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AN ANALYSIS OF STUDENTS SPEAKING ANXIETY STUDENTS …

AN ANALYSIS OF STUDENTS SPEAKING ANXIETY STUDENTS OFENGLISH FOREIGN LANGUAGE (EFL)AT THE FIFTHSEMESTERENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNGACADEMIC YEAR OF 2018/2019A ThesisSubmitted in Partial Fulfillment ofRequirements For S-1 DegreeBy:NUR ISNAININPM. 1411040124 Study Program: English EducationTARBIYAH AND TEACHER TRAINING FACULTYRADEN INTAN STATEISLAMIC UNIVERSITYLAMPUNG2018AN ANALYSIS OF STUDENTS SPEAKING ANXIETYSTUDENTSINENGLISH FOREIGN LANGUAGE (EFL) AT THE FIFTH SEMESTERENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNGACADEMIC YEAR OF 2018/2019A ThesisSubmitted in Partial Fulfillment ofRequirements For S-1 DegreeBy:NUR Program: English EducationAdvisor: Syofnidah Ifrianti, : Deri Herdawan, AND TEACHER TRAINING FACULTYSTATE ISLAMIC UNIVERSITY OFRADEN INTAN LAMPUNG2018iiABSTRACTANANALYSIS OF STUDENTS SPEAKING ANXIETY STUDENTS OFENGLISH FOREIGN LANGUAGE (EFL) AT THE FIFTH SEMESTERENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNGACADEMIC YEAR 2018/2019By:NUR ISNAINIS peaking is the action of convey information or expressing the idea and feelingsin spoken English.

blessing me with His mercy and guidance to finish this thesis. The peace is uponour prophet Muhammad SAW, as well as his family and followers. This thesis entitled “An Analysis of Students’ Speaking Anxiety Students of English Foreign Language (E FL) at The Fifth Semester English Department of UIN Raden

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Transcription of AN ANALYSIS OF STUDENTS SPEAKING ANXIETY STUDENTS …

1 AN ANALYSIS OF STUDENTS SPEAKING ANXIETY STUDENTS OFENGLISH FOREIGN LANGUAGE (EFL)AT THE FIFTHSEMESTERENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNGACADEMIC YEAR OF 2018/2019A ThesisSubmitted in Partial Fulfillment ofRequirements For S-1 DegreeBy:NUR ISNAININPM. 1411040124 Study Program: English EducationTARBIYAH AND TEACHER TRAINING FACULTYRADEN INTAN STATEISLAMIC UNIVERSITYLAMPUNG2018AN ANALYSIS OF STUDENTS SPEAKING ANXIETYSTUDENTSINENGLISH FOREIGN LANGUAGE (EFL) AT THE FIFTH SEMESTERENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNGACADEMIC YEAR OF 2018/2019A ThesisSubmitted in Partial Fulfillment ofRequirements For S-1 DegreeBy:NUR Program: English EducationAdvisor: Syofnidah Ifrianti, : Deri Herdawan, AND TEACHER TRAINING FACULTYSTATE ISLAMIC UNIVERSITY OFRADEN INTAN LAMPUNG2018iiABSTRACTANANALYSIS OF STUDENTS SPEAKING ANXIETY STUDENTS OFENGLISH FOREIGN LANGUAGE (EFL) AT THE FIFTH SEMESTERENGLISH DEPARTMENT OF UIN RADEN INTAN LAMPUNGACADEMIC YEAR 2018/2019By:NUR ISNAINIS peaking is the action of convey information or expressing the idea and feelingsin spoken English.

2 This research explained about ANALYSIS the STUDENTS speakinganxiety in English foreign language (EFL) at the Fifth Semester EnglishDepartment of UIN Raden Intan Lampung in the academic year 2018? research used qualitative research method. The researcher chose the FifthSemester English Department B and F class which consists 68students. Incollecting the data, the researcher used observation,interview and researcher used three major phases of the data ANALYSIS , they were: datareduction, data display and conclusion drawing the data ANALYSIS , the researcher found some conclusion of STUDENTS SPEAKING ANXIETY at the Fifth Semester English Department of UIN Raden IntanLampung as follows: first, researcher found that STUDENTS SPEAKING ANXIETY factorin English foreign language (EFL) were: feltself-prediction toward fear, irrationalfaith, over sensitivity toward threat, the sensitivity of ANXIETY , wrong attributionbody signal, low self-efficacy.

3 Second, the causes of STUDENTS SPEAKING anxietythat STUDENTS were unconfident to speak English, fear to make mistakes whenspeaking, ANXIETY when teacher asked to speak up, and shy to perform in front :factors of SPEAKING ANXIETY , Descriptive Qualitative Research, SPEAKING , SPEAKING writer is a student with the following identity:Name: Nur IsnainiStudents Number:1411040124 Thesis: An ANALYSIS of STUDENTS SpeakingAnxietyofEnglish Foreign Language (EFL) at theFifth Semester English Department of UINR aden Intan Lampung in the Academic Yearof 2017/2018 Certify that this thesis is definitely my own work. I am completelyresponsible for The content of this thesis. Other writers opinions orfindings included in the thesis are quoted or cited in accordance withethical Lampung,Desember2018 Declared by,Nur thesis is dedicated beloved parents, Mr.

4 Sumadi and Mrs. Siti Maemunah whohave already prayed and supported for my success and adviseme all the love them so brother Nur beloved lectures andalmamater UIN Raden Intan Lampungwhichhas contributed a lot for my beloved peer, Febri Indriyani, Ro inatuz Zahro, Qurrota Ayun, Rika, Asha, Diro. Whoalways support me. I m thelucky one to have beloved friends in PBI B who always give me support andthanks for experiences in four VITAEThe writer s name is Nur Isnaini. She is called iis. She was born in Waynipah onMarch 1st1996. She is the second child of Mr. Sumadi and Mrs. Siti has onebelovedbrotherhis name is Nur Kholis. She live on Pringkumpul,Pringsewu writer began her study in Elementary School at MIN Al-Fajar Pringsewu2002 and graduated in 2008. She continued her study in Junior High School atBoarding School of PON-PES Roudlotul Qur an Metro and graduated in , she studied at MAN 1 MODEL Bandar Lampungand graduated finishing her study in Senior High School, she decided to study in EnglishEducational Program of Tarbiyah and Teacher Training Faculty Raden Intan StateIslamic University Writer,Nur IsnainiNPM.

5 1411040124ixACKNOWLEDGEMENTIn the name of Allah, the almighty, the most beneficent and the most merciful,forblessing me with His mercy and guidance to finish this peace isuponour prophet MuhammadSAW,as well ashis family and followers. Thisthesis entitled An ANALYSIS of STUDENTS SPEAKING ANXIETY STUDENTS of EnglishForeign Language (EFL) at The Fifth Semester English Department of UIN RadenIntan Lampung Academic Year 2018/2019 is submitted as a compulsoryfulfillment of the requirements for S1 degree of EnglishStudyProgram atTarbiyah and Teacher TrainingFaculty, StateIslamicUniversityRaden IntanLampung. When finishing this thesis, the researcherhas obtained so much help,assistance, aid, support andmany valuable things from various sides. Therefore,the researcher would sincerely , , theDean of Tarbiyah and TeacherTraining FacultyofUIN Raden Intan , , the chairpersonofEnglish Education Study Program of UINR aden Intan Ifrianti, as the first advisor who has patiently guided anddirected theresearcheruntil the completion of this Herdawan, ,as the secondadvisorwho has patiently guided andhelpedin correctingandgivingcountless timefortheresearcherto finishthis Hidayat, as the speakinglecturerin English Department of UINR aden Intan lecturers of English Department ofUINR adenIntan Lampung who havetaught theresearchersince thebeginningof her semester of English Department UIN Raden Intan writer friends of B class in English Department 2014 of UIN RadenIntan Lampungwho cannot be mentioned individually.

6 The writer is fully aware that there are still a lot of weakness in this this, the writer truthfully criticism and suggestion from the readers to enhancethe quality of the Lampung,September 2018 TheResearcher, OF OF OF the of of of the of the usesof the of the IILITERATURE OF Function of Nature of of and English Foreign as Foreign Language Foreign Language Research on Foreign Language III: RESEARCH Collection of the of IV FINDINGS AND of )Result of )Result of )Result of of Data )Data ) ) ) )Data )Observation )Interview )Questionnaire )Conclusion/ Drawing SPEAKING ANXIETY Factor in English foreign Language(EFL).. ofStudents SPEAKING ANXIETY in English Foreign Language(EFL)..64 CHAPTER V CONCLUSSION AND OF TABLES pageTable 1 The Primary Characteristic of 2 Population of the Specification of 4 Specification of Interview of the 5 Questionnaire Guideline forthe 6 Questionnaire 7 Observation 7 Interview 8 Questionnaire OF APPENDICESA ppendix 1 AResult of Student s Interview/.

7 Appendix 1 B Interview Guideline with the teacher/..Appendix 1 C Interview Transcript with the teacher/..Appendix 1 DObservation Result/..Appendix 1 EQuestionnaire Transcript/..Appendix 1 FResult ofQuestionnaire/..Appendix 1 G Validation Form For ANXIETY Test/..CHAPTER of the ProblemCurrently, English is important languagein our ,Indonesiangovernment has definitedthat English is one of subject curriculums inIndonesian school. It becomes a local subjectinElementary School, includessubject in JuniorHigh School, Senior High School andsubject of the highereducation institution. Itis hoped that Indonesian studentscan master Englishthrough at their learning English, there are four skills thatareneed to be mastered bystudents. They are listening, SPEAKING , reading and of themisspeaking, SPEAKING as productive is the skill that the studentswill be judged upon most in real-life situation.

8 It is an important part ofeveryday interaction and most often the first impression of a person is basedonthestudents ability to speak fluently and ,Richardstate SPEAKING is one of the central elements of communication inEFL (English as a Foreign Language) teaching, it is an aspect that needsspecial attention and instruction .21 Jack C. Richards and Theodore S. Rodgers,Approaches and Methodes in LanguageTeaching, (Cambridge: CambridgeUniversity Press, 1991), p. C. Richards And Willy Language Teaching Anthology ofCurrent Practice,(Cambridge: Cambridge University Press, 2002), p. is much to be used incommunication. Because byspeaking, peoplecan communicate directlyand others can give and grabresponsesin a shorttime. Moreover,Nunan statedthat people must master the art of SPEAKING isthe single most important aspect of learning a second or foreign language, andsuccess is a measured in terms of the ability to carry out a conversation thelanguage , we cannot livewithout doing some speakingactivities with the , SPEAKING is not easybut we must tryitsinceit is a way to express ideas and opinions directly what we are ,there are many problemsin mastering SPEAKING , fromstudentsteaching process etc.

9 One problem of the STUDENTS are related to emotion. Ifstudents were experiencing emotional strain it can inhibit or disturbtheconcentration of study and canalso appear nervous and stuttering in isimportant in the conversation or classroomactivities,since ithasgoodimpact on learning. Brown statesthat emotions affect learning in themost fundamental way because they are the foundations of the learningstrategyand means every state in STUDENTS self that accompaniedof affective both at the weak level and broad grouped in two kinds,sensory emotion and mental ,Sensory emotion is the emotion avoked by the stimuli from outside tothe body, examples: cool, sweet, tired, satiety, and hunger. Second, : Learning-centered communication. Boston, MA: Heinle&Heinle/Internasonal Thomson. Level 1-4. Yusuf,PsikologiPerkembanganAnakdanRemaja ,(Bandung:RemajaRosdakarya, 2009), Douglas Brown,Breaking the Language Barrier, (Yarmouth: Intercultural Press,Inc.)

10 , 1991), is the emotion has psychiatric reasons. Example: intellectual feeling,social feeling, morality feeling, aesthetic feeling, definity theemotion is ariseddue to influence from changes in physical or the regardof foreign language, STUDENTS emotions tend to be morediscouraging rather than encouraging. One of the emotional statesthat makesuch process become difficult is can be divided such asfeeling oftension, worry, and anxietywill impede STUDENTS ability to performsuccessfully in a foreign language classroom. According to Oxford, Mostlanguage research shows a negative relationship between ANXIETY example, when the teacher asksstudents to practice in frontof the class. Some of them thought that if they make mistake, their classmatewill laugh at them. So they preferred to be quite. That condition leads thestudents to feel anxious in classroom and it may influence their harms STUDENTS performance by way of worry, self-doubt, andreducing participation.


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