The correlation Between Students' Speaking Anxiety Level and Speaking Perfomance

Abstract

Speaking can be considered as the basis for language comprehension in oral communication. Speaking is regarded as one of the more challenging language skills to learn. It makes reasonable that it includes comprehension, grammar, vocabulary, pronunciation, and fluency. Consequently, when students struggle to articulate their ideas, some of the students will feel anxious This is the reason the researcher is interested to find out how much anxiety correlates with the ability of students to talk. This study was carried out in a senior high school in Banyuwangi to find out the correlation between students' anxiety levels and their speaking achievement of grade XI IPS. The grade XI IPS students who were taken possessively became the research's responders. Seventy students in total responded to the survey. Distributing FLACS questionnaire about speaking anxiety gained to get students speaking anxiety score, while teachers reported their students' speaking competence scores. The teacher asked the students to make groups of seven and requested them to discuss about the topic given to them in order to collect a speaking score. Analytical exposition is the genre used in speaking exams. Following that, each student must present their work in front of the class one by one in one until two minutes. Meanwhile to get students anxiety score, the students had to select one of the five Likert scales in the column by marking a (V) on the form. The researcher asked the teacher to help and translate the questionnaire in order to make it easier. The Spearman Rank Order Correlation analysis used in this correlation study's result showed a correlation coefficient of -.856. It showed that there was a significant correlation between students' speaking achievement and their anxiety level. There was a very strong, negative monotonic correlation between students speaking anxiety and students speaking performance ( rs(68) = -.856 , p < .001) .This indicates that as variable X the level of students anxiety increases, variable Y students speaking performance decreases. The majority of students who performed well on the questionnaire also performed well on the speaking test. Students with high questionnaire scores also showed high levels of anxiousness. In simply, students that have low levels of anxiety would perform well when speaking, and vice versa. The analysis revealed a significant value of 0.01, which indicates that the significant value is less than 0.05. It shows that the null hypothesis (Ho), which states that there is no relationship between students' speaking performance and anxiety level in a senior high school in Banyuwangi, was rejected. As a result, the alternative hypothesis (H.), which read, "There is a significant correlation between students anxiety level and students speaking performance in a senior high school in Banyuwangi academic year," was accepted when the null hypothesis (Ho) was rejected.