“STUDENTS` ANXIETY LEVELS AND STRATEGIES FOR LOWERING THE

ANXIETY: AN INVESTIGATION IN OFFLINE AND ONLINE SPEAKING

CLASSES”

A THESIS PROPOSAL
Presented as a Partial Fulfillment of the Educational Research Method Assignment in
English Language Education

Arranged by

Arini Wijayanti

23021340112

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF LANGUAGES, ARTS, AND CULTURES

YOGYAKARTA STATE UNIVERSITY

 TABLE OF CONTENTS

A THESIS PROPOSAL (COVER)........................................................................................i

TABLE OF CONTENTS........................................................................................................ii
CHAPTER I Introduction.......................................................................................................1
A. Background of the Study..............................................................................................1
B. Identification of the Problem.......................................................................................2
C. Delimitation of the Problem.........................................................................................2
D. Research Questions.......................................................................................................2
E. Objectives of the Study.................................................................................................2
F. Significance of the Study..............................................................................................2
CHAPTER II LITERATURE REVIEW...............................................................................4
A. The Concept of Speaking..............................................................................................4
1. The Definition of Speaking.......................................................................................4
2. Speaking Anxiety.......................................................................................................4
3. The Levels of Speaking Anxiety...............................................................................6
4. The Relationship between Anxiety and Speaking Class........................................8
5. The Components of English Speaking...................................................................10
B. Strategies to Lower Students Anxiety in Speaking English....................................11
1. Strategies to lower speaking anxiety in online context.........................................12
2. Strategies to lower speaking anxiety in offline context........................................12
CHAPTER III METHODOLOGY......................................................................................15
A. Type of Research.........................................................................................................15
B. Research Setting..........................................................................................................16
1. Place..........................................................................................................................16
2. Time..........................................................................................................................16
C. Subject of the Research..............................................................................................16
D. Data Collection Technique.........................................................................................16
1. Observation..............................................................................................................16
2. Interview...................................................................................................................16
E. Validity and Reliability of Data.................................................................................16
1. Validity.....................................................................................................................16
2. Reliability.................................................................................................................17
F. Data Analysis Technique............................................................................................17
G. REFERENCES........................................................................................................18
 CHAPTER I
Introduction
A. Background of the Study
Speaking is one of the four language learning skills. Nunan (2003) defines
productive language as that produced by a learner in voice or writing. Receptive
 language director refers to the learner's ability to read or listen. Because students are
generating ideas through speech, speaking is considered to as productive. When a
student learns a lesson that generates a concept, for instance, they may use that notion
to express themselves orally rather than in writing during a class assignment or in
front of other students. Language experts have proposed a wide range of definitions
for speaking. Gert and Hans (2008) presented an intriguing perspective in which the
speaker intends for their speech or utterances to be understood, and the recipient
interprets the statements to ascertain the speaker's intentions. According to Cameron
(2001), speaking is the deliberate application of language to convey meaning so that
others can understand them. One straightforward method of communicating ideas and
a message is through speech. If the students are able to effectively convey the
message they speak about, through speaking they demonstrate their grasp of the
subject.
COVID-19 is a worldwide pandemic that affects many aspects of life,
including schooling. To stop the spread of the Corona Virus disease (COVID-19),
education is done online. Online learning is the process of creating numerous learning
exchanges using an online network that is accessible, flexible, and connected (Putri et
al., 2021). A computer or Android device that is linked to the internet is necessary for
online learning, as is an online learning platform. It is possible to use a variety of
platforms and apps, including Edmodo, Google Meet, Zoom Meeting, WhatsApp, and
Telegram.
The teaching of English has undergone significant modifications as a result of
the introduction of technology (Chapelle, 2003). Internet-based instruction has
replaced traditional in-person instruction during this time. But the sudden switch to
online learning also comes with a number of issues and difficulties. For instance, the
sense of alienation and disconnection that students experience in online learning
environments causes them to become anxious, which negatively impacts both their
mental and academic well-being (e.g., Dewaele et al., 2022; Guo et al., 2023;
MacIntyre et al., 2020; Resnik et al., 2022; Wang et al., 2023).
B. Identification of the Problem
The issue that identified is that the students face different level of anxiety in speaking
English, the researcher find some problems as follows:
1) Students have anxiety while they have to speaking in English
 2) The challenges between offline and online contexts influence their ability in
speaking English
3) The teachers should make strategies to lower the students` anxiety in speaking
English

C. Delimitation of the Problem

Based on the descriptions above about some problems which are faced by students in
learning English, especially in speaking context, the researcher takes an important one
to solve the problem and too look for the solution. That is how to solve the problems
about students to lower their anxiety in speaking English.
D. Research Questions
1) What are the levels of students` anxiety in speaking English between offline
and online learning?
2) What are the strategies that used to lower their speaking anxiety between
offline and online learning?

E. Objectives of the Study

1) To investigate the levels of students` anxiety in speaking English between
offline and online learning
2) To found out the strategies to lower the students` speaking anxiety
F. Significance of the Study
Theoretically the researcher hopes that this research will give the significance
investigation about the levels of students` anxiety in speaking English and the
strategies to lower the anxiety. Practically, this research will give significance to:
1) The students
They can know the strategies to lower their speaking anxiety
2) The teachers
The teachers can know the level of students` anxiety and looking for the
strategies to lower the students` anxiety in speaking English
3) The other researchers
This research can become one of references on the investigation about the
levels of students` anxiety in speaking English between offline and online
learning and the strategies to lower the anxiety.
 CHAPTER II
LITERATURE REVIEW
A. The Concept of Speaking
1. The Definition of Speaking
Speaking involves two way communication between two or more persons.
One of the language abilities needed for communication in daily life is speaking.
Speaking is described as the verbal use of language to communicate with others by
(Fulcher, 2015). Speaking is a useful oral skill that typically carried out by two or
more persons. Speaking defined as the act of expressing self, including obsessions,
thoughts, feelings, opinions, and ideas, through speech (Sufya, 2019). According to
Naish (1994) speaking is an interactive process of building meaning that involves the
production, reception, and processing of information. According to Rees (2004),
speaking is one of the most important skills to acquire. Speaking is the capacity to
state a thought or idea in a language in order to make a point. Speaking is the verbal
act of communication. When humans talk, a number of body components are utilized,
including the lungs, vocal tract, vocal chords, tongue, teeth, and lips. Speaking is the
second of the four language skills. Producing, receiving, and processing information
are all steps in the interactive process of meaning construction that is spoken
language, (MacIntyre P. D., 1991) cited from (Brown, 1994; Burns & Joyce, 1997).

Additionally, speaking is an interactive process of creating meaning that

involves producing, receiving, and processing information (Brown, 2001). Speaking
is one of the most crucial abilities to master, claims (Rees, 2004). From the definition
above, it can be concluded that speaking is a condition in which a person says
something or makes a sound that can be understood by oneself and others. Speaking
activities can be done alone or with other people who are not limited in number.

2. Speaking Anxiety

Speaking anxiety is a common phenomenon (Tridinanti, 2018). One of the

unfavorable feelings that could interfere with students' efforts to learn English is
anxiety. Anxiety might arise when a person speaks in public due to habitual
behaviors. Anxious feelings can be demonstrated by symptoms including pallor,
trembling, heavy perspiration, and trepidation when speaking. Speaking anxiety,
according to Lanefeldt (2011), has a significant effect on a person's confidence when
they speak up and demonstrate their knowledge. After failing at speaking, students
will prefer to remain mute rather than run the chance of making the same mistakes
twice. They fear that peers would make fun of them, which will make them feel less
confident.

One of the most significant affective factors influencing the acquisition of a

foreign language, speaking anxiety, frequently has a negative impact on students'
English language learning efforts. Anxiety might arise when a person speaks in public
due to habitual behaviors. Anxious sentiments might manifest as symptoms like
pallor, trembling, excessive perspiration, and uneasiness when speaking. Speaking
anxiety, according to Lanefeldt (2011), has a significant effect on a person's
confidence when they speak up and demonstrate their knowledge. After failing at
speaking, students will prefer to remain mute rather than run the chance of making the
same mistakes twice. They fear that peers would make fun of them, which will make
them feel less confident.

Spoken English performance suffers when students experience speaking

anxiety, one of the most significant affective factors influencing foreign language
acquisition (Melouah, 2013). According to Mohammed (2009), there is a negative
impact on students' achievement and ability to adjust to the learning environment.
One may claim that a lot of students are apprehensive of speaking a foreign tongue.
Speaking anxiety causes were divided into four categories by (Aydın, 2014):
individual causes, classroom behavior of the teacher, students' views, and methods of
instruction and testing. Chaokongjakra (2013) states that overcoming speaking
anxiety is necessary for successful language acquisition. Concerning the
categorization of anxiety related to learning a foreign language, the categories of
anxiety described by (Al-Hebaish, 2012) ; (MacIntyre P. D., 1991). There are three
different types of anxiety; trait anxiety is the first. The potential to experience anxiety
in any scenario is known as trait anxiety (Spielberger, 1983) High trait anxiety
students have a propensity to feel apprehensive in any circumstance, yet specific
circumstances may cause individual concern. Additionally, trait anxiety can impair
cognitive processes in the memory and cause people to steer clear of risky conduct,
according to Eyesenck (1991, as quoted by MacIntyre 1991).

State anxiety comes in second. According to the statement made by

(MacIntyre P. D., 1991), "anxiety is considered transitory anxiety produced by a
certain scenario, for example, certain essential tests." In other words, if a person is
terrified of a particular challenge such as algebra or reading aloud they would prefer
to suffer state anxiety. The next category of anxiety is situation-specific anxiety,
according to (MacIntyre P. D., 1991). Conditional specific anxiety is another angle on
the idea of state anxiety, according to (MacIntyre P. D., 1991). This worry is argued
to be a problem for those whose apprehension grows over time when confronting
particular circumstances. The purpose of this study was to evaluate the impact of
respondents' anxiety attitudes toward language learning by testing the respondent
anxiety reaction from (MacIntyre P. D., 1991) study in a variety of contexts (such as
speaking in public, writing tests, etc.). Each type of anxiety depends on what the
problem is. In other words, speech anxiety can be categorized based on what causes it.
Because anxiety can be caused by several factors. From some of these factors, it can
be seen how the anxiety is caused.

The most prevalent issue and most well studied factor in foreign language
acquisition, or FLA for short, is speaking anxiety. According to Woodrow (2006),
anxiety is generally characterized as personality qualities that a person exhibits
relatively frequently when giving a public speech. As a result, an individual with this
innate anxious condition will likely experience anxiety in a variety of settings.
Speaking anxiety, according to Lanefeldt (2011), has a significant effect on a person's
confidence when they speak up and demonstrate their knowledge. After failing at
speaking, students will prefer to remain mute rather than run the chance of making the
same mistakes twice. They fear that peers would make fun of them, which will make
them feel less confident.

3. The Levels of Speaking Anxiety

According to Zeidner (1991), worry is a term for cognitive responses such
negative self-talk or thoughts unrelated to the work at hand. Because it uses up
cognitive resources that could be used for the activity at hand, like speaking a foreign
language, worry is considered to be the more incapacitating of the two (Tobias, 1985).
One of the most widespread mental illnesses is anxiety. With an average onset
age of 11 years old, anxiety can start at any point in life. It can range from minor
discomfort to crippling panic attacks that can make it difficult for a person to go about
their daily activities. Brown (2006) stated that it's normal to experience some level of
anxiety when under stress. Anxiety is your body's way of letting you know that
something is stressing or making you feel momentarily unsafe. As your anxiety level
rises, your body reacts to it in a variety of ways, producing increased symptoms that
are both frequent and severe. The four levels of anxiety are mild, moderate, severe,
and panic, varying people may experience anxiety at different levels (Peplau, 2023).
Speaking anxiety has three different levels. They fall into three categories:
High Anxiety, Medium Anxiety, and Low Anxiety. High anxiety is indicated by
values over 131. Scores between 98 and 131 indicate moderate anxiety. The final
small dread will arise when the stat falls below 98. Horwitz (1986) created The
Foreign Language Classroom Anxiety Scale (FLCAS). There are 33 statements total.
The participants were asked to respond to 33 questions in which they are presented
with various scenarios that correspond to their three aspects. Worry of speaking,
worry of tests, and worry of receiving a poor grade. Researchers currently frequently
utilize FLCAS to examine learners' anxiety related to learning a foreign language.
Anxiety can be classified into three categories psychologically: low anxiety, medium
anxiety, and high anxiety.
There are the levels of anxiety:
a. Low Anxiety
Despite being usually referred to as subclinical or clinically
inconsequential, low anxiety can influence ability to function emotionally,
socially, and at work. We can experience modest anxiety symptoms at any
age, which might seem as shyness or social anxiety from early childhood
through maturity. If left untreated, low anxiety may lead to maladaptive
coping techniques or more serious mental diseases.
b. Medium Anxiety
Medium anxious people experience more frequent or enduring
symptoms than lowly anxious people, but they nonetheless function more
normally on a day-to-day basis than someone with medium anxiety or
panic disorder. For instance, people with medium anxiety may claim to
occasionally or most days of the week experience symptoms like feeling on
edge, being unable to manage their worrying, or having trouble relaxing.
Although the symptoms of medium anxiety can be distressing, with the aid
of a doctor or self-help techniques, persons with moderate anxiety may be
successful in managing their worry. When you are experiencing medium
 anxiety, it is possible that you would not pay attention to anything else save
the distressing circumstance right in front of you.

c. High Anxiety
High anxiety is extremely crippling, and its symptoms are
consistent with clinically significant anxiety disorders, according to key
diagnostic criteria. In general, people with significant anxiety had lower
functioning scores and greater suffering scores.
4. The Relationship between Anxiety and Speaking Class
Students that experience fear in the classroom are less likely to respond to
queries from the teacher and to take part in speaking exercises, as demonstrated by
MacIntyre & Gardner (1991). Students were terrified to speak because they
believed that everyone would see them. As a result, they are afraid of being
corrected if they use improper grammar. Furthermore, it's likely that their
vocabulary in the other language was smaller. Accordingly, Sari (2017) noted that
when requested to speak English in front of their peers in class, students may feel
intimidated, uneasy, or uneasy. Furthermore, speaking in a second language
causes the most anxiety, according to a study by MacIntyre et al. (1991), and
speaking skills account for half of the worry in building experience.

In an attempt to cope with their anxiety, anxious students may postpone

studying and, in rare instances, skip class entirely. (Horwitz et al., 1986).
According to my own experience as a student in the 2017 Academic Speaking
course, a significant number of students missed the class out of fear of speaking
out too much in front of the class and general discomfort. Based on the FLCAS
developed by Horwitz et al. (1986), an increasing number of empirical
investigations have been conducted to examine anxiety in language learning
environments. Learner anxiety has been demonstrated to be correlated to varying
degrees with a number of characteristics (Zuckerman and Spielberger, 2015). For
example, Chen and Chang (2004) investigated, through a survey of 1187 EFL
students in Chinese institutions, the relationship between anxiety and challenges
in language learning. Their findings demonstrated that anxiety negatively
impacted students' language development in face-to-face classes and was
associated with lower grades and prior learning experiences. These results suggest
that pupils who are having more trouble learning a foreign language are also more
anxious.

Following the same path of inquiry, Awan et al. (2010) investigated

anxiety among 149 college students in Pakistan enrolled in an EFL undergraduate
program. They discovered that female students were less nervous than their male
counterparts about learning EFL. Speaking in front of others was shown to be the
main source of anxiety, followed by concerns about pronunciation, grammar, and
the inability to speak naturally. Their results have confirmed that achievement and
linguistic anxiety are negatively correlated. Mak (2011) also looked into the
causes of 313 Chinese EFL first-year university students in Hong Kong's
speaking-class fear. The five components that were discovered using factor
analysis included fear of being negatively evaluated and speech anxiety;
discomfort while conversing with native speakers; unfavorable opinions of the
English classroom; low self-esteem; and anxiety of failing the class and the
repercussions of failing oneself. When taken as a whole, these research have shed
light on the intricacy of anxiety in language learning environments.

Students studying EFL online typically report high levels of perceived

language anxiety in the online learning environment. Russell's (2020) analysis of
foreign language anxiety in online learning situations, which drew from a wide
range of sources, identified two stressors: using online learning tools and speaking
a foreign language. Additionally, Dewaele et al. (2022) measured the levels of
foreign language pleasure (FLE), foreign language classroom anxiety (FLCA),
and foreign language boredom (FLB) among 168 Arab and Kurdish EFL learners
enrolled in in-person and emergency remote teaching classes using a mixed-
methods study design. Researchers discovered that in-person lessons resulted in
considerably higher FLE, higher FLCA, and lower FLB for learners compared to
emergency remote teaching classes. However, the results differ with those of
Aydın (2018), who reviewed the impact of learning in technologically supported
courses on learners' FLCA and discovered that using technology could actually
lower FLCA. Guo et al.'s (2023) findings, which indicated that technology-
oriented scaffolding might lower language learners' anxiety levels in blended
learning environments, supported this.
 When taken as a whole, these studies demonstrate how important anxiety
is to language learning environments and how intricately it interacts with other
factors. This suggests that anxiety in particular circumstances needs to be given
more attention, and contextual variations locally should also be thoroughly
investigated (Dewaele et al., 2022). Further research is necessary to determine
how technology-based language classrooms, including those with online learning
modules, impact student anxiety, since EFL teachers are incorporating technology
into the classroom.

5. The Components of English Speaking

a. Micro and Macro Skills.
According to Brown & Lee (2015), there are two components in
English Speaking Skills as follows Micro and Macro Skills. The Micro Skills
involve producing smaller language units. There the micro skills:

1. Make language in parts.

2. Describe orally the variations in allophonic variants and English
phonemes.
3. Develop stress patterns in English.
4. Generate shortened word and phrase forms.
5. To achieve pragmatic goals, make use of a sufficient number of
vocabulary units.
6. Deliver well-articulated speech at various tempos.
7. Use a variety of techniques and keep an eye on your own speech
output.
8. Make use of elliptical forms, word orders, systems, patterns, and
principles related to grammar.
9. Generate discourse using neutral components.
10. Use multiple grammatical structures to convey the same
Meanwhile, the Macro Skills focus on larger elements related to speaking.
There are the Macro Skills:
1. In spoken conversation, employ coherent devices.
2. Perform communication tasks in a proper manner.
3. Employ suitable registers, implicatures, pragmatic conventions, and
additional sociolinguistic elements while communicating in person.
 4. Communicate these relationships and provide links and connections
between occurrences.
5. Make use of body language, kinematics, facial traits, and other
nonverbal clues.
6. Create and employ a repertoire of communication techniques.

b. Speaking Performance
According to Brown (2000), speaking ability and self-confidence are
strongly associated; without some level of self-confidence, language learners
who are learning a foreign language are unable to speak the language or
express themselves freely and eloquently. According to Brown (2001),
speaking performances in the classroom can be classified into six categories:
transactional, interpersonal, extensive, intense, responsive, and imitative.

1. Imitative,
The ability to practice intonation and concentrating on certain language
form aspects fall under this category. That is merely a word, phrase, or
sentence imitation. Here, it's crucial to concentrate on pronunciation.
Drilling is a tool used by teachers to aid in their students' learning.
2. Intensive
Practice of some phonological and grammatical elements of language is
part of intensive speaking. Tasks involving intensive speaking are typically
completed in pairs. Some examples of these tasks include reading aloud a
text or a dialogue in turn to a partner.
3. Responsive
A significant portion of student speech in the classroom is response; for
example, children frequently respond briefly to questions or remarks posed
by the teacher or other students.
4. Transactional (dialogue)
Transactional is an expanded version of responsive language is one that is
used to exchange or convey specialized information.
5. Interpersonal (dialogue)
Interpersonal is carried out more for the purpose of maintaining social
relationship than for the transmission of facts and information
6. Extensive (monologue)
 Extensive is carried out the advanced and intermediate students may be
asked to deliver lengthy monologues in the form of oral reports,
summaries, or even brief speeches.
B. Strategies to Lower Students Anxiety in Speaking English
In order to address speaking anxiety, students need to have appropriate coping
mechanisms. According to Liu (2018), in order to mitigate speaking anxiety, both the
instructor and the learner need to understand the root causes of this unease. Learning
style, motivation, nervousness, and proficiency in a second language all affect how
well an approach is used. Learners can employ a variety of tactics. When the
concerned presenter is properly trained to remain composed even when thinking about
certain matters, according to Kondo (1994). According to research done by Kondo
(1994) to create strategies for lowering speaking anxiety, there are six steps involved
in overcoming speaking fear.

1. Strategies to lower speaking anxiety in online context

According to Bashori (2020), speaking in a digital context makes students feel
less apprehensive than speaking in front of peers or other individuals. The study
participants' only method for dealing with their fear when speaking in front of others
online was preparation, where they could concentrate more on themselves than on any
outside variables. Before beginning any presentation, preparation is the most
fundamental and crucial step. Participants in online and offline public speaking
actually constantly prepare for speeches; nevertheless, they may devote more of their
attention to this phase while speaking online. Participants in an online situation were
more concerned with the content preparation and perhaps even a little relaxation.

2. Strategies to lower speaking anxiety in offline context

Conversely, the offline speaking scenario presents greater challenges, and both
participants concur that they require additional techniques to lowering their speaking
anxiety in an offline setting. These techniques include relaxation, preparation, positive
thinking, audience devaluation, and resignation. Kondo (1994).

a. Relaxation
The prpose of this step is to relieve the pysical stress of nervous
speakers. This strategy involves techniques to calm nerves before speaking.
Deep breathing, progressive muscle relaxation, and visualization are common
relaxation methods.
b. Preparation
In this step, the speaker must prepare everything they need to do public
speaking. Such as planning, writing a note, training, etc. The efficacy of this
step is determined on how confident the speakers may be in their performance.
Students can study hard, create summaries of lecture notes, and practice their
speech multiple times.

c. Positive thinking
Here, the speaker focuses on creating positive thoughts. Encouraging
self-talk and imagining a successful performance can boost confidence.
Focusing on positive outcomes rather than negative scenarios is essential.

d. Audience depreciation
The attendance of the listener, which is accountable for the unpleasant
connection, has to be disregarded. Remind yourself that the audience is not there
to judge you harshly. They are likely supportive and interested in what you have
to say.

e. Concentration
Preparation and concentration both are cognitive elements of public
speaking that are connected to decent performance, thus they can be grouped
together as skills training. In this step the speaker must fully concentrate on the
goals and speak carefully. Concentrate on the message you want to convey
rather than fixating on anxiety. Being present in the moment helps manage
nervousness.

f. Resignation
The public speaking scenario should be maintained out of the speaker’s
head so that no bad ideas linked with it that may haunt the speaker. While not
ideal, some individuals cope by giving up or mentally disengaging. However,
this strategy is less effective for achieving positive outcomes.

Individuals that are naturally anxious will often experience anxiety in a

variety of contexts (Woodrow, 2006). According to Martin and Valdivia (2017),
teachers should be well aware of the demands of their students in order to
reduce their anxiety and increase their comfort level when speaking a foreign
language in online environments. In addition, individuals experienced increased
levels of anxiety and stress due to many variables during offline speaking
anxiety; hence, they require additional techniques to manage their anxiety.
According to Dewaele et al. (2008), the factors that lead to FLA are the setting
and the audience in which verbal language is used. Students typically worry that
the audience will make fun of them or that their presentation won't go as
planned (Beatty and Behnke, 1991). According to Fitriah and Muna (2019),
each individual learner must take the lead in addressing their own anxiety when
it comes to public speaking in order to help students lower it. In order to
lowering their fear of speaking in public when speaking a foreign language,
learners should be very motivated to improve their speaking skills and try the
best tactics they believe would help them.
 CHAPTER III
METHODOLOGY
A. Type of Research
The purpose of this study is to remind pupils of their worry when speaking a
foreign language. The current study is structured as a thematic analysis study, which
is a type of qualitative research. Finding, examining, and summarizing patterns
(themes) in the text of qualitative data is possible through the use of thematic analysis
(Braun & Clarke, 2006). A general definition of qualitative research is any naturalistic
type of investigation that uses non-numerical data. Rather of attempting to explain
and control variables, it aims to comprehend and investigate. It is interpretive and
contextualized, focusing more on the patterns of development or process than the final
result or product of the investigation. Qualitative approaches can be utilized in L2
research to investigate a wide range of problems that may not be well-suited for
quantitative methods. Data are gathered for qualitative research using instruments like
field notes, diaries, interviews, observations, and so on. The goal of qualitative
research is to illuminate the significance that underlies the behavior or results that
quantitative research usually measures. According to Ragin (2004:22), a proper
definition of qualitative research should be comprehensive and highlight its salient
characteristics rather than its drawbacks, such as the application of advanced
quantitative methodologies.

Robust, knowledgeable, and well-documented qualitative research is what

works best. Analyzing, explaining, assessing, and interpreting data are all important
steps in the systematic process of conducting qualitative research, which is also
naturalistic and interpretive like quantitative research. For this reason, it is crucial to
guarantee the rigor and quality of qualitative research procedures. Within the context
of qualitative research, they are characterised by the reliability of the results, or, as
articulated by Lincoln and Guba (1985, p. 290), by attempting to answer the
 following: "How can an investigator convince their audiences that the research results
of a study are a worthwhile endeavor?" (Lincoln & Guba, 1985, p. 290). Four such
trustworthiness criteria were covered by Lincoln and Guba, and many qualitative
researchers agree that they are significant. These concepts credibility, transferability,
dependability, and confirmability have been viewed as parallel replacements for the
traditional ideas of objectivity, reliability, and internal and external validity that are
employed in quantitative research.

B. Research Setting
1. Place
This study took place in SMPN 2 Kawunganten.

2. Time
This study was implemented in the second term of the 2023/2024 academic year.
The study was held after learning activities of the class.

C. Subject of the Research

This study involved 8th grade students of SMPN 2 Kawunganten.

D. Data Collection Technique

The study applied qualitative data collection techniques. The qualitative data
were collected from the observations which were implemented by observing the
students` action and the interactions during learning in the class. Also interviews with
the English students and the teacher of speaking class.

1. Observation
The observation were carried out by taking notes of the conditions that happened
during the learning processes. There were some fields notes to summarize the
results of the observations.
2. Interview
The students and the English teacher were interviewed. There were interviews
guidelines used while conducting the interview. Furthermore, the interview
processes were recorded.

E. Validity and Reliability of Data

1. Validity
One of the key elements that establishes the worth of scientific study is the
capacity to show the validity and reliability of research findings. Whether
conducting mixed, qualitative, or quantitative research, the essential concerns in
science are validity and reliability, or trustworthiness. Validity is used to make sure
 that the research findings are solid and trustworthy. There are some types of
validity:

a. Democratic validity
The degree to which the research represents the viewpoints of individuals
involved is referred to as democratic validity.
b. Outcome validity
The degree to which a study's objectives are met is gauged by outcome
validity.
c. Process validity
Pertains to the scientific features of the research, guaranteeing a sound and
impartial procedure.
d. Catalytic validity
The capacity of the research to effect change is referred to as catalytic validity.
e. Dialog validity
Participant engagement in discourse and authenticity are essential components
of dialogic validity.

2. Reliability
The reliability of this research is from qualitative research. To know
whether the data is reliable or not, it can be referred from the researcher. The
researcher will show the original data by transcript from observations and
interviews section.

F. Data Analysis Technique

The results of the observations were presented in notes while the results of
interviews were served in some interview transcripts. Then, the data is compared
according to the purposes of this study, i.e. the results of interviews for student
responses during online and offline learning. Then, any strategy used by the teacher to
cope with the student's urgency in speaking English both online and offline.
 G. REFERENCES

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Online and Offline English Classrooms. International Journal of English and Applied

Linguistics, 2.

Annamalai, N., Eltahir, M. E., Al Salhi, N. R., Zakarneh, B., & Zyoud, S. H. (2022).
Investigation of Malaysian Esl Students’ Learning Experience of the Smartphone
Applications for English Language Learning. International Journal of English
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