CHAPTER 1

INTRODUCTION

A. Background of the Study

In this modern life, learning foreign language is important. It will affect
people’s lives, careers, and perspectives. However, learning a foreign language
is a difficult process (Kamali, 2012). Especially English, there are skills that
students have to master, receptive skills which consist of reading and listening
and production skills which consist of speaking and writing. As English is an
international language, English use to communicate in all over the world. Oral
communication is one of the important skills in English as the foreign language
that students have to master. The center of language acquisition is the ability to
speak. There are some things that will affect our speaking performance that is
personal characteristics, background knowledge, and ability to express ideas
(Kamali, 2012).
According to Fariadian, Azizifar, & Gowhary (2014), communication
skills are important tools in our lives and are essentials for development,
maintenance, and transmission of culture from one generation to the next. All
human interactions are in a form of communication. Learning second language
does not occur in isolation but rather it occurs in a situational and social context
and used to express social and functional meanings. Moreover, having the ability
to communicate orally in English is crucial if students want to achieve success in
every aspects of life.
In the area of ESL, speaking is regard as one of the four important micro
skills as a means of communication. Speaking is one of the important skills that
needs to be developed to improve students’ communication in target language.
Speaking in the classroom language is a process where they communicate with
each other to state their meaning and their knowledge (Bakar, Latiff, & Hamat,
2013). However, Fariadian, Azizifar, & Gowhary (2014) stated that speaking
might be more important skill than other English skills and it is common thought
among learners that speaking is harder than other skills.

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 However, in learning English as foreign language, students are reported
to have language anxiety. As stated by Marwan (2007), that most EFL learners
are experienced a certain degree of anxiety. He also mentioned that some factors
such as lack of confidence and preparation, and fear of failing the class are
causes of their language anxiety. Moreover, Tsiplakides & Keramida (2009)
stated that many EFL students are anxious to participate in speaking tasks.
In learning English as Foreign Language (EFL), mostly, students feel
anxious in speaking. As stated by Karatas, Alci, Bademcioglu, & Ergin (2016),
in nowadays foreign language classrooms, students are asked to perform orally
in front of a group or participate in group discussions. Tanveer (2007) stated that
those kinds of activities may make students feel nervous when speaking in the
target language. Moreover, Dincer, Yesilyurt, & Takkac (2012) concluded that
students’ cannot speak in FL due to their anxiety is higher than their self-
confident and motivation Thus, teachers should implement method in which can
reduce students’ anxiety and it can motivate them in FL speaking activities
As stated by Gardner & MacIntyre (1993) that there is a relationship
between learning foreign language and students’ language anxiety, such as
students’ beliefs, attitudes, aptitudes, motivation, and affective states in
producing target language. Moreover, anxiety is defined as an affective states
that make students’ feel danger and powerless (Scovel, 1976).
Study found by Horwitz, Horwitz, & Cope (1986) indicate that foreign
language anxiety can affect students’ oral comprehension in the classroom.
Anxious students are reported to be always moving aroung the class during
learning process, felt left behind, and need longer time to study. And, the oral
production of anxious students tends to be smaller than the relaxed students.
These may lead to the impression that anxious students are incapable foreign
language communicator. (Macintyre & Gardner, 1991).
Some studies of foreign language anxiety have been conducted in
different areas (Mahpudilah, 2016; Marwan, 2007; Tsiplakides & Keramida,
2009; Nakatani, 2010; Tanveer, 2007; Bailey, Daley, & Onwuegbuzie, 1999;
Marcos-Llinas & Garau, 2009). Mahpudilah (2016) did an investigation about
students’ attribution toward their speaking anxiety. Marwan (2007) did an

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 investigation about Indonesian students’ foreign language anxiety types.
Nakatani (2010) did a research investigate the influence of specific strategy use,
the performance on post training conversation on Japanese learners. Tanveer
(2007) did an investigation about factors that may increase students’ foreign
language anxiety. Bailey, Daley, & Onwuegbuzie (1999) did a research
exploring the relationship between foreign language anxiety and learning style.
Marcos-Llinas & Garau (2009) investigate the effect of language anxiety on
course achievement in three English proficiency namely beginner, intermediate,
and advanced.
However, none of those studies above was mentioning learning strategies
that used by students to reduce their language anxiety. As stated by Oxford
(1990) that students must have learning strategies to learn foreign language, this
present study aims to describe specifically learning strategies that are used by
students of English department Unesa to overcome their speaking anxiety.

B. Research Question
Based on the research question above, this study conduct to answer
following research question:
1. What are internal and external factors that contribute in students’
foreign language speaking anxiety?
2. What learning strategies that are used by the students to reduce
foreign language speaking anxiety?

C. Objectives of the Study

Based on research questions above, this study aims to describe:
1. Internal and external factors that contribute in students’ foreign
language speaking anxiety.
2. Learning strategies that are used by students to reduce foreign
language speaking anxiety.

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D. Significance of the Study
The result of this study is expected to give information about internal and
external factors that contribute students’ foreign language speaking anxiety. This
study also expected to give information about learning strategies that are used by
students to reduce foreign language speaking anxiety.

E. Scope and Limitations

The research will be conducted in English departement of State
University of Surabaya. As researcher’s own experiences and observations, it
seems that most students feel anxious in doing oral task in the classroom. The
researcher will observe external and internal factors that contributing students’
foreign language anxiety and learning strategies that are used by students to
reduce their foreign language speaking anxiety.

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 CHAPTER 2
LITERATURE REVIEW

I. Language Learning Strategies (LLS)

According to O’Malley & Chamot (2013), learning strategies are defined as
specific thoughts or behaviors that used by students in order to understand, learn, or
retain new information. It focuses on the use of learning strategies to students who
learn English as Foreign Language (EFL). Moreover, Oxford (1990) defined
learning strategies as students’ certain action to make learning process, easier,
faster, more enjoyable, more self-directed, more effective, and more transferable to
the new learning process. And, she added that learning strategies are operations
engaged by the students to support language acquisition, repository, retrieval, and
use information. In other words, learning strategies are steps taken by students in
understanding learning process. This definition explain that learning strategies are
tools to achieve goals, problem to solve, task to accomplish (Oxford, 1990).
Learning strategies are mental processes (Dolati & Mousavi, 2014). In conclusion,
language learning strategies are tools used by EFL students to learn English as
foreign language easier, faster, and enjoyable in fun learning environment to
accomplish goals based on their own ways.
Oxford (1990;1996) stated that learning strategies are conscious because
students can choose their own learning strategies. Cohen (1998) added that
student’s consciousness in choosing their own learning strategy is important to LLS
because the element of consciousness distinguishes strategies from those not
strategic processes. Therefore learning strategies concern with what students do to
learn language which relates more to students’ characteristics and learning style
(Griffiths, 2004).
The term of LLS is generally used for all strategies that used by EFL students
use in learning English (Dolati & Mousavi, 2014). More, it can help students to
become independent learners that learn foreign language effectively. Students’
autonomy will automatically promote if they can understand the importance of LLS
and equipped themselves with these strategies. The learning autonomy may boost
students’ desire for learning when they have their own learning strategies. When

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 they have desire for learning, it will emerge their emotional motivation to
continuous learning for a long period (Littlejohn, 1985).
Learning strategies are reported essential to language learning because they are
tools for active, self-directed involvement which are important for developing
communicative competence (Oxford, 1990). In this area, learning strategies will
help students actively participate in communication activities because development
of communicative competence requires such an active interaction among students
(Oxford, 1990).
Another importance of LLS is that it encouraging greater overall self-direction
for learners. Self-direction itself is essential for students because they will have
situation without the teacher guiding them in learning language. Thus, self-direction
is important to the active development of ability in a new language (Oxford, 1990).
According to Oxford (1990) learning strategies are easier to teach and modify
through strategy training which will guide students to be more conscious of strategy
use. Strategy training will be more useful when students know why and when they
have to use specific strategies, how to use those kinds of strategies, and how to
administer it to new situations.
Oxford (1990) also mention others factors that influence strategy choice:
awareness level, stage of learning, task requirements, teacher’s expectations, age,
gender, nationality and ethnicity, learning style, someone’s personalities, degree of
motivation, and someone’s purpose in learning target language.

1. Factors Affecting Language Learning Strategies

In the work of Rubin (1975), explained how a good language learner use
learning strategies. He describe that good language learners become an accurate
guesser by actively and confidently communication, willing to make mistakes in
order to learn, focusing on patterns, and taking all practice opportunities.
Furthermore, Rubin (1981) added others strategies contributing language learning
success as follows:

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a. Inductive and Deductive Inferencing
Good language learners will guess meaning in two kinds of inferencing:
inductive is guess meaning based on possible sources or they may guess
meaning based on their own basic knowledge. Deductive guessing meaning
based on inductive observation. Good learners have to modify both inductive
and deductive continuously if they want to have communicative competence.
b. Monitoring
An observation in both conscious and subconscious errors and how
message is received and interpreted by good learners.
c. Memorization
Is an important part of language learning? Language materials have to be
well-stored and the administer those through practice and memorization.

Oxford (1989) also defined some factors that affecting language learning
strategies choice as follows:

a. Language being learned

She discovered that teacher’s mother language may affect student’s
choices on language learning strategies.
b. Duration
It includes both course level and number of years students learning a
language. Higher course level and longer language learning that students have
more various positive learning strategies they will use. However, some
researchers found that duration may not affect the use of positive learning
strategies.
c. Degree of awareness
Kinds of language used, proficiency level, outcomes of learning, their
own proficiency feelings, aptitude physical state age learning style, learning
role, character, and personal theory of language learning may affect their
language strategies choices (Wenden, 1986). Students who are more aware and
more advanced seem to use better learning strategies (Oxford, 1990).

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d. Age
She explains that the differences were not involved by age but how these
people gained their language skills: younger students gained in natural way
while the older gained in a classroom environment. On the other hand, Older
Students may use different learning strategies than Youngers (Oxford, 1990).
e. Gender
Oxford (1990) stated that female students may use various language
learning strategies than males.
f. Attitudes
In the finding of Bialystok (1981) stated that learners’ attitude highly
influential than language aptitude. On the other hand, Wenden (1987) argued
that attitudes have no impact to the language learning strategy choice.
g. Motivational level
Students with higher motivational level use various appropriate language
learning strategies than lowers (Oxford, 1990).
h. Language learners purpose
This related with motivation. For instance, students who want to learn
language in order to be able to communicate are reported to have various LLS
than those who learn due to the graduation requirement (Oxford, 1990).
i. Learners personalities
Rubin (1975) explained that good language learners are free and willing
to make mistake in order to be able to communicate in target language.
j. Carrier orientation
Acceding to some studies mentioned by Oxford (1989), students’ future
career hopes influence LLS choice.
k. Origin
Nationality and ethnicity influences LLS choice (Oxford, 1990)
l. Task requirements
It will help to conclude LLS choke because students would not use the
same strategies in particular task requirement.

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2. Direct Learning Strategies
According to Oxford (1990) strategies that directly engage in the target language
are called as direct learning strategies. It requires mental process. According to her,
there are three strategies that consider as direct learning strategies. They are:

A. Memory Strategies
Oxford (1993) stated that memory strategies are techniques that
specifically help learners to keep new information’s in memory then use it later.
memory strategies have been used since a long time ago, it was used to
remember practical information about farming (Oxford, 1990). Nowadays,
memory strategies are regarded as powerful mental tools. However, students are
reported rarely using these strategies.
Memory strategies have simple principles such as sequencing things in
order, associating, and reviewing. This strategy will retrieve target language
information quickly, so the information can be engage in communication
involving the four skills. These memories are best to use when students
simultaneously use it with metacognitive strategies and affective strategies
(Oxford,1990).
Memory strategies are often involved linking few learning materials. In
language learning, these strategies are used by labeling verbal materials with
pictures, or by visualize words or phrases. According to (Oxford, 1990), by
doing the activities, are very useful because mind’s storage capacity for visual
surpass its for verbal materials; through visual images, most efficiently packaged
chunks of information are transferred to long-term memory; visual images are
the most possible tools to recall verbal materials; some students have preference
for visual learning.
Oxford (1990), defined that memory strategies have three sets, as follow:
a. Creating mental strategies
According to Oxford (1990), in this basic set of memory strategies, it
involve three strategies as follows:

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  Grouping
Classifying learning materials into meaningful units in order to
make learning materials easily remember. It can be based on type of
word, topic, practical and linguistic function, similarity, opposition,
and so on. This strategy will be powerful if students use it by labeling
the group materials, using acronyms, or using different color to show
different groups. In fact, this strategy somehow involve other
strategies as well This strategy are best to use in receptive skills,
listening and reading (Oxford, 1990).
 Associating
This strategy relates information already in memory to another
then creating an association in memory. In other words, powerful
comprehension or ease the material to be remembered. This strategy
is meaningful for students even though it can be complex and strange
association. Any association must be meaningful for some student
even though it may not make any sense to others. Association can be
in a form of two or more things; part of a mapping. This strategies
are commonly used for receptive skills, listening and reading
(Oxford, 1990).
 Placing new words into a context
This strategy involves an information that already heard or read
from associating strategy in order to remember by linking it with a
context either in writing or speaking. In other words, placing a word
or phrase in a sentence, conversation, or story. In conclusion, this
strategy enhance receptive and proactive skills (Oxford, 1990).
b. Applying images and sound
According to Oxford (1990), in this basic set of memory strategies, it
involves three strategies as follows:
 Using imagery
According to Oxford (1990), this strategy relate new information in
memory with a visual image both in mind and actual drawing. The

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 image can be a picture, a set of sequence words or expressions, or a
mental representation of a letter. This strategy is best to use in
receptive skills.
 Semantic mapping
To create semantic map, this strategy involves arranging concept
and relationship which the key concept are highlighted then linked by
arrow or lines. This strategy involve other memory strategies such as
associating, grouping, and using imagery. This strategy is designed to
help students in learning receptive skills which valuable for
improving not only memory but also comprehension of new
information’s (Oxford, 1990).
 Using keywords
In order to be able to remember materials easily, this strategy
combines both sound and images. In other words, remembering a
new word using auditory and visual links. There are two steps in this
strategy. First, identify familiar words in own language that sound
like the target language, this step called as an auditory strategy.
Second, create an image of some relationship between own language
and target language, called a visual link. Another ways to use this
strategy is associate new information with a picture to remember
something abstract. This strategy is best to use in both listening and
reading (Oxford, 1990).
 Representing sound in memory
This strategy helps students to remember what they already heard
or read by making auditory. In short, remembering new information
to its sound. This involves connecting new information with familiar
word or sound. Students can use this strategy by linking target
language word with familiar word; using spelling or accent marks;
using rhymes to remember a word. This strategy is suitable for
receptive skills and speaking skill. (Oxford, 1990)

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 c. Reviewing well
According to Oxford (1990), in this set, there is only one strategy called
structured reviewing. This strategy is useful for remembering new materials
in the target language.it require different interval. For instance, reviewing
spaced intervals carefully, at firs close together then more widely spaced
apart. This strategy also require students to keep spiraling back what they
have been learned while reviewing at the same time. This strategy is suitable
for both receptive and productive skills.
d. Employing action
In this set, there are two strategies which both require meaningful action.
These strategies will appeal to those who enjoy kinesthetic or tactile learning
models (Oxford, 1990). They are:
 Using physical response
This strategy requires active physical movement of new
expression that students already get. In short, physically acting out a
new expression or meaningfully relating a new expression to a
physical feeling or sensation. The teaching technique that involved in
this strategy is Total Physical Response. This strategy is suitable for
students who learn reading and listening. But somehow it can be
applied in writing as well by using the words that they have read then
acting it out in papers (Oxford, 1990).
 Using mechanical technique
According to Oxford (1990), to remember all information’s that have
been heard or read, using mechanical technique are helpful. In other
words, using creative but tangible techniques that require moving or
changing something real in order to remember new target language
information. For the example, flashcard. This strategy can be applied
in listening, reading, and writing.

B. Cognitive Strategies
According to Oxford (1990), cognitive strategies are important in
language learning. It involve manipulation or transformation directly (Oxford &

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Crookall, 1989). These strategies are reported to be the most common learning
strategy used by the students.
Oxford (1990), defined that cognitive strategies have four sets, as follow:
a. Practicing
Oxford (1990) defined this strategy as the most common strategy that
used by the students under cognitive strategies. Students are not always
aware how important this strategy is. This strategy is almost missed during
class. Below are kinds of practicing strategy.
 Repeating
Saying or doing something many times. This strategy is essential
for all skills but best to use in listening by listening to native speaker
over and over (Oxford, 1990).
 Formally practicing
This strategy is often focused on sound such as intonation and
pronunciation rather than comprehension one. In short, practicing
sound in a various way in target language. This strategy is essential
for learning speaking, writing, and listening (Oxford, 1990).
 Recognizing and using formulas and patterns
This strategy enhances students’ comprehension and production.
By teaching students whole chunks expression such as hello, good
morning, how are you? Routinely will help their self-confidence,
increase understanding and engage fluency. This strategy is suitable
for all four skills (Oxford, 1990).
 Recombining
This strategy involves linkage of a phrase and another in a whole
sentence by constructing meaningful sentence or longer expression. It
can be used in both writing and speaking by string some known
words and expression together into a written story (Oxford, 1990).

 Practicing naturalistically
This strategy is considered as the most significance one. This
strategy involves practicing target language in natural and realistic

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 situation. For instance, this strategy is focus on using the language in
actual communication. This strategy is very important for all skills
(Oxford, 1990).
In the area of listening, it involves understanding a context
meaning in target language as natural as possible. Constructing
listening comprehension to specific task which require students to do
something while listening the recording at the same time may help
the student to improve their listening skill (Oxford, 1990).
In the speaking area, it involves practice the language in realistic
communication setting. Speak directly with native will provide
interactive and rapid communication. By practicing with native,
social strategy will also improve. Gestures, facial expressions, tone of
voice will become much clearer and more understandable in native
cultural environment.
In the area of reading, this strategy is also essential. The most
common medium of reading comprehension is printed materials. By
often reading target language texts such as magazines, newspaper,
will improve students’ reading comprehension.
In writing area, it involve many different activities, such as
creation of separate products by individuals, individual contributions
to multipart procedure, coauthor ship by multiple partner and
exchange message between team or individuals.
b. Receiving and sending messages
According to Oxford (1990), this set is involving two strategies, as
follow:
 Getting the idea quickly
This strategy is essential for reading and listening. It helps students to
understand exactly what they read or heard. Techniques that used are
skimming and scanning.

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  Using resources for receiving and sending message
Using media such as printed material and non-material to
enhance language messages. This strategy is essential for all
language skills.
c. Analyzing and reasoning
This set has five strategies that focus on analysis and reasoning the target
language information, as follows:
 Reasoning deductively
Using general rules then applied in the target language settings.
This strategy is a common and useful type of logical thinking. It is
essential for all skills.
 Analyzing expressions
Breaking down a new expression to understand the meaning. This
strategy is essential for listening and reading.
 Analyzing contrastively
To determine similarities and differences, comparing elements
such as sounds, vocabulary, and grammar is helpful. This strategy is
reported fairly easy that naturally used by students. It is essential for
receptive skills.
 Translating
This strategy allow learner to use their own language to
understand the meaning of the target language expressions. This
strategy is suitable for all skills.
 Transferring
In order to understand or produce an expression in the target
language, directly applying knowledge of words concepts, or
structure from one language to another will be helpful. This strategy
is essential for all language skills.
d. Creating structure for input and output
In this sets, Oxford (1990) defined that it has three strategies. They are:

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  Taking notes
This strategy involves either raw notes or complete notes. The focus
of this strategy is to understanding. This strategy is essential for
listening and reading, somehow writing.
 Summarizing
Making a summary of a long passage will help student in
understanding listening, reading, and writing skills.
 Highlighting
This strategy involves underlining, starring, or color coding the
main point of passages.

C. Compensation Strategies
These strategies are enhancing learner to use target language for either
comprehension or production. It helps students to overcome target language in
four skills. Oxford (1990) stated that this strategy has two sets, which are:
a. Guessing intelligently
It involves using various both linguistics and non-linguistics clues to
guess the meaning which best in listening and reading. This set is reported has
two strategies, they are:
 Using linguistic clues
This involves language-based knowledge to guess the meaning.
 Using other clues
This strategy involves anything that is not language-based context to
guess the meaning. Students are reported to use various sources such
as knowledge of the context, situation, text structure, personal
relationship, and general language knowledge
b. Overcoming limitations
In the production area, some of these strategies will help students
become more fluent in what they already know. Oxford (1990) stated that
there are eight strategies under this set, which are:
 Switching mother tongue, speak or write directly in target language
without translating it.

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  Getting help, asking someone’s help by explicitly ask them to
provide the unknown expression in target language.
 Using mime or gesture
 Avoiding communication totally, avoiding communication in
general, certain topics, specific expressions.
 Selecting the topic, in order to communicate fluently. They need to
choose topic based on their interests.
 Adjusting the message, altering message by omitting some
information, simpler the idea, and saying something slightly different
 Coining words, making new words to communicate the desired
ideas.
 Using synonym, understand the meaning by describing words’
concept or using synonym.

3. Indirect Learning Strategies

According to Oxford (1990), indirect strategies are strategies that support
language learning without involve directly in the target language. This strategy will
be a powerful if students used it together with direct strategies. This strategy is
applicable to all language skills. Below are 3 sets that involve in this strategy:

A. Metacognitive Strategies
Metacognitive strategies are strategies that involving cognitive strategies
in which encourage students to coordinate their learning process. These
strategies are essential for successful language learning. Metacognitive strategies
require students to seeking for practice opportunities outside classroom. Those
who seriously want to be able to communicate with target language must look
for practice opportunities as much as possible. However, students are reported
using these strategies rarely.
In using these strategies, students sometimes feel anxious due to their
traumas in applying this strategy. The may feel underrated due to their past
errors. These kinds of problem may reduce their proficiency in target language.

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 Oxford (1990), defined that metacognitive strategies have three sets, as
follow:
a. Centering learning
This set will helps students to connect their attention and energies to
language activities.
 Overviewing and linking with already known material
Associate key concept, principle, set of materials in target
language and material that already known then, overviewing
comprehensively. This can be accomplished in three different steps:
learning why the activities are done, building vocabulary needed,
and making association. This strategy is sometimes depends on
students’ target language skill. This strategy is suitable to all
language skills.
 Paying attention
This strategy involves two modes, which are directed attention
and selective attention. Directed attention is paying any attention to
the whole task. On the other hand, selective attention is paying
attention to some specifically important expression. This strategy is
useful for all strategies.
 Delaying speech production to focus on listening
Delaying oral comprehension in order to focus on listening
comprehension.
b. Arranging and planning learning
This set will help students to organize and plan learning materials by
following these steps below:
1. Finding out language learning
2. Organizing
3. Setting goals and objectives
4. Identifying purpose
5. Planning for language task
6. Seeking practice opportunities

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 c. Evaluating learning
This set consists of two strategies, as follows:
 Self –monitoring
This strategy requires students to identifying errors in
understanding or producing new language. Determine which error
that makes serous confusion, which one is important errors, and
trying to eliminate them.
 Self-evaluating
This strategy requires students to evaluate their own errors.

B. Affective Strategies
The term affective relates to emotions, motivations, attitudes, and values.
Negative feeling may obstruct target language skills improvement. However,
positive feeling may improve their target language skills. By applying this
strategy, students will have control over their self (Oxford, 1990).
a. Lowering anxiety
A certain amount of anxiety may help students’ to be careful in doing
language task. In contrast, students who have over anxiety may block their
target language comprehension. According to Oxford (1990), strategies
below may help overcoming the anxiety:
1. Doing relaxation, breathing deeply, and meditating
2. Listening music; such as classical music
3. Laughing; by watching funny movie, reading humorous text
b. Self-encouragement
Students somehow ask someone to encourage themselves. Most of them
do not know that they are able to encourage themselves. According to
Oxford (1990), below are strategies to build self-encouragement:
1. Making positive statement
2. Taking risk wisely
3. Self-rewarding

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 c. Taking emotional temperature
The strategies in this set will help students to assess their feelings,
motivations, and attitude relate to the language task. Oxford (1990)
defined strategies that may discern negative attitude as follows:
1. Listening to our body
2. Using checklist
3. Writing language learning diary]
4. Discussing feeling with others

C. SOCIAL STRATEGIES
According to Oxford (1990), language requires someone’s social
behavior because it involve communication with others. The communication
itself occurs between people. Thus, appropriate strategies dealing with social
aspect are important in this process. Three important sets of social strategies are
explained below:
a. Asking question
Asking question considered as the basic of social strategies. It involves
students to be actively communicated with others. It has great benefit not
only for students themselves but also their partners because it encourages
them to communicate in target language. It is also involving peer-
assessment or error correction between them. As stated by Oxford (1990)
that this set has two strategies, as mentioned below.
 Asking other speakers for clarification or verification
 Asking other speakers for correction
b. Cooperating with others
In this strategy, according to Oxford (1990), involves interaction
between other people either target language learners or target language
native speakers. It shows great effects for the participants: higher self-
esteem; increased self-confident and enjoyment; greater achievement;
more respect to the teacher; use higher level of cognitive strategies.
However, some researchers found that this strategy might not become their
nature as other language learners. They need to be encouraged by others.

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 According to Oxford (1990), this set involves two strategies:
 Cooperating with peers; means cooperating with friends,
teacher, or other target language learners
 Cooperating with native speakers of the target language.
c. Empathizing with others
Empathy is the ability to understand other people feelings in that
person’s perspective. By developing culture understanding and becoming
aware of others thoughts and feelings, students can help students to
increase their empathies. Thus, Oxford (1990) explains briefly strategies to
empathize other people below:
 Trying to empathize other people through understanding the culture
and the relationship with other people.
 Becoming aware of others people feelings and thoughts by
observing their behaviors and asking their thoughts and feelings if
it is possible.

II. Speaking Anxiety

In learning foreign language, some students may feel anxious. Foreign language
anxiety is a complicated phenomenon (Young, 1990; as cited in Karatas, Alci,
Bademcioglu, & Ergin, 2016). Meanwhile MacIntyre and Gardner (1993) as cited
in Karatas, Alci, Bademcioglu, & Ergin (2016) defined it as a someone’s feeling of
pressure and fearness related to foreign language contexts, consist of speaking,
listening, and learning. Then, Horwitz et al. (1986) as cited in Karatas, Alci,
Bademcioglu, & Ergin (2016) conclude that foreign language learning anxiety has
three interrelated components; communication apprehension, fear of negative
evaluation, and test anxiety.
In terms of communication apprehension, students have brilliant ideas but they
could not expreess due to the shyness and lack of second language vocabularies
(Gopang & Lohar, 2015). Meanwhile Horwitz et al. (1986) defined it as a type of
shyness characterized as fear of anxiety to communicate with other people.
Therefore, an incapability to express ideas or understand others ideas drag into oral
foreign language anxiety.

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 As stated by Karatas, Alci, Bademcioglu, & Ergin (2016), fear of negative
evaluation refers to the apprehension about others’ evaluation. It indicates that
students have something to evaluate their friends but, they are unsure with
themselves whether they are correct or incorrect. Students also may afraid of
friends’ negative comments about their performance. These feeling may increase
their level of anxiety.
In terms of test anxiety refers to type of performance anxiety due to fear of
failure (Karatas et al., 2016). Park & Lee (2014) defined this term as apprehension
about others’ evaluation from a students’ need to make a positive social
impressions. This term is similar to the second. Students may anxious in foreign
language due to fearness of miss vocabularies then leads to the failure when they
are performing foreign language.
Nowadays, in foreign language classroom, students are asked to perform orally
in front of the class or they are asked to have a group discussion. These activities
are reported increase students’ level of anxiety. Students’ level of anxiety can
increase when they are asked do an oral performance As stated by Park & Lee
(2014), students’ high level of anxiety may affect their oral performances
negatively. Strengthened by statement from Zheng, 2008 as cited in Atas (2015),
when students are asked to complete an oral task, their level of anxiety can
increase. Performing oral presentation in front of other students was believed to be
one of the most provoking situations (Ohata, 2005). In the situation of
“unpreparedness” students are reported that they feel odd and prefer to keep silence
and wish not to be asked any question during the whole class (Ohata, 2005). In
addition, there are many other factors that may increase students’ level of anxiety;
teacher’s attitude, their interaction outside classroom, and high expectation from
family and friends (Gopang & Lohar, 2015).

III. Previous Studies

There are many researches that already conducted in the area of learning
strategies and foreign language anxiety. Marwan (2007) did an investigation about
Indonesian students’ foreign language anxiety types and found that most of them
experienced anxiety. Tanveer (2007) did an investigation about factors that may

22
increase students’ foreign language anxiety and found that cognitive and linguistic
factors related to the classroom and socio-cultural factors may increase EFL
student’s anxiety. Marcos-Llinas & Garau (2009) investigate the effect of language
anxiety on course achievement in three English proficiency namely beginner,
intermediate, and advanced. They found that some level of language anxiety may
not be as negative and debilitative as traditionally believed. They also found that
advanced learners showed high levels of anxiety but they achieve high final grades
as a consequence of the dynamics of the advanced courses.
Nakatani (2010) did a research investigate the influence of specific strategy use,
the performance on post training conversation on Japanese learners. The researcher
found that students who have high proficiency showed clear awareness of using
strategies to fill communication gaps and negotiate meaning.
Bailey, Daley, & Onwuegbuzie (1999) did a research exploring the relationship
between foreign language anxiety and learning style. They found that if we want to
reduce students’ anxiety we need to explore their factors of anxiety. Tsiplakides &
Keramida (2009) did a classroom based case study research about helping students
overcome foreign language speaking anxiety in the English classroom in Greece.
They conclude that teachers or practitioners should get to know their students, their
attitudes toward the oral production before applying learning strategies.
Mahpudilah (2016) did a research about undergraduate EFL students’ attribution
on speaking anxiety in Bandung. He found that nobody was relaxed when they had
to face speaking task. Moreover, he found that most of his participants in mildly
anxiety level. He also found that internal factors were dominant attribution such as
lack of confidence, negative encouragement from friends, and lack of grammar
mastery. Their findings lead the researcher to do this research which is investigate
EFL students’ learning strategy to overcome speaking anxiety in speaking class.

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 CHAPTER III
RESEARCH METHODOLOGY

A. Research Design
This study is aimed to find the answer of the research questions stated in the first
chapter, factors that make students feel anxious in speaking and strategies that
frequently used by students. The results of this study are expected to answer the
research questions mentioned in the first chapter; what factors contributing to
students’ foreign language anxiety; what are learning strategies that frequently used
by students.
The design is focused on exploring and understanding the meaning individuals
or groups to describe a social or human problem (Cresswell, 2014). This study is
seeking for wha factors that make students anxious in speaking and what learning
strategies that most frequently used by student to overcome their anxiety. For
instance, the researcher uses qualitative research in conducting the research.
Ary, Jacobs, Sorensen, & Walker (2010) stated that phenomenolgical studies
involve someone’s meaningful experiences. The study invollve the essence of
theexperiences (Cresswell, 2014). Therefore, this study is likely using
phonomenologucal since it is seeking on one’s experience dealing with anxiety in
speaking.

B. Research Setting and Subjects

The research will conduct this research in English Department of State
University of Surabaya. Specifically, either in academic speaking or public
speaking class. As researcher’s own experience that students feel anxious in both
classes. The subjects of this research will be 10-15 participants of the class.

C. Data Collection Technique

According to Merriam (1998) in qualitative research, the main instrument for the
data collection and analysis is the researcher herself. This means that the researcher
is the one who collect, observe, and analyze the data.

24
 According to Ary, Jacobs, Sorensen, & Walker (2010), primary instrument used
in qualitative design is researcher herself, and collecting data through observation
or interview. Therefore, in conducting this research, researcher using observation,
focus group discussion, and interview. The description is presented below:

1. Observation
According to Ary, Jacobs, Sorensen, & Walker (2010), observation is a
basic method for obtaining data in qualitative. In doing observation, it usually
takes some period of time. Qualitative observations depend on narrative or
words to discrebe the setting, behaviors, and interactions.
In this technique, the researcher acts as a complete observer which
passively participate because she did not take any part in the classroom but
rather she only observe students’ behaviour and activities in the classroom. As
stated by Ary, Jacobs, Sorensen, & Walker (2010), the complete observer is
typically hidden from the group or simply observing public behavior.
The most common instruments used in observation field notes (Ary et
al., 2010). During the observation, researcher use field notes to observe factors’
contributing foreign laguage speaking anxiety. Besides, classroom acrivities
recording may be done to complete information missing in field noting.

2. Interview
According to Ary, Jacobs, Sorensen, & Walker (2010), nterviews are used to
gather data from people about options, beliefs, and feelings in their own words.
It provides one’s specific informations that cannot be achieved from both
observation and focus group discussion.
In this technique, the researcher act as an passive interviewer. She
interviews the students of academic speaking class. She uses semi-structured
interview which the questions are already prepared but she may modify the
format or questions during the interview. The questions will be based on
Strategy Inventory for Language Learning (SILL) for speakers of other
languages learning english by Oxford (Rebecca L. Oxford, 1990).

25
D. Data Analysis
Ary, Jacobs, Sorensen, & Walker (2010) stated that in qualitative research the
most complex and mysterious phase is data analysis. It is time-consuming and
difficult process. Qualitative research is messy and nonlinear. It is done
simulteneously through interactive, recursive, and dynamic process. It involves
attempts to comprehend the phenomenon under the study, synthesize information
and explain relationships. After data are collected, they must be soon organized and
maneged. The researcher must engage the data through reading and reflecting then
data must be described, classified, and interpreted. According to them, there are
three stages in analyzing qualitative data, they are:
1. Familiarizing and organizing
In this steps, researcher must be familiar with all the data. In short, she
must be immersed in the data. During the research, researcher will analyze all
the data from observation field notes, focus group discusion using transcriptions
technique.
2. Coding and reducing
After the datas completely transcribed, researchers then coding and
reducing it. Coding is developing concept from raw data. In short, coding is
done to begin recognize differences and similarities the data and theories. Then,
the researcher will identifies the trancription with the appropriate codes.
Therefore, the researcher will analyze the focus group discussion and interview
transcription using this step. She will identifies all the transcriptions with the
learning strategies described in the previous chapter.
3. Interpreting and representing
After all the data being coded, the next step is interpreting. It involves in
reflecting the words and acts of the participants. Then the last step is
representing them in detail descriptively.
The data which is collected through field notes is analyzed to provide an
understanding the research setting and behaviour people within the setting. The
data which is collected through focus group discussion and interview is analyze
in the form of transcript and coding and will be explain descriptively.

26
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