PERSPECTIVES ON ANXIETY IN LEARNING ENGLISH (A Case Study of the Low English Proficiency Female and Male Students of the Eighth Grade of MTs. Nabaul Ulum Pati in Academic Year 2011/2012)
By NIKWATI NIM 2008–32–246
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2012
ii
PERSPECTIVES ON ANXIETY IN LEARNING ENGLISH (A Case Study of the Low English Proficiency Female and Male Students of the Eighth Grade of MTs. Nabaul Ulum Pati in Academic Year 2011/2012)
SKRIPSI Presented to the University of Muria Kudus in Partial Fulfillment of the Requirement For Completing the Sarjana Program in English Education
By NIKWATI NIM 2008–32–246
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MURIA KUDUS 2011
iii
MOTTO “Do the best thing in your life and do it because of Allah SWT” “There is always ease behind difficulties” “Today’s dream is the fact of tomorrow”
DEDICATIONS: This skripsi is dedicated to: My beloved husband, Mas Aan My lovely parents My little son, Iklyl My beloved sister, Hanif All my family My best friends, Anis and Titik All my friends Almamater
iv
v
vi
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent, the Almighty, whose blessing and has made all possible for the writer to finish the research entitled: “Perspectives on Anxiety in Learning English (A Case Study of The Low English Proficiency Female and Male Students of The Eighth Grade of MTs Nabaul Ulum Pati in Academic Year 2011/2012)” as a partial fulfillment to get the S1 degree in English Education Department. In conducting this research, the writer would like to thank all those who have encouragement, advice, guidance, and suggestion. Her appreciation goes to: 1. Drs. Susilo Rahardjo, M.Pd, as the dean of Engish Education Department of the University of Muria Kudus. 2. Fitri Budi Suryani, S.S, M.Pd, as the head of English Education Department of the University of Muria Kudus. 3. Agung Dwi Nurcahyo, S.S, M.Pd and Nuraeningsih, S.Pd, M.Pd as the advisors who give their wise tuition and solution till this skripsi can be accomplished. 4. All the lectures of English Education Department, Teacher Training and Education Faculty the University of Muria Kudus who have been supplying a wide knowledge, giving motivation so that the writer can finish the skripsi, and also the staffs who give contribution to complete the skripsi.
vii
5. The teachers, staffs and the students of MTs. Naba’ul Ulum Pati who helped the writer for getting the data. 6. All of her friends at the University of Muria Kudus. 7. The officers of main library of the University of Muria Kudus, for the services. 8. Those who can’t be mentioned one by one toward their support to her in completing this research paper. Finally, the writer expects this paper will be useful.
Kudus, June 2012 The writer
Nikwati
viii
ABSTRACT Nikwati. 2012. Perspectives on Anxiety in Learning English (A Case Study of the Low English Proficiency Female and Male Students of the Eighth Grade of MTs Nabaul Ulum Pati in Academic Year 2011/2012). Skripsi. English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisors: (i) Agung Dwi Nurcahyo, S.S, M.Pd., (ii) Nuraeningsih, S.Pd, M.Pd. Keywords: Anxiety, learning Anxiety is a real phenomenon in foreign language learning, includes English. It becomes a problem for the students, especially whose low proficiency. Anxiety may relate with the gender differences. An assumption that the females lack power and males have power physically does not always mean that females are weak and males are powerful. Both of females and males have each own strength and weakness in learning English. The objectives of this research are (i) to find out and explain the different perspectives on anxiety in learning English between female and male students who have low English proficiency of the eighth grade of MTs. Nabaul Ulum Pati in academic year 2011/2012, (ii) to find out and explain the similar perspectives on anxiety in learning English between female and male students who have low English proficiency of the eighth grade of MTs. Nabaul Ulum Pati in academic year 2011/2012. This research belongs to qualitative research and I use case study as a method. The data is the perspectives on anxiety in learning English of female and male students. Meanwhile, the data source of this research is female and male students of the eighth grade of MTs Naba’ul Ulum Pati in academic year 2011/2012 who have low English proficiency. I adopt the categories of anxiety by Renée von Wörde (2003) to identify and analyze the different perspectives and the similar perspectives. The result of the research shows that the similarities are more than the differences in the perspectives on anxiety in learning English. There are seven different perspectives and thirteen similar perspectives on anxiety in learning English between female and male students who have low English proficiency. The differences consist of three factors causing anxiety and four factors reducing anxiety. There are no different perspectives in the factors manifestation of anxiety and on students’ awareness of anxiety. The similarities consist of six factors causing anxiety, four factors reducing anxiety, two factors manifestation of anxiety, and one factor of students’ awareness of anxiety. Due to the fact that anxiety is undeniable phenomenon in learning English, I offer several suggestions to cope with anxiety. For the teachers, teaching creatively, having good relationship and being friendly will minimize anxiety. For the female and male students, they should find which factors most lead them to anxiety and then seek the solution. They should support and share each others in overcoming anxiety in learning English.
ix
ABSTRAKSI Nikwati. 2012. Pendapat-Pendapat Mengenai Kegelisahan dalam Pembelajaran Bahasa Inggris (Studi Kasus Siswa Perempuan dan Laki-Laki Kelas VIII yang Memiliki Kecakapan Bahasa Inggris Kurang di MTs. Naba’ul Ulum Pati Tahun Ajaran 2011/2012). Skripsi. Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Pembimbing: (i) Agung Dwi Nurcahyo, S.S, M.Pd., (ii) Nuraeningsih, S.Pd, M.Pd. Kata Kunci: Kegelisahan, pembelajaran Kegelisahan adalah sebuah fenomena nyata dalam pembelajaran bahasa asing, termasuk bahasa Inggris. Hal itu menjadi suatu masalah bagi para siswa, khususnya yang memiliki kecakapan yang kurang. Kegelisahan mungkin berhubungan dengan perbedaan jenis kelamin. Ada asumsi bahwa wanita kurang kemampuan/kekuatan dan laki-laki memilikinya secara fisik tidak selalu berarti bahwa perempuam itu lemah dan laki-laki itu kuat. Baik perempuan maupun lakilaki, masing-masing memiliki kelebihan dan kekurangan dalam pembelajaran Bahasa Inggris. Tujuan dari penelitian ini adalah (i) untuk menemukan dan menjelaskan pendapat-pendapat yang berbeda mengenai kegelisahan dalam pembelajaran bahasa Inggris antara siswa perempuan dan laki-laki kelas VIII yang memiliki kecakapan bahasa Inggris kurang di MTs. Naba’ul Ulum Pati tahun ajaran 2011/2012, (ii) untuk menemukan dan menjelaskan pendapat-pendapat yang sama mengenai kegelisahan dalam pembelajaran bahasa Inggris antara siswa perempuan dan laki-laki kelas VIII yang memiliki kecakapan bahasa Inggris kurang di MTs. Naba’ul Ulum Pati tahun ajaran 2011/2012. Penelitian ini termasuk penelitian kualitatif dan saya menggunakan studi kasus sebagai metode. Data dalam penelitihan ini adalah pendapat-pendapat tentang kegelisahan dalam pembelajaran bahasa Inggris pada siswa perempuan dan laki-laki. Sementara, sumber data dari penelitian ini yaitu para siswa perempuan dan laki-laki kelas VIII di MTs. Naba’ul Ulum Pati tahun ajaran 2011/2012 yang memiliki kecakapan bahasa Inggris kurang. Saya mengadopsi kategori-kategori kegelisahan dari Renée von Wörde (2003) untuk mengidentifikasi dan menganalisis perbedaan dan persamaan pendapat-pendapat. Hasil penelitian menunjukkan bahwa terdapat lebih banyak persamaan daripada perbedaan dalam pendapat mengenai kegelisahan.dalam pembelajaran bahasa Inggris. Ada tujuh pendapat yang berbeda dan tiga belas pendapat yang sama mengenai kegelisahan dalam pembelajaran bahasa Inggris antara siswa perempuan dan laki-laki yang memiliki kecakapan bahasa Inggris kurang. Perbedaan itu terdiri dari tiga faktor penyebab kegelisahan dan empat faktor yang mengurangi kegelisahan. Tidak ada perbedaan pendapat dalam faktor perwujudan kegelisahan dan kesadaran siswa akan kegelisahan. Persamaannya terdiri dari enam faktor penyebab kegelisahan, empat faktor yang mengurangi kegelisahan,
x
dua fakor perwujudan kegelisahan, dan satu faktor kesadaran siswa akan kegelisahan. Berdasarkan fakta bahwa kegelisahan adalah fenomena yang tak dapat dipungkiri dalam pembelajaran bahasa Inggris, saya menawarkan beberapa saran untuk mengatasi kegelisahan ini. Untuk para guru, mengajar dengan kreatif, memiliki hubungan yang baik dan ramah kepada siswa akan mengurangi kegelisahan. Untuk siswa maupun siswi, seharusnya mencari tahu faktor mana yang paling menyebabkan kegelisahan mereka dan mencari solusinya. Mereka seharusnya saling mendukung dan berbagi satu sama lain dalam mengatasi kegelisahan dalam pembelajaran bahasa Inggris.
xi
TABLE OF CONTENTS
COVER ............................................................................................................... LOGO .................................................................................................................. TITLE .................................................................................................................. MOTTO AND DEDICATION ........................................................................... ADVISORS’ APPROVAL ................................................................................. EXAMINERS’ APPROVAL .............................................................................. ACKNOWLEDGEMENT .................................................................................. ABSTRACT ........................................................................................................ ABSTRAKSI ...................................................................................................... TABLE OF CONTENTS .................................................................................... LIST OF TABLES .............................................................................................. LIST OF APPENDICES .....................................................................................
i ii iii iv v vi vii ix x xii xv xvi
CHAPTER I : INTRODUCTION .......................................................................
1
1.1 Background of the Research ........................................................................
1
1.2 Statements of the Problem ...........................................................................
4
1.3 Objectives of the Research ...........................................................................
4
1.4 Significances of the Research ......................................................................
5
1.5 Limitation of the Research ...........................................................................
6
1.6 Definition of the Terms ................................................................................
6
CHAPTER II : REVIEW TO RELATED LITERATURE .................................
9
2.1 Second Language Acquisition Theory .........................................................
9
2.2 The Affective Factors ................................................................................... 11 2.3 Anxiety in Language Learning .................................................................... 12 2.3.1 The Factors of Anxiety in Language Learning .......................................... 13 2.3.1.1 The Causing Factors of Anxiety in Language Learning ......................... 14 2.3.1.2 The Reducing Factors of Anxiety in Language Learning ....................... 15 xii
2.3.2 The Role of Anxiety in Language Learning .............................................. 17 2.3.3 The Effects of Anxiety in Language Learning .......................................... 18 2.4 Female and Male in Language Learning ..................................................... 19 2.5 The Eighth Grade Students of MTs. Nabaul Ulum Pati .............................. 21 2.6 Previous Studies on Anxiety ........................................................................ 22 CHAPTER III : METHODOLOGY OF THE RESEARCH .............................. 28 3.1 Design of the Research ................................................................................ 28 3.2 Data and Data Source ................................................................................... 29 3.3 Data Collection ............................................................................................ 29 3.4 Data Analysis ............................................................................................... 30 CHAPTER IV : FINDING OF THE RESEARCH ............................................. 34 4.1 The Different Perspectives on Anxiety in Learning English between Female and Male Students who Have Low English Proficiency of the Eighth Grade Students of MTs. Nabaul Ulum Pati in the Academic Year 2011/2012 ................................................................ 35 4.2 The Similar Perspectives on Anxiety in Learning English between Female and Male Students who Have Low English Proficiency of the Eighth Grade Students of MTs. Nabaul Ulum Pati in the Academic Year 2011/2012 ................................................................ 37 CHAPTER V : DISCUSSION ............................................................................ 42 5.1 The Different Perspectives on Anxiety in Learning English between Female and Male Students who Have Low English Proficiency of the Eighth Grade Students of MTs. Nabaul Ulum Pati
xiii
in the Academic Year 2011/2012 ................................................................ 42 5.1.1 The Different Perspectives between Female and Male Students in the Factors Believed to Cause Anxiety ................................... 42 5.1.2 The Different Perspectives between Female and Male Students in the Factors Believed to Reduce Anxiety ................................ 44 5.2 The Similar Perspectives on Anxiety in Learning English between Female and Male Students who Have Low English Proficiency of the Eighth Grade Students of MTs. Nabaul Ulum Pati in the Academic Year 2011/2012 ................................................................ 47 5.2.1 The Similar Perspectives between Female and Male Students in the Factors Believed to Cause Anxiety ................................... 47 5.2.2 The Similar Perspectives between Female and Male Students in the Factors Believed to Reduce Anxiety ................................ 51 5.2.3 The Similar Perspectives between Female and Male Students in the Factors Manifestation of Anxiety ..................................... 54 5.2.4 The Similar Perspectives between Female and Male in the Students’ Awareness of Anxiety ..................................................... 55 CHAPTER VI : CONCLUSION AND SUGGESTION ..................................... 57 6.1 Conclusion ................................................................................................... 57 6.2 Suggestions .................................................................................................. 59 BIBLIOGRAPHY ............................................................................................... 62 APPENDICES .................................................................................................... 65 CURRICULUM VITAE STATEMENT SHEET
xiv
LIST OF TABLES
Table
Page
4.1 Table Illustration of the Different Perspectives between Female and Male Students in the Factors Believed to Cause Anxiety ......................................................................................................... 35 4.2 Table Illustration of the Different Perspectives between Female and Male Students in the Factors Believed to Reduce Anxiety ......................................................................................................... 36 4.3 Table Illustration of the Similar Perspectives between Female and Male Students in the Factors Believed to Cause Anxiety ......................................................................................................... 37 4.4 Table Illustration of the Similar Perspectives between Female and Male Students in the Factors Believed to Reduce Anxiety ......................................................................................................... 38 4.5 Table Illustration of the Similar Perspectives between Female and Male Students in the Factors Manifestation of Anxiety ......................................................................................................... 39 4.6 Table Illustration of the Similar Perspectives between Female and Male in the Students’ Awareness of Anxiety ........................... 40
xv
LIST OF APPENDICES
Appendices
Page
1. The Questionnaire ........................................................................................ 66 2. Questionnaire Sheets of Female Students who Have Low Proviciency .................................................................................................. 68 3. Questionnaire Sheets of Male Students who Have Low Proviciency .................................................................................................. 86
xvi
