Student Foreign Language Anxiety in English Speaking Activities: Causes, Effects, and Coping Strategies (A Case Study at SMP Negeri 1 Majenang)

ABSTRACT Septita Seristyana. S891408040. 2017. Student Foreign Language Anxiety in English Speaking Activities: Causes, Effects, and Coping Strategies (A Case Study at SMP Negeri 1 Majenang). First Consultant: Dr. Abdul Asib, M.Pd.; Second Consultant: Prof. Dr. Sri Samiati Tarjana. Thesis. English Education Department, Graduate School of Teacher Training and Education Faculty, Sebelas Maret University, Surakarta. This study was conducted by proposing the following objectives: (1) to find out the level and manifestations of student foreign language anxiety in English speaking activities; (2) to investigate the causes of student foreign language anxiety in English speaking activities; (3) to investigate the effects of student foreign language anxiety in English speaking activities on students’ performance and speaking achievement; and (4) to find out the coping strategies for reducing anxiety in English speaking activities based on teacher and student perspective. This study was carried out at SMP Negeri 1 Majenang from April to May 2017. It employed a case study as the research method. The seventh grade students and an English teacher were involved as the participants. The data were collected through questionnaire, interview, observation, and documentation. The findings show that most of the students, i.e. 24 students (70.59%) experience moderate anxiety. Meanwhile, 7 students are categorized as low anxious students and 3 students are identified as highly anxious. The manifestations of their anxiety are indicated by behavior, physiological and psychological signs, and poor performance. There are several causes of student speaking anxiety which include personal and interpersonal factors, learner beliefs about language learning, instructor beliefs about language teaching, instructor-learner interaction, classroom procedure, and language testing. It was also found that anxiety affects students’ speaking performance, such as blank and messed-up mind, become forgetful, produce speaking errors, speak only a few words, speak haltingly, hard to speak, and speak chaotically. In addition, anxiety negatively influenced students’ speaking achievement. Furthermore, this study revealed students’ and teacher’s strategies for coping with speaking anxiety. The former include preparation, relaxation, positive thinking, and peer seeking, while the latter relate to teacher behavior or attitude and classroom procedure. In conclusion, anxiety is manifested in different ways among students. Every individual has reasons why they feel nervous, apprehensive, frustrated and fearful in EFL speaking activities. These feelings can lead to negative effects. Therefore, both teachers and students are required to strive for alleviating anxiety for the significant development of student speaking skill in particular and the success of language learning in general. Keywords: foreign language anxiety, speaking, causes of student anxiety, effects of student anxiety, coping strategie