Age Sex and Grade across Level of Education

Effect on Foreign Language Anxiety

Muhammad Yassin
NPM 21602073009

UNIVERSITY OF ISLAM MALANG

POSTGRADUATE PROGRAM
ENGLISH LANGUAGE TEACHING
STUDY PROGRAM
CHAPTER I Background Of The Study
I
Statement Of The Problem
The Objective Of The
Research
Research Hypothesis
Introduction
The Significance Of The
Study
Scope And Limitation Of
The Research
Definition Of Key Terms.
BACKGROUND OF THE STUDY

Inconclusive Findings Related To The Effect

Of Age, Sex And Grade On Foreign
Language Anxiety Presented By
Researchers

Too Limited Investigation Of The Effect Of

Age, Sex And Grade On Foreign
Language Anxiety In Indonesian Context
 “when i’m in my Spanish class i
just freeze”
“i can't think of a thing when my
teacher calls on me”
“my mind goes blank”
(Horwitz, Horwitz and Cope
1986:125)
 Definition Of FL Anxiety

“Distinct complex of self-

MacIntyre and Gardner
perceptions, beliefs,
(1994:284)
feelings and behaviors
“the feeling of tension
related to classroom
and apprehension
learning arising from the
specifically associated
uniqueness of the
with second language
language learning
contexts, including
process “
speaking, listening, and
Horwitz, Horwitz and
learning”
Cope (1986:128)
 Foreign Language Anxiety As Anxious
Feeling Which Learners Could Undergo
When They Learn Foreign Language

Chi Kao, Craigie (2010:50)

Three types of FL ANXIETY

FLA Communication Apprehension

●

FLA ●
Test Anxiety

FLA Fear Of Negative Evaluation

●
 ANXIETY IN GENERAL

Anxiety

Trait Anxiety State Anxiety

Research on FLA
FL
ANXIETY

OTHER
VARIABLES

LANGUAGE PERSONALITY
ACHIEVEMENT TRAIT

SOCIO-
DEMOGRAPHIC
VARIABLE (SEX,AGE,
GRADE ETC)
 SEX ON FLA

FEMALE MALE NO
MORE MORE DIFFERENC
ANXIOUS ANXIOUS E
●
Gargalianou, ●
MacIntyre, ●
Dewaele and Al
Muehlfeld, Urbig, Saraj (2015),
Witteloostuijn
Baker, ●
Dewaele, Petrides
(2015) Clément, and and Furnham (2008)
●
Hismanoglu (2013) Donovan
●
Taghinezhad,
●
Aydin, Harputlu, Abdollahzadeh,
Celik, Ustuk and (2002) Dastpak, Rezaei
Güzel (2017) ●
Na (2007) (2016)
 AGE ON FLA

YOUNGER MORE OLDER MORE

ANXIOUS ANXIOUS
●

●
Hismanoglu (2013)
Dewaele and Al Saraj
●
Dewaele
●
(2015)
Aydin, Harputlu, Celik,
(2007)
Ustuk and Güzel (2017) ●
Aydin (2013)
 GRADE ON FL ANXIETY

LOWER GRADE NO
MORE ANXIOUS DIFFERENCE
●
MacIntyre, Baker,
●
Hismanoglu (2013)
Clement Donovan
●
Aydin, Harputlu,
(2002)
Celik, Ustuk and ●
Yassin and Razak
Güzel (2017) (2017)
 FLA IN INDONESIAN CONTEXT
FL anxietycause
FL anxiety andatEnglish
the school
achievement
or (Katemba
university (Marwan A
20 08, Ariyanti
2013, 2 017, Muhlis
Wienanda, Widiati
20 17)
(2018)

Wr
itin
g
an
xie
ty
(W
ah
yu
ni
an
d
U
ma
m
20
17,
An
ggr
ain
i
20
17)
 STATEMENT ON THE PROBLEM
• Is there a statistically significant effect of sex difference on FL
anxiety?
• Is there a statistically significant effect of age difference on FL
anxiety?
• Is there a statistically significant effect of grade difference on
FL anxiety?
• Do female participants score higher in FL anxiety than males?
• Do older participants score higher in FL anxiety than the
younger ones?
• Do lower grade participants in junior high school score higher
in FL anxiety than the older counterparts in Senior High
School and University?
 The Objective of the Research
• To investigate whether:
• There is a statistically significant effect of sex difference on FL
anxiety.
• There is a statistically significant effect of age difference on fl
anxiety.
• There is a statistically significant effect of grade difference on fl
anxiety.
• Female participants score higher in fl anxiety than males.
• Older the participants score higher in fl anxiety than the younger
participants.
• Lower grade participants in junior high school score higher in fl
anxiety than the upper grade participants in senior high school and
university.
 Research Hypothesis

• There is a significant effect of sex difference on FL anxiety.

• There is a significant effect of age difference on fl anxiety.
• There is a significant effect of grade difference on fl
anxiety.
• Female are more anxious than male.
• Older participants score higher on fl anxiety than the
younger ones.
• The lower grade participants in junior high school score
higher on fl anxiety than the upper grade participants in
senior high school and university.
 The Significance of the Study
• Practically
• Through this research’s finding and can give teachers
knowledge to deal with any kinds of FL anxiety’s problem in
their English language instruction.
• Theoritically
• The result of this study can contribute to theory of Foreign
Language Anxiety research especially in Indonesian context.
• For the other researchers, since nothing is perfect, the
finding of the study could be a jumping stone in conducting
similar research in the future for those who are interested in
SLA especially foreign language anxiety.
Scope and Limitation of the Research

• In this study, the researcher merely focuses

on investigating the effect of age, sex and
grade as X-variable toward foreign language
anxiety as Y-variable. To accomplish it, the
researcher involves participants from
students of junior high school, students of
senior high school and students of university
in Malang, East Java.
 Definition of Key Term
• Foreign language anxiety
• FL anxiety refers to a feeling of uneasiness and nervousness
encountered by learners who studied foreign language
• Sex
• the difference between male and female both biologically and
anatomically.
• Age
• the length of time during which a being or thing has existed. The term
age here also grouped into two parts; those aging 12-16 years old and
those aging 17-20.
• Grade
• a group of students at such a level, and in this study, grade is more
widely used and categorized into three different grades across level of
education: eight grade of junior high school, eleventh grade of senior
high school and second semester of the university.
CHAPTER
II

• Review Of Theoretical
REVIEW OF Studies
RELATED • Review Of Previous Study
LITERATURE • Theoritcal Framework
 REVIEW OF PREVIOUS STUDY

AGE, GENDER AND GRADE EFFECT ON FOREIGN LANGUAGE

ANXIETY AMONG CHILDREN
Aydin, Harputlu, Celik, Ustuk and Güzel (2017)

THE EFFECT OF MULTILINGUALISM, SOCIOBIOGRAPHICAL, AND

SITUATIONAL FACTORSON COMMUNICATIVE ANXIETY AND
FOREIGN LANGUAGE ANXIETY OF MATURE LANGUAGE LEARNERS
Dewaele 2007

FOREIGN LANGUAGE CLASSROOM ANXIETY OF ARAB LEARNERS OF

ENGLISH: THE EFFECT OF PERSONALITY, LINGUISTIC AND
SOCIOBIOGRAPHICAL VARIABLES
Dewaele and Al Saraj (2015)
THE DIFFERENCE WITH PREVIOUS
RESEARCH

THE SETTING THE PARTICIANTS

CONCEPTUAL FRAMEWORK
CHAPTER
III • Research design
• Subject of the research
• Place of the research
• Research procedure
RESEARCH • Instruments of data
METHOD collection
• Data analysis
 
  
Research Design

• This research employs causal comparative

design or expost facto as the predictor
variables, sex, age and grade cannot be
manipulated by the researchers like in
experimental research (Ary 2009:332).
Participants and Setting

100
PARTICIPANTS

12-20
YEARS OLD

59 FEMALES
41 MALES
Participants and Setting
32 EIGHT
GRADERS OF
MTSN 4 MALANG

37 ELEVENTH
GRADERS OF SMA
TAMAN HARAPAN

31 SECOND
SEMESTER STUDENTS
OF UNISMA
 RESEARCH INSTRUMENT
Alpha
coefficient of .
93

Five point
likert scale

FLCAS

33 items

Adopted from Horwitz et.al (1986).

 DATA ANALYSIS

Analysis of Variance
Independent T-test
(ANOVA)
CHAPTER
IV

• Data Analysis
• Hypothesis Testing
RESEARCH
FINDINGS
 Independent T-test

Sex N Mean Std. t- Sig

Dev values
Females 59 1,050 .298
112,64 9,780

Males 41
109,93 14,425
 Independent T-test

Age N Mean Std. t- Sig

Dev values
Younger 1.356 .178
40 113,50 12,241
(12-16)
Older
60 110,22 11,605
(17-20)
 ANOVA
Grade N Mean Std. f- Sig
Dev values
Junior
High 32 114,88 11,861 3,847 ,025
School
Senior
High 37 107,46 12,898
School
Universit
31 112,94 9,427
y
 NULL HYPOTHESIS
• There is no a significant effect of sex difference on FL anxiety.
• There is no a significant effect of age difference on fl anxiety.
• There is no a significant effect of grade difference on fl
anxiety.
• Females are not more anxious than males.
• Older participants do not score higher on fl anxiety than the
younger ones.
• Lower grade participants in junior high school do not score
higher on fl anxiety than the upper grade participants in
senior high school and university.
HYPOTHESIS TESTING PREOCEDURE

Sig: p≤ 0.05 the null hypothesis is

rejected.
Sig: p>0.05 the null hypothesis is
accepted.
 HYPOTHESIS TESTING

The first null hypothesis was accepted since the result of

independent t-test reflected that the t-value is only1.050
with significant value .264 (p>0.05).

The second null hypothesis was accepted because analysis of

difference of significance found t-value 1.356 with significant
value .178 (p>0.05).
 HYPOTHESIS TESTING

The third null hypothesis was rejected because the F-value

which ANOVA resulted in was 3.847 with significant value .
025 (p<0.05).

The fourth null hypothesis was accepted since the mean

difference between females and males was not statistically
significant. The t-value was found to be 1.050 with significant
value .264 (p>0.05).
 HYPOTHESIS TESTING

The fifth null hypothesis was accepted because the result of

independent t-test showed t-value 1.356 with significant value .178
(p>0.05).

The last null hypothesis was rejected as the mean

comparison within grade group reflected F-value 3.847 with
significant value .025 (p<0.05).
CHAPTER V

• Discussion
DISCUSSION • Implication
Discussion

Sex is not significant predictor for FLA (Females

are not more anxious than males and vice-
versa)

It contradicts the finding by Hismanoglu (2013),

Gargalianou, Muehlfeld, Urbig, and
Witteloostuijn (2015), Aydin, Harputlu, Celik,
Ustuk and Güzel (2017)
Discussion

Sex is not significant predictor for FLA (Females

are not more anxious than males and vice-
versa)

It also against the finding by MacIntyre, Baker,

Clément, & Donovan (2002) and Na (2007).
Discussion
●
Sex is not significant predictor for
FLA (males are not more anxious
than females and vice-versa)

●
It supports the finding by Dewaele, Petrides,
Furnham (2008), Dewaele and Al Saraj (2015)
Taghinezhad, Abdollahzadeh, Dastpak, Rezaei
(2016)
Discussion

Age is not significant predictor for FLA (younger

participants does not feel more anxious than
the older ones and vice-versa)

It against the finding by (Dewaele 2007, Aydin

2013) & (Hismanoglu 2013, Dewaele and Al
Saraj 2015, Aydin, Harputlu, Celik, Ustuk and
Güzel 2017)
Discussion
●
Grade statistically contributes a significant
effect on foreign language anxiety. (Lower
grader are more anxious than the upper
ones)

●
It weakens the finding by
Hismanoglu (2013) and Aydin
et.al (2017)
Discussion

Grade statistically contributes a significant

effect on foreign language anxiety. (Lower
grader are more anxious than the upper ones)

It weekens the finding by MacIntyre, Baker,

Clement Donovan (2002) and Yassin and Razak
(2017)
 IMPLICATION

The treatment to cope with FLA may not only be exposed to

males and younger students but also females and older
students

Setting up pleasant classroom environment, involving

students in a good interaction and promoting variety of
helpful teaching techniques are a few ways to minimize
harmful effect of foreign language anxiety
 IMPLICATION
The use of self-reflection can be promoted in language
instruction to help students deal with foreign language
anxiety because it facilitates the students recognize their
strengths and weakness, find problem solving and put
them in high confidence (anandari 2015)

It is necessary that the teachers be aware to this threat and

be able to support the students overcoming FL anxiety as
early as possible.
CHAPTER
VI

CONCLUSION • CONCLUSION
AND • SUGGESTION
SUGGESTION
 CONCLUSION

1. Sex does not contribute significant effect

statistically on foreign language anxiety
2. Age give no significant effect on foreign language anxiety
3. Grade is statistically proved to be significant predictor for
foreign language anxiety
4. Females are not more anxious than males and vice-versa
5. Younger participants are not evidently more anxious that the
older ones and vice-versa
6. Lower grade students tend to be more anxious than the
upper graders
 Suggestion
Teachers should be more active and aware in identifying the
students who experience FL anxiety. Otherwise, the process of
language instruction will not run successfully
Knowledge on how to overcome and deal with foreign
language anxiety needs to be developed by the teachers to
provide safe and comfortable situation so that nervousness,
worry and apprehension that may threaten them decreases.

Larger sample is needed and the division of age group can be

made more than two parts, for example participants aging 13
14, participants aging 15-17 and participants aging 18-20.