6 TÉRMINOS DEFINIDOS EN LA NORMATIVA INTERNA

As the writer explain before, based on the measuring the correlation between

two variables we have gotten the result of this research. Studying about the result, the

researcher wants to give some suggestion to readers, especially, for future research:

1. Institution (IAIN)

For institution this study can help to develop student skill and understanding

characteristic of student, so that the student can be motivated to study English and

make them think that English is a funny subject to learn, it is not difficult but only

need more p

ractice. The writer hopes also they can be more active in English class whether they

be able to speak or not. It just to increase their braveness to use their skills in

speaking class.

2. Lecturer of speaking

The lecturer can be more creative to teach their students and make them motivated to

learn English, without feel worried or anxious to perform their skill orally.

3. Future researchers

For the future researchers, they can learn this study and get motivation to looking for

the similarity topic and how to try get problem solving in any problem that comes in

second language class.

4. Students

Students in foreign language class have to be a high self confidence in studying

English, because when we talk about another language it means we start to learn in

REFERENCES

Arikunto, Suharsimi. 1997. Prosedur Penelitian. Jakarta: Rineka Cipta.

Aydin, Selami. Asian EFL Journal. Teaching Articles 2008.

Bailey, Phillip, et.al. Correlates Of Anxiety At Three Stages Of The Foreign Language Learning Process. Journal of Language and Social Psychology: 2010.

Bruno, Rosalin &Hyon B. Shin. Language Use And English-Speaking Ability. U.S. Census: 2000.

Chaer, Abdul. 2002. Psikolinguistik Kajian Teoretik. Jakarta: Rineka Cipta.

Chaplin, J,P. 2004. Kamus Lengkap Psikologi. Jakarta: PT. Raja Grafindo Persada.

Cheng, Chia-Chui. Language Anxiety and English Speaking Proficiency. Ming Chuan University: 2009.

Chojimah, Nurul. 2012. Selected Materials on Research Statistic (Compiled Book). Tulungagung: STAIN Tulungagung.

Dalkiliç, Nilüfer. The Role Of Foreign Language Classroom Anxiety In English Speaking Courses. Dicle University Education Faculty ELT Department.

English Language Teaching; Vol. 5, No. 12; 2012. Published by Canadian Center of Science and Education.

Horwitz, et.al. Foreign Language Classroom Anxiety. TheModern Language Journal, Vol. 70, No. 2 (Summer, 1986), pp. 125-132

Hui-Ju Wu. Asian EFL Journal Volume 13 Issue 2.

Kao, Po-Chi, Philip Craigie. Foreign Language Anxiety and English Achievement in Taiwanese Undergraduate English-Major Students: An Empirical Study. Deakin University, Australia. 2010.

Nunan, David. 1999. Second Language Teaching & Learning. Canada: Heinle & Heinle Publisher.

Occhipinti, Alessia. Foreign Language Anxiety in Class-Speaking Activities. University of Oslo. 2009

Rajab, Azizah, et.al. A Study Of The Anxiety Level Of Foreign Language Students Toward Foreign Language Learning.Pusat Pengurusan Penyelidikan Universiti Teknologi Malaysia: 2007.

Risnadedi, (2001), “Developing Students` Speaking Ability”. Journal of SMP Negeri

17 Pekan Baru.

Sujianto, Agus Eko. 2009. Aplikasi Statistik. Jakarta: PT. Prestasi Pustakarya.

Wealson, Jean T.S. Anxiety In Learning English as A Foreign Language. Granada.2006.

Yahya, Mosaddaq. Measuring Speaking Anxiety Among Speech Communication Course Students At The Arab American University Of Jenin. European Social Sciences Research Journal. Vol.1. 2013

Yaikhong, Kriangkari. A Measure of EFL Public Speaking Class Anxiety: Scale Development and Preliminary Validation and Reliability. English Language Teaching; Vol. 5, No. 12; 2012

Appendix 1

CURRICULUM VITAE

Yuliana Mauludiyah was born on October 3rd, 1991 in Tulungagung. She is the last child of (alm.) Prasetyanto and (almh.) Umi Kulsum. She has three older brothers, Mochtar Arifin, Nur Rohman Fauzi and M.Taufik Zulkarnain. She has one older sister, Zahrou Dzakiyah. She lives in Simo village, kec. Kedungwaru, kab. Tulungagung.

She graduated from SDN Simo in 2004 with good score. She, then, continued her study to SMPN 1 Kedungwaru. Having graduated from SMPN 1 Kedungwaru in 2007, she continued to Islamic Senior High School MAN 1 Tulungagung. She successfully graduated from her senior high school in 2010.

After graduating from her senior high school, she joined to Islamic Institution of Tulungagung in English Education. During her study in Islamic Institution of Tulungagung, she spent her spare time to be private teacher and a reseller of clothes. As an attractive girl, she also made a lot of friends who made her life colorful and full of joy.

Foreign Language Classroom Anxiety Scale

Name : Class : Instruction!

Please give check ( ) on the column based on your answer! Criteria for the score:

1 = strongly disagree 2 = disagree 3 = neither agree

4 = agree 5 = strongly agree

No. Statement Answer

0 1 2 3 4

1. I never feel quite sure of myself when I am speaking in my foreign language class.

2. I don't worry about taking mistakes in language class. 3. I tremble when I know that I'm going to be called on

in language class.

4. It frightens me when I don't understand what the teacher is saying in the foreign language.

5. It wouldn't bother me at all to take more foreign language classes.

6. During language class, I find myself thinking about things that have nothing to do with the course.

7. I keep thinking that the other students are better at languages than I am.

8. I am usually at ease during tests in my language class. 9. I start to panic when I have to speak without

preparation in language class.

10. I worry about the consequences of failing my foreign language class.

11. I don't understand why some people get so upset over foreign language classes.

12. In language class, I can get so nervous I forget things I know.

13. It embarrasses me to volunteer answers in my language class.

14. I would not be nervous speaking the foreign language with native speakers.

15. I get upset when I don't understand what the teacher is correcting.

anxious about it.

17. I often feel like not going to my language class.

18. I feel confident when I speak in foreign language class. 19. I am afraid that my language teacher is ready to

correct every mistake I make.

20. I can feel my heart pounding when I'm going to be called on in language class.

21. The more I study for a language test, the more con‐ fused I get.

22. I don’t feel pressure to prepare very well for language class.

23. I always feel that the other students speak the foreign language better than I do.

24. I feel very self‐conscious about speaking the foreign language in front of other students.

25. Language class moves so quickly I worry about getting left behind.

26. I feel more tense and nervous in my language class than in my other classes.

27. I get nervous and confused when I am speaking in my language class.

28. When I'm on my way to language class, I feel very sure and relaxed.

29. I get nervous when I don't understand every word the language teacher says.

30. I feel overwhelmed by the number of rules you have to learn to speak a foreign language.

31. I am afraid that the other students will laugh at me when I speak the foreign language.

32. I would probably feel comfortable around native speakers of the foreign language.

33. I get nervous when the language teacher asks questions which I haven't prepared in advance.

Please answer this question!

1. What do you think about speaking class?

2. Do you think that speaking is the important one in learning foreign language? Why?