LANGUAGE ANXIETY IN SPEAKING AMONG STUDENTS IN KHIMS ENGLISH COURSE

ANTON KUSUMA LIAUW antonkusuma@gmail.com

ABSTRACT Feelings of anxiety, apprehension and nervousness are commonly expressed by foreign language learners in learning to speak a foreign language. These feelings are considered to exert a potentially negative effect on communication in the target language. Teachers consideration of learners anxiety in learning to speak another language is deemed highly important in order to assist them to achieve the intended performance goals in the target language. The study presents a research conducted on students language anxiety on speaking at Khims English Course in Pematangsiantar. The objectives of this study were to identify factors influenced language anxiety in speaking and suggest strategies in order to alleviate language anxiety for students at Khims English Course. The sources of the data were taken from the responses of students upon the questionnaires given to them. Based on the obtained information the data were analyzed using percentage formula. It was found that factors influenced language anxiety in psycholinguistics was input, process and output stage. Meanwhile, factors influenced socio-cultural refer to language anxiety were social environment, error in social setting and gender. In order to eliminate anxiety during speaking, teachers made the students coped with the existing anxiety or made the learning context less stressful. Keywords: Anxiety, Speaking, Psycholinguistics, Socio-Cultural. This journal is an excerpt of thesis for getting Magister of Education (M.Pd Degree) with the assistant of Prof. Dr. LinceSihombing, M.Pd as the first adviser.

Background of The study Through the advancement of the world, English has gained its status as an international language which in turn is an obligation that must be learned by almost all countries in the world. In Indonesia, although the status of English language is perceived as foreign language (FL), teaching English has been started long time ago.Varieties of teaching methodologies have been used in Indonesia to achieve English competence but the results are always far from being perfect.Teaching English for years has rarely produced competent graduates in speaking English.This opportunity is used by many parties to run English courses as a problem solver for those English language learners. In fact, this is the reflection of teachers failure. The problems include four aspects in learning a language namely speaking, listening, reading and writing. While the culture of English course in here means working ethos which reflects to business view that is to get profit as much as possible through the numbers of students. However speaking English is known as the most important and difficult skill for Indonesian students. Many learners express their inability and sometimes even acknowledge their failure in learning to speak a foreign language (FL). These learners may be good at learning other skills but, when it comes to learning to speak another language, they claim to have a mental block against it (Horwitz et al., 1986: 125 cited in Wilson: 2006). If these challenges are not considered seriously, it will create problems both in teaching and learning process. What, then, hinders or stops them to succeed in learning a second/foreign language? In many cases, students feeling of stress, anxiety or nervousness may impede their language learning result and performance. The factors that cause anxiety will come from psycholinguistics, socio-culture and strategy to alleviate anxiety. Psycholinguistics factors refer to language anxiety (LA). Language anxiety stems primarily in the consciousness of the learner, the negative evaluation of the learner may come from the linguistics mistakes he/she makes which occurs in Input, Process and Output stage. (Jones, 2004: 32). As learning a language itself is a profoundly unsettling psychological proposition because it directly threatens an individuals self-concept and world-view (Guiora, 1983 cited in Horwitz et al., 1986: 28). Within social contexts, language anxiety may be experienced due to extrinsic motivators (Schwartz, 1972; cited in Scovel, 1991: 16), such as different social and cultural environments, particularly the environments where L1 and L2/FL learning takes place. Also, the target language is a representation of another cultural community; there is a predisposition among some people to experience such anxiety because of their own concerns about ethnicity, foreignness, and the like (Gardner cited in Horwitz& Young, 1991: viii). Social status of the speaker and the interlocutor, a sense of power relations between them, and gender could also be important factors in causing language anxiety for L2/FL speakers. By identifying students anxiety in the classroom during teaching and learning teachers will build effective learning process. Horwitz, Horwitz and Cope (1986 cited in Machida: 2011) state: In general, educators have two options when dealing with anxious students, (1) They can help them learn to cope with the existing anxiety provoking situation; and (2) They can make the learning context less stressful (p. 131). Consideration of learner anxiety in the modern language classroom is deemed highly essential in order to help learners develop their communication skills in the target language. Therefore, the problems of this research are to find out what psycholinguistic and sociocultural factors cause language anxiety for students at Khims English Course in speaking English Language, and to find out ways to successfully cope with language anxiety at Khims English Course. 2

Theoretical Framework Speaking Speaking is one of the skills needed in learning a language. The form and meaning of speaking depends on the context, including speakers, listeners experiences, physical environment and the purpose of speaking. Therefore, speaking is defined as An interactive process of constructing meaning that involves producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997 cited in Maesrina: 2009). According to Richards and Renandya, speaking is one of the elements of communication,where communication is the output modality and learning is the input modality of language acquisition. Richards and Reynanda comments that As a human being, a person always need communication to express his idea to do everything; more over as students or learners, they have to speak with their teacher as long as in learning process to express their idea (2002 cited in Fatemi: 2008). From the above definition, it can be inferred that speaking is expressing ideas, opinions, or feelings to others by using words or sounds of articulation in order to inform, to persuade, and to entertain that can be learnt by using some teaching and learning methodologies. Ways to Becoming a Better Speaker A speakers skills and speech habits have an impact on the success of any exchange (Van Duzer: 1997 cited in Kusumarasdyati: 2004). Speakers must be able to anticipate and then produce the expected patterns of specific discourse situations. They must also manage discrete elements such as turn-taking, rephrasing, providing feedback, or redirecting (Burns & Joyce, 1997 cited in Novelta: 2011). For example, a learner involved in the exchange with the salesperson described previously must know the usual pattern that such an interaction follows and access that knowledge as the exchange progresses. The learner must also choose the correct vocabulary to describe the item sought, rephrase or emphasize words to clarify the description if the clerk does not understand, and use appropriate facial expressions to indicate satisfaction or dissatisfaction with the service. Other skills and knowledge that instruction might address include the following: Speak Clearly, Grammar Accuracy, Know Your Target Audience, Selecting Appropriate Vocabulary, Using gestures or body language.In shorts, speaker will become a good speaker, if the speaker can use accurate grammar, vocabulary, pronunciation with the combination of applying gesture and body language with proper strategies by identifying to whom the speaker will speak. Language Anxiety Anxiety is a psychological construct, commonly described by psychologists as a state of apprehension, a vague fear that is only indirectly associated with an object (Hilgard, Atkinson, & Atkinson, 1971 cited in Scovel, 1991: 18). Anxiety, as perceived intuitively by many language learners, negatively influences language learning and has been found to be one of the most highly examined variables in all of psychology and education (Horwitz, 2001: 113). Therefore, in this thesis anxiety can be concluded as a subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the automatic nervous system. The academic literature has offered a somewhat confusing account of language 3

anxiety. Researchers have been unable to draw a clear picture of how anxiety affects language learning and performance. Some researchers reported a negative relationship between language anxiety and achievement, e.g. the higher the anxiety, the lower the performance (Onwuegbuzie et al., 1999: 218). Others reported no relationship, or a positive relationship (Scovel, 1978: cited in 1999: 218). More recently, Horwitz (2001: 121) has reiterated that the issue of understanding the relationship between anxiety and achievement is unresolved. The reason for these mixed results is perhaps, as stated by Philip (cited in Shamas, 2006: 8), as: A comparison of the experimental research examining the relationship between anxiety and second language learning is, to a degree, perplexing, presenting some conflicting evidence and illustrating that anxiety is a complex, multi-faceted construct. In addition to the negative effects of anxiety on language learning and performance, anxiety has occasionally been found to facilitate language learning. Anxiety, in its debilitating and facilitating forms, serves simultaneously to motivate and to warn the learner. Facilitating anxiety motivates the learner to fight the new learning task; it gears the learner emotionally for approach behavior (Scovel 1991:22). Debilitating anxiety, in contrast motivates the learner to flee the new learning task; it stimulates the individual emotionally to adopt avoidance behavior (Scovel 1991: 22). In this thesis, the writer would like to discuss 2 factors that affect language anxiety which are; Psycholinguistics and, Socio-cultural factors. Psycholinguistic Factors It is a fact that communication in second language or foreign language requires second/foreign language learning (MacIntyre& Baker, 2003: 67). However, the complexities or difficulties involved in the process of learning a second/foreign language may also cause language anxiety for EFL/ESL learners. From a linguistic perspective, students anxiety about L2/FL learning is likely to be a consequence of their language learning difficulties (Sparks, Ganschow, &Javorsky, 2000: 251). Appropriate use of linguistic knowledge a part of the definition of speaking skills is required to create an oral message that will be meaningful for the intended audience (Chastain 1988: cited in Arnold, 2000: 1). In their attempt to create and convey this oral message, an insufficient command of linguistic knowledge enhances the possibilities of making mistakes, which leads to negative evaluation and hence anxiety. In other words, in the consciousness of the learner, the negative evaluation of the learner may come from the linguistics mistakes he/she makes (Jones, 2004: 32). Language anxiety has been theorized to occur at all the three stages of language learning input, processing and, output. The description of these three stages with relation to anxiety will point out why L2/FL learners make mistakes and the reasons of linguistic difficulties L2/FL learners face in learning and using the target language. This can offer an insight to help understand anxiety experienced while someone is communicating in the target language. Input Input is the first stage of language learning. It activates Language Acquisition Device (LAD) an innate language-specific module in the brain (Chomsky cited in Lightbown&Spada, 2006: 38), which carries out the process of language learning. Anxiety at the input stage (input anxiety) refers to the anxiety experienced by the learners when they encounter a new word, and encounter phrase in the target language. 4

Input anxiety is receivers apprehension when receiving information from auditory and visual clues. Factors that make incomprehensibility are learners affective filter, i.e. anxiety and lack of which include; confidence and this prevents utilizing fully the comprehensible input. Although there are two types of factors that make incomprehensibility for learner in affective filter, the writer will only discuss factor on anxiety, since it is the topic of this thesis. For successful language acquisition, a learner must(Lightbown&Spada, 2006: 37); lower his affective filter; reduce tense, and must not be nervous or bored. Affective filter at the input stage may reduce the effectiveness of input by restricting the anxious students ability to pay full attention to what their instructors say and reduce their ability to represent input internally (Tobias, 1977: cited in Onwuegbuzie et al., 2000: 475). According to MacIntyre& Gardner (2000: 475) learners with high level of input anxiety request their instructors to repeat sentences quite frequently compared to their low-anxious counterparts. In short, input anxiety is often happened when a person receive a new word or phrase and this will more likely to cause miscomprehension of the message sent by the interlocutors, which may lead to the loss of successful communication and an increased level of anxiety if the person has high affective filter. Processing Anxiety at the processing stage, called processing anxiety, refers to the apprehension students experience when performing cognitive operations on new information (Onwuegbuzie et al., 2000:476). Cognitivists like Segalowitz (2003: cited in Lightbown and Spada: 2006:39) working on the Information Processing Model have tried to explore how these cognitive operations are performed in human brain and have explained the learners inability to spontaneously use everything they know about a language at a given time. These psychologists believe that learners have to process information and to pay attention to produce any linguistic aspect by using cognitive sources. However, they suggest that there is a limit to how much information a learner can pay attention to or, in other words, there is a limit to the amount of focused mental activity a learner can engage in at one time (Lightbown and Spada 2006: 39). Speaking, particularly in the target language, requires more than one mental activity at one time like; choosing words, pronouncing, and stringing words together with the appropriate grammatical markers. Horwitz et al., 1986 mentions that in order to perform these operations while communicating complex and non spontaneous mental operations are required and failure to do so may lead to reticence, self consciousness, fear, or even panic. Similarly, with respect to listening, Chen (2005: 10) reported that students face difficulties in recognizing and matching the pronunciation of the spoken words due to the slow mental processing abilities of some students. Where limited processing mental capacity may cause anxiety, conversely, anxiety may restrict this operational capacity of the mind, and both together may cause impaired performance or altered behavior. The Cognitive Processing Model can also explain the difficulty learners feel in; remembering and retrieving vocabulary items while communicating in the target language - another important source of language anxiety for the EFL/ESL learners. MacIntyre and Gardner (1991b, cited in MacIntyre, 1995: 93), found a significant negative correlation between language anxiety and ability to repeat a short string of numbers and to recall vocabulary items. This finding demonstrates that anxiety can limit the use of both short term and long term memory. According to Tobias (1977, cited in Onwuegbuzie et al., 2000: 475), processing anxiety can impede learning by reducing the efficiency with which memory processes are used to solve problems. 5

Output Anxiety while communicating in the target language is more likely to appear at the output stage, which entirely depends upon the successful completion of the previous stages: input, and processing. Anxiety at the output stage refers to learners nervousness or fear experienced when required to demonstrate their ability to use previously learned material (Onwuegbuzie et al., 2000: 475). According to Tobias output anxiety involves interference, which is manifested after the completion of the processing stage but before its effective reproduction as output (1977: cited in 2000: 475). MacIntyre and Gardner asserted, High level of anxiety at this stage might hinder students ability to speakin the target language (1994b, cited in: 2000: 475). All the three stages of anxiety have been found to be somewhat interdependent; each stage depends on the successful completion of the previous one, which may help defining language-learning process as follows: Language learning is a cognitive activity that relies on encoding, storage, and retrieval processes, and anxiety can interfere with each of these by creating a divided attention scenario for anxious students. Anxious students are focused on both the task at hand and their reactions to it. Socio-Cultural Factors Language anxiety stems primarily from social and communicative aspects of language learning and therefore can be considered as one of the socio anxieties. (MacIntyre& Gardner, 1989, 1991b: cited in MacIntyre, 1995: 91) In the previous section, it has been viewed that difficulties in leaning L2/FL can explain the potential causes of language anxiety at the output stage of language learning within the classroom setting. However, language anxiety may also be an outcome of socio and communicative aspects of language learning. This section reviews the literature on language anxiety from a socio-cultural perspective of language learning and its use. There are four factors which affect language anxiety in sociocultural context which are:1) Social Environment for L2/FL Acquisition, 2) Error in Social Setting, 3) Social Status, Power Relation and a Sense of Identify, and 4) Gender. The theoretical review will only cover 3 factors which are; Social Environment for L2/FL Acquisition, Error in Social Setting, and Gender. The writer do not review factor in Social Status, Power Relation and a Sense of Identify because the factor did not affect the anxiety of this subjects, which are students. Social Environment for Second Language (L2)/ Foreign Language (FL) Acquisition L2 or FL can take place in two different kinds of social environments: 1) Where the target language is not used as first language (L1) in the community, and 2) Where it is used as first language. The first kind of environment provides L2/FL learners only limited and sometimes faulty input. As Krashen (1985: 46) states, for such learners, the only input is teachers or classmates talk - both do not speak L2 well. Learners in such environments are exposed to the language only in the classroom where they: 1) Spend less time in contact with the language, 2) Covering a smaller discourse type. The limited exposure to the target language and lack of opportunities to practice speaking in such environments do not let the communicative abilities of L2/FL learners fully develop and 6

result into;1) Embarrassment or 2) Stress for them when they are required to speak both in and out of the class. In contrast, the second kind of environment provides learners with greater exposure to the target language. However, even in this case, some researchers view that learners use of cognitive skills and meta linguistic awareness (world and social knowledge) may interfere with language learning and they may not be able to achieve native (L1) like proficiency as is gained by a child (Lightbown and Spada, 2006: 30). Krashen explains this child-adult difference in ultimate attainment in terms of the strength of affective filter. He believes that affective filter may exist for the child L2/FL acquirer but it is rarely high enough to prevent L1-like levels of attainment, and for adults, it rarely goes down enough to allow L1-like attainment. Older learners may have increased inhabitations and anxiety and may find them afraid to make errors (Richard, 1996: 2). Errors in Social Setting Although it is axiomatic that language learning cannot be without errors, errors can be a source of anxiety in some individuals because they draw attention to the difficulty of making positive socio impressions when speaking a new language (MacIntyre& Gardner, 1989: cited in Horwitz&Gregersen, 2002: 562). Errors in socio settings are mostly overlooked if they do not interfere with meaning because people consider it impolite to: 1) Interrupt, and 2) Correct somebody who is trying to have a conversation with them. Interlocutors only react to an error if they cannot understand the speech and try to adjust their speech with the speaker in their effort to negotiate for meaning (Lightbown and Spada, 2006: 32). It is only in the classroom environment that feedback on errors is provided frequently; this leads many learners to: 1) Frustration and 2) Embarrassment by making them conscious about their deficiencies. Gender Gender has also been found to cause anxiety in male and female interaction both within and out of the classroom settings. Carrier (1999: 70) states that past research has revealed that gender affects communication between L2/FL and L1 and L2/FL speaker (e.g., Pica, Holliday, Lewis, Berducci, & Newman, 1991, cited in Carrier 1999: 70). He deems it necessary to consider whether the gender of the L1 speaker interlocutor has an effect on the listening comprehension of the L2/FL speaker interlocutor. Gobel and Matsuda (2003) asserted that gender-related anxiety research has yielded conflicting results. Spielberger (1983:19), in her study on state anxiety found, females are more emotionally stable than males in their reactions to highly stressful and relaxing circumstances. Similarly, in Kitanos study (2001, cited in Gobel and Matsuda, 2003: 23) of Japanese college students, male students have been found to feel more anxiety when they perceived their spoken Japanese less competent than that of others; however, such a relationship was not observed among female students. On the contrary, Machida (2001: cited in 2003: 23) examined FL Japanese language class anxiety based on gender and found that female learners are more anxious than male counterparts. Manifestation of Language Anxiety Second Language Acquisition researchers and foreign language teachers have decoded a number of symptoms and behaviors manifested in anxious learners. Negative consequences of language anxiety manifest in the form of changed behavior, such as:

1) Responding less effectively to language errors (Gregersen, 2003: cited in Gregersen, 2007: 210); 2) Engaging in negative self-talk; 3) Ruminating over poor performance, which affects information processing abilities (MacIntyre& Gardner, 1994: 285); 4) Exhibiting avoidance behavior by missing class; 5) Having unrealistic high performance standards (Gregersen&Horwitz, 2002: 563); 6) Freezing up in role play activities, according to Gregersen (2005:388), freezing up during role play covers; (a) Forget previously learned material,(b) Less likely to volunteer answers, (c)Participate less than their non anxious counterparts, (d)Protectivebehaviors such as body blocking, face covering, and leaning away from their interlocutor than non reticent ones. 7) Participating infrequently (Horwitz, et al., 1986: 129); 8) Ultimately receiving low course grades (Gardner, 1985: cited in Gregersen, 2007: 210). Gregersen (2005, cited in 2007: 210) in her study on nonverbal behavior of anxious and nonanxious language learners found that anxious learners manifested limited in: 1) Facial activity, including brow behavior and smiling, The symptoms include: raising eyebrow and faking smile, 2) Maintained less eye contact with the teacher, The symptoms include: looking at teacher "from below", seek for object to avoid direct contact with teacher, 3) More rigid and closed with their posture. The symptoms include: avoiding movement during a sitting interaction, licking lips, touching upper arm, scratching head, playing hair and moving chair closer to someone else. Alleviation of Language Anxiety Identifying anxiety producing factors for L2/FL learners and recognizing learner manifestations of this anxiety while communicating in the target language are important first steps in coping with language anxiety. An extensive body of research has suggested a variety of strategies to cope with language anxiety in academic settings, which can also offer an understanding of how to deal with it in the broader socio contexts. Horwitz, Horwitz and Cope (1986 cited in Machida: 2011) state: In general, educators have two options when dealing with anxious students: (1) They can help them learn to cope with the existing anxiety provoking situation; (2) They can make the learning context less stressful (p. 131). In other words, teachers can help students reduce their anxiety levels by focusing on the students characteristics that are causing the anxiety, as well as by focusing on what we do as teachers and what goes on inside the classroom. From the explanation above it suggested that teachers role is important in reducing students anxiety so, equal status relationship between teacher and student is an important aspect for anxiety alleviation. Research Methodology A qualitative research would be conducted to investigate how students experienced language anxiety, and what they think were the causes of such an experience. Feelings of tension or nervousness - as Horwitz et al. (1986) defined language anxiety while learning and speaking a second/foreign language - is a subjective experience, which varies from individual to individual. In order to capture the diverse range of subjects experiences, a qualitative approach was considered an appropriate strategy as it begins with individuals and sets out to 8

understand and interpret their experiences of a particular phenomenon (Cohen et al., 2000: 23). This allows the researcher to understand the subjective world of human experience by making an effort to get inside the person and to understand from within (Cohen et al.2000: 22). Subjects The subjects of this study were Senior High School Students who came from different school. They were 40 students from four classes. The subjects of this study were taken randomly. The subjects were chosen based on their linguistic competence in English. In qualitative research, the focus study was based on the quality of data and the process. The characteristic of qualitative method was inductively, means that the study focuses on the data but not to the subjects. Data The raw data in this qualitative research was questionnaire. The questionnaires were given on 13 and 14 February 2012 at 04:00 06:30 PM according to subjects time and classes. Before the subjects answered the questionnaires they were asked by the researcher to write down their initial names on the questionnaires.A number of questions had been designed in order to meet the psycholinguistics refer to language anxiety which range from question number three up to question number twenty. The researcher in this situation had designed eighteen questions which cover psycholinguistics from Input, Process and Output. The format of designing the items in questionnaire is presented on appendix three. Each question designed in questionnaire was made according to each dimension and indicator based on the theory suggested by Howritz (1986). The researcher designed six questions in input stage, eight questions in process stage and four questions output stage.

Table 1. Percentage in Psycholinguistics

Question 3 4 5 6 7 8 9 10 11 12 13 14 15 16

1 2 3 5 6 6 4 7 5 4 6 2 2

2 8 7 11 15 5 13 6 12 9 8 7 7 5 4

3 23 20 20 12 27 18 19 19 18 22 21 17 20 28 9

4 7 10 4 7 8 9 9 5 6 5 8 10 13 6

Agreed

Not Agreed

69%

31%

17 18 19 20

3 1 2 4

13 12 9 10

16 19 21 17

8 8 8 9

Data on Socio-Cultural refers to Language Anxiety Responding to MacIntyre& Gardner, 1989, 1991b: cited in MacIntyre, 1995: 91 about sociocultural factors refers to language anxiety, ten questions have been designed by the researcher to examine students anxiety refers to socio cultural factors in the questionnaire ranging from question number twenty one to question number thirty. The questions designed in socio cultural cover three factors which affect language anxiety in socio-cultural context namely: 1) Social Environment for L2/FL Acquisition, 2) Error in Social Setting and, 3) Gender. Table 2. Percentage in Socio-Cultural Question 21 22 23 24 25 26 27 28 29 30 1 4 5 2 8 3 10 9 4 2 8 2 10 15 4 18 6 12 17 4 11 18 3 17 15 26 13 27 8 10 24 20 11 4 9 5 8 1 4 10 4 8 7 3 Agreed Not Agreed

58%

42%

Data on Strategy to cope with Language Anxiety Horwitz, Horwitz and Cope (1986 cited in Machida: 2011) state: In general, educators have two options when dealing with anxious students: (1) They can help them learn to cope with the existing anxiety provoking situation; (2) They can make the learning context less stressful (p. 131). Based on the theory given, the researcher has designed 4 questions for the students to answer the question in the questionnaire ranging from question number thirty seven until question number forty. Table 3. Percentage in Strategies to Eliminate Language Anxiety Question 37 38 39 40 1 1 2 6 3 12 3 28 18 21 18 4 5 19 19 6 Agreed Not Agreed 16%

84%

10

Findings A number of studies on L2/FL anxiety have proven that language anxiety can cast on learning and particularly speaking a second/foreign language; this must be overcome by students in order for them to take full advantage of L2/FL instructions (Horwitz et al., 1986). Thus, the major purpose of this exploratory research was to find out the factors that language anxiety can stem from for EFL/ESL learners while learning to communicate in English and thus to suggest some strategies to cope with it accordingly. The findings of this study were based on the views and experiences of the participants regarding language anxiety. Based on the data analysis, the researcher got the following findings: 1. The psycholinguistics factors that cause language anxiety for students at Khims English Course in speaking are input, process and output, with the number occurrence 70%. However, the most dominant psycholinguistics factor influences language anxiety is in process stage with the number occurrences 71%. Meanwhile, the lowest influences language anxiety is in output stage with the number occurrences 66%. Consequently, input stage falls between process and output stage with the number occurrences 69%. 2. The socio-cultural factors that cause language anxiety for students at Khims English Course in speaking are social environment for L2/FL acquisition, error in social setting, and gender with the number occurrence 58%. However, the most dominant factors influence speaking in Khims English Course are social environment for L2/FL acquisition and error in social setting with the number occurrence 59%. Consequently, gender is the lowest factors influences language anxiety with the number occurrences 51%. 3. The strategies used to cope with language anxiety at Khims English Course are those proposed by Horwitz, Horwitz and Cope (1986 cited in Machida: 2011) with the number occurrence 84%. Discussions A negative correlation has been found between Language anxiety and Speaking. Psycholinguistics and socio-cultural factors refer to language anxiety theories offered by Horwitz do not match with the researchers expectation. It was so because the total percentage of factors influenced language anxiety below seventy five percent. This condition is acceptable because the researcher assumed that: Firstly, the theories proposed by Horwitz concerning with language anxiety were applied in western countries not for eastern countries. Hence, the culture, learning environment and the social setting were completely different with eastern countries. Secondly, the researcher estimated that the setting of this research should be done in a formal education, not in informal education as English courses like what the researcher has done since students joined the course willingly. Therefore in these places, learners were more enjoying in learning English compared at school where teaching English were done formally. Last but not least, the researcher also assumed that theory about Language Anxiety offered by Horwitz was applied in western countries where status of English was first language not second or foreign language. Hence, proficiency was a major issue. Learners were required to speak like a native speaker in order to communicate inside and outside the classroom. This condition was totally different with Indonesia context, since the status of English in Indonesian is perceived as foreign language. Learners do not concern in making mistake 11

during speaking. This situation is also worsen with the lack of professional teachers who are able not able to speak out proficiently. Conclusions Based on all the discussions from Chapter IV, it is concluded that: 1. The Psycholinguistics factors that influenced the language anxiety in Khims English Course were Input, Process and Output stage. 2. The Socio-Cultural factors that influenced the language anxiety in Khims English Course were Social Environment for Foreign Language Acquisition, Error in Social Setting and, Gender 3. The strategies used to eliminatethe language anxiety at Khims English Course were teachers helped students learned to cope with the existing anxiety, provoking situation and made the learning context less stressful. Suggestions Given that language anxiety can exercise detrimental influence on foreign language learning and communication in the target language, it is important to know that language instructors not only recognize anxiety is a major cause of students lack of success in English communication, but also assists the students to overcome their feelings of unease and discomfort. Based on the findings of this study, the following suggestions can be made. Teachers/ TeacherCandidates 1. First and foremost, English teachers should acknowledge the existence of the feeling of anxiety in learning and particularly speaking English language and then should take initiatives for its effective reduction. They should identify individuals with signs of stress and anxiety and should apply appropriate strategies to help them counteract these feelings. 2. A truly communicative approach should be adopted and used during the teaching and learning process takes place to provide students with more chances to practice their speaking skills. This approach will reduce students anxiety level since they are accustomed to speak out. 3. For active participation in the classroom discussion, it should be ensured that students are provided friendly, informal and learning-supportive environments. This can be done by teachers friendly, helpful and co-operative behavior. Making students feel comfortable when speaking in the class can also reduce, although not eliminate altogether. 4. To encourage students to feel successful in using English, teachers should avoid setting up activities that enhance the chances for them to fail. They should also make sure whether the students are ready for the given activity and have sufficient ideas and lexis to complete the task successfully. 5. There should be some specific teachers training courses on language anxiety in order to make teachers aware of this complex issue and, hence, alleviate it.

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Students 1. The best way to eliminate anxiety during speaking is speaking itself. Students can decrease their anxieties through practice. With this, students can know their own weakness and strength. Hence, anxiety could be reduced. 2. It is also suggested to students that before they speak in front of their classroom, they should be relax so they can ease their tension and can expose their speaking ability more naturally. Other Researchers 1. Through the limitations of the study, the writer would strongly suggest other potential researchers to conduct the research about the relationship between language anxieties with teaching methods. Therefore, it will give a better solution in order to eliminate anxieties on students.

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References Arikunto,S. 1992. Procedure Penelitian: SuatuPendekatanPraktis. Jakarta: RhinekaCipta. Gregersen, T., &Horwitz, E. K. (2002).Language Learning and Perfectionism: Anxious and Non-anxious Language Learners Reactions to Their Own Oral Performance, The Modern Language Journal, Vol. 86 (4). Hatch, E. (1978) "Discourse analysis and second language acquisition." In E. Hatch (Ed.), Second Language Acquisition. Rowley, Ma: Newbury House. Horwitz, E. K. (2001). Language Anxiety and Achievement.Annual Review of Applied Linguistics.21 Krashen, S. D. (1985). The Input Hypothesis: Issues and Implications. Longman MacIntyre, P. D. (1995). How Does Anxiety Affect Foreign Language Learning: A Reply to Sparks and Ganschow, The Modern Language Journal, Vol. 79(1). MacIntyre, P. D., & Baker, S, C. (2003). The Role of Gender and Immersion in Communication and Second Language Orientations, Language Learning, Vol.53.(1). McKeachie, 2006.Teaching Tips: Strategies Research and Theory for college and University Teachers. Boston: Hougton Mifflin Company. Ohata, K. (2005) Language Anxiety From the Teachers Perspective: Interviews With Seven Experienced ESL/EFL Teachers, Journal of Language and Learning, Vol. 3 (1). Oliver, H. &Utermohlen, R. (1995).An innovative teaching strategy: Using critical thinking to give students a guide to the future.(Eric Document Reproduction Services No. 389 702). Pianta, R.C, (1999). Enhancing Relationships Between Children and Teachers. Washington, D.C.: American Psychological Assn. Price, M. L. (1991). The Subjective Experience of Foreign Language Anxiety: Interviews with High Anxious Students, in Horwitz, E.K., & Young, D. J. (eds.) Language Anxiety: From Theory and Research to Classroom Implications. Englewood Cliffs, NJ: Prentice Hall Richard, A. P. (1996). Making it happen: Interaction in the second language classroom From theory to practice. White Plains, NY: Longman Schmitt, N. (2002). An Introduction to Applied Linguistics.London: Arnold Sudjana N. & Ibrahim. 2001. PenelitiandanPenilaianPendidikan. Bandung: Sinar BaruAlgrsindo. Sparks, Ganschow, &Javorsky, (2000) Deja vu all over again. A Response to Saito, Horwitz, and Garza, The Modern Language Journal, Vol. 84 (2), Tanveer, M. (2007). A Thesis :Investigation of the factors that cause language anxiety for ESL/EFL learners in learning speaking skills and the influence it castson communication in the target language. Thornbury& Slade (2006).Conversation. Cambridge University Press Ur, P. (1998). A Course in Language Teaching.Cambridge: CUP. Wray, A., Trott, K., & Bloomer, A.(1998). A Practical Guide to Researching Language. London: Arnold. http://etd.eprints.ums.ac.id/2405/1/A320040254.pdf http://etd.eprints.ums.ac.id/4602/1/_A32000500056.pdf http://hera.ugr.es/tesisugr/16235290.pdf www.hltmag.co.uk/mar03/martmar035.rtf. http://isjd.pdii.lipi.go.id/admin/jurnal/34206269291.pdf http://leighcherry.wikispaces.com/file/view/Anxiety%27s+Effect+on+L2+Learning++MacIntyre.pdf 14

http://leighcherry.wikispaces.com/file/view/Correlates+of+Anxiety+at+3+stages+of+FL+lan guage+learning+process+Onwuegbuzie.pdf http://talk-waseda.net/dialogue/no03_2004/2004dialogue03_k4.pdf http://www.awej.org/awejfiles/_38_12_muhsen.pdf http://www.cc.kyoto-su.ac.jp/information/tesl-ej/ej32/a2.html http://www.cedu.niu.edu/~shumow/itt/StudentTchrRelationships.pdf http://www.criticalthinking.org/University/univlibrary/library.nclk http://www.e-iji.net/dosyalar/iji_2010_1_1.pdf http://www.englishaustralia.com.au/index.cgi?E=hsshowjnl&efile=admin&M=art&X=getdoc &Lev1=5&Lev2=3&Lev3=3 http://www.ericdigests.org/2000-3/adult.htm http://www.google.co.id/url?sa=t&rct=j&q=grammar%20error%20in%20indonesian%20spea king&source=web&cd=2&ved=0CCUQFjAB&url=http%3A%2F%2Fpuslit2.petra.ac .id%2Fejournal%2Findex.php%2Fing%2Farticle%2Fdownload%2F15499%2F15491 &ei=L5PUTuehNoXJrAfnvMWhDg&usg=AFQjCNFzjO7PkHEZ_w4gbLGTZHNYz oejxA&sig2=qpkauBo0pOcm1Xl0J1-lPw&cad=rja http://www.kandagaigo.ac.jp/kuis/aboutus/pdf/jkuis20/Alun_Roger.pdf http://www.professorjackrichards.com/pdfs/developing-classroom-speaking-activities.pdf http://www.rebtnetwork.org/library/How_to_Conquer_Your_Frustrations.pdf http://www.tesl-ej.org/wordpress/issues/volume7/ej26/ej26a2/ http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/Cri ticalThinking/index

BIOGRAPHY

PERSONAL DETAILS Name Place / Date of Birth Address Martial Status Sex/Religion

: : : : :

Anton KusumaLiauw, B.Bus, M.Pd Pematangsiantar, March 22nd ,1985 JalanMerdeka 55, P.Siantar Single Male/Budha

EDUCATION : 1. Graduated from Business Degree Program at Taylors Malaysia in 2007 2. Graduated from Postgraduate School Program English Education Department of HKBP Nommensen University PematangSiantar on March 22, 2012. OCCUPATION : Owner and Teacher in Khims English Course

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