perfectionism, but not with self-oriented perfectionism, when it came to more
specialized types of anxiety. There is no evidence to suggest a relationship between anxiety
and other-oriented perfectionism. Frost et al.(1990) established six characteristics of
perfectionism: personal standards, concern over mistakes, doubt about action, organization,
parental expectations, and parental criticsm. This is an alternative method of studying
perfectionism. Frost et al. (1993) discovered that of these different aspects, concern about
mistakes has the strongest correlation with psychopathology.

2.2.6 Learning Process Anxiety

Resource allocation models (e.g., Kuhl, 1992) make the assumption that people’s
capacity to process information is finite and that non-task activities have the potential to
exhaust learning resources. Concerning thoughts, for instance, may divert attention from
task knowledge when learning anxiety is high, lowering the cognitive resources needed to
complete the job successfully. Therefore, it’s possible that less nervous students, whose
resources haven’t been used up in this way, will benefit more from the learning techniques
that are considered useful.

2.3 Factors that Cause Anxiety in Learning English

Language learners all over the world are said to experience foreign language anxiety,
which is a specific feeling of stress and dread connected to learning a foreign language. In
the modern English classroom, taking language anxiety into account is crucial to helping
students become more confident and proficient communicators in the language.
Anxiety is described as a psychological state of apprehension in psychological
literature, a vague fear that is only loosely connected to an object (2). According to
Mclntyre and Gardner, this condition is characterized by a subjective sense of tension,
anxiety, nervousness, and worry that is linked to an activation of the autonomic nervous
system(5). Acquiring proficiency in a foreign language is extremely difficult and demand a
lot of time, effort, and energy. Numerous elements, including learning styles, motivation,
cultural background , emotional considerations, ets., influence language acquisition.
Anxiety over learning a foreign language is one of the most important affective elements
that might hinder language acquisition.
“Apprehension experienced when a situation requires the use of a second language
with which the individual is not fully proficient” is the definition of foreign language
anxiety. The tendency for a person to react anxiously when speaking, listening, reading, or
writing in a second language is consesquently regarded as astable personality trait(5,p.5).
Determine its causes to comprehend the nature of anxiety and assist English teachers in

8
coming up with practical ways to lessen this phenomenon in ESL classes in order to lessen
the detrimental effects of foreign language anxiety on ESL learners.
According to Horwitz and his colleagues, test anxiety (the fear ofexams, quizzes, and
other activities used to evaluate one’s competence), communication apprehension (the fear
of communicating with others), and fear of negative evaluation (yhe concern about how
others view the speaker) can all be linked to foreign language anxiety (3). Furthermore,
Young listed a number of factors, including low self-esteem, competitiveness, the
perception of one’s own low apitude, communication anxiety, a lack of group membership,
and attitudes and beliefs regarding language acquisition,that may contribute to foreign
language anxiety (9). One further activity that might cause anxiety in the classroom is
institutional anxiety. These could involve : impromptu role-playing, public speaking,oral
reports and presentations, and writing assignments in front of class.
Tobias’ research produced two models of anxiety: an interference model and an
interference retrieval model. Whereas a skills deficit model links difficulties at the input
and processing stages of learning to ineffective study habits or a lack of abilities, an
interference retrieval model links anxiety to a hindrance in the recollection of previously
learned content at the output stage. As a result of realizing this ignorance, anxiety arises in
the output stage. This approach has received some support from recent studies on language
learning (Maclntyre and Gardner, 1994; Onwuegbuzie, Bailey, and Daley, 200). A
significant contribution to language learning anxiety theory and assesment was made by
Horwitz, Horwitz, and Cope (1986).
It is important to identify these factors because understanding the root causes of
anxiety will help educators or experts in designing appropriate strategies to help students
overcome their anxiety in English learning.

2.4 Previous Studies

Anxiety is a common occurrence among English language learners for a variety of

reasons, such as confusing instructions from teachers and peer ridicule. Speaking in front
of the class might make kids nervous because they worry that their teachers and friends
will point out their flaws in their speech and they won’t like it In an attempt to avoid the
teacher’s censure, some students quiet down or read more swiftly. Students’anger at not
understanding a subject can also be a contributing factor to anxiety when it comes to
inexplicable data submission. When they make a mistakes, students are also distracted by
their friends, which causes unease and worry. Students’ perceptions of language
acquisition can also be a fector in anxiety, as some may feel that learning English is
difficult and that they are not as competent as other students.

9
 EFL classes is reported in this publication. It was discovered that the majority of
pupils had anxiety in the classroom, particularly anxiety related to receiving a poor grade.
It was shown that male pupils were more anxious than female students in English classes.
Additionally, it was discovered that anxiety hinders linguistic ability.In particular test-
taking and Engliss class, teachers need to make more of an effort given the fact that
anxiousness is common in Chinese high school classrooms. In addition to adequately
preparing for instruction, educators should consider the affective components of students
thoughtfulness (Zhang & Chang, 2004).

10
 CHAPTER III

RESEARCH METHOD

3.1 Research Design

In this study, researchers used a descriptive qualitative method to look deeply into the
worries felt by high school students as they learn English. This way helped them explore
the personal experiences and thoughts of the students. By getting into what these students
went through, the researchers learned a lot about how anxiety works when learning
English. By looking at the details in this way, the researchers found out things about
anxiety that they might not have known if they only used numbers, giving them a really
good understanding of this problem.

3.2 Participants

The participants in this study consist of 30 tenth-grade students enrolled at High School
"A". These students were specifically chosen due to their current position in the early
stages of English language learning within the high school curriculum. At this juncture,
students are tasked with enhancing their comprehension of English, encompassing both
verbal and written skills. Given their placement at the outset of their English learning
journey, these students are anticipated to encounter heightened levels of anxiety compared
to those at more advanced stages.

3.3 Instruments

There were two instruments conducted in this research, they were interview and
questionnaire.

Researcher conducted interview to obtain students perceptions. In conducting

interviews, researcher asked students several questions about students anxiety in learning
English. Then, researchers gave questionnaire to students to find out students’ perceptions
of anxieties impact their classroom participants.

11
3.4 Data Collection

There are two types of data in this research. The first data is an interview that looks
for students’ statements regarding the form of anxiety their experience when learning
English and the second is a questionnaire that looks for students’ perceptions of the
influence of the anxiety their experience and what causes it. The dara source is English
students.

3.5 Data Analysis

 Interview

In this study, the preparation phase involves the researcher formulating interview questions
for students. This is where the data analysis process starts. Following the completion of the
questionnaire, the researcher will set up a time to meet with the student and perform the
interview. Students will be questioned using prepared questions throughout the interview.
The next step after conductinf an interview is to duplicate the information that was learned
during the procedure. Transcribing interview recordings into text that can be further
examined is crucial.
Following the effective transcription of the interview material, the researcher examined the
type of anxiety that students had while learning English. The data from students statements
was examined to identify the points of agreement and disagreement. The purpose of this
phase is to give a more complete picture of how similar or unlike the students’ opinions are
in relation to their anxiety. The last step is to make inferences based on the analysis’s
findings. The key conclusions drawn from the previously examined data are outlined in
this conclusion.

 Questionnaire

The questionnaire utilized in this study evaluates diverse facets of communication anxiety
encountered by language learners. Participants are prompted to express their level of
agreement or disagreement with statements, using a scale that spans from "Strongly
Disagree" to "Strongly Agree." The questionnaire covers several dimensions of anxiety:

Communication Anxiety: Participants reflect on their feelings of nervousness, worry about

errors, fear of misunderstanding, and embarrassment when speaking in the target language.

Performance Anxiety: This section explores participants' experiences of pressure before

language-related tasks, nervousness stemming from performance expectations, worries
about meeting standards in language activities, and anxiety during conversations in the
target language.

12
Test Anxiety: Participants evaluate their stress levels while preparing for language
assessments or exams, their ability to concentrate during language tests, the anxiety
triggered by thoughts of taking language exams, and concerns about their performance in
such exams.

Fear of Evaluation: Participants assess their worries about being judged by native speakers,
concerns regarding accent-based judgments, anxiety related to peer evaluations in language
learning, and the impact of evaluation fear on their confidence in speaking the target
language.

Anxiety about Comprehension: This section examines participants' feelings of overwhelm

when facing unfamiliar vocabulary, anxiety induced by complex grammar structures,
difficulties in understanding rapid speech by native speakers, and feelings of unease when
struggling to comprehend conversations in the target language.

Cultural Anxiety: Participants reflect on their concerns about making cultural blunders,
anxiety related to understanding social norms in the target language culture, discomfort in
navigating cultural differences in language usage, and the influence of cultural mistake
fears on their confidence in using the target language.

Overall, participants are requested to assess their agreement with each statement to
determine the extent of their language-related anxieties across these dimensions..

3.6 Reliability and Validity

In this study, expert judgment validation was employed. Following the
construction of the instrument with respect to the features to be measured based on
the study problem, competent parties or expert judgment are consulted. Two
Unipdu lecturers were consulted in order to assess the item's strength.
FernándezGómez et al. (2020) define instrument validation through expert
judgment as an educated opinion from a person with experience in their field who
is regarded by others as a competent expert and who can provide information,

13
 evidence, judgment, and assessment. To evaluate an instrument using expert
judgment, multiple people are asked to rate it or provide their thoughts on a
particular element.
To verify the validity of this research tool, expert judgment was used. With
the assistance of two specialists, researchers validated the completed interviews
with Januarty & Nima (2018). The teaching staff of the Unipdu English Language
Education department consists of these two professionals, Z and D. The interview
questions were deemed relevant for the study by two specialists. There will be
twenty questions in the interview. Ten questions each are included in the
questionnaires and the interviews with students.

3.7 Research Timeline

This research will be completed within July . The detailed research process is
outlined in the following table.

Year/Months
Research process 2023 2024
Nov Des Jan Feb Mar Apr May Jun Jul
1. Proposal writing x x
2. Proposal revision/improvement
3. Instrument piloting
4. Finding a research site
5. Participant recruitment
6. Data collection
7. Data analysis
8. Thesis writing up
9. Viva (oral exam) x

14
 REFERENCES

Meily Ivane Esther Neman, Nurlita Lanny Ganap (2018) Student Anxiety in Learning
English as a Foreign Language (EFL)
Kasmiati (2021) Students’ Anxiety in Learning English of The Eight Grade at SMP Negeri
1 Sarjo
Rafieyan, Vahid (2016) Discovering Factors of Foreign Language Speaking Anxiety and
Coping Strategies
Weda, Sukardi ; Sakti, Andi Elsa Fadhilah (2018) Factors Influencing Students’ Anxiety in
English as a Foreign Language Classroom
Paul Robertson, Roger Nunn (2007) The Asian EFL Journal Quarterly
Saghafi, K., Adel, S.M., & Zareian, G. (2017) An Ecological Study of Foreign Language
Writing Anxiety in English as a Foreign Language Classroom.
Journal of Intercultural Communication Research, 46, 424 - 440
Missi Tri Astuti, Shalawati Shalawati, Sitti Hadijah (2022) Learning English as a Foreign
Language in Indonesia : Senior High School Students’ Motivation and Challenges
Jingjing Cui (2011) Research on High School Students’ English in Learning Anxiety
Fujii, Satomi (2016) A Conceptualization of Strategies for Reducing Students’ Language
Anxiety
Azwar Fadlan (2017) Factors Causing Language Anxiety of EFL Students in Classroom
Presentation
Stella Hurd (2007) Anxiety and non-anxiety in a distance 3 language learning
environment: The distance 4 factor as a modifying influence
Lou Han (2013) Foreign Language Anxiety : Past and Future

15
 APPENDIX 1
SURVEY QUESTIONNAIRE

1. Bagaimana pendapatmu mengenai Pelajaran Bahasa Inggris ?

2. Menurut pandanganmu, apakah pelejaran Bahasa Inggris itu menyenangkan atau tidak ?
3. Pernahkah kalian merasa gelisah ketika guru anda menyuruh melakukan sesuatu didalam
kelas ketika pembelajaran berlangsung?
4. Apakah guru kalian menjelaskan dengan baik ? Dan bagaimanakah cara guru kalian
menjelaskannya ?
5. Pernahkah kalian merasa sangat mudah memahami pelajaran Bahasa Inggris?
6. Bagaimanakah cara anda menyelesaikan pemahaman yang belum tuntas dalam belajar
Bahasa Inggris?
7. Dalam kondisi apakah kalian merasa gelisah dalam mempelajari Bahasa Inggris ?
8. Seberapa besar pengaruh rasa gelisah terhadap proses belajar kalian ?
9. Kendala terbesar apa yang memperlambat proses pembelajaran Bahasa Inggris kalian
didalam kelas?
10. Pengaruh apa yang menjadikan berkurangnya motivasi kalian dalam mempelajari
Bahasa Inggris ?

16
 APPENDIX 2
INTERVIEW QUESTIONS
Nama :
Kelas :
No whatsapp:
Petunjuk : Kuesioner ini merupakan instrument yang digunakan untuk mengumpulkan
data tentang persepsi siswa tentang kegelisahan mereka ketika mempelajari Bahasa
Inggris. Mohon berikanlah tanda (√) pada salah satu kolom yang sesuai dengan pendapat
anda.
Keterangan:
SS : Sangat Setuju
S : Setuju
TS : Tidak Setuju
STS : Sangat Tidak Setuju

NO PERTANYAAN SS S TS STS
1 Pelajaran Bahsa Inggris adalah pelajaran yang
sangat menyenangkan.
2 Pelajaran Bahasa Inggris adalah pelajaran yang
mudah untuk dipahami.
3 Saya merasa kesulitan dalam mempelajari
Bahasa Inggris.
4 Saya merasa tidak percaya diri ketika
mempraktikkan Bahasa Inggris didepan kelas.
5 Lingkungan rumah dan sekolah sangat
memfasilitasi dalam memberikan dukungan
pembelajaran Bahasa Inggris.
6 Saya sangat tertarik pada materi-materi baru
Bahasa Inggris setiap kali diajarkan didalam
kelas.
7 Saya cukup sering mengalami kecemasan dalam
mempelajari Bahsa inggris.
8 Saya pernah mengalami hal memalukan terkait
Bahasa Inggris.

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9 Saya merasa Bahasa Inggris adalah Bahasa yang
tidak pernah lepas sekalipun dalam keseharian
saya walaupun sedikit.
10 Strategi guru dalam mengajar didalam kelas
sangat mempengaruhi motivasisaya dalam
mempelajari Bahasa Inggris.

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