RESEARCH PROPOSAL

AN ANALYSIS OF STUDENTS’ STRATEGIES IN REDUCING ANXIETY

PROBLEMS IN ENGLISH SPEAKING AT SMA NEGERI 1 BARRU

ANALISIS STRATEGI SISWA DALAM MENGURANGI MASALAH KECEMASAN

DALAM BERBAHASA INGGRIS DI SMA NEGERI 1 BARRU

NURSHAFIKA

ENGLISH EDUCATION DEPARTMENT

POST GRADUATE PROGRAM
STATE UNIVERSITY OF MAKASSAR
2024
 CHAPTER I

INTRODUCTION

A. Background

When discussing language, especially English, it is important to realize

and understand some key aspects. In English, individuals must know all four

skills including listening, speaking, reading and writing. These four abilities

are very important to understand and develop due to their significant

usefulness and interdependence. It is important to acquire knowledge in all

areas at the same time to ensure thorough mastery. Mastery of English requires

proficiency in these four essential skills.

One important skill is public speaking, which is an important aspect of

effective communication. Good oral communication skills enable students to

convey their messages effectively, increase their capacity to think critically,

articulate thoughts, and refine the ideas presented. Having strong speaking

skills can facilitate effective communication, allowing students to construct

sentences accurately, facilitating word comparison and sorting, and assisting in

choosing the right tone and intonation.

However, the current situation in our country shows that few students are

able to communicate fluently in a particular language even after dedicating six

or more years to learning it. Only a small percentage of students can

communicate effectively in English. Speaking entails the active creation of

meaning through the exchange and interpretation of information. Indeed,

verbal communication is regarded as more challenging to perform than other

skills.

The researcher plans to conduct a study on speaking because of the

frequent problems that arise. Students generally experience anxiety when

speaking which can be caused by several factors including limited vocabulary,

poor pronunciation, lack of confidence, fear of making mistakes, lack of

practice, and laziness to look up new words. One of the challenges students

face when speaking English is a lot of anxiety, fear of making mistakes, and

shyness in expressing opinions. Many students have the ability to speak, but

these obstacles often keep them silent. To overcome these challenges, students

need to adjust their learning approach and engage in daily practice.

Speaking is a productive skill that allows students to create meaningful

texts. Students' ability to speak fluently is an important component of daily

interactions, and is most often the first impression a person makes. Students

must master speaking skills because the purpose of learning English is to be

communicative. To speak well, speakers must use spoken language well

(Komariah et al., 2020). Recognizing diverse learning styles and creating a fun

and motivating classroom atmosphere are some of the steps that can be taken

to ensure every student has an equal opportunity to succeed in a second

language, which helps them reduce their public speaking anxiety (Mahmood,

2020; Singh, 2021).

 Mulyono (2019) realized that uncontrolled foreign language speaking

anxiety can have a major impact on current EFL learners' performance,

achievement and speaking motivation, thereby impacting their overall

communicative progress. Learners with higher foreign language speaking

anxiety tend to communicate less due to excessive distractions, negative

emotions, inability to build self-confidence.

When students have a strong vocabulary, it will be easier for them to

communicate their ideas in speech (Susanthi, 2020). This is because they have

the right words to describe what they want to say, allowing them to speak

more fluently and clearly.

There are two categories of speaking ability: accuracy and fluency. Various

activities achieve accuracy through the use of vocabulary, grammar and

pronunciation. For accuracy, students need to pay attention to the precision

and completeness of their language forms when speaking. For example, they

should focus on grammatical structures, words, and pronunciation (Riadil,

2020).

Dewi et al. (2020) state that speaking skills are closely related to listening

skills where students must be able to distinguish sounds, understand

vocabulary, grammar, and interpret information simultaneously when

interacting. Therefore, the success of speaking learning is not only influenced

by cognitive but also affective aspects (Mahdalena & Muslem, 2021).

 According to Mandela (2019), speaking anxiety is a problem often faced

by language learners. It refers to subjective feelings of tension, anxiety, and

worry associated with the activation of the autonomic nervous system.

Thornburry (2005: 28) states that difficulties in vocabulary, lack of

understanding of grammar, and fear of making mistakes are among the causes

of difficulties in speaking that lead to increased anxiety during speaking

learning.

Ayu (2020) states that there are many ways to help students learn to speak

English. One way that can help children learn English is by using interesting

materials, media and class methods. This means that speaking is an important

part of life, and requires confidence to convey ideas or points of view, as well

as appearance, expression, intonation, emphasis, pronunciation, grammar and

self-confidence.

The success of mastering English language skills can be measured by

students' ability to communicate fluently and correctly about the

characteristics of the language. However, some foreign language (FL) learners

find it difficult to master this language skill. They usually experience various

obstacles such as difficulties with grammar, vocabulary, pronunciation and

fluency problems (Fauzi, 2021). Therefore, speaking becomes a challenging

task for FL learners.

From the experience I observed during my internship at school, I saw that

many students felt unprepared, anxious, afraid, and trembling when asked to
give a conversation or presentation in front of the class. I would be interested

to know what strategies they use to reduce this anxiety and how they deal with

it.

To understand the problem, I analyzed how students spoke in class,

recorded their conversations, and identified the main problems that were

holding them back. Based on these problems, I aim to investigate the

approaches students use to reduce speaking anxiety, classify the different types

of anxiety students have, and see how anxiety impacts them mentally.

B. Research Questions

In light of the above background statement, the researcher addresses the

following problem statement:

1. What are students' strategies in reducing anxiety problems in conducting

conversations at SMAN 1 Barru?

2. What are the types of anxiety problems found in students at SMAN 1

Barru?

3. What are the impacts of students' anxiety in SMAN 1 Barru?

C. Research Objectives

Based on the questions raised above, researchers determined the following

research goals.

1. To find out the strategies used by students in reducing speaking anxiety

at SMAN 1 Barru.

2. To categorize the types of anxiety of students at SMAN 1 Barru.

 3. To find out the impact of students' anxiety at SMAN 1 Barru.

D. Significance of the Research

1. Theoretically

This research plays an important role in both theory and practice.

Theoretically, it aims to enrich the educational domain by deepening our

understanding of how anxiety impacts students' English communication

skills. This understanding can provide insights for the creation of more

efficient learning techniques aimed at reducing anxiety-related challenges.

2. Practically

This study can also provide insight to the students themselves that

anxiety in speaking English is common and can be reduced. By realizing

that they can reduce their anxiety and become more confident, students

can be more motivated to develop their English speaking skills. In

addition, this study can be a reference for future researchers who are

interested in digging deeper into students' strategies in reducing anxiety in

speaking English. Thus, this study is not only of current value, but can also

provide a foundation for future research in the same field.

E. Scope of the Research

This research concentrates on student anxiety and methods to reduce it

during conversation. Evaluated students who showed fluency in speaking, low

nervousness and those with significant self-confidence. In addition, types of

anxiety, such as situational, trait, and state anxiety, are also investigated. Apart
 from that, the impact of anxiety on students will also be seen, to what extent

anxiety affects students' self-confidence and mental health.

CHAPTER II

LITERATURE REVIEW

A. Pertinent Ideas

A. 1. Speaking

A. 1. 1 Definition of Speaking

The definition of speaking has been the concern of several experts.

One way of communicating with others is by speaking. Fluent speaking

skills mean using knowledge and information together. According to

Harmer (2001), this ability is very important in organizing speech.

According to Richard (2009), speaking is a way to develop ideas

and solve problems. In other words, if one is able to speak appropriately or

fluently, it will make it easier for them to develop ideas smoothly. In

addition, speaking in English helps one to get the latest information about

technology, health and science. According to Cameron (2001:41),

organization is also an important part of communication because it helps

listeners understand what the speaker is saying. Since speaking is the first

step in communication, having strong speaking skills is essential for

language learners. They are expected to be able to articulate English

accurately, clearly and fluently in everyday situations. Achieving fluency

in a foreign language requires extensive practice. One of the factors that

influence a person's speaking ability is the quality of input and output

(Safargalina, 2018).

Speaking is the most important aspect of learning a second or

foreign language, and speaking ability is the best indicator for assessing

skills. The incorporation of language skills emphasizes the importance of

communication. Speaking improves students' abilities in terms of

vocabulary and grammar. Students can express feelings and ideas, tell

stories, make requests, communicate, argue, and demonstrate various

linguistic functions. Communication outside the classroom is very

important. Therefore, language speakers have more job opportunities in

various businesses and organizations. Baker and Westrup (2003) support

this statement. They state that people who master English have a greater

chance of getting higher education, good jobs, and salary increases

(Othman et al., 2015).

In simple terms, speaking is the ability to express thoughts, ideas,

or feelings through spoken words. It involves using language to

communicate with others orally.

A. 1. 2 Component of Speaking

According to Heaton (1988), there are three parts to speaking skills,

namely:

a. Fluency

This is the ability to convey ideas smoothly and connectedly in a

discourse. It involves how sentences are connected, omitting certain

structural elements, and aspects of discourse development. Components

of fluency include pronunciation, vocabulary, and grammar.

b. Accuracy

This depends on our understanding of the spoken phonetics of

English, especially regarding sound structures such as vowels and

consonants.

c. Comprehensibility

This involves matching the language to the situation. It is also

about how information is conveyed through appropriate vocabulary

choices, idioms and syntax.

A. 1. 3. Definition of Anxiety

Anxiety is a feeling of fear of something that will happen or a

psychological phenomenon that arises in humans. Anxiety is not only a

feeling that arises in the body, but can also be caused by external factors.

Signs of anxiety can be observed through body language or

communication. Feelings of nervousness, panic, embarrassment, stuttering

or tension are simple examples of anxiety. Most signs of anxiety can be

identified through anxiety tests or approaches, especially in the context of

teaching English as a foreign language.

According to Spielberger, anxiety is a subjective feeling. Students

often feel shy and uncomfortable when speaking English in front of the

class. According to Ruffins, psychological symptoms of anxiety among

students include feeling nervous before class starts, panicking during

exams, feeling helpless when doing assignments, or lacking interest in

difficult subjects. Physical symptoms of anxiety include sweaty palms,

chills, nervousness, panic, rapid breathing, palpitations, or stomach pain.

According to Tobias (1979, as cited in Andrew Yau in AESS 2011:

2064), anxiety can impede cognitive performance at three stages: input,

processing, and output. This means that anxiety, which is often associated

with self-deprecating thoughts, fear of failure, or performance problems,

can deplete the cognitive resources required for cognitive processes in

general. Anxiety arises when cognitive processing and output are disrupted.

This means that when processing goes smoothly and the outcome is good,

anxiety does not arise. However, when processing is disrupted, anxiety will

appear in the student's mind and body. The reaction to poor processing is

panic or worry when students have to demonstrate their knowledge or

skills.
 Horwitz (2011, p. 23) defines anxiety as a sensation of impending

fear or doom coupled with physiological reactions such as increased heart

rate, sweaty palms and trembling. In addition, individuals struggling with

this anxiety may exhibit unusual behaviors such as overreaction, difficulty

remembering important details, reduced determination, and similar

manifestations.

Mayer (2008:2) suggests that anxiety is a natural and common experience

in human existence, with beneficial elements. Griffin and Tyrell (2007:5)

also assert that students can achieve peak performance when they

transform anxiety into a manageable positive emotion.

A. 1. 4. Types of Anxiety

Elis (1994: 479-480) suggests that anxiety can be divided into three types,

namely:

a. State Anxiety

Most people experience state anxiety which is also known as

normal anxiety. Anxiety is a temporary feeling of anxiety caused by a

threatening situation (Horwitz, 2011, 31). It is nervousness or tension at

a particular moment in time in response to an external stimulus. This

type of anxiety arises in specific situations or stressful events and is

therefore not permanent. In other words, it is a situation of feeling

anxious that goes away when the threatening situation is gone.

b. Trait Anxiety
 In certain cases, anxiety can become more intense and last for

long periods of time. According to Horwitz (2011, 41), these anxiety

traits are methods of managing anxiety in non-threatening situations.

This trait is one aspect of a person's personality. Individuals who have

this trait often experience worry and perceive threats in their

environment. Basically, anxiety traits refer to a person's tendency to feel

nervous or anxious, regardless of the circumstances they face.c.

Specific-situation Anxiety

Ongoing anxiety caused by specific situations or events, such as

public speaking, exams, or class participation, is called situation-

specific anxiety (Ellis, 1994: 480). This situation-specific anxiety is a

person's tendency to feel anxious at certain situations and times. It can

be considered a subcategory of trait anxiety experienced in specific

situations.

A. 1. 5. The Causes of Anxiety

According to Hotwitz (2011, p. 127), there are three factors that cause anxiety

related to performance:

a. Communication Apprehension

These students have personality traits such as shyness, quiet

tendencies, and a preference for solitude. They are different from others

and adapt to situations uniquely.

b. Test Anxiety
 Another source of anxiety arises when facing exams. According to

Hotwitz (2011), this anxiety stems from students' fear of failure in foreign

language learning, resulting in exam-related worries that can hinder their

performance.

c. Fear of Negative Evaluation

This fear extends beyond the classroom, encompassing situations

such as job applications, interviews and public speaking. This anxiety can

have an impact on society at large.

B. Students’ Strategies in Reducing Anxiety

B. 1. Theory of Reduce Anxiety

According to Kondo and Ying-Ling (2004), students can use these five

methods to reduce anxiety:

1. Preparation

In terms of preparation, students will try their best to prepare themselves

before going to class. Some of the preparations that can be done include practicing

English, paying attention to the teacher when speaking, and using a dictionary as

an aid to look up vocabulary. In addition, students may also spend additional time

preparing sentence sequences before speaking or presenting (Abdurahman &

Rizqi, 2021).

2. Relaxation
 To relieve anxiety students will try to calm themselves down such as doing

relaxation techniques, taking deep breaths, resting and closing their eyes for a

moment. Trying to eliminate discomfort and trying to calm down.

3. Positive Thinking

Positive thinking is a powerful strategy to relieve student anxiety. It assists

students in shifting their attention away from evaluative situations such as exams,

competitions, and oral presentations, towards positive and enjoyable stimuli.

Many believe that adopting a positive mindset is the best way for students to

reduce speaking anxiety and avoid negative thoughts.

4. Peer Seeking

For those who experience anxiety, it is good to find friends who

experience the same anxiety. Knowing that others are also experiencing the same

problem can help or ease their burden.

5. Resignation

Students do not make any effort to overcome the anxiety they experience,

which signifies withdrawal behavior. It seems that students who experience

withdrawal try to avoid the problem to reduce the impact of their anxiety. They

are seen sleeping in class and giving up.

B. 2 Literature review

In this study, researchers conducted a literature review of other relevant

theses.
 In Daflizar's research (2024) it was found that this study aimed to

investigate the level of speaking anxiety outside the classroom among EFL

students and examine the relationship between their perceived skills and

the amount of vocabulary. In addition, this study also examines differences

in anxiety levels according to gender. The research design used is

quantitative. In collecting data, the researcher used an online survey using

google form. Then the data obtained were collected and analyzed through

descriptive and non-parametric methods using SPSS. The similarity with

this study is to determine the anxiety of speaking English students.

Ani Rizkiya and Bambang Widi Pratolo's (2023) research explored

the anxiety that students experience when speaking English and the factors

that cause such anxiety. They collected data using questionnaires and

interviews with 85 third semester students. Similar to this study, their

research aimed to identify the strategies students use to reduce speaking

anxiety and used qualitative methods for the research design.

The research of Elinda Umisara, Abdurrachman Faridi, Henrikus

Joko Yulianto (2021) in this study aims to evaluate the psychological

factors that affect students' anxiety in speaking English. Data collection

uses open observation, namely questionnaires and interviews. A total of 17

ninth grade students of Brebes Junior High School were involved in this.

The similarity in this case is that the research design used is a qualitative

method.
 Titis Pahargyan's research (2021) found that this study aims to

examine what is the anxiety of English students during distance learning

and how they overcome it. The data collected through document analysis

of student self-reflection, close questionnaires and interviews. The

research similarities are the qualitative descriptive design used and the

subjects, namely students at school.

According to Bikash Chandra Taly and Shamala Paramasiva

(2020) found that this study aims to explore the reasons that cause

speaking anxiety in the academic context of a university. This study aims

to find out the strategies students use in dealing with speaking anxiety. A

total of 15 international postgraduate students and two experienced

university lecturers in Malaysia were interviewed. The similarities of this

study are that the research uses qualitative methods and semi-structured

interviews.

Ridwan Nafiul Fiqih (2023) stated that this study aims to identify

the sources of speaking anxiety of ESL students who use strategies to

reduce anxiety in speaking English. Data was collected through interviews

with a number of students both private and public. The similarity of this

research is that the data analysis technique used is descriptive qualitative.

In Kristian Florensio Wijaya's research (2022) states that this study

aims to investigate in depth the foreign language anxiety literature,

contributing factors and possible strategies that have the potential to

alleviate psychological phenomena. A small-scale qualitative study was

conducted in this stage with the support of a document analysis approach

to explore specific renewable insights from the literature presented.

Muhammad Alauddin Nur and Sultan Baa (2022) stated that this

study was designed to uncover the factors causing students' speaking

anxiety and strategies to overcome it during online learning at MAN Insan

Cnedekia Gowa. The inquiry approach was used in this study as part of

qualitative research. The similarity of this study is the strategy to

overcome speaking anxiety.

In Maria Eva Damayanti and Listyani Listyani's research (2020)

found that this study aims to obtain information on what makes students

feel anxious and what factors trigger students' speaking anxiety in

Academic Speaking classes at a private university in Central Java. A total

of 52 students participated in this study. The similarities in this study are

that researchers used qualitative research.

Reyhan Gufriyansyah and Maya Khairan's research (2023) aims to

determine the level of public speaking anxiety in 97 students of which 54

are psychology students and 43 are medical students. Data acquisition by

means of PRPSA (Personal Report of Public Speaking Anxiety). To

identify the category of public speaking anxiety. The similarity in this

study is the level of anxiety used.

 Although many have explored speaking strategies to reduce

speaking anxiety, there are gaps in the research. There are still gaps in the

research that has identified strategies. Previous research has investigated

the various factors that cause anxiety, the barriers students face, and the

origins of anxiety. In contrast, this study delves further into students'

approaches to reducing speaking anxiety, classifying students' anxiety

types and seeing the extent of the impact of their speaking anxiety.

Based on some of the research above, it can be concluded that

there are some significant similarities and differences where previous

studies examined the factors that cause speaking anxiety, anxiety levels

according to gender, reasons that cause anxiety in the academic context of

a university, strategies used in dealing with speaking anxiety of

international graduate students and experienced university lecturers,

anxiety levels of public speaking. The research that will be studied is the

strategies used by students in reducing speaking anxiety, categorizing the

type of anxiety experienced by students and the extent to which the impact

of anxiety affects their speaking ability.

 B. Conceptual Framework

From the previous information about the concepts and theories that are

the focus of the research, the researcher illustrates the conceptual framework

as follows:

Speaking Skill

Conversation

Anxiety Problems

Reducing Anxiety Types of Anxiety Impact of Anxiety

Problems
 The figure above illustr

The figure above illustrates the conceptual framework of a

study. This study focuses on speaking skills, particularly in the

context of conversation. One of the aspects seen in conversation is the

anxiety experienced by students. The researcher then analyzed

exactly what strategies the students used to reduce anxiety during the

conversation, along with the type of anxiety they experienced and the

impact that anxiety had on them.

CHAPTER III

RESEARCH METHOD

A. Research Design

Researchers use qualitative descriptive methods. Qualitative descriptive

research is data collection to answer questions about the status of research

subjects. Qualitative research aims to understand the phenomena experienced by

its subjects such as behavior, perception, motivation, as a whole. Usually by using

words and language that are easy to understand. Jackson (2008) focuses that

descriptive research techniques include only behavioral observations, emphasizing

that observations primarily involve providing descriptions. In addition, Jackson

(2008) adds that the observational approach provides the benefit of flexibility,

allowing researchers to refine their conclusions throughout their research. This

approach was used to identify the tactics used by students to reduce English
language anxiety, as well as to classify the different types of student anxiety and

their impact.

B. Site and Participant

Patton (2015) emphasized the importance of selecting relevant and

representative participants for qualitative research. He highlights the role of

participants in providing deep insights into the phenomenon under study.

Participants in this study were students in class XI IPA 1 at SMA Negeri 1

Barru. All students in class XI were included to see which students were more

fluent in English and had lower anxiety.

C. Data Collection

According to Zikmund (2003), data collection is the process of

gathering information and data that is specific to a particular research purpose.

This could involve surveys, interviews, observations, or secondary data

collection.

The steps of the data collection procedure are as follows:

1. The first step taken by the researcher was to make observations by

observing students' activities in the classroom while talking. All records of

student activities were recorded and also recorded using a cell phone camera.

This observation was conducted 3-5 times a meeting. This observation used

checklist observation.
2. The researcher then provided conversation materials with the aim of

selecting students who were fluent in speaking English by seeing how far they

could reduce their anxiety.

3. After the identification of students who showed a low level of anxiety, the

researcher continued by conducting interviews.

4. The interview was conducted by asking 5 questions in a semi-structured

manner.

5. The data obtained was then recorded, in addition to being more accurate the

researcher also made sound and video recordings using a cell phone camera.

6. Finally, the data obtained was then analyzed and interpreted so that it

became complete data.

D. Data Analysis

Rubin (2012) describes data analysis in qualitative research as the process

of organizing, categorizing, and interpreting data to produce meaningful

findings. They emphasize the importance of contextual reflection and

interpretation.

The following is the data collection process:

1. Data Reduction

After analyzing the results, the researchers discovered important

things. They then summarize the research data and combine it to get a

picture of the situation on the ground.

 2. Data display

Once the data has undergone reduction, the subsequent stage involves

presenting it. This presentation can take the form of tables, organized in a

manner that facilitates comprehension.

3. Data Verification

The acquired data stems from multiple preceding procedures.

Previously ambiguous outcomes have now become distinct and evident,

leading to novel and unparalleled discoveries.

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