| dc.description.abstract | Speaking is an interactive process of constructing meaning that involves
producing and receiving and processing information (Brown, 1994; Burns & Joyce, 1997).
Meanwhile, speaking English is a skill to communicate with other people in native language.
This skill can be only attained by a lot of practice and attention. In speaking English the learners
should know how to produce the specific point of language such as grammar, pronunciation, or
vocabulary furthermore they also should understand when, why and in what ways to produce
language.
Language learning is affected a lot by affective factors. Affective factors are “those referring
to personal-social-emotional behaviors of teachers and learners to the feeling tone of the learning
environment generated by their interaction” (Richard E. Ripple; 1964:476-477). One of the
affective factors is anxiety. Anxiety appears because of several factors such as lack of
knowledge, low of preparation, fear of making mistakes and difficulty to understand the teacher
instruction. Language speaking anxiety further appears on site often than other language learning
like reading comprehension, listening comprehension, and writing comprehension. This thesis
investigates Foreign Language Anxiety (FLA) of the first year students of English Department
Faculty of Letters in Jember University, to seek what factors contributing the anxiety and why
anxiety happens by using the theories from Tseng (2012).
The data on this study are obtained by employing closed-ended questionnaire which is
adapted from Horwitz et al. (1986) and the transcript interview. Survey is chosen as the research
strategy to gain that data. The participants are 50 first year students English Department of
Faculty Letters, Jember University.
The results of the study shows that self-perception or self-esteem, presentation in the
classroom, fear of making mistakes, social environment, gender, culture differences, formal
classroom environment are determined as the source of the participants’ speaking anxiety. Selfperception
or self-esteem has been chosen and becomes the dominant source of speaking anxiety.
Social status in this researches no one who chooses it. It is because they have good elation with
the lecturer and they have mastered the materials. Meanwhile the reason which evokes the
occurrence of speaking anxiety shows. First is self-perception. This is because of language
difficulties (lack of vocabulary, worry about structure and speaking English correctly), concern
about others perception, low self-confidence, lack of motivation and lack of communication and
afraid of making mistakes. Second is presentation in the classroom. This is because they are
afraid of becomes the center of attention, afraid of question from other learners and they do not
prepare the material. Third is fear of making mistakes. This is because of they do not master the
material, lack of vocabulary and pronunciations. Fourth is social environment. This is because
they have limited exposure to target language and judgment from other people. Fifth is gender.
This is because each gender has different topic to discuss and different perception about the
opposite gender. Sixth is a cultural difference. This is because they have different topic and
different accent between Javanese, Madurese and Chinese. Seventh is formal classroom
environment. This is because they are monitored by the lecturer and formal characteristic of the
lecturer. | en_US |
