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SPEAKING ANXIETY: WHAT PASSIVE LEARNERS CAN LEARN

FROM ACTIVE LEARNERS

THESIS

Submitted in partial fulfillment of

The Requirements for the Degree of

Sarjana Pendidikan

SARAS RESTUNINGTYAS

112015087

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2019

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COPYRIGHT STATEMENT

The thesis contains no such material as has been submitted for examination in any

courses or accepted for the fulfillment of any degree or diploma in any university.

To the best of my knowledge and my belief, this contains no material previously

published or written by any other person accept where due reference is made in the

text.

Copyright@2019. Saras Restuningtyas and Gita Hastuti, M.A.

All rights reserved. No part of this thesis may be reproduced by any means without

the permission of at least one of the copyright owners or the English

Language Education Program, Faculty of Language and Arts, Universitas Kristen

Satya Wacana, Salatiga.

Saras Restuningtyas

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TABLE OF CONTENT

COVER PAGE................................................................................................................... i

PERNYATAAN TIDAK PLAGIAT ................................................................................ ii

PERNYATAAN PERSETUJUAN AKSES .................................................................... iii

PUBLICATION AGREEMENT DECLARATION ........................................................ vi

APROVAL PAGE ............................................................................................................ v

COPYRIGHT STATEMENT .......................................................................................... vi

TABLE OF CONTENT .................................................................................................. vii

LIST OF TABLES ........................................................................................................... ix

ABSTRACT ...................................................................................................................... 1

INTRODUCTION ............................................................................................................ 1

LITERATURE REVIEW ................................................................................................. 3

Learning English ........................................................................................................ 3

Learning Motivation .................................................................................................. 4

Speaking Anxiety ....................................................................................................... 5

Reasons of Learners’ Anxiety.................................................................................... 6

Learners’ Strategies to Cope with Anxiety ................................................................ 8

THE STUDY .................................................................................................................... 9

Context of the Study ..................................................................................................... 9

Participants of the Study ............................................................................................ 10

Data Collection Instruments ....................................................................................... 10

Data Collection Procedures ........................................................................................ 11

Data Analysis Procedures .......................................................................................... 12

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FINDINGS AND DISCUSSION .................................................................................... 12

Reasons of Learners being Active .............................................................................. 12

Reasons of Learners’ Anxiety .................................................................................... 16

Passive Learners’ Reasons .................................................................................... 17

Negative Attitude towards English ................................................................... 17

Lack of Knowledge ........................................................................................... 18

Fear of Making Mistakes .................................................................................. 19

Fear of Getting Negative Responses................................................................. 20

Seating Position ................................................................................................ 20

Active Learners’ Reasons ...................................................................................... 22

Fear of Making Mistakes .................................................................................. 22

Fear of Getting Negative Responses................................................................. 23

Lack of Knowledge ........................................................................................... 24

Negative Self-Perceptions ................................................................................. 25

Lack of Preparations ........................................................................................ 26

Strategies to Overcome Anxiety .............................................................................. 27

Passive Learners’ Strategies .................................................................................. 27

Preparing and Practicing More ....................................................................... 27

Softening Voices ................................................................................................ 28

Active Learners’ Strategies ................................................................................... 29

Preparing and Practicing More ....................................................................... 29

Having Good Attitude towards English ............................................................ 31

Avoiding Eye Contact ....................................................................................... 33

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Doing Relaxation .............................................................................................. 33

Daring to Take a Risk ....................................................................................... 34

Thinking in a Positive Way ............................................................................... 35

CONCLUSION ............................................................................................................... 35

REFERENCES ............................................................................................................... 38

ACKNOLEDGEMENT .................................................................................................. 40

APPENDICES ................................................................................................................ 42

LIST OF TABLES

Table 1

Integrative Motivation vs. Instrumental Motivation ....................................................... 13

Table 2

Active vs. Passive Learners’ Reasons of Feeling Anxious .............................................. 16

Table 3

Passive vs. Active Learners’ Strategies .......................................................................... 27

1

SPEAKING ANXIETY: WHAT PASSIVE LEARNERS CAN

LEARN FROM ACTIVE LEARNERS

Saras Restuningtyas

112015087

Abstract

Speaking anxiety is a problem that is commonly found in foreign language learning

and it could give negative impact for its goal in mastering foreign language (Tanveer,

2007). This study concerned to analyze active learners’ strategies in conquering

speaking anxiety in foreign language learning, thus passive learners could observe and

apply those strategies in learning the foreign language. Data collection involved four

time observations in order to find active and passive learners. Then, six active and six

passive vocational high school learners in Salatiga who had experienced being anxious

in speaking English was interviewed. The findings indicated that active learners and

passive learners had different common reasons and strategies concerning speaking

anxiety in foreign language learning. The conclusion pointed out that active learners’

result could help passive learners with their efficient strategies which passive learners

did not have; such as having good attitude towards English, avoiding direct eye

contact with interlocutors, doing relaxation before and while speaking, daring to take a

risk if having chances, and thinking in a positive way no matter what the situation is.

Those strategies used by active learners may help passive learners for not only

reducing their anxiety but also helping them to participate actively in the class.

Keywords: Speaking Anxiety, Foreign Language, Active Learners (AL), Passive

Learners (PL)

Introduction

Learning a foreign language is seen to be very hard for senior high

school learners. In the process of learning foreign language, learners need to

learn various skills especially speaking skill, so they could communicate using

the language well. The learners should communicate using the foreign

language as much as possible if they want to improve their speaking skill.

However, the learners may face difficulties during the learning process of

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speaking. Quite many learners experience speaking anxiety as they speak using

foreign language. Every person certainly has some worries when they speak in

public even using their native language. Moreover, the learners are required to

speak using foreign language during the learning process and it somehow

makes them feel anxious to speak. Therefore, some learners choose to be silent

in class because they are not brave enough to talk using the language that they

do not master yet. There are some reasons of learners’ anxiety. Based on

Zhipping and Paramasivam’s study (2013), the reasons of the learners being

silent in the class are fear to speak in public, fear to get negative response, and

fear of grammatical mistakes. Those are the things that may make the learners

choose to be passive in class.

As a learner who has experienced learning English as a foreign language

since in elementary school, I observed that in general, almost half of the whole

learners have anxiety to speak using English in front of the class or in a group

discussion. Based on my observation, they did not speak even when the teacher

asked a question because they were afraid of making mistakes. There is a view

that “If a student with speaking anxiety experiences failure he or she will rather

remain quiet than take the risk of failing again” (Basic, 2011). That is why the

learners tend to choose to keep silent to stay safe.

There might be some other reasons of why learners choose to keep quiet

in class. Hence, this study is conducted to investigate the reasons of the

learners’ being passive in class. Besides that, this study also wishes to know

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the active learners’ strategies to handle their anxiety so as to provide models

for language learners to overcome their anxiety.

This study is guided by a research question:

1. How do active learners view the importance of being active?

2. What cause the passive and active learners’ anxiety?

3. How do passive and active learners overcome their anxiety?

This research is expected to be beneficial for language learners in general

and specifically the passive learners to learn from the active learners how to

overcome their speaking anxiety. Hopefully, learners can realize that being

active in the classroom is important for their own learning process.

Literature Review

In this section, it explains four theoretical backgrounds from some

experts of its field. First, it defines the view of learning English as a foreign

language in Indonesia. Second, explanation of learners’ learning motivation.

Then, a brief definition about anxiety and speaking anxiety in foreign language

learning also included in this part. Two last points explain about learners’

anxiety reasons and learners’ strategies in overcoming speaking anxiety.

Learning English

English is a foreign language which is taught almost in every school in

Indonesia. Many schools provide English as the subject because of the

globalization era and English is a global language that people use to

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communicate with others from different countries. In other words, English is

known as the world’s “lingua franca” (Jenkins, 2009 as cited in Dogan &

Tuncer, p. 18). In Indonesia, children start to learn English since they are in

elementary school. There are even several kindergarten schools that teach

English. During the process of learning English, “speaking is seen an anxiety-

evoking variable in the language learning process” (Akkakoson, 2016, p.71). It

is already hard for the learners to speak using proper native language, so when

they need to speak using a foreign language, it may cause them to feel reluctant

to speak.

Learning Motivation

Learning English is seen to be a difficult process for senior high school.

The learners must need something that could build up their interest in learning

English. According to Lennartsson (2008) as cited in Oroujlou and Vahedi

(2011) the important factor that affect much on learning foreign language are

learners’ motivation and willingness. It means the successful key of learning

English is from the learner themselves, whether they have motivation to master

English or not. Motivation is divided into two type, integrative motivation and

instrumental motivation. Integrative motivation refer to those who want to

know the foreign language circle or even involve in the foreign language

society (Brown, 2006, p.154-156). It means that learners with integrative

motivation want to know more about the language that they learn or they

already have an interest in that language. Besides, learners with instrumental

motivation have more beneficial purposes in learning foreign language, “such

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as meeting the requirements for school or university graduation, applying for a

job, requesting higher pay based on language ability, reading technical

material, translation work or achieving higher social status” (Oroujlou &

Vahedi, 2011). In order to reach the learners’ purposes, motivation is needed.

Motivation could arise from outside (extrinsic) and inside (intrinsic) of their

individual. Intrinsic motivation refers to self-satisfaction for doing an activity

rather than separable consequences (Ryan&Deci, 2000). Meanwhile, extrinsic

motivation is defined as “a construct that pertains whenever an activity is done

in order to attain some separable outcome” (Ryan&Deci, 2000). It means that

the learners are compelled to do something because of the compulsion.

Speaking Anxiety

Anxiety is defined as “an emotional situation in which the feeling of

weakness that is detected during the preparation of a predicted risk is

experienced (Aydın & Zengin, 2008 as cited in Arslan, Icbay, Gallard, &

Ramos, 2016, p.337). In learning a foreign language, anxiety is defined as “a

feeling of inhibition in using the foreign language” (Brown 1994, as cited in

Balemir, 2009, p.2). Hence, such learners without enough confidence would

choose to be passive in class when it comes to speak English. These learners

might feel very anxious when they are forced to speak English. Based on

MacIntyre and Gardner (1991) as cited in Rafada and Madini (2017) an anxious

learner is “an individual who perceives the L2 as an uncomfortable experience,

who withdraws from voluntary participation, who feels social pressures not to

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make mistakes and who is less willing to try uncertain or novel linguistic

forms”(p.310).

Reasons of Learners’ Anxiety

There are several reasons of the learners being silent in a classroom. As

mentioned in the introduction, Zhipping and Paramasivam (2013) found that

the reasons of the learners being silent in class are fear of speaking in public,

fear of getting negative responses, and fear of making grammatical mistakes.

The fear of speaking in public may be influenced by the learners’ general

personality such as “quietness, shyness, and reticence” (Howirtz et al, 1986 as

cited in Zhiping & Paramasivam, 2013, p.5).

Also, the other reason is when the learners get negative feedback from

their peers and teacher. Being mocked and laughed at by their peers and getting

negative feedback from teachers in front of their classmates make the learners

down. Actually it makes the learners feel embarrassed because the teacher tells

the learner’s mistake in front of their friends. Instead of receiving negative

feedback, the students who have speaking anxiety “…. need constant

encouragement and positive feedback from instructors, as the language

classroom may be more anxiety-producing than others” (Horwitz et al., 1986;

Young, 1992 as cited in Liu & Chen, 2013, p.937).

Last, the learners were reluctant to speak because they were afraid of

making some grammatical mistakes. Meanwhile, the fear of making

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grammatical mistakes may be caused by the learners’ reluctance to disappoint

the teacher (Zhipping & Paramasivam, 2013).

Compared to Zhipping and Paramasivam (2013) who found three reasons

of learners’ speaking anxiety, Hadziosmanovic (2012) also discovered three

reasons of the learners being silent in the classroom but in different terms.

First, the learners were afraid of “communication apprehension” which caused

them anxious to speak in public. It is similar to Zhipping’s and Paramasivam’s

result (ibid), which is nervousness of speaking in public. They probably

imagined that they could not communicate well with their teacher and their

friends. It was because the learners had a “stage fright” (Horwitz as cited in

Hadziosmanovic, ibid, p.7). Then, test anxiety was mentioned to be the next

reason that caused the learners to stay quiet. The learners were afraid of any

kind of test from the teacher, but mostly oral tests. They were afraid that their

performance would fail. The last reason that was mentioned is the same as

Zhipping’s and Paramasivam’s (2013) study result, which is fear of negative

evaluation. However, Hadziosmanovic’s (2012) study covered both teacher’s

and learners’ evaluation. She argued that “speaking anxiety in the English as a

foreign language classroom often arises due to unsafe classroom

environments”. The classroom environments that she mentioned referred to all

the community inside the classroom, learners as a learning partner and teacher

as an instructor. “Unenthusiastic” image that was shown by their friends and

the teacher could reduce their confidence when they speak in the discussion or

in front of the class.

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Learners’ Strategies to Cope with Speaking Anxiety

(Akkakoson, 2016) found that “students’ anxieties may decrease after the

course continues to progress”. It means that the learners will feel less anxious

when they are close enough with their classmates and instructors. At first,

several learners felt shy and nervous to speak but as time goes by, the learners

can speak more comfortable because they have known each others. However,

not all learners thought positive feelings. Several learners might still feel shy

and nervous when they speak English though they have familiar with their

friends and teacher. Therefore, anxious learners need some strategies to

overcome their speaking anxiety.

There are some strategies that can be used for the learners to overcome

their anxiety. They are “keeping silent, avoiding eye contact, being with

friends, and expressive reaction” (Zhiping & Paramasivam, 2013). Keeping

silent is popular for the learners in order to cope with their anxiety. It means

that they chose not to talk in the class in order to stay safe. Next, when the

teacher asked a question, learners often avoided eye contact with the teacher

because they were afraid of being appointed by the teacher to answer the

question. Then, sitting next to close friends can reduce their anxiety because

they can be more comfortable to talk too. Also when the learners made

mistakes, “smiling and laughing” is the best way to minimize their anxiety

(Zhiping & Paramasivam, 2013). The learners have to control their mind to

make them be calm.

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Although Zhiping and Paramasivam (2013) provided some strategies to

cope with anxiety, no one is effective enough to make the learners be active in

the classroom. Hence, this research will investigate the active learners’

strategies to overcome their speaking anxiety in the classroom. Also, the

researcher wants to know whether the active learners have the same feeling as

that of the passive learners or not. Hopefully, the passive learners can learn

about the strategies that the active learners use. Furthermore, it will be good

that the passive learners can apply the active learners’ strategies in order to

make them become more active in the classroom.

The Study

Context of the Study

This study was a qualitative study to answer the research question: 1.

How do active learners view the importance of being active? 2. What cause the

passive and active learners’ anxiety? 3. How do passive and active learners

overcome their anxiety?

This study was held in SMK N 1 Salatiga which is located in Kembang

Arum, Salatiga, Central Java. This study focused only on one school in order to

make the observations become more effective. The consideration to choose

vocational high school learners was because they have been learning English

since elementary school and it can thus be assumed that the learners have

already enough background knowledge of English. Also, SMK N 1 Salatiga

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was chosen because I have experienced as a learner there and I observed that

most learners tended to be passive in English class.

Participants of the Study

The targets of this research were second year of vocational high school

learners in Salatiga. The reasons to choose second year learners were because

they already had a basic in English in the first grade and they would not have

national examination. Two classes, XI PM 1 and XI PM 2, were observed by

the researcher. From 64 learners, twelve learner representatives from both

classes had been selected as the participants for this research.

Data Collection Instruments

In order to collect the data for this qualitative research, two instruments

were used as the methods, involving observations and interviews.

First, observations were done in two classes of the second year of

vocational high school. The observations took four times in total to find the

active and passive learners. The role of the researcher in the class was just

observed the whole activities during the learning process and not involved

directly in the learning process. In order to find the active and passive learners,

the researchers used observation form that could be seen in Appendix A.

The second instrument was Semi-structured interview with six active

learners and six passive learners. Each learner answered more than ten

questions with some follow-up questions. Then, the results were clustered into

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three general points, namely reasons of being active, reasons of learners’

anxiety, and strategies to overcome anxiety. The interview questions can be

found in Appendix B. The tool of this interview section was audio-recording in

order to ease the analysis.

Data Collection Procedures

The procedures of collecting the data were done in three steps. First, the

researcher asked for permission in SMK N 1 Salatiga to do a research study.

Second, four time observations were done in two classes. Before the

observations started, the learners were informed that there would be twelve

learners chosen by the researcher to be the participants. Third, twelve learners

had been chosen, the active and passive learners were interviewed by the

researcher in order to find the data.

Interviews

Observations

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Data Analysis Procedures

After interviewing the active and passive learners, the researcher

transcribed the audio-recording file into Microsoft Words file. Then, the

interview results used “thematic analysis” to classify the reasons and strategies

that the learners’ used and similar ideal were grouped (Braun & Clarke, 2014).

The template of grouping the similar ideas could be found in Appendix C.

Finally, the data had been analyzed and reported.

Findings and Discussion

In this study, the research question are; 1. How active learners’ view

about the importance of activeness? 2. What cause the passive and active

learners’ anxiety? 3. How do passive and active learners overcome their

anxiety? Two observations each in two different classes were done to find the

active and passive learners. Afterwards, six passive learners and six active

learners were interviewed in order to find the required data to answer the

research question. Interview data analysis identified three themes in line with

the problem in this research: reasons of learners being active in class, reasons

of learners’ anxiety, and strategies used by learners to overcome their anxiety.

These themes are discussed in details here.

Reasons of Learners being Active

The successful key of learning a foreign language is being active in the

process of learning. Indeed the learners must participate actively in order to

practice their English skill even more. However, not all learners have the

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willingness to play a role to be active learners in the classroom. Therefore,

passive learners need to have a motivation in order to assist them in the

learning process of mastering English because “motivation plays a significant

role in the process of learning English” (Oroujlou & Vahedi, 2011). It is

assumed that the learners who have motivations will be more successful than

the learners who have no motivations because they usually have clear purposes

in learning English. After the data had been analyzed, the reasons of the

learners being active in class will be defined by the Table 1 below.

Table 1

Learners’ Integrative Motivation vs. Instrumental Motivation

Integrative Motivation *N Instrumental Motivation *N

I like English 3 I want to get a great grade 2

I want to go abroad 1

*N=Number of learners

The question of “What are your reasons of being active in the class?”

was given for six active learners. As shown in Table 1, the results are clustered

into two categories, the learners with integrative motivation and others with

instrumental motivation.

Learners with integrative motivation refer to those who want to know

the foreign language circle or even involve in the foreign language society

(Brown, 2006, p.154-156) to get better understanding about foreign language.

Such learners “like the people that speak the language, admire the culture and

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have a desire to become familiar with or even integrate into the society in

which the language is used” (Falk, 1978 as cited in Oroujlou & Vahedi, 2011).

Based on the interview results, the learners who stated, “I like English”

obviously had a desire to know more about the culture. The learners started to

like English because they were fascinated with the culture, like Barbie

animations, English movies, English songs, etc. Also, one learner who stated

that she wanted to go abroad was someone who also liked English. She even

said she wanted to be involved in the foreign language community, like

wishing for having many friends who speak English. It could be concluded that

their statement was categorized in the integrative motivation.

In contrast, instrumental motivation refer to “acquiring a language as a

means for attaining instrumental goals: furthering a career, reading technical

material, translation, and so forth” (Brown, 2006, p.154). Learners with

instrumental motivation have more beneficial purposes in learning foreign

language (Oroujlou & Vahedi, 2011). In this study, the researcher found that

the learners’ purpose of being active was getting a good grade both in the class

and in the national examination.

Besides achieving the learners’ goals as their motivation, more reasons

of their being active in class were also mentioned. The participants argued that

being active could help them in understanding the materials better and in

increasing their English skill.

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Excerpt 1

AL1: Ya aku cuma berusaha tanya-tanya yang belum aku tahu biar paham tentang

materinya. Soalnya kalau aku ga tahu tapi aku diem aja nanti malah blank.

(I just tried to ask what I didn’t understand because it helped me to understand the

material. If I just kept silent even though I didn’t understand, it made me blank)

AL2: Aktif itu penting soalnya untuk apa yaa… soalnya nanti pengetahuannya jadi

lebih banyak.

(Being active is important to increase our knowledge)

Excerpt 2

AL1: Kan kalau aku aktif tanya-tanya di kelas aku bisa sekalian belajar biar lebih bisa

Bahasa Inggris dan bicara Bahasa Inggris.

(If I actively asked questions and actively participated in the discussion, I could

improve my English skill, especially speaking skill)

Excerpt 1 show that the learners tried their best to be active in the classroom in

order to collect the information that they did not understand so that they could

get better understanding. AL1 argued that if she did not ask, she would not

understand that part. Meanwhile, Excerpt 2 shows that the learner tried to dare

herself to actively ask and answer questions because she wanted to practice and

improve her speaking skill.

In conclusion, the active learners have an intrinsic motivation. It shows

in Excerpt 1 and 2 that learners tried to be active because it produced a

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beneficial improvement for mastering English. They have the willingness to do

their best to satisfy their hunger of English.

Reasons of Learners’ Anxiety

There were a lot of factors that caused the learners being passive in

English classroom. Based on the interview that the researcher had conducted,

all learners, even active learners stated that they feel anxious when they spoke

English in class. Therefore, the researcher divided the results into two sub-

themes, active and passive learners’ reasons of being anxious in order to know

the differences and similarities between active and passive learners. Their

responses could be summarized in Table 1 below.

Table 2

Passive vs. Active Learners’ Reasons of Feeling anxious

Passive Learners N* Active Learners N*

Negative Attitude towards English 4 Fear of Making Mistakes 4

Lack of Knowledge

3 Fear of Getting Negative

Responses

4

Fear of Making Mistake 3 Lack of Knowledge 3

Fear of Getting Negative Responses 3 Negative Self-perceptions 1

Seating Position 3 Lack of Preparations 1

*N= Number of learners

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Passive Learners’ Reasons. As seen in Table 2, five reasons were

elicited by the participants when they were asked about the reasons why they

felt anxious when speaking in class.

Negative Attitude towards English. Learning attitude was seen to be the

significant factor that could affect the learners in the process of learning

English. Brown (2006, p. 174) stated that learners who had positive attitude

could have advantages during the learning process, while negative attitude may

decrease learners’ motivation. It meant that having negative attitude could

cause the learners to lose their interest in learning English.

Excerpt 3

PL3 and PL4: Ya emang ga suka sama Bahasa Inggris.

(I don’t like English)

PL5 and PL6: Bahasa Inggris kan susah banget jadi menurut saya itu susah apalagi

disuruh bicara. Saya gabisa.

(Because English is difficult and I can’t speak English)

Those statements were obtained from four learners with the question, “What

factors made you become passive in class?” The result disclosed that passive

learners perceived English in a negative way. Therefore, learners with negative

attitude had a high possibility of being passive. This is in contrast to the active

learners, as shown in the reasons of the learners being active above, who liked

English and viewed English as fun to learn. In other words, the active learners

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had a positive attitude towards learning foreign language, and they behaved

differently from these passive learners.

Lack of Knowledge. Learners’ less interest in English caused the passive

learners for having low understanding about English. It was proved that most

of them stated they did not know much about English. The result was the

learners had a low understanding in English vocabularies.

Excerpt 4

PL1: Gurunya sering berbicara pakai Bahasa Inggris jadi susah buat dimengerti.

(The teacher always use English so it’s difficult to understand)

It meant that learner was feeling strange with the words that the teacher said.

Another result from this sub-theme was found by the researcher which was low

understanding about the materials

Excerpt 5

PL2 and PL3: Belum paham tentang materinya jadi gatau mau jawab apa.

(I did not understand about the materials so I didn’t know the answer)

The learners chose to keep silent because they did not understand about the

material that had been taught by the teacher. Therefore, they were stuck in the

situation where they could not ask or even answer. This result was in contrary

with active learners’ result which was trying his best to ask or answer questions

from the teacher when they did not understand about the material.

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Fear of Making Mistakes. Based on the interview results, being afraid of

making mistakes also became a reason of passive learners to feel anxious. Out

of six passive learners, three learners confirmed that they were afraid of

making mistakes when they spoke using English. There was a popular mistake

mentioned by the learners that mostly appeared when they spoke in the class. It

was pronouncing difficult words.

Excerpt 6

PL2: Yak an susah banget Bahasa Inggris tu jadi ya kadang gugup soalnya ada beberapa

kata yang ga aku ga bisa

(English is difficult so I was nervous because there are some difficult words that I can’t

pronounce)

PL6: Takut kalau mungkin bakal salah cara ngomong Bahasa Inggris-nya.

(I was afraid perhaps I will get wrong to pronounce English words)

PL3: Itu lo mbak waktu itu aku takut banget pas disuruh ngubah verb 1 ke verb 2, kan

aku ga tau, belum paham. Jadi yaudah diketawain sama teman-teman.

(I was afraid when the teacher asked me to change verb 1 into verb 2, I got wrong

because I did not know about that and my friend laughed at me at that time)

However, the researcher also found another mistake that the learners did in

English class, which was grammatical mistake. PL3 argued that grammar could

have been an obstacle for her when speaking English and it could increase her

anxiety level. This results also in line with Zhiping and Paramasivam (2013)

who found that learners had to have rich vocabularies and clear understanding

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of grammar to prepare them in speaking. However, since the learners did not

have those requirements, they preferred to be silent in the class.

Fear of Getting Negative Response. Three passive learners mentioned

that they were being passive because of negative reactions from the teacher or

friends.

Excerpt 7

PL3 : Takut aja mbak soalnya kan nanti takut salah terus teman-teman pada ketawa

(I was afraid if my friends will laugh at me)

PL4 : Dulu pernah baca kata-kata Bahasa Inggris tapi salah terus pada ketawa.

(I pronounced the word in a wrong way so my friends laughed at me)

PL5 : Takut kalau jawabanku tidak sesuai soalnya kalau salah kadang gurunya

marah.

(I was afraid when the teacher did not satisfy with my answer because when I got

wrong the teacher sometimes would get angry)

Negative response from both teacher and learners became a serious problem

for the learners who had experienced it. It was because they will always

remember that, even some learner preferred not to talk after the incident when

teacher or friends gave negative responses.

Seating Position. During the interview, the researcher threw a question

that enabled them to choose whether the seating position could affect their

activeness or passiveness during the learning process. Here, the result was

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fascinating because it was tied. Three out of six passive learners agreed that

seating position affected learners of being passive, while the rest disagreed.

The learners who agreed mentioned various reasons, from personal matter to

external matter. For the personal matter, they said;

Excerpt 8

PL4 : Sangat sangat pengaruh sih menurutku. Soalnya aku ga bisa baca dari jauh.

(It’s very influential for me because sometimes I can’t read from afar.)

Besides, there were also external matters, which come from the

surrounding, such as:

Excerpt 9

PL3 : Pengaruh soalnya kalau dibelakang kadang ga denger apalagi kan kalau yang

depan suka rame.

(Yes, because sometimes I can’t hear the teacher’s voice well because of the crowd

from persons in front of me)

PL6 : Selain saya ndak bisa baca kalau dari jauh, di belakang tu peluang

mengobrolnya besar. Kalau di depan kan susah buat ngobrol kecuali tentang pelajaran.

(Besides I can’t read well, seat in the back has a big chance for the learners to chitchat

or gossiping. While front seat has no chance to chitchat instead related to the materials)

On the other hand, the opposite learners believed that seat position did not

affect them to become active or passive. They said that being active or passive

was depending on them-selves. Wherever the seats were, if they meant to learn,

22

they would not be influenced. In conclusion, this problem was still being a

debate because the result was tied.

Active learners’ reasons. Based on the Table 1, active learners also had

five reasons of being anxious when they spoke.

Fear of Making Mistakes. In this result, four active learners felt anxious

when they spoke because they were fear of making mistakes. This result was in

line with passive learners’ case where usually they made mistakes in

pronouncing difficult words. In the pronunciation problems, most learners

struggled in pronouncing some difficult words proved by the statement of four

learners who had experienced it.

Excerpt 10

AL1: Bahasa Inggris kan cara ngomonya beda beda ya kak. Jadi kalo mau ngomong apa

gitu ternyata salah soalnya aku baca ya manut (mengikuti) tulisannya. Tapi ternyata

bukan gitu.

(English has different way in speaking. So if I wanted to speak something I got wrong

because I read it based on the lettering. But actually it’s wrong)

AL2 and AL3: Susah kalau mau ngucapin kata-katanya.

(It’s hard to pronounce some difficult words)

AL4: Takut kalau lidahnya keslimpet (terbelit) waktu ngomong terus nanti jadinya

salah.

(I was afraid when my tongue got twisted caused of miss-pronounce)

23

Based on AL1 statement, it could be said that the learner made mistake in

pronouncing words because English pronunciations were mostly different from

the spelling. Therefore, it caused many learners miss-pronounced the words

and led them to feel anxious.

Fear of Getting Negative Response. Actually, compliment was needed

by the learners who have done their job to acknowledge their achievement. On

the contrary, when the teacher or other learners did not show a good response

to the learner who has done their job, it would not be a good thing for the

learners. In the interview results, four out of six active learners stated that they

felt afraid of getting negative response. The response itself can be from both

teacher and learners. Response from the teacher was important in the process

of teaching-learning foreign language, because teacher has the most powerful

role in the class.

Excerpt 11

I : Pernah ga kamu ngalamin situasi dimana itu menyebabkan kamu gugup pada

saat kamu bicara pakai Bahasa Inggris?

(Have you experienced something like a bad situation that caused you to feel anxious

in speaking English?)

AL1 : Iya pernah. Jadi pas aku jawab pertanyaan gurunya kaya ga terlalu suka sama

jawabanku

(Yes. When I tried to answer the question, my teacher seems did not like with my

answer)

24

Here, the learner stated that she became anxious only by looking at the

teacher’s expression. In addition, negative response from friends also impacted

learners in increasing their anxiety.

Excerpt 12

AL2 : Dulu pernah pas waktu aku salah jawab, teman-teman pada ketawa terus ada

yg bilang sok tahu.

(When I got wrong answer, my friends laughed at me and said “sok tahu”)

AL5 : Gini, kalau di kelasku itu kan banyak yang ga suka Bahasa Inggris, jadi kalau

aku ngomong pakai Bahasa Inggris ya dikatain gitu.

(In my class, many learners did not like English so when I spoke English I was being

mocked by my classmate friends)

AL6 : Kalau bicara pakai Bahasa Inggris biasanya di katain sok gitu.

(When I spoke English sometimes my friends said that I was pretentious)

In that school, speaking English was seen to be a matter because many learners

did not accustom to speak English. That caused several learners who liked

English to face difficult times for being mocked by their friends just because

they spoke English. In line with Chang’s (2011) result, learners did not want to

be called as “show-off” just because they spoke English often and participated

actively in the lesson. The active learners above also felt the same way,

because they just wanted to improve their skill, and not to “show-off”.

Lack of Knowledge. Here, three out of six active learners mentioned that

they had lack of knowledge in English. When the question of “why did you

25

feel nervous at the time you were speaking?” was asked by the researcher,

three learners produced the same answer which could be said as a weakness

that made the learners have less confidence in speaking English. It was poor

vocabulary comprehension.

Excerpt 13

AL6 : Kesulitan ada, itu loo.. kalau ada kata-kata yang susah dimengerti.

(It’s difficult when it comes to difficult vocabularies, it’s hard to understand)

AL3 : Kalau aku mau ngomong gitu tapi ga tau Bahasa Inggrisnya

(When I wanted to speak but I did not know how to say it in English)

AL5 : Kadang kalau gurunya bicara suka ga mudeng soalnya kan ada beberapa kata

yang belum aku tahu

(Sometimes it’s difficult to understand what the teacher said because there are several

words that I did not understand the meaning)

It means that they did not have many English vocabularies so it led them

into confusion. Also, it became an obstacle to communicate using English

because they did not know what and how to say the words in English when

they wanted to speak.

Negative Self-Perceptions. In the interview results, there was an active

learner who thought negatively before she spoke in the class. She had many

thoughts in her mind at the time she wanted to start talking.

26

Excerpt 14

AL5 : Kadang tu kalau mau ngomong suka mikir “ini bener ga ya, salah nih

kayanya, kata-katanya ada yang hilang ga ya, bisa ga ya” kaya gitu lah pokoknya.

(Sometimes, when I spoke I often think like “is my English correct? Is my English

wrong? Is there any missing words? Can I do it?” something like that.)

From that statement, she did not feel confident enough with her skill. She

thought that she would get wrong even though she did not try it yet. It made the

learners’ anxiety level increase. This result was in line with Hamouda’s (2013)

result, when the learners had lack of confidence, they would feel that they were

the one who had the most weaknesses.

Lack of Preparations. An active learner argued that sudden order from

the teacher caused her became more anxious. One learner expressed it as

follows:

Excerpt 15

AL3 : Kalau gugup tu pas gurunya tiba-tiba nunjuk buat jawab dan aku tahu

jawabannya jadi kaya mak deg gitu.

(I was nervous when the teacher asked me all of sudden because I did not prepare my

answer yet and it made my heart beat faster)

Showed by the statement above, learners’ heart beat faster when the teacher

asked her all of a sudden. It caused the learner’s anxiety level to increase.

Learners need preparation first when they are asked to answer because they

thought that creating an English sentence need quite a long time.

27

Strategies to Overcome Anxiety

This part explains about the strategies that the learners used to overcome

their speaking anxiety during their process in learning English. This study

provided not only active learners’ strategies but also passive learners’

strategies to know the differences and similarities. Table 3 showed the

summary of strategies used by passive and active learners.

Table 3

Passive Learners’ Strategies vs. Active Learners’ Strategies

Passive Learners N* Active Learners N*

Preparing and Practicing More 2 Preparing and Practicing More 5

Softening Voices 1

Having Good Attitude towards

English

4

Avoiding Eye Contact 3

Doing Relaxation 3

Daring to Take a Risk 2

Thinking in a Positive Way 2

*N=Number of learners

Passive Learners’ Strategies. This study found that there were only two

strategies that the passive learners used in their learning a foreign language.

Preparing and Practicing More. Passive learners mentioned that they

tried to prepare and practice before they performed. Two passive learners were

still tried their best to learn English to increase their understanding in English.

28

Excerpt 16

PL1 : Kalau ada kata-kata yang baru tak dengar, aku cari di kamus

(I used dictionary to find difficult words that I just heard)

PL6 : Saya biasanya buka-buka lagi materinya terus saya cari tahu kata-kata yang

belum saya tahu.

(I reviewed the materials that had already explained then I listed the vocabularies that I

did not know)

What made those different from active learners was they did not have bravery

to speak up what they had learned. Anyway, it was still considered as a good

start for being active in the classroom. It was because other passive learners

mentioned that they only learned English when there was a task by the teacher.

Then, the learner also “…pronounces the words over and over before I speak”

(PL2). When the learners were found to be fluent enough, they could speak

confidently.

Softening Voices. There was one learner who found a strategy that she

used to reduce her anxiety in speaking English. It was softening their voice.

Excerpt 17

PL2 : Kalau ditanya sama guru aku jawabnya pelan-pelan biar gaada yang dengar,

soalnya takut kalau salah.

(When I asked to answer a question from the teacher, I spoke it in a soft voice so when I

made a mistake, my friends won’t notice that)

29

According to the reason of learners’ anxiety result, afraid of making mistakes

was a common reason for both active and passive learners. Therefore, the

learner found a method that considered as an avoidance method. That method

can be used to avoid some embarrassing moments that happened after making

a mistake.

Active Learners’ Strategies. While passive learners had two strategies

only, active learners had five strategies to cope with their anxiety. It meant that

passive learners could learn the way active learners in overcoming their

anxiety.

Preparing and Practicing More. In order to speak English better, five

active learners had several ways that they viewed as an effective way. They

were preparing their necessity before they speak and practicing the difficult or

the new words. During the preparation and practice, the learners needed several

actions to do. Firstly, they listed the difficult words that they did not know and

tried to find the meaning of that.

Excerpt 16

I : Gimana cara kamu buat mengatasi kegelisahanmu saat berbicara?

(How do you overcome your difficulties during the learning process?)

AL4: Ngelist verb-verb gitu terus di ingat aja supaya nanti kan kaau mau bicara biar

tahu. Terus juga aku ngafalin rumus-rumus dari guru

(I listed verbs (vocabularies) and memorize it to ease me when I speak, also I

memorize the formula that the teacher has explained)

30

AL5: Biasanya aku tulis kata-kata yang susah, nah nanti kalau dirumah aku cari di

kamus atau kalau engga ya di Google Translate, atau tanya sama kaka.

(Usually I wrote the difficult words, after home I tried to find it in dictionary or

Google Translate, or asked my sister)

AL6: Pas kalau dengerin lagu barat kan biasanya ada kata-kata yang ga aku tahu

jadi aku terjemahin kata-katanya ke Indonesia.

(I used to listen to English song then I translated the vocabularies that I did not

know into Bahasa Indonesia)

Those strategies were similar with passive learners’ strategies which translating

words and making vocabulary list. However, passive learners only did that

when there was a task from the teacher. Meanwhile, active learners used that

strategies as often as possible because they thought that by doing those

continuously helped them to enrich their repertoire of English vocabularies that

can ease them to communicate using English and “help students master English

for their purposes” (Akkakoson, 20016).

Secondly, when they wanted to speak, they arranged the sentence in

Indonesian first then translate it into English. Therefore, the learners need more

time to prepare themselves to answer direct questions.

Excerpt 17

AL4 : Kalau mau bicara ya dipikir dulu pakai Bahasa Indonesia terus diterjemahin

ke Bahasa Inggris biar nanti ga salah

(I thought the words that I wanted to say in Bahasa Indonesia first then translate them

into English in order to reduce some mistakes)

31

Besides reducing some mistakes, it also became an effective way to reduce

their anxiety. They became more confident because their utterance became

more organized.

Lastly, active learners often practiced the difficult words to make them

became more confident to speak in class.

Excerpt 18

AL1 : Biasanya aku coba mengulang-ulang kata-kata yang susah

(I tried to practice the difficult words over and over)

AL3 : Paling tanya ke teman. Terus kadang aku memberanikan diri tanya ke

gurunya langsung caranya baca gimana, artinya apa, ya seperti itu kak biar pas ditanya

bisa ngucapinnya.

(I will ask my friends like how to pronounce it, what the meaning of that word, or even

I challenged myself to ask my teacher)

Practicing how to pronounce the difficult words continually helped them to

reduce some mistakes because they have accustomed with that words.

Having Good Attitude towards English. English lesson was seen as a

difficult subject for the learners from SMK N 1 Salatiga. It was proved by the

statement of passive learners who honestly said they did not like English.

However, it was different with active learners. Five active learners that the

researcher has interviewed stated they had interest in learning English, in

which they participated actively in the class. Some learners also gave a

suggestion for the learners who had a difficulty in learning English.

32

Excerpt 19

I : Sebagai siswa yang aktif, kamu bisa kasih saran ga buat siswa yang pasif

supaya mereka lebih aktif di dalam kelas?

(As an active learner, can you give the passive learners some suggestions to encourage

them to be an active learner in the classroom?)

AL4: Yang paling penting sih suka dulu sama Bahasa Inggris. Kalau suka bahasa

inggris kan kita belajarnya juga enak, enjoy gitu. Jadi kita juga ngerti kalau ada guru

yang jelasin pakai bahasa inggris dan kita bisa mengikuti gitu.

(I think the most important thing is try to like English first. If we like it, then we can

enjoy the learning. Also, when the teacher were explaining using English, we can

follow it well)

AL5: Pertama jangan lihat bahasa inggris itu sebagai bahasa yang susah atau sulit yang

gabisa dipelajari ya. Bahasa inggris itu sebenernya kalau kita mau bener-bener bisa dan

memahami dengan benar itu jadinya ga susah. Nanti kan kalau misalkan kita udah bisa

juga itu menyenangkan kalau kita bicara dan banyak latihan bicara pakai Bahasa

Inggris.

(First, don’t see English as difficult to learn. Actually when we really learn it properly,

so it won’t be difficult. When we have mastered English well, it will be fun to speak and

practice using English)

To sum up, having a good attitude toward language learning could increase

their motivation in learning a foreign language. It was supported by Yan’ and

Horwitz’ (2008) who stated that learners’ anxiety can decrease by having high

motivation and more interest in learning English.

33

Avoiding Eye Contact. In the interview results, it found that three

learners became more pleasant when they avoided direct eye contact when they

spoke. That method could help them to reduce their nervousness.

Excerpt 20

AL1 and AL2 : Biasanya aku lebih sering mengalihkan pandangan.

(I often avoided eye contact when I speak)

AL6 : Kalau aku kan gugup kalau ditatap matanya langsung, jadi aku lihat

mulutnya atau alisnya.

(It made me nervous when I had an eye contact directly, so I looked at their eyebrows or

their mouth)

The learners preferred to look at interlocutors’ forehead, eyebrows and mouth

because when they stared directly at their eyes, they may feel uncomfortable.

Those are the way the learners cope their anxiety when they spoke English.

Zhiping and Paramasivam (2016) also found that avoiding eye contact could

help the learners to cope with anxiety. However, their result was seen as an

avoidance method for being anxious. For instance, learners pretended to do

something for not being chosen to answer a question from the teacher.

Doing Relaxation. Based on the interview results, there were two

relaxation methods used by the learners to reduce their speaking anxiety. First,

the learner just “….laughed and smiled so it can reduce my anxiety” (AL3).

The learner noted that when she showed her smile, others would not assume

that they were facing anxiety. Then, taking a deep breath also helped the

learners to reduce their anxiety. The learners usually did that method before

they spoke to conquer their anxiety. Zhiping and Paramasivam (2016) also

34

stated the same, smiling and laughing could help learners to calm down their

mind especially after making a mistake. Last but not least, holding some stuff

also became the strategy that the learners used to cope with their anxiety.

Excerpt 21

AL1 : Jadi saya tu kan orangnya suka “dredek” (gemetar) kalau bicara apalagi pas

di depan kelas. Terus aku biasanya bawa sesuatu kaya kertas atau pensil biar ga terlalu

gugup.

(I am a person who easily got trembling when I speak, especially in front of class, so I

tried to hold something like paper or pencil to reduce my nervousness)

They said that by holding something, like a ballpoint, a pencil, paper, or

something small made them more relaxed.

Daring to Take a Risk. Nervousness due to fear of making mistakes

made the learners stuck on their comfort zone. Actually, the learners need to be

brave to take a risk and be active in order to improve their English skill. Most

active learners stated that making mistakes was normal for the person who was

still learning. In fact, the active learners had experienced bad things like, being

mocked by their friends because of pretentiously speaking English, but they

did not give up.

Excerpt 22

AL5 : Ya sudahlah terserah soalnya aku juga ga mau nunjukin kalau aku sombong

apa gimana tapi ya karena emang aku mau belajar bahasa inggris makanya aku banyak

bicara pakai bahasa inggris di kelas maupun diluar kadang-kadang. Dan itu pun supaya

aku cepat bisa gitu.

35

(I did not care about that because I was not showing that I am arrogant, but I just want

to learn English so that’s why I try to speak English inside or outside the class so I can

master English well.)

AL6 : Kan itu bagian dari proses belajar jadi ya aku tetap ngomong aja pakai

Bahasa Inggris.

(It’s the process of learning so I just continue to speak English)

It could be summarized that the learners dared themselves for being active

though they had bad experience. That should be something that passive

learners must learn from active learners.

Thinking in a Positive Way. Thinking in a positive way could increase

learners’ confident. By saying “I can do that, that’s fine, nothings will happen”

(Active Learners) made the learners became more confident and more relax.

Active learners did not often think negatively when the teacher or other

learners said bad things. Instead, they made it to be a motivation to improve

their English skill.

Conclusion

This research was conducted to answer the research question; 1. How

active learners’ view about the importance of activeness? 2. What cause the

passive and active learners’ anxiety? 3. How do passive and active learners

overcome their anxiety? Therefore, this research included the reasons for being

active of six active learners in the classroom. Thus, passive learners can learn

from active learners who considered activeness as important in the process of

learning English. Then, it also provided the reasons of learners’ anxiety from

both active and passive learners to show the differences and similarities of

36

feeling anxious. Also, passive learners can learn to improve their activeness by

learning some strategies provided from active learners in overcoming anxiety.

Drawing on the descriptive data, active learners were found to have

anxious feeling as mentioned in the findings and discussion above. However,

active learners could handle it with various strategies that they viewed as

effective ways to reduce their anxiety. Meanwhile, passive learners only have

two strategies, but one considered as avoidance method. Hence, passive

learners should learn the strategies used by the active learners.

The strategies used by the active learners are; first, keep thinking

positively. The learners should not think that English is difficult to learn. Also

they need to convince themselves that they are able enough to speak using

English. Second, equip yourself with English vocabularies because it eases you

to speak English. Last but not least, be comfortable when you speak English.

There are several tricks mentioned by active learners to reduce their anxiety

while speaking English. Smiling, taking a deep breath, holding some small

stuff became the effective ways to conquer their anxiety. When you feel

anxious in having an eye contact with your interlocutors, just look at their

eyebrow or mouth to make you feel better.

By the persistence of this study, both passive and active learners are

expected to be aware of their own anxiety factors and able to find the most

effective strategy for themselves. Then, as the main goal of this study, the

researcher expected that from this study the passive learners can learn about

37

the strategies used by active learners to decrease their anxiety and increase

their activeness. So as the active learners stated, being active is important in

foreign language learning.

However, this study is limited by the observations section. Because there

were around 30 learners in each class, it was quite difficult to find active

learners and passive learners. For further research, it may be better to use a

questionnaire to measure learners’ anxiety scale to find active and passive

learners.

38

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Madini, S. H., & Madini, A. A. (2017). Effective solutions for reducing

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40

ACKNOWLEDGEMENT

First of all, I would say thank you to Allah SWT for all the blessing that

have been given to me through all the time. The ability, courage, endurance,

and patience You gave, strengthening me in completing this thesis. Also, my

special gratitude goes to my beloved parents, Darto and Yulianti, and my little

brother, Surya Jalu Nugrahanto, for being supportive spiritual and

understanding during my whole college life.

Second, I would like to express my deep and sincere gratitude to my

thesis supervisor Gita Hastuti, M.A. for her patience, motivation and

enthusiasm in guiding me throughout the course of the study. Her continuous

guidance and motivation helped me in all the time in writing this thesis. Also, I

would like to show my deepest appreciation for my thesis examiner, Frances

Lorraine Sinanu, M.A. for always looking forward and caring my thesis. Not

forget to say thank you to all lecturers in FLA, especially my student advisor,

Joseph Ernest Mambu, M.A., P.hd. for advising me throughout the whole

course.

Third, not forget to say thank you for Ibu Farida, S.Pd. for helping me to

get the data for this thesis. Also, I would say thank you for all the participants

who were willing to be my interviewee.

Fourth, I am blessed for having mood-maker friends, Laela Putri and

Dona Afrianingrum. Thank you for always throwing funny jokes for me. Your

41

jokes became my mood-booster in the time when I was tired of everything. I'm

glad you always support me in my up and down time. You are my friends but

you are both truly such an adorable sisters.

Last but not least, I owe my loving thanks to my supportive and

encouraging friends especially for Annisa, Dias, Uli, Inka, Lita, Nadya,

Amel, and Mega. Thank you for always convincing me that I can finish my

thesis. You all helped me so much by having time together for giving

suggestions and advices each other. Also I am grateful for having many

friends, especially Violita Agista, Santi Resmidowati, Regina Particya M, and

others who I could not mention one by one. Thank you for having me and

brightening my college life, I could not forget all memorable moments during

my study in UKSW.

42

APPENDICES

Appendix A

Observation Form

Class :

School :

Topic :

Date :

Activities Active and Passive Learners’

Name

Appendix B

Interview Questions

I. Questions for active learners (Semi-structured)

Starting with greetings, introducing from the researcher, and explaining

the purpose of the interview.

1. What is your name?

(Siapa nama Anda?)

43

2. When did you start to learn English?

(Kapan Anda mulai belajar Bahasa Inggris?)

3. During the English learning process, how often do you speak

English in the class?

(Itu berarti Anda sudah belajar Bahasa Inggris sanagat lama

kan? Jadi, selama proses belajar Bahasa Inggris, seberapa

sering Anda berbicara menggunakan Bahasa Inggris di dalam

kelas?)

4. After I did my observation, I saw that you were very active

during the learning process. What are your reasons of being

active in the class?

(Setelah saya melakukan observasi, saya melihat bahwa Anda

sangat aktif selama proses pembelajaran. Alasan apa yang

membuat Anda menjadi aktif di dalam kelas?)

5. When you speak in the class, do you have any difficulties?

(Ketika Anda berbicara di dalam kelas, apakah Anda punya

kesulitan?)

6. Did you feel nervous at that time? So when you feel nervous at

the time you speak, it is called “Speaking Anxiety”. Why did you

feel anxious at that time?

(Apakah Anda merasa gugup pada saat itu? Jadi ketika Anda

merasa gugup pada saat berbicara itu dinamakan “Speaking

Anxiety/Kegelisahaan saat berbicara. Kenapa Anda merasa

44

gelisah pada waktu itu?)

7. Have you experienced something bad at the time you speak in

the class?

(Apakah Anda pernah mengalami sesuatu yang buruk pada

saat Anda berbicara di dalam kelas?)

8. Tell me more about your experiences.

(Ceritakan lebih lanjut tentang pengalaman Anda)

9. How do you overcome those bad things you have experienced?

(Bagaimana cara Anda untuk mengatasi pengalaman buruk

Anda pada waktu itu?)

10. Is there any special strategy you use to overcome your speaking

anxiety?

(Apakah Anda menggunakan strategi khusus untuk mengatasi

kegelisahan saat berbicara?)

11. Can you say some words that can motivate the learners who

always keep silent in the class?

(Tolong katakan sesuatu untuk siswa yang selalu diam atau

tidak aktif di dalam kelas)

Ending with thank you.

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II. Questions for passive learners (Semi-structured)

Starting with greetings, introducing from the researcher, and explaining

the purpose of the interview.

1. What is your name?

(Siapa nama Anda?)

2. When did you start to learn English?

(Kapan Anda mulai belajar Bahasa Inggris?)

3. During the English learning process, how often do you speak

English in the class?

(Selama proses belajar Bahasa Inggris, seberapa sering Anda

berbicara menggunakan Bahasa Inggris di dalam kelas?)

4. After I did my observation in your class, I saw that you were

always silent during the learning process. Why didn’t you speak

at that time?

(Setelah saya melakukan observasi, saya melihat bahwa Anda

selalu diam selama proses pembelajaran. Kenapa Anda tidak

bicara pada waktu itu?)

5. What are the factors that make you be silent in the class?

(Faktor apa yang membuat Anda selelu diam di kelas?)

6. Did you feel nervous at that time? So when you feel nervous at

the time you speak, it is called “Speaking Anxiety”. Why did you

feel anxious at that time?

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(Apakah Anda merasa gugup pada saat itu? Jadi ketika Anda

merasa gugup pada saat berbicara itu dinamakan “Speaking

Anxiety/Kegelisahaan saat berbicara. Kenapa Anda merasa

gelisah pada waktu itu?)

7. What happened in the class when you speak English? Have you

experienced something bad when you speak English in class?

(Apa yang terjadi ketika Anda berbicara dalam bahasa Inggris

di dalam kelas? Apakah Anda pernah mengalami sesuatu yang

buruk pada saat Anda bicara dalam bahasa Inggris?)

8. Tell me more about your experiences or incidents when you

speak English in class.

(Ceritakan pengalaman Anda atau kejadian pada saat Anda

berbicara dalam bahasa Inggris di kelas)

9. After that incident, what do you do? Do you give up or want to

try to speak again? (Setelah kejadian itu, apa yang Anda

lakukan? Apakah Anda menyerah untuk berbicara di kelas

atau mencoba untuk berbicara lagi?)

10. Do you ever try to use any other strategies to overcome your

speaking anxiety?

(Apakah Anda pernah mecoba untuk menggunakan strategi-

strategi untuk mengatasi kegelisahan Anda saat berbicara?)

Ending with thank you and some advices.

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APPENDIX C

Grouping Template

QUESTION NAME CLASS STATEMENT THEME