FACTORS THAT CAUSE LANGUAGE ANXIETY IN THE ENGLISH CLASSROOM SPEAKING ...

144 Pages·2013·4.96 MB·English

FACTORS THAT CAUSE LANGUAGE ANXIETY IN THE ENGLISH
CLASSROOM SPEAKING PERFORMANCE IN SMP NEGERI 4 PAKEM
YOGYAKARTA

A THESIS

Presented as Partial Fulfillment of the Requirements for the Attainment of the
SarjanaPendidikan Degree in English Education

by
Rio Herwanto
07202244125

ENGLISH EDUCATION DEPARTMENT
FACULTY OF LANGUAGES AND ARTS
YOGYAKARTA STATE UNIVERSITY
2013

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DEDICATION

This thesis is dedicated to my mother, Utik Nur Sulistyowati.

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MOTTO

A man’s got to do what a man’s got to do.
(John Wayne)

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ACKNOWLEDGMENTS

In the name of Allah, the Most Gracious and the Most Merciful, all praises
and thanks are only dedicated to Allah SWT, who has given His blessing and help
so that the writer can finish his thesis.
The writer would like to express his gratitude and appreciation to the
honorable people who give their help, encouragement, and countless contribution
to the writer in the process of the study:
1. Samsul Maarif, M.A., the head of English Language Education, for giving
the writer permission to write the thesis,
2. Dr. Agus Widyantoro, M.Pd. and Lusi Nurhayati, S.Pd., M.Appl.Ling., the
writer‟s consultants, for their patience, guidance, and suggestions,
3. Woro Triwulan A., B.A., the headmaster of SMP Negeri 4 Pakem, and the
English speaking teachers of 7th grade classes at SMP Negeri 4 Pakem,
who have helped the writer in doing the research,
4. the 7th grade students of class A to E, SMP Negeri 4 Pakem, for the
cooperation during the research,
5. his beloved parent, for uncountable love, support, help, prayer,
understanding and everything that they give to the writer,
6. people who get involved in writer‟s life.
The writer realizes that this thesis is still far from being perfect. Therefore,
he accepts every suggestion, criticism, and comment from the readers. He hopes
that this thesis gives contribution and be useful for the improvement of the
English teaching-learning process.

Yogyakarta, July 2013

The Writer

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TABLE OF CONTENTS
TITLE ………………………………………………………………………… i
APPROVAL ………………………………………………………………….. ii
RATIFICATION ……………………………………………………………... iii
DECLARATION …………………………………………………………….. iv
DEDICATION ……………………………………………………………… v
MOTTO …………………………………………………………………….. vi
ACKNOWLEDGEMENTS ………………………………………………….. vii
TABLE OF CONTENTS …………………………………………………….. viii
LIST OF APPENDICES …………………………………………………….. xi
ABSTRACT …………………………………………………………………. xii

CHAPTER I INTRODUCTION
A. Background of the Problem ………………………………………….. 1
B. Problem Identification ……..………………….……………………… 3
C. Focus of the Study……… ……………………………………………. 5
D. Formulation of the Problem ………………………………………….. 5
E. The Objectives of the Study …………………………………………. 6
F. Significance of the Study …………………………………………….. 6

CHAPTER II LITERATURE REVIEW
A. Theoretical Review
1. Nature of Speaking …………………………………………………… 7
2. Speaking in EFL Learning ………………………...…….…………… 9
3. Components of the Speaking Skill …………………………...………. 10
4. Appropriate Speaking Performance ………………………………….. 13
5. Characteristics of Spoken Language …………………………….…… 14
6. Classroom Speaking Activities ………………………………….…… 16
7. The Roles of the Teacher in Teaching Speaking …………..………… 18
8. The Nature of Language Anxiety ………………………………..…… 20
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9. The Effects of Anxiety on Language Learning ……………………… 21
10. Components of Foreign Language Anxiety and Related Causal
Factors ………………………………..………………………………. 23
11. Factors Associated with Students‟ Self-concept and Language
Classroom Environment ………….…..………………………………. 27
12. English Teaching in Junior High School …………….………………. 31
B. Review of Related Research ………………………………………… 33
C. Conceptual Framework ………………………………………………. 34

CHAPTER III RESEARCH METHOD
A. Research Design ……………………………………………………… 36
B. Research Setting ……………………………………...………….…… 37
C. Research Subjects ……………………………………………………. 37
D. Research Instruments ………………………………………………… 37
E. Data Collecting Technique ………………..………………………..… 38
F. Data Analysis Technique …………………..………………………… 39
G. Triangulation …………………………………….…………………… 40

CHAPTER IV RESEARCH FINDINGS
A. Descriptions of the Data ……………………………………………… 43
B. Research Findings …………………………………………….……… 44
1. Type of Task ……………………………………………………….… 44
2. Fear of Making Mistakes …………………………………………….. 47
a. Pronunciation …………………...…………………………….……… 49
b. Grammar …………………………………..………………….……… 51
c. Vocabulary ………………………………………...………….……… 52
3. The Role of the Language Teachers ………………………………..… 53
4. Self Perception ………………………………………….……………. 56
5. Gap of Competence …………………………………...……………… 57
6. Limited Exposure to English ………………………….……………… 59

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CHAPTER V CONCLUSIONS AND SUGGESTIONS
A. Conclusions ………………………………………………………….. 61
B. Implications ………………………………………………………...… 62
C. Suggestions ………………………………………………………….. 62

REFERENCES ………………………………………………………………. 64
APPENDICES ……………………………………………………………….. 68

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