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library.uns.ac.id digilib.uns.ac.id
THE INFLUENCE OF ENGLISH LEARNING ANXIETY
ON EFL LEARNERS
(A Descriptive Qualitative Case Study at SMA Negeri 4 Surakarta
in Academic Year 2016/2017)
A THESIS
FATIN FAUZIYYAH RAHMA CITA
K2213025
Submitted to the Teacher Training and Education Faculty
of Sebelas Maret University to Fulfill One of the Requirements to Obtain
the Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
library.uns.ac.id digilib.uns.ac.id
iii
THE INFLUENCE OF ENGLISH LEARNING ANXIETY
ON EFL LEARNERS
(A Descriptive Qualitative Case Study at SMA Negeri 4 Surakarta
in Academic Year 2016/2017)
By:
FATIN FAUZIYYAH RAHMA CITA
K2213025
A THESIS
Submitted to the Teacher Training and Education Faculty
of Sebelas Maret University to Fulfill One of the Requirements to Obtain
the Undergraduate Degree of Education in English Education Department
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2017
library.uns.ac.id digilib.uns.ac.id
vi
ABSTRACT
Fatin Fauziyyah Rahma Cita. K2213025. THE INFLUENCE OF ENGLISH
LEARNING ANXIETY ON EFL LEARNERS (A DESCRIPTIVE
QUALITATIVE CASE STUDY AT SMA NEGERI 4 SURAKARTA IN
ACADEMIC YEAR 2016/2017). Thesis, Surakarta: Teacher Training and
Education Faculty, Sebelas Maret University, August 2017.
This research is aimed at (1) investigating the factors underlying students’
anxiety in EFL learning; and (2) finding out the influence of learning anxiety on
students’ behavior in EFL classroom.
This research uses qualitative case study method. The research was carried
out in April to May 2017 in SMA Negeri 4 Surakarta which is located at Jl. Adi
Sucipto No. 1 Surakarta. The sources of the data were events and informants. The
data were collected through observation, interview, and questionnaire. The
performance of EFL learners were observed and noted. The data were analyzed
using interactive model of qualitative data analysis technique which includes data
reduction, data display, and drawing conclusion.
Based on the observation, in-depth interview, and questionnaires, it can be
concluded that: (1) the factors underlying students’ anxiety in EFL learning were
categorized into three, namely a) linguistic factors, b) task anxiety, and c)
interpersonal relationship in the classroom. (2) The influence of the learning
anxiety on students’ behavior appeared in various ways such as nervousness, odd
gestures, reluctance in speaking, ignorance of the learning tasks, complaints about
the materials, reluctance in joining the teacher’s activity, and intention to skip the
class. The learning anxiety can affect students’ behavior in any manner due to the
different characteristics of them.
A certain amount of anxiety can be beneficial to students because it gives
alert to them to be aware of their learning tasks. On the contrary, too much of it
hindered the learners from achieving a successful learning since they are afraid to
try. However, a balance in learning is needed. Thus, the learning anxiety should
be well maintained in order to reduce the negative effects on students so that the
benefits of it can be maximized by being cautious of students’ psychological
factors and feelings.
Keywords: language learning, foreign language anxiety, learning anxiety
library.uns.ac.id digilib.uns.ac.id
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ABSTRAK
Fatin Fauziyyah Rahma Cita. K2213025. PENGARUH KECEMASAN
DALAM BELAJAR BAHASA INGGRIS TERHADAP SISWA
PEMBELAJAR BAHASA ASING (DESKRIPTIF KUALITATIF STUDI
KASUS DI SMA NEGERI 4 SURAKARTA TAHUN AJARAN 2016/2017).
Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sebelas
Maret. Agustus 2017.
Tujuan penelitian ini adalah (1) menginvestigasi faktor-faktor yang
melatarbelakangi kecemasan siswa dalam belajar Bahasa Inggris; dan (2)
mengidentifikasi pengaruh kecemasan dalam belajar terhadap perilaku siswa di
kelas Bahasa Inggris.
Penelitian ini menggunakan metode kualitatif studi kasus. Penelitian ini
dilaksanakan pada bulan April sampai Mei 2017 di SMA Negeri 4 Surakarta yang
terletak di Jl. Adi Sucipto No. 1 Surakarta. Sumber data meliputi peristiwa dan
wawancara. Data dikumpulkan melalui observasi, wawancara, dan kuisioner.
Penampilan siswa pembelajar Bahasa Inggris diamati dan dicatat. Data dianalisis
menggunakan teknik analisis kualitatif model interaktif yang meliputi reduksi
data, tampilan data, dan penarikan kesimpulan.
Berdasarkan observasi, wawancara mendalam, dan kuisioner, dapat
disimpulkan bahwa: (1) faktor-faktor yang melatarbelakangi kecemasan siswa
dalam belajar Bahasa Inggris dikategorikan menjadi tiga, yaitu a) faktor tata
bahasa, b) kecemasan terhadap tugas, dan c) hubungan perseorangan di dalam
kelas. (2) Pengaruh kecemasan dalam belajar terhadap perilaku siswa terlihat
dalam berbagai bentuk seperti gugup, gerak tubuh yang tidak biasa, enggan
berbicara, pengabaian tugas belajar, keluhan terhadap materi, enggan mengikuti
kegiatan yang dierikan guru, dan memiliki niat untuk bolos kelas. Kecemasan
dalam belajar dapat mempengaruhi perilaku siswa secara beragam karena
perbedaan karakteristik mereka masing-masing.
Rasa cemas dalam batas tertentu bermanfaat bagi siswa agar siap dan
waspada atas tugas-tugas dalam belajar. Sebaliknya, kecemasan yang terlalu
tinggi akan menghalangi siswa meraih kesuksesan dalam belajar karena rasa takut
untuk mencoba. Bagaimanapun, keseimbangan dibutuhkan dalam belajar. Oleh
karena itu, kecemasan dalam belajar perlu diperhatikan dengan baik agar
dampaknya terhadap siswa dapat dikurangi dan manfaat yang ada dapat
dimaksimalkan dengan memperhatikan faktor-faktor psikologis dan perasaan
siswa.
Kata kunci: pembelajaran bahasa, kecemasan bahasa asing, kecemasan dalam
belajar
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MOTTO
Allahu Ya Rahman, Allahu Ya Rahim
Allah the Most Gracious, Allah the Most Merciful
“Have courage and be kind”
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DEDICATION
This thesis is wholeheartedly dedicated to:
My parents
For the love in life
My brothers J and K
“Be good, bro”
Akung and Uti
For the support and prays
My cats
“Mum loves you”
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ACKNOWLEDGEMENT
Bismillahirrahmanirrahiim,
First of all, the writer would like to give all praises to Allah the almighty
God, the Lord of the world for the blessings in her life and guidance during the
completion of this thesis.
The writer also received much help from others. Many people supported
so that this thesis could finally be finished. Thus, the writer would like to say her
sincere thanks to:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University;
2. Teguh Sarosa S.S., M.Hum., as the Head of English Department of Teacher
Training and Education Faculty;
3. Drs. Gunarso Susilohadi, M.Ed., TESOL, as the first consultant for his
knowledge, patience, enthusiasm, and motivation. His guidance helped the
writer in all the time of the working on this thesis;
4. Ellisa Indriyani P. H., S.Pd., M.Hum., as the second consultant for her spirit,
time, and advice. Her encouragement is priceless;
5. Drs. Martono, M.A., as the academic consultant for the cutest British English
ever with the smiley face of him;
6. The board of English Department lecturers, for the wonderful knowledge,
kindness, and guidance so the writer could gratefully enjoy her time and had
precious moments during the college years;
7. Drs. M. Thoyibun, S.H., M.M., as the Headmaster of SMA Negeri 4 Surakarta
who has given me the permission to carry out the research;
8. Dra. Isnaini Boedi Ratnawati, the English teacher in SMA Negeri 4 Surakarta
for kindly welcome me to conduct the research;
9. Her beloved family: Ayah, Ibu, brother J and K for being the biggest supporter
and giving the joy, laughter, treasure of my life;
10. Akung and Uti, thousands of roses would never be enough to show how
grateful I am of you;
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11. Ayu Dwi Anggraheni, for being sincere and had me your shoulder to rely on
in the most difficult times of mine. Thank you for always being there since the
very start;
12. The greatest, pizza squad: Indah Pertiwi and Vitadinar for the good and bad
that we have shared together;
13. Big family of A Class of English Department 2013, for the colorful moments
in my college time;
14. The participants: BR, AY, and PD for being helpful and cooperative during
the research;
15. The unbelievable kids: Alvin, Alex, El, Nindyo, Athaya, and friends for being
super cool and humble;
16. Camaro members of Smaracatur, for the warmth and laugh. You are
awesome! and;
17. Anyone who has prayed and support the writer to accomplish this thesis.
I am the one who responsible of any errors that may remain in this work.
Therefore, constructive feedback, comments, and suggestion are welcome for the
betterment of this thesis. I hope this thesis will give some knowledge for readers
and can contribute in further research.
Surakarta, September 2017
Fatin Fauziyyah Rahma Cita
library.uns.ac.id digilib.uns.ac.id
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TABLE OF CONTENTS
COVER ..................................................................................................................... i
PRONOUNCEMENT ............................................................................................... ii
TITLE ........................................................................................................................ iii
APPROVAL OF CONSULTANTS .......................................................................... iv
APPROVAL OF BOARD EXAMINERS ................................................................ v
ABSTRACT .............................................................................................................. vi
ABSTRAK ................................................................................................................ vii
MOTTO .................................................................................................................... viii
DEDICATION .......................................................................................................... ix
ACKNOWLEDGMENT ........................................................................................... x
TABLE OF CONTENTS .......................................................................................... xii
LIST OF TABLES .................................................................................................... xiv
LIST OF FIGURES .................................................................................................. xv
LIST OF APPENDICES ............................................................................................ xvi
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................... 1
B. Problem Statements ....................................................................................... 4
C. Objectives of the Study ................................................................................. 4
D. Benefits of the Study ..................................................................................... 4
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Nature of Foreign Language Anxiety ..................................................... 5
B. EFL Learners’ Characteristics ...................................................................... 10
C. Teaching to EFL Learners ............................................................................. 13
D. Students’ Needs ............................................................................................. 16
E. Review of Related Studies ............................................................................ 18
F. Rationale ....................................................................................................... 20
CHAPTER III RESEARCH METHOD
A. Place and Time of the Research ..................................................................... 22
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xiii
B. Research Approach ....................................................................................... 22
C. Sources of Data ............................................................................................. 23
D. Participants ..................................................................................................... 23
E. Data Collection .............................................................................................. 23
1. Interview ................................................................................................. 23
2. Observation ............................................................................................. 24
3. Questionnaire .......................................................................................... 24
F. Trustworthiness of the Data .......................................................................... 24
1. Triangulation of Method ......................................................................... 24
2. Member Checking ................................................................................... 25
G. Data Analysis ................................................................................................ 25
CHAPTER IV RESEARCH FINDINGS AND DISSCUSSION
A. Research Findings ......................................................................................... 27
1. The Factors of English Learning Anxiety ............................................... 27
a. Linguistic Factors .............................................................................. 27
b. Task Anxiety ..................................................................................... 30
c. Interpersonal Relationship in Classroom .......................................... 32
2. The Influence of Anxiety on Learners’ Behavior ................................... 36
B. Discussion ..................................................................................................... 40
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
A. Conclusion .................................................................................................... 46
B. Implication .................................................................................................... 47
C. Suggestion ..................................................................................................... 47
BIBLIOGRAPHY ..................................................................................................... 49
APPENDICES .......................................................................................................... 51
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xiv
LIST OF TABLES
Table 3.1 Research Schedule ..................................................................................... 22
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LIST OF FIGURES
Figure 3.1 Components of Data Analysis: Interactive Model.................................... 26
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LIST OF APPENDICES
Appendix I-------Surat Izin Menyusun Skripsi .......................................................... 51
Appendix II------Surat Permohonan Izin Penelitian ................................................. 52
Appendix III-----Surat Permohonan Izin Penelitian ................................................. 53
Appendix IV-----Surat Keterangan ........................................................................... 54
Appendix V------Instrument of the Research Field Notes ........................................ 55
Appendix VI-----Observation Field Notes ................................................................ 56
Appendix VII----Instrument of the Research Interview ............................................ 84
Appendix VIII---Transcript Interview with Students ............................................... 88
Appendix IX-----Transcript Interview with Friends ................................................. 109
Appendix X------Transcript Interview with the Teacher .......................................... 120
Appendix XI-----Instrument of the Research Questionnaire .................................... 124
Appendix XII----Result of Students’ Questionnaires ............................................... 127
Appendix XIII---Photographs ................................................................................... 130