STUDENTS’ PERCEPTION OF THE ANXIETY IN SPEAKING ENGLISH: DESCRIPTIVE STUDY AT ELEVENTH GRADE STUDENTS OF SMAN 2 PRAYA ACADEMIC YEAR 2015/ 2016
| Main Author: | ARDHI, MOH. MAULANA |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2016
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| Subjects: | |
| Online Access: |
http://eprints.unram.ac.id/2972/ |
Daftar Isi:
- The purposes of this study are to identify the causes of the anxiety and to know about the negative and positive effects of the anxiety and the strategies used by students and teacher to reduce the anxiety. The present study employed descriptive as a method. This descriptive study involved 38 students of the eleventh grade students of senior high school 2 Praya. The findings of this study are: 1) The causes of the anxiety which are often faced by the students are from students’ characteristics (69%) and classroom procedure (66%). It does not mean that the teacher characteristic is not included, even it got (42%) of respondents’ answer. It is still included but it does not really influence students’ performance in speaking English; (2) Anxiety can negatively influenced students’ performance in speaking English, which is prove by most of respondents felt shy and unconfident when they were nervous (17 responses). Then, anxiety gave a positive thing for the students, which is as a motivation to learn more (14 responses); (3) The strategy used to decrease the anxiety from students are a good preparation (36 responses), relaxation (32 responses), positive thinking (17 responses), peer seeking (7 responses) and resignation (1 responses). Then, the strategies that should be applied by the teacher to cope the anxiety are inviting the students to make some jokes in language learning (9 responses), do not force the students to master all items (6 responses), giving a good and clear explanation in order to make the students understand (5 responses), it should be full of entertaining like song activities and telling story (5 responses), supporting the students with a suggestion (6 responses), admonishing if there are any mistakes or material which have not been comprehended (4 responses), motivating the students (5 responses), and provide a learning with a game (5 responses).