students' speaking anxiety in the impromptu speech performance in speaking i class batch 2017 ...

88 Pages·2017·12.65 MB·English

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

STUDENTS’ SPEAKING ANXIETY
IN THE IMPROMPTU SPEECH PERFORMANCE
IN SPEAKING I CLASS BATCH 2017

TITLE PAGE

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education

By
Dionisia Stella Ayu Saputri
Student Number: 131214063

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGAUGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
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ABSTRACT
Saputri, Dionisia Stella Ayu. (2017). Students’ Speaking Anxiety in the Impromptu
Speech Performance in Speaking I Class Batch 2017. Yogyakarta: English
Language Education Study Program, Sanata Dharma University.
Speaking skill is one of the skills taught in the English Language
Education Study Program (ELESP) Sanata Dharma University (SDU). One of the
speaking classes is Speaking I Class which focuses on training and motivating the
English as Foreign Language (EFL) students to speak fluently and accurately. In
the Speaking I Class batch 2017, students are required to deliver impromptu
speech in front of the class. However, speaking in front of the class may become
a difficult task for some students as they may experience a speaking anxiety.
The aim of this research is to find the types and the factors affecting
speaking anxiety experienced by the first semester students of batch 2017 in
performing impromptu speech in Speaking I Class. There were two research
questions addressed in this research, (1) “What types of speaking anxiety do the
students experience during the impromptu speech performance in Speaking I
Class batch 2017?”, and (2) “What are the factors affecting the students‟ speaking
anxiety in performing impromptu speech in Speaking I Class batch 2017?”
This research was conducted using qualitative research. The research
participants were the students of Speaking I Class B of ELESP batch 2017 of
SDU who have experienced performing impromptu speech in the class. In
conducting this research, the researcher obtained the data through an observation,
questionnaires, and interviews.
The result of this research showed that speaking anxiety appeared during
the IS performance as seen from its indicators. The most experienced type of
speaking anxiety in the impromptu speech activity was a fear of negative
evaluation, followed by communication apprehension and test anxiety. Those
types of speaking anxiety were affected by four factors, namely cognitive factors,
psychological factors, social factors, and physical factors.
Keywords: impromptu speech, speaking anxiety, EFL speaking class.

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ABSTRAK
Saputri, Dionisia Stella Ayu. (2017). Students‟ Speaking Anxiety in the
Impromptu Speech Performance in Speaking I Class Batch 2017. Yogyakarta:
English Language Education Study Program, Sanata Dharma University.
Kecakapan berbicara adalah salah satu ketrampilan yang diajarkan di
Pendidikan Bahasa Inggris (PBI) Universitas Sanata Dharma (USD). Salah satu
kelas speaking adalah kelas Speaking I yang fokus melatih dan memotivasi
mahasiswa yang mempelajari English as Foreign Language (EFL) untuk
berbicara dengan lancar dan tepat. Pada Speaking I Class angkatan 2017,
mahasiswa diwajibkan untuk menyampaikan impromptu speech di depan kelas.
Namun demikian, berbicara di depan kelas terkadang merupakan tugas yang sulit
bagi sebagian mahasiswa sebab mereka dapat merasakan kegugupan dalam
berbicara.
Tujuan dari penelitian ini adalah untuk menemukan tipe dan faktor
penyebab munculnya kegugupan berbicara yang dialami oleh mahasiswa semester
pertama angkatan 2017 dalam menyampaikan impromptu speech di kelas
Speaking I. Terdapat dua rumusan masalah dalam penelitian ini, yaitu (1) “Apa
sajakah tipe kegugupan berbicara yang dialami mahasiswa ketika menyampaikan
impromptu speech di kelas Speaking I angkatan 2017?”, (2) “Apa sajakah faktor
penyebab dari kegugupan berbicara yang dialami oleh mahasiswa ketika
menyampaikan impromptu speech di kelas Speaking I angkatan 2017?”
Penelitian ini merupakan penelitian kualitatif. Peserta dari penelitian ini
adalah mahasiswa di kelas Speaking I B PBI angkatan 2017 SDU yang telah
menyampaikan impromptu speech di kelas. Dalam menyelenggarakan penelitian
ini, peneliti mengambil data melalui observasi, kuesioner, dan wawancara.
Hasil dari penelitian ini menunjukkan bahwa kegugupan berbicara muncul
selama penyampaian impromptu speech seperti yang dapat dilihat dari
indikatornya. Tipe kegugupan berbicara yang paling banyak dialami oleh
mahasiswa adalah rasa takut terhadap evaluasi negatif, diikuti oleh kekhawatiran
berkomuniasi, dan kegelisahan terhadap ujian. Tipe-tipe kegugupanberbicara ini
disebabkan oleh empat faktor, yaitu faktor kognitif, faktor psikologi, faktor sosial,
dan faktor fisik.
Kata kunci: impromptu speech, speaking anxiety, EFL speaking class.

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ACKNOWLEDGEMENTS
First of all, I would like to devote my huge gratitude to Almighty God for
surrounding me with encouraging and positive people and for showering me with
His love and blessings. He has made the ways and opened the doors for me to
enjoy this journey of a lifetime adventure, especially in the process of finishing
this thesis. In every bit of my life, He always shows me His amazing works.
I would like to dedicate my deepest gratitude to my awesome parents, Late
Papa Quirinus Herry Sugiartono and Mama Theresia Widijanti for their
unconditional love, never ending prayers, and uncounted tears and sweat to
educate and raise me. They go to the first place and become my biggest
motivation in finishing this thesis. I also would like to thank my little sister, Adek
Eleonora Diva Ayu Maharani Putri for the laugh we share every day.
I would be grateful for my wonderful thesis advisor, Christina Lhaksmita
Anandari, S.Pd., Ed.M. She always patiently gives me her guidance, suggestion,
motivation, and valuable time to read my thesis and have a discussion with me so
that I was finally able to finish my thesis. I also want to express my sincere
gratitude to Truly Almendo Pasaribu, S.S., M.A. for her help and kindness
during the data gathering in this research. I would like to send my warmest
thankfulness to all the lecturers and staff of the English Language Education
Study Program of Sanata Dharma University for the memorable moments and life
lesson, especially Pius Nurwidasa Prihatin Ed.D. and F.X. Ouda Teda Ena,
M.Pd,. Ed.D., as my academic advisors. Furthermore, I would also like to express
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my gratitude to Priyatno Ardi, S.Pd., M.Hum., as my PPL advisor, who
encouraged me to manage my time well in writing this thesis and doing my PPL.
I would never forget to thank my very best friends and my soul sisters,
Marcelline Gratia Sephira Taum and Yosephin Diva Fabiola Nuralita who
will always be there for me in the ups and downs of life to support me, laugh, and
enjoy the ride with me. I would also thank Restu and Mbak Erlyn Lazar for
making the time to proofread and give suggestions for my thesis. Furthermore, I
am grateful for my KARA Club members, Fatma, Jiko, and Udin, who always
sing out loud with me whenever our songs are on.
My thankfulness also goes to my superb classmates, members of Class C
batch 2013, and all friends from other communities in university. Without their
presence, my college life would never been as amazing as what I have been going
through. Finally, I would like to send my genuine gratitude to those whose names
cannot be mentioned one by one for their love and support to me.

Dionisia Stella Ayu Saputri

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TABLE OF CONTENTS
TITLE PAGE............................................................................................................................... i
APPROVAL PAGES ............................................................................................................... ii
STATEMENT OF WORK'S ORIGINALITY ............................................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................................... v
ABSTRACT ................................................................................................................................ vi
ABSTRAK ................................................................................................................................... vii
TABLE OF CONTENTS ....................................................................................................... x
LIST OF TABLES .................................................................................................................. xii
LIST OF APPENDICES .....................................................................................................xiii
CHAPTER I. INTRODUCTION ........................................................................................ 1
A.Research Background .................................................................................... 1
B.Research Questions ....................................................................................... 4
C.Research Significance ................................................................................... 4
1.Lecturers of Speaking I Class ............................................................................. 4
2.Future Researchers ................................................................................................ 4
D.Definition of Terms ....................................................................................... 5
1.Speaking Anxiety ................................................................................................... 5
2.Impromptu Speech ................................................................................................. 5
3.Speaking Class ........................................................................................................ 6
CHAPTER II. REVIEW OF RELATED LITERATURE ....................................... 7
A.Theoretical Description ................................................................................. 7
1.Foreign Language Anxiety .................................................................................. 7
2.Teaching Speaking in EFL Context ................................................................ 15
B.Theoretical Framework ............................................................................... 16
CHAPTER III. RESEARCH METHODOLOGY ..................................................... 19
A.Research Method ......................................................................................... 19
B.Research Setting .......................................................................................... 20
C.Research Participants................................................................................... 21
D.Research Instruments and Data Gathering Technique ................................ 22
1.Observation ............................................................................................................ 22
2.Questionnaire ........................................................................................................ 23
3.Interview ................................................................................................................. 23
E.Data Analysis Technique ............................................................................. 24
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