DECREASING STUDENTS’ ENGLISH SPEAKING

ANXIETY THROUGH COOPERATIVE LEARNING AT SMK

DARUSSALAM SUBAH

THESIS

By:

Rafiqa Irza Amirot

17716251041

ENGLISH EDUCATION DEPARTMENT

POST GRADUATE PROGRAM
STATE UNIVERSITY OF YOGYAKARTA
2019
 TABLE OF CONTENTS

TABLE OF CONTENTS............................................................................................ 2
CHAPTER I INTRODUCTION ............................................................................... 4

1. Background of the Study............................................................................... 4

2. Identification of the Problem ....................................................................... 7

3. Delimitation od the Problem ......................................................................... 9

4. Formulation of the Problem .......................................................................... 9

5. Objectives of the Study ................................................................................. 9

6. Significance of the Study ............................................................................ 10

CHAPTER II LITERATURE REVIEW ............................................................... 11

1. The Nature of Language Anxiety................................................................ 11

2. Types of Anxiety and Their Relation to Language Learning ..................... 12

3. Speaking ..................................................................................................... 13

4. Classroom Speaking Activities ................................................................... 14

5. Sources of Speaking Anxiety in the L2 Classroom .................................... 16

6. Cooperative Learning ................................................................................. 21

7. Conceptual Framework .............................................................................. 23

CHAPTER III RESEARCH METHODOLOGY ................................................. 25

1. Research Design .......................................................................................... 25

2. Research Setting .......................................................................................... 26

3. Research Subject ........................................................................................ 26

 4. Data Collection Procedure .......................................................................... 26

5. Data Analysis Technique ........................................................................... 28

6. Research Validity ....................................................................................... 29

7. Research Procedure .................................................................................... 31

REFERENCES ........................................................................................................... 33

APPENDIX ................................................................................................................ 36
 CHAPTER I

INTRODUCTION

1. Background of the Study

In order to face the development of science and technology in global era,

students need to communicate both spoken and written in English. Teaching

speaking in Indonesia is often set aside although speaking is crucial as means

of communication. Speaking is one of the most desirable skills, every English

learners wants to develop it. It is not surprising that speaking deserves more

attention due to its importance in current era. Flutcher (2003) explains that the

ability to speak a foreign language is without doubt as the most essential

language skills. In other words, speaking is a primary need that should be

developed by students.

In a vocational high school, the English materials tends to be English

practice, like communicative English, that will be useful for the students when

they participate in some vocations. Based on the School Based Curriculum

(KTSP), the levels of study in vocational school are divided into three; they Commented [A1]: Koq masih ini?

are novice, elementary, and intermediate level (Sudira, 2006). Students in the

tenth grade of vocational schools are expected to get to the novice level.
While students in eleventh grade and the twelve grade are expected to have

elementary and intermediate level. Novice level is characterized by an ability

to communicate minimally with learned material (Flucher, 2003). It means the

students in grade tenth of vocational school at least could understand and

answer the question in target language using simple utterances (Sudira, 2006).

In reality, although English has been taught since in elementary

school, most of the students in vocational schools rarely use English when

they communicate with their teacher or their partner in the classroom. In some

vocational high schools, students still facing with English learning which does

not enhance their oral communication, but it promotes boredom. This

condition can be affected at least by some factors. For example, the students

do not have enough vocabulary mastery and pronunciation. The lack of

students’ mastery in vocabulary and pronunciation make they do not feel

confident in sharing their idea in English orally. They are afraid of making

mistakes and being laughed by their friends. Sometimes they feel worried if

they were asked to speak in front of the class. Further, there are some

psychological factors which may affect students’ performance in speaking,

such as anxiety due to the complexity in English which has the composition of

grammar, intonation, expression and pronunciation that causing a sense of

difficulties in using the language.

Many ways can be done by teachers in order to support students in

improving their English skills, like through games, cards, drama, image,
dialogue, and another speaking activities that will build students’ interest and

brave in speaking English. But, some students feel unable and shy to do it.

They assume speaking English is difficult and frightened when they were

asked to practice the conversations. If a student is anxious and upset in

speaking English, then he or she will have difficulties in learning English. In

addition, learners usually become anxious when they are not the native

speaker of a particular language but are required to learn or use the language.

Speaking anxiety is a common phenomenon that most of the language

learners have though the level of anxiety varies from person to person. It is

important for educators to find ways to decrease their anxiety in the classroom

so the students feel comfortable in learning English. Therefore, it is crucial to

find some ways in order to help learners decreasing their anxiety in speaking.

Cooperative learning has been suggested as one possible means of

lowering anxiety in classrooms (Johnson and Holubec, 1990). It can be

inferred that the students will feel less anxious when they work with partners

or do the task in small groups. So, learning through cooperative way in

English classroom is believed to decrease anxiety. In order to overcome

anxiety which frequently happen in speaking classes, teachers should be able

to create an funengaging atmosphere in teaching and learning English. Based

on the description above, the writer is interested to do research entitled

‘’Decreasing Students’ English Speaking Anxiety through Cooperative

Learning at the Tenth Grade of SMK Darussalam Subah.’

2. Identification of the Problem

The use of cooperative learning in decreasing the students’ anxiety in

speaking English is the main point of this study. Language anxiety may be a

result as well as a cause of insufficient command of the target language

(Sparks and Ganschow, cited in Horwitz (2001). It means that inappropriate

instruction in teaching and learning process of the target language class can

lead foreign language learners to the problems which are related to language

anxiety.

In speaking class, anxiety is not only influences the student who feels

it but also other members of the class such as the teacher and friends. For the

teacher, student’s anxiety impedes the learning process of speaking because

some students do not want to speak at all while the teacher gives him/her

instruction to speak in English. For friends, the existence of some anxious

students will obstruct their progress because there will be less competitive

atmosphere in the class. When speaking performance or oral presentation held

in the class, sometimes students grumbled or even comes to silence because

they think oral presentation make them frustrated and intimidated. The

conditions make it possible that anxiety can influence the development

process of students’ performance in speaking.

 With regard to the above problem, the Indonesian government has

been struggling to find solution to overcome the problem. The Indonesian

government through Department of National Education has been establishing

the Pilot International Standard School (abbreviated PISS). The establishment

of the PISS program refers to the act number 20 of 2003 concerning the

National Education System (SISDIKNAS) states that the government and

local governments should organize at least a unit of education at all levels of

education to be developed further as a unit having international standards of

education. The establishment of PISS is aimed at facilitating students to

master good English proficiency and have global insight so that they can be

involved in global context (Depdiknas, 2007). The government believes that

through this program, the English ability of the graduates will be better on the

ground that the program offers great opportunities for the students to use

English inside or outside the classroom

Regarding In response to that government’s policy, the schools

teachers and schools should help the students in developing their ability in

learning English, especially in speaking. However, there are some obstacles in

learning English faced by the students. One of the problems is anxiety in

speaking. It has some negative impacts to the activities in the speaking class.

Anxious students tend to be passive and potentially influence the others.

Dealing with the condition, the students’ English speaking anxiety in the

classroom need to be decreased using a strategy; cooperative learning.

3. Delimitation of the Problem

Based on the identification of the problems above, the study will focus on

decreasing students’ anxiety in speaking English through Cooperative

Learning.

4. Formulation of the Problem

Based on background of the study, the problems of the research can be

formulated as follows:

1. What are the causes of anxiety in ….. ? Formatted: Font: (Default) Times New Roman

1.2.How can students’ anxiety in speaking English be decreased by using

cooperative learning?

2.3.To what extent students’ anxiety in speaking English can be decreased by

using cooperative learning?

5. Objectives of the Study

1. To find out the causes of ………..

1.2.To describe how cooperative learning decrease students’ anxiety in

speaking English at the tenth grade of SMK Darussalam Subah.

 2.3.To find outdetermine the extent to which students’ anxiety in speaking

English can be decreased with the use of cooperative learning at the tenth

grade of SMK Darussalam Subah.

6. Siginificance of the Study

Based on the formulation of the problems and the objectives of the study

stated above, the results of this study are expected to give benefit for:

1. School

The result of the study is expected to broaden the knowledge about the

cooperative learning to decrease students’ anxiety in speaking English.

2. Teachers

For English teachers it can be used an alternative in teaching English, they

can use cooperative learning in order to decrease students’ anxiety in

speaking English.

3. For students

The results of this study can help students to decrease their anxiety in

speaking skill by using cooperative learning strategy.

4. For researchers
 This study can give general knowledge of how to decrease students’

anxiety in speaking English and as the foundation for the next research.

CHAPTER II

LITERATURE REVIEW

1. The Nature of Language Anxiety

The term of anxiety can be defined as a “subjective feeling of tension,

apprehension, nervousness, and worry associated with an arousal of the

automatic nervous system” (MCIntyre and Gardner,1999). According to

Horwitz (2001) a psychological dimension to language anxiety saying that it

is a factor that creates a negative effect on learners’ psychology. Zhang &

Zhong (2012) state that we should pay attention on decreasing anxiety in

second language learning since it brings negative effects rather than positive

effects. Additionally, Brown (2000) states that anxiety is related to foreign

language learning contexts. When someone feels anxiety, he feels worried or

frustrated. Furthermore, anxiety can be generally associated with threats to

 self-efficacy and appraisals of situations as threatening (Pappamihiel, 2002).

In addition, Gregersen (2005) argues that learners who feel anxious in their

foreign language learning may find their study less enjoyable. So, it can be

said that language anxiety is a negative feelings in psychology, attitudes and

believes of human being that arouse in learners when they learn or use a

language.

2. Types of Anxiety and Their Relation to Language Learning

According to Pappamihiel (2002) there are two types of anxiety: trait anxiety

and state anxiety. If people have tendency of become anxious almost in every

situation, they belong to have trait anxiety. In addition, Riasati (2011)

similarly defined trait anxiety as character of human psychology which makes

people anxious in different situations and if people cannot reduce this type of

anxiety from them it becomes permanent. In relation with language learning

process, Riasati (2011) said that once trait anxiety becomes permanent in a

learners’ mind, it prevents the learners from learning the language.

Second, to define state anxiety, Pappamihiel (2002) said, when people

have tendency to become anxious in particular situations that is called as state

anxiety. Riasati (2011) provided example of state anxiety relating to language

anxiety. According to him, due to state anxiety, sometimes language learners

become anxious when they are asked to speak in the target language. The
 positive side of state anxiety is that this type of anxiety can be lowered when

people become used to with the particular situation that makes them anxious.

So, it can be said that researchers defined trait anxiety as permanent because it

appears in every situations of the person who feel it and state anxiety as

situational anxiety because it appears in particular situations.

In other words, the various activities in the language learning process

which happened in the classroom can influence students’ condition related to

their feeling of anxiety. Each student has different anxiety since they have

their own self-perceptions, belief, and behavior about how the classroom

language is supposed to be. It can provoke the negative reaction of the

students if the activities in the classroom are far more difficult and less

eenjoyable than their expectation.

3. Speaking

Speaking is an oral communication which occurs between the speakers and

the listeners. According to Thornbury (2001), speaking requires the ability to

cooperate in the management of speaking turns. It typically takes place in real

time with a little time for detailed planning as well. In this condition, a lot of

memorized lexical expressions are also necessary in spoken language.

Therefore, the study of grammar may not be the most important matter in

order to reach the most efficient way on speaking preparation.

 The ability to interact with others can be the parameter of successful

language acquisition. Brown (2000) explains that the high quality of

successful acquisition of language is always the demonstration of an ability to

accomplish the pragmatic goals through an interactive situation with other

speakers. Based on Harmer (2001), speaking happens when two or more

people are engaged in talking to each other. Here, they are conducting

speaking for some proper reasons, such as information sharing, asking or

giving something, and other communication purposes.

In line with the theories, it comes to the conclusion that speaking is the

ability to express something through a spoken language. Speaking is about

carrying the ideas into words which is dealing with someone’s perceptions,

and feeling to make other people convey the meaning or message of the

spoken language. Speaking is the way to express, share and to communicate

the ideas.

4. Classroom Speaking Activities

Speaking should be taught through communicative activities. Teachers should

find the appropriate activities which can encourage students to get involved

actively in the activities. Being involved in the classroom activities as well as

being able to communicate with other students can increase their motivation

in learning English. According to Brown (2000), the following are types of

classroom speaking performance:

a. Imitative

Drills offer learners an opportunity to listen and to orally repeat certain

strings of language that may pose some linguistic difficulty – either

phonological or grammatical. Drills offer limited practice through

repetition. They allow one to focus on one element of the language in a

controlled activity.

b. Intensive

Intensive speaking is designed to master some phonological or

grammatical aspect of language. Intensive speaking can be self-initiated or

it can even form parts of some pair work activity, where learners are going

over certain forms of language.

c. Responsive

A good deal of students’ speech in the classroom is responsive. Students

can give short replies to the teacher or they can simply asking questions or

comments using simple utterance. The replies are usually sufficient and do

not extend into dialogues. Such replies can be meaningful and authentic.

d. Transactional (dialogue)

The purpose is for conveying or exchanging specific information. It is an

extended form of responsive language. Conversation, for example, may

have more of a negotiative meaning rather than responsive.

f. Extensive (monologue)
 Learners at intermediate to advanced levels are called on to give extended

monologue in the form of oral reports, summaries, or perhaps short

speeches. In this case, the language are more formal and deliberative. The

monologues can be planned or impromptu.

e. Interpersonal dialogue

The purpose of interpersonal dialogue is for maintaining social

relationship rather than for the transmission of fact and information. For

learners, it is a little bit difficult to deal with this kind of conversation

because they can involve some of factors, such as a casual register,

colloquial language, emotionally charged language, slang, ellipsis,

sarcasm, and a covert “agenda”.

So, what is your stance/definition/opinion?

5. Sources of Speaking Anxiety in the L2 Classroom

There are several sources of speaking anxiety in the foreign language class;

some may be associated with the student’s personality, the specific context

where L2 is learned, the teacher, or the instructional practice. Anxiety may

also arise from certain speaking activities experienced by the learner.

According to Zhang and Zhong (2012) there are some factors which can cause

foreign language speaking anxiety:

1.) Lack of competence in foreign language linguistic items

 Kayaoğlu and Sağlamel (2013) stated that if the learners have lack of

grammatical knowledge of the target language and do not use it

regularly they face trouble in speaking which may make them feels

anxious. Additionally, they indicated that pronunciation as a factor

that creates anxiety in language learners. Participants in their study

stated that when they cannot pronounce a word correctly or do not

have knowledge about the pronunciation of any particular word, they

mispronounce and later on it makes them feel uncomfortable and

anxious to speak. Hashemi and Abbasi (2013) also added that

sometimes learners’ first language pronunciation interrupts their

L2/foreign language pronunciation which is also a source of language

anxiety factor to some learners. In short, when learners face difficulties

to understand and use the linguistics components of foreign language or

have lack of knowledge about these items they may feel anxious in

speaking.

2.) Fear of being inferior

Fear of making mistake is also a source that creates language anxiety

in some learners. When foreign language learners believe that making

errors can make them look funny or inferior to others they become

anxious (Kayaoğlu and Sağlamel, 2013). Similarly Gregerson (2005)

reported that sometimes language learners feel anxious because of the

fear of being laughed by their peers (as cited in Zhang & Zhong,
 2012). According to Hashemi and Abbasi (2013) some of the learners

believe that they will lose their ‘positive self-image or self- identity’ if

they say something wrong in the target language, they feel great

anxiety while speaking. It can be said that learners may become

anxious when their errors or mistakes lead them to an inferior position

in front of others.

3.) Fear of performance in test situation

Anxiety during tests is a common feature that most of the foreign

language anxious learners have. Learners become anxious when they

measure the risk of failing in a test (Kayaoğlu and Sağlamel, 2013).

When they get stuck or face problem in remembering they become

highly anxious (as cited in Hashemi and Abbasi, 2013: 641). This

anxiety experienced by learners if they also have less preparation

before perform in test.

4.) Competitive attitudes in language class

In Kayaoğlu and Sağlamel’s (2013) study, participants reported that

competitive classroom environment sometimes can create learners’

anxiety. In such an environment, learners try to do better than their

peers and when they fail to do so, they become anxious. Zhang and

Zhong (2012) also supported this by adding that anxious learners

 usually have a tendency to compare their own language proficiency

level with their peers.

5.) Fear of interaction with proficient speaker

Hashemi and Abbasi (2013) added that, while communicating with

language teacher sometimes foreign language learners become nervous

as their teacher’s proficiency level in target language is higher than

them. They need to think deeper first so they can speak well with

proficient speakers so they can convey the purpose of the interaction.

6.) Fear of being prominent

According to Hashemi and Abbasi (2013) some learners become

anxious in speaking activity because they believe that if they speak in

class they will be targeted. They will be the center of attention, every

body will pay attention on every single thing that learners delivered in

sepaking. So, it can be said that learners’ fear of being prominent in

front of others is responsible for creating foreign language anxiety.

7.) Social factors

Hashemi and Abbasi (2013) found from his study that social factors

are responsible for making learners anxious. Sometimes foreign

language learners face difficulties to improve their communicative

competence because they do not get enough exposure to use the

language in their own country. In this case, the role of exposure is

 essentials to make learners be accustomed to speak English and later

on they can minimize the feeling of anxious in speaking English.

8.) Teacher persuade language anxiety

According to Kayaoğlu and Sağlamel (2013), sometimes learners’

language anxiety derives from the nature of their teacher. When

language teachers follow strict ways to correct errors and do not create

positive classroom environment for the learners, they may become

anxious. Baker and Westrup (2003) stated that if the teacher directly

correct the learners’ mistakes and they are always corrected when they

make mistakes, they will be unmotivated and afraid of speaking. Then,

the aim of speaking task will be disturbed. In addition, when teacher

strategy move from the traditional way when teacher’s role as a source

of learning into facilitator of learning, students may feel change.

Sometimes the students are uncomfortable when they are given

autonomy to learn something. So that, it can be said that learners’

foreign language anxiety can be stemmed from teacher’s attitude,

teaching style, their role and their choice of keeping classroom

environment. Furthermore, the importance of creating a supportive

learning atmosphere, developing cooperative learning skills, and

enhancing interaction skill should be emphasized by the teacher.

9.) Role of learners’ background knowledge

 Kayaoğlu and Sağlamel (2013) conducted a research on language

anxiety on university students in Turkey and the participants stated

that their previous English language learning process was not effective

to learn the language properly.

So, it can be said that, learners’ previous knowledge about the target

language and the way they practiced before can be responsible for

creating language anxiety. If the students lack of experience in

speaking English it will make students stress and nervous because

experience build confidence, which is vital for oral communication.

6. Cooperative Learning

Kaur and Singh (2005) defines that cooperative learning refers to a method of

teaching which some students of varying skills level work together in small

group leading to common goal. In addition, Anderson (2004) argues that

cooperative is working together with others, working in one team which

mixed in a group to success together. From the sense of cooperative terms

explained by some experts, in this study cooperative learning is teaching

strategy in which students with a variety of grades and abilities work together

in small groups towards one goal.

According to Nunan (1989), adopting cooperative learning means

facing a challenge and changing. In cooperative learning students are not

considered as relatively passive recipients of knowledge, but rather active

participants and responsible for their own learning. Kohonen (2000) compares

the traditional structure of secondary schools with the experiential model. He

explained that in cooperative learning situations learners work together to

accomplish a goal, it can foster learner growth both in terms of academic

achievement, personal growth and the development of social and learning

skills. He highlights five factors which are necessary for successful

cooperative learning:

1. Positive interdependence, a sense of working together for a common goal

and caring about each other’s’ learning;

2. Individual accountability, in which every team member feels in charge of

their own and their teammates’ learning and makes an active contribution

to the group. Thus there is no ‘hitchhiking’ or ‘freeloading’ for anyone in

a team –everyone pulls their weight;

3. Abundant verbal, face-to-face interaction, where learners can explain,

argue, elaborate and link current material with what they have learned

previously;

4. Sufficient social skills, involving an explicit teaching of appropriate

leadership, communication, trust and conflict resolution skills so that the

team can function effectively;

5. Team reflection, whereby the team periodically assess what they have

learned, how well they are working together and how they might do better

as a learning team.
 Horwitz and Young (1991) identify the most common source of

anxiety as learners’ fears of being laughed by the others and learners’ fears of

making fool of themselves in public. Since cooperation requires learners to be

responsible for the whole group’s achievement and other group members’

learning it creates a supportive and welcoming atmosphere in the classroom.

Consequently, the fears mentioned above will decrease which results in a

decline in the levels of anxiety as well. Brewer and Klein (2005) state that

research on cooperative learning shows that students working in groups are

more motivated than those who work alone.

Moreover, the motivating effect of collaboration and cooperation has

been proven by various studies (Kaur and Singh, 2005). These show that

learners cooperating with each other are more motivated than the ones who

work individually. There are various cooperative learning techniques;

however, jigsaw and team reward techniques will be applied in this study

since these provide interdependence efficiently within the teams. In the jigsaw

technique, each member in the group is responsible for a part of the learning

task. First, the members in charge of the same part work together to learn it

perfectly because they are also responsible for teaching it to the other

members in their original groups. So, each member is dependent on the others

to learn the task completely. In team reward technique, teams have an

improvement point which is calculated with each member’s improvement

score; therefore, in order to get the reward, every team member is required to

contribute to it (Kaur and Singh, 2005).

6. Conceptual Framework

The need of establishing a comfortable and low anxiety environment is highly

recognized and emphasized. The less anxious and the more relaxed of the

learner, the better quality of their speaking performance would be. Anxiety

affects speakers’ self-esteem and confidence, therefore it causes deficiency in

speaking performance. However, if speaking is guided and organized in

proper way it can provide learning and skills that will be beneficial for the

students. Among some of learning strategies to decrease students’ anxiety is

learning in cooperative way.

VISUALIZE your CF in a comprehensive diagram HERE! Formatted: Centered

Cooperative learning can be applied in teaching and learning English

in classroom. It is also one of the ways to reduce students’ anxiety in speaking

English. In addition, it can enhance students’ ability and motivation in

speaking. The nature of cooperative learning offers the students’ cooperation

and team work during learning. This strategy is essential because it can help

the students’ interdependence, individual accountability within the group,

promotes social skills and gives them opportunity to elaborate and share their

ideas with others.

 Through the implementation of cooperative learning, the atmosphere

of the class becomes supportive, full of encouragement and enjoyable. It

offers the opportunity for the students to get involved actively in the

conversation with their peers and teacher. Therefore, the students do not feel

hesitate in speaking with their peers and teachers. It hopefully can reduce

students’ anxiety in speaking English.

CHAPTER III

RESEARCH METHODOLOGY Commented [A2]: Silahkan mulai menulis dalam bentuk

REPORT/PAST TENSE dan lengkapi setiap sub-section dengan
details of the processes/stages of your Data collection, analysis and
interpretation

1. Research Design

This study will be carried out under the principles of action research. In this

research, the researcher will focus on individuals, identify a problem of

practice and collect data to understand the phenomenon. She will notice the

students’ participation in speaking activities and see if there are any students

who feel anxiety and nervousness in speaking activities. The researcher

conducts this research to solve the problem related to the decreasing of

anxiety in speaking English at a vocational high school using cooperative

learning. In conducting the study, the researcher works together with her
 collaborator in deciding the subject of the research, identifying the field

problems occurring in the target classroom, up to implementing the actions.

Furthermore, Burns (2010) describes that action research follows four broad

phases in cycle of research planning, action, observation, and reflection.

2. Research Setting

The study will be conducted in SMK Darussalam Subah. It is located in Kemiri

Barat, Subah, Batang, Middle of Java, Indonesia. The researcher chooses the

vocational school since the students of vocational high school needs to be able to

speak English when they work after graduated from school. They should be able

to practice to speak in English in the classroom with comfortable situation.

3. Research Subject

The main subject in this research is the tenth grade students of SMK Darussalam

Subah of academic year 2018-2019. Commented [A3]: Dilengkapi, dijabarkan rinciannya

4. Data Collection Procedure

The data that will be collected are qualitative and quantitative data. The

qualitative data which are field notes and interview transcripts will be

collected through:

1.) The classroom observation of the English teaching and learning process.

The observation is needed to collect information about the students’ interests,

needs and likes regarding language learning; their emotions during oral

practice performances and learning strategies. The researcher will use

classroom observation because it enables researchers to document and reflect

systematically upon classroom interactions and events.

2.) Guided interview with the English teacher and the students in grade X.

The researcher will use interview to gain insights into things like students’

opinions, feelings, emotions and experiences in speaking English. In addition,

the questions in the interview will be related to the factors that cause the

existence of students’ anxiety in the classroom, especially in speaking

performance. Through this method, the researcher will also ask the

participants about their feeling, anxiety, difficulties they face, and other

factors that associated with their performance in English speaking.

3.) Documentation. The English learning process in the classroom will be

documented using camera. It is helpful to see the performance of the students

in speaking English and to give the real condition of the students. It is vital to

analyze deeper the psychological aspect; anxiety which experienced by the

students in speaking. It is also reflects to what extent cooperative learning

which apply in the classroom can reduce students’ anxiety in speaking.

Then, the quantitative data are in the form of students’ speaking

anxiety scores that will be collected through the test. In order to determine the

level of student's anxiety, a pretest will be conducted. The test is in the form

of questionnaire. A thirty three -Likert scale- test will be adapted for pretest;

the items were already designed by Horwitz and Cope (1986) FLCAS was

designed to investigate students’ language anxiety concerning communication

apprehension, test anxiety, and fear of negative evaluation (Horwitz, Horwitz

and Cope, 1991). The FLCAS has been rigorously validated for internal

reliability, test-retest reliability, and construct validity (Horwitz, 1991;

Horwitz et al., 1986). The item consists of 33 questions, each on 5 point scale

ranging from strongly agree (scale point 1) to strongly agree (scale point 5).

The questionnaire contains some questions which reveal about the anxiety of

learner and some indicate that learner was not anxious. The questionnaire was

translated into Indonesian.

The students need to choose one answer for each question. After the

treatment, a posttest will be conducted for the students in order to find out to

what extent the collaborative learning on reducing students’ anxiety in

speaking English. The items in the posttest are the same as those of the

pretest, just their order that will be changed. For instance, question number 1

will be changed to question number 5 and so on.

5. Data Analysis Technique

The data of the research which are field notes, pictures and video, and the

interview transcripts will be analyzed based on the qualitative data analysis.

Meanwhile, the students’ speaking anxiety tests will be analyzed based on

quantitative data analysis. It will be scored using SPSS. For the FLCAS, some

descriptive statistics will be used for each of their items. In fact, for each item,

the number of students who will opted for each choice will be counted.

Considering descriptive statistics, first the range, mean, mode, and standard

deviation of data will be calculated. Then, the researcher need to find out to

what extent the students’ anxiety in speaking English can be reduced through

cooperative learning based on the mean and standard deviation of the tests. Commented [A4]: Dilengkapi, dijabarkan rinciannya

6. Research Validity

To fulfil the validity of the research, the researcher follows the following

criteria proposed by Burns (1999):

1. Democratic validity, which is related to the extent to which the

research is truly collaborative. To fulfill this validity; the researcher,

the English teacher and the students will be given some chances to

express their opinions, ideas, and suggestions toward the problems

faced to look for the solution of the problems.

2. Outcome validity, which is related to the notions of actions leading to

outcome that are “successful” within the research context. This

 research has a purpose that is to reduce students’ anxiety in speaking

English through cooperative learning. When their speaking anxiety in

speaking English can be reduced, this research could be successful.

3. Process validity, which raises questions about the process of

conducting the research. To get the process validity, this research will

be done according to the research procedures decided. This research

will be done firstly by identifying the problems. Then the pre test will

be conducted and soon the actions will be done after that. The

observation and interview are also will be conducted while the action

applied. After that, the actions will be reflected and the revision will

be done in the next cycle to revise some weaknesses which occurred in

the previous cycle. Finally, the post test will be applied to measure the

success of this research.

4. Catalytic validity, which is related to the extent to which the research

allows participants to deepen their understanding of the social realities

of the context and how they can make changes in the teachers’ and

learners’ understanding of their role and the action taken as a result of

these changes. To the researcher, this research will improve her

understanding and knowledge in action research both theoretically and

practically. It also gave meaningful experience in teaching and

learning English, especially in speaking. To the teacher, this research

could give inspirations and solutions to problems which occurred in

 teaching and learning English. To the students, this research could

hopefully reduce their anxiety in practicing speaking English..

5. Dialogic validity, which parallels the processes of collaborative

enquiry or reflective dialogue with “critical friends” or other

practitioners. This validity is fulfilled by doing some dialogues among

the researcher, the English teacher and the students to improve the

next action. To look for the strengths and weaknesses in the research,

the teacher and the students will be given chance to express some

critiques and comments related to the action done by the researcher. Commented [A5]: Dilengkapi, dijabarkan rinciannya masing2
klaim anda ttg validity ini, Apa yg seolah-oleh ‘sudah’ anda lakukan

7. Research Procedure

1. Reconnaissance

The first step in conducting action research is finding facts and analyzing

them. In this study, the researcher will interview the English teacher to

identify the existing problems in the field. Then, the teaching-learning

process in the classroom will be observed. After doing the obeservation,

questionnaires related to foreign language anxiety in speaking will be

given to the students.

2. Planning
 At this stage, the researcher will makes general as well as specific plans.

The general plan will be made collaboratively to plan all aspects related to

the action research while the specific one was aimed to make the plans for

each cycle.

3. Action and observation

In this step, the researcher will implement the action plans. While

implementing the actions, the researcher will observe what is going on in

the classroom to know the occurring problems as well as to know the

successes of the actions. To record what will be observed, the researcher

will write field notes about all events happening in the classroom that will

be observed. In addition, the researcher will use video recording as

documentation of the implementation of the actions.

4. Reflection

Reflection is the evaluation done by the collaborator or research members.

The reflections have to be carried out collaboratively by discussing the

success of the actions as well as problems happening in the classroom

during the action implementation. At the end of the action, the researcher,

the English teacher and the students made reflections about the problems

occurring during the action implementation. The reflection of the actions

indicates the success of the action research. Commented [A6]: Ini juga: Dilengkapi, dijabarkan rinciannya
dengan komprehensif, runtut, dan lengkap
References: Commented [A7]: Pastikan kelengkapan dan kekonsistenan
penggunaan GAYA nya.

Anderson, K. Machlean, J. and Lynch. (2004). Study speaking. Cambridge:

University Press.
Beker , J., & Westrup, H. (2003). Essential speaking skills: A handbook for English
language teachers. London: Continuum.
Brewer, S. A. & Klein, J. D. (2005). Small group learning in an online asynchronous
environment.http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_sto
rage_01/0000019b/80/1b/a6/b8.pdf],
Brown, D. (2007). Principles of language learning and teaching (fifth ed.). New
York: Pearson Education, Inc.
Burns, A. (1999). Collaborative action research for english language teachers. New
York: Cambridge University Press. p.161-162.
Burns, A. (2010). Doing action research in English language teaching (5th Ed). New
York: Pearson Education.Inc.
Depdiknas. (2006). Peraturan menteri pendidikan nasional No. 22 tahun 2006
tentang standar isi. Jakarta: Depdiknas.
Flutcher,G. (2003). Testing second language speaking. Great Britain: Pearson
Education.
Gregersen, T. S. (2005). Non verbal cues: clues to the detection of foreign language
anxiety. Foreign language annuals. 38. p. 388-400.
Harmer, J. (2001). The practice of english language teaching. Essex: Pearson
Education Ltd.
Hashemi, M., & Abbasi, M. (2013). The role of the teacher in alleviating anxiety in
language classes. International Research Journal of Applied and Basic
Sciences, 4(3), 640- 646. Retrieved from:
www.irjabs.com/files_site/paperlist/r_726_180328102518.pdf
Horwitz, E.K. (2001). Language anxiety and achievement. Annual Review of Applied
Linguistics, 21, 112-126. doi: 10.1017/S0267190501000071
Horwitz, E. K. & Young, D. J. (1991). Language anxiety, from theory and research
to classroom implications. New Jersey: Prentice-Hall. Englewood Cliffs, N.J.
: Prentice Hall. p. 15-24.
Johnson, E. W., Johnson, R. T., & Holubec, E. J. (1990). Circles of learning: Coo-
peration in the classroom. Edina, MN: Interaction Book.
Kaur,R., Singh,J. (2005). An education revision guide for KPLI. (Selangor Darul
Ehsan: UG SDN BHD. p. 310
Kayaoğlu, M.N. & Sağlamel, H. (2013). Students’ perceptions of language anxiety in
speaking classes. Journal of History Culture and Art Research, 2(2), 142-160.
doi: 10.7596/taksad.v2i2.245
Kohonen, V. (2000). Experiential learning in foreign language education. London:
Pearson Education.
MacIntyre, P. D., & Gardner, R. C. (1994). The subtle effects of language anxiety on
cognitive processing in the second language learning. Language Learning.
4(4), 283-305.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge:
Cambridge University Press.
Pappamihiel, N.E. (2002). English as a second language students and english
language anxiety: Issues in the mainstream classroom. Research in the
Teaching of English, 36, 327-355. Retrieved from
www.jstor.org/discover/10.2307/40171530.
Sudira, P. (2006). Kurikulum Tingkat Satuan Pendidikan SMK. Departemen
Pendidikan Nasional.
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R & D. Bandung : Cv. Alfa Beta
Riasati, M.J. (2011). Language learning anxiety from EFL learners’ perspective.
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http://www.idosi.org/mejsr/mejsr7(6)04/18.pdf.
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International Journal of English Linguistics, 2(3), 27-33.
doi:10.5539/ijel.v2n3p27.
 APPENDIX

Foreign Language Classroom Anxiety Scale (FLCAS)

designed by Horwitz, Horwitz, and Cope

Please answer the following questions by providing the number correspondent to

the option that best describe your opinion. Commented [A8]: Ini ada ADAPTASDI atau ADOPSI?
ALASANNYA apa?

1. Strongly Agree 2. Agree 3. Neither Agree nor Disagree 4. Disagree 5.Strongly

Disagree

1. I never feel quite sure of myself when I am speaking in my foreign language class.

2. I don't worry about making mistakes in language class.

3. I tremble when I know that I'm going to be called on in language class.

4. It frightens me when I don't understand what the teacher is saying in the foreign language.
5. It wouldn't bother me at all to take more foreign language classes.

6. During language class, I find myself thinking about things that have nothing to do with the course.

7. I keep thinking that the other students are better at languages than I am.

8. I am usually at ease during tests in my language class.

9. I start to panic when I have to speak without preparation in language class.

10. I worry about the consequences of failing my foreign language class.

11. I don't understand why some people get so upset over foreign language classes.

12. In language class, I can get so nervous I forget things I know.

13. It embarrasses me to volunteer answers in my language class.

14. I would not be nervous speaking the foreign language with native speakers.

15. I get upset when I don't understand what the teacher is correcting.

16. Even if I am well prepared for language class, I feel anxious about it.

17. I often feel like not going to my language class.

18. I feel confident when I speak in foreign language class.

19. I am afraid that my language teacher is ready to correct every mistake I make.

20. I can feel my heart pounding when I'm going to be called on in language class.

21. The more I study for a language test, the more confused I get.

22. I don't feel pressure to prepare very well for language class.

23. I always feel that the other students speak the foreign language better than I do.

24. I feel very self‐conscious about speaking the foreign language in front of other students.

25. Language class moves so quickly I worry about getting left behind.

26. I feel more tense and nervous in my language class than in my other classes.
27. I get nervous and confused when I am speaking in my language class.

28. When I'm on my way to language class, I feel very sure and relaxed.

29. I get nervous when I don't understand every word the language teacher says.

30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language.

31. I am afraid that the other students will laugh at me when I speak the foreign language.

32. I would probably feel comfortable around native speakers of the foreign language.

33. I get nervous when the language teacher asks questions which I haven't prepared in advance.

KUESIONER

Identitas Responden

Nama :
Kelas :
Jawablah pertanyaan-pertanyaan berikut ini dengan memberikan piihan jawaban yang
paling sesuai dengan pendapat anda.

1. Sangat setuju 2. Setuju 3. Netral 4. Tidak setuju 5. Sangat tidak setuju Commented [A9]: Apakah terjemahan dari items dibawah ini
sudah di validasi dengan benar?

1. Saya tidak pernah merasa yakin akan diri saya ketika saya berbicara di kelas bahasa asing saya. ( )

2. Saya tidak khawatir jika membuat kesalahan di kelas bahasa. ( )

3. Saya gemetar ketika saya mengetahui bahwa saya akan dipanggil di dalam kelas bahasa. ( )

4. Saya takut ketika saya tidak memahami apa yang guru katakan dalam bahasa asing. ( )
5. Saya tidak merasa terganggu sama sekali untuk mengambil kelas bahasa lagi. ( )

6. Selama di kelas, saya memikirkan tentang sesuatu yang tidak berkaitan dengan pelajaran. ( )

7. Saya tetap memikirkan bahwa siswa-siswa lain memiliki kemampuan berbahasa yang lebih bagus
dibandingkan dengan saya. ( )

8. Saya biasanya merasakan ketenangan selama tes beralngsung di kelas bahasa. ( ) Formatted: Highlight

9. Saya mulai panik ketika saya harus berbicara tanpa persiapan di kelas bahasa. ( )

10. Saya khawatir tentang konsekuensi kegagalan dalam kelas bahasa asing saya. ( )

11. Saya tidak memahami mengapa beberapa orang begitu khawatir di dalam kelas bahasa asing. ( )

12. Di dalam kelas bahasa, saya bisa gerogi, saya lupa akan hal-hal yang saya ketahui. ( ) Formatted: Highlight

13. Hal yang memalukan bagiku untuk menjawab pertanyaan secara sukarela di kelas bahasa. ( ) Formatted: Highlight

14. Saya tidak akan merasa gerogi berbicara dalam bahasa asing dengan penutur bahasa asli. ( )

15. Saya merasa cemas ketika saya tidak mengetahui apa yang guru benarkan. ( )

16. Meskipun saya telah mempersiapkan diri dengan baik untuk kelas bahasa, saya tetap merasa
khawatir. ( )

17. Saya sering merasa seperti tidak berada di kelas bahasa. ( )

18. Saya merasa percaya diri ketika saya berbicara di kelas bahasa asing. ( )

19. Saya khawatir bahwa saya guru bahasa saya mulai mengoreksi setiap kesalahan yang saya buat.( )

20. Saya bisa merasakan jantung saya berdegup ketika saya akan dipanggil di kelas bahasa. ( )

21. Semakin saya belajar untuk tes bahasa, semakin saya merasa bingung. ( )

22. Saya tidak merasa tertekan untuk mempersiapkan diri dengan baik untuk kelas bahasa. ( )

23. Saya selalu merasa bahwa siswa-siswa yang lain berbicara bahasa asing lebih baik dibandingkan
saya. ( )

24. Saya merasa sangat sadar diri tentang berbicara bahasa asing di depan siswa-siswa lain. ( )
25. Kelas bahasa berlangsung sangat cepat, saya khawatir akan tertinggal. ( )

26. Saya merasa lebih tegang dan gerogi di kelas bahasa daripada di kelas lain. ( )

27. Saya merasa gerogi dan bingung ketika saya berbicara di dalam kelas bahasa. ( )

28. Ketika saya berjalan menuju kelas bahasa, saya merasa yakin dan santai. ( )

29. Saya merasa gerogi ketika saya tidak memahami setiap kata yang guru saya sampaikan. ( )

30. Saya merasa kewalahan dengan beberapa aturan yang harus dipelajari untuk berbicara bahasa
asing. ( )

31. Saya merasa khawatir bahwa siswa-siswa lain akan menertawakan saya ketika saya berbicara
bahasa asing. ( )

32. Saya akan merasa nyaman berada di sekitar penutur bahasa asli bahasa asing. ( )

33. Saya merasa gerogi ketika guru bahasa mengajukan pertanyaan-pertanyaan yang belum saya
persiapkan dengan baik. ( )