i

ii
 DECLARATION

I hereby declare that the paper entitled “Students’ Anxiety in Delivering English

Presentation” is completely my own work. I am fully aware that I have quoted

some statements and ideas from many resources. All quotations are properly

acknowledged in the texts. Should there be any claim on the originality or

ownership of this paper, I would be prepared to take any legal responsibility.

Bogor, March 2021

Patimah

iii
 PREFACE

Alhamdulillahirabbil’aalamiin, thanks are given to Allah SWT who has

given grace and blessings to the writer. Therefore, the writer can complete this

research entitled "Students’ Anxiety in Delivering English Presentation".

This research was written as a partial fulfillment of the requirements for the

Sarjana Pendidikan examination in the English Language Education Study

Program, Faculty of Teacher Training and Educational Sciences, Pakuan

University.

The writer realizes that this research is far from being perfect. Thus, she

appreciates all forms of criticism and suggestions for this research to run better.

Hopefully, the research can be useful for her and also for the readers.

Bogor, March 2021

Patimah

iv
 ACKNOWLEDGEMENT

Alhamdulillahirobbil’aalamiin, thanks to God Almighty, Allah SWT, who

has given the writer this grace and opportunity so that the research entitled

"Students' Anxiety in Delivering English Presentation" can be completed. This

research was written as a partial fulfillment of the requirements for the Sarjana

Pendidikan examination in the English Language Education Study Program,

Faculty of Teacher Training and Educational Science, Pakuan University.

In completing this research, many people have provided motivation, advice,

and support to the writer. In this good opportunity, the writer would like to

express gratitude and appreciation to all of them. First, the writer expresses

gratitude for the support given to her beloved parents, older brothers, and a

younger brother who have given a lot of strength to her.

The writer also expresses her gratitude to Dr. Deddy Sofyan, M.Pd. as the

first supervisor, and Abdul Rosyid, M.Pd. as the second supervisor, who have

provided a lot of advice and motivation during the process of completing this

research from the beginning to the end.

Sincerely, the writer also expresses her gratitude to Istiqlaliah Nurul Hidayati,

M.Pd. as the head of the English Education Study Program, to Gusnadi, S.Pd.,

M.M., to all lecturers, and also to all staff of the Faculty of Teacher Training and

Educational Sciences, Pakuan University. Besides, she would like to express her

gratitude to Apip Radiawan, M.Pd., as the principal of SMAN 1 Cipanas, to Uus

A.S. Husni, S.Pd., M.Pd. as a device headmaster of SMAN 1 Cipanas, to Erni

Aryani, S.Pd., and Nurhayati, S.Pd. as the English teachers from SMAN 1

v
Cipanas, to all the teachers, staff, and class X MIPA students especially class X

MIPA 1 of SMAN 1 Cipanas, which have allowed her to research SMAN 1

Cipanas for several meetings.

Furthermore, the writer expresses gratitude to friends who always provide

their support. The writer also would like to thank all those who took part in the

preparation of this research. This research is still far from being perfect. However,

she hopes this research is not only useful for the writer but also for everyone who

reads it. Therefore, for better improvement, criticism and suggestions for this

research are welcomed.

vi
 ABSTRACT

Development in globalization has made people in the world including Indonesian

people be required to master English as an international language. English itself
has four skills that must be mastered those are reading, listening, writing, and
speaking skills. In the education system, especially in the school system, there are
many ways to encourage English skills; one of them is through a presentation.
However, presentation in a foreign language such as the English language is very
difficult and requires a long time to develop. This research aims to find out the
causes of students’ anxiety in delivering English presentation. Five students are
involved as participants in this research. This qualitative research uses descriptive
analysis design to describe the students’ anxiety in delivering English
presentation. Three steps are used in this research, those are: classroom
observation, questionnaire, and interview. After gaining and processing the data,
the problems were found out. It was found that the most common anxiety factors
are lack of self-confidence, fear of making mistakes (for example, limited in
vocabulary, pronunciation, and grammar), and feeling of shame.

Keywords: EFL, anxiety, presentation

vii
 TABLE OF CONTENT

APROVAL PAGE........................................................................................... i

DECLARATION...........................................................................................iii

PREFACE...................................................................................................... iv

ACKNOWLEDGEMENT............................................................................. v

ABSTRACT.................................................................................................. vii

TABLE OF CONTENT.............................................................................. viii

CHAPTER I : INTRODUCTION

A. Background of the Study..................................................................... 1

B. Reason for Choosing the Topic............................................................2

C. Research Question............................................................................... 3

D. Aim of the Research............................................................................ 3

E. Research Focus.....................................................................................3

F. Operational Definition..........................................................................4

G. Research Significance..........................................................................4

CHAPTER II : THEORETICAL FOUNDATION

A. Anxiety................................................................................................ 6

1. The Definition of Anxiety............................................................. 6

2. Types of Anxiety........................................................................... 7

3. The Symptoms of Anxiety.............................................................8

4. Foreign Language Anxiety.......................................................... 10

5. The Causes of Foreign Language Anxiety.................................. 11

viii
 B. Presentation........................................................................................15

1. The Definition of Presentation....................................................15

2. The Components of Presentation................................................ 16

3. How to Deliver a Presentation.................................................... 17

4. The Problems and Benefits of Delivering English Presentation.18

C. Related Research................................................................................20

CHAPTER III : RESEARCH METHODOLOGY

A. Method and Design............................................................................22

B. Research Site and Participants........................................................... 24

C. Research Instruments......................................................................... 24

D. Data Collection Techniques...............................................................25

E. Data Analysis..................................................................................... 26

CHAPTER IV : DATA DESCRIPTION AND ANALYSIS

A. Data Description................................................................................ 27

1. Data from Observation................................................................ 27

2. Data from Questionnaire............................................................. 31

3. Data from Interview.....................................................................37

B. Data Analysis..................................................................................... 45

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion......................................................................................... 48

B. Suggestion..........................................................................................49

BIBLIOGRAPHY.........................................................................................50

APPENDICES

ix
Appendix 1: Instrument Penelitian

Appendix 2: Data Penelitian

Appendix 3: SK Bimbingan

Appendix 4: Berita Acara Bimbingan

Appendix 5: Surat Izin Penelitian

Appendix 6: Surat Bukti Pelaksanaan Penelitian

x
 CHAPTER I

INTRODUCTION

A. Background of the Study

Development in globalization has made people in the world including

Indonesian people be required to master English as an international language.

Some kinds like books, journals, magazines, and newspapers written in

English are also available in many countries around the world. English itself

has four skills that must be mastered those are reading, listening, writing, and

speaking skills.

In the education system, especially in the school system, there are many

ways to encourage English skills; one of them is through a presentation. The

main purpose of a presentation is, it makes the class more student-oriented. It

prioritizes students to talk or discuss existing topics. In addition, through

presentation students can also build their critical thinking because they are

given the responsibility to convey information properly and correctly

according to the facts.

Furthermore, being able to convey information through presentations is

one of the important points in the learning process. However, presentation in

a foreign language such as the English language is very difficult and requires

a long time to develop. Based on pre-observation made by the writer by

conducting interviews with an English teacher and several high school

students. Based on the teacher’s experienced, she said that the students are

still lacking in delivering English presentation. Additionally, the students

1
 said that they always feel anxious when they are asked to make a

presentation in English by the teacher.

Since anxiety is a common problem that occurs in the process of

improving students' English language skills, student emotions are the most

important things to consider. Emotions such as anxiety can divert students'

skills in English class. Feeling tense, worried, and anxious will interfere with

students' ability to make a presentation session in the classroom. Therefore,

based on the discussion, the writer wants to research students’ anxiety in

delivering English presentation.

B. Reason for Choosing the Topic

The ability to develop English language skills in the learning process of

English subjects must be possessed by students. However, based on

pre-observation, the writer found that there were students who still had

anxiety in making a presentation in English class. Therefore, the writer has a

reason to choose the topic.

The writer wants to know the causes of students’ anxiety in the

presentation activities in English class. This is very important because she

found that there are still students who cannot make presentations properly.

After all, they have anxiety about it. Mastering English skills is very

important for students to see current global developments. Thus, students are

required to be able to speak fluently both in the classroom and outside the

classroom as a process of habituation. Since anxiety is a problem in English

2
 language skills, especially in a classroom presentation, both students and

teachers need to be more aware of it.

Based on the above reason, the writer wants to investigate students’

anxiety in delivering English presentation in English class. Therefore, the

writer decided to conduct a study entitled "Students’ Anxiety in Delivering

English Presentation".

C. The Aim of the Research

Referring to the problem mentioned above, the aim of conducting this

research is to find out the causes of students’ anxiety in delivering English

presentation.

D. Research Question

The question of this research is “What are the causes of students' anxiety

in delivering English presentation?”

E. Research Focus

This research focuses on students’ behavior when delivering English

presentation in English and discovering the causes of anxiety experienced by

students when delivering a presentation. This research will be conducted on

certain students at SMAN 1 Cipanas.

3
F. Operational Definition

There are two operational definitions of the research:

1. Anxiety

Anxiety is a feeling of uneasiness and apprehension, usually about a

situation with uncertain outcomes (Spielberger in Souad, 2011: 29).

Usually, anxiety stems from thoughts about being judged or hurt.

Anxiety can strike anyone and under any circumstances, one of them is

to students when learning English as a foreign language.

2. Presentation

Kartimi (2005) suggests that presentation is the ability to use spoken

language to explore ideas, intentions, thoughts, and feelings for others

(listeners). In this case, the speaker is required to convey information to

the listener as well as possible so that the information conveyed will be

clearly captured by the listener.

G. Research Significance

The findings of this research are expected to be useful for:

a. The teacher

The results of this study can be used to facilitate English teachers to be

more aware of the problems faced by students when presenting in

English. Thus, they can make the atmosphere in the classroom better

than before. This will make students more comfortable so that they can

improve their English skills fluently without much anxiety in them.

4
b. The readers

The results of this study can be used to provide readers with new ideas

or knowledge about students’ anxiety in English presentations and give

more attention to the problems.

c. The researcher

The results of this study can be used to provide new knowledge about

students’ anxiety when delivering English presentation. In addition, it is

hoped that the results of this study can be an inspiration in conducting

more in-depth research on student anxiety in making English

presentations.

5
 CHAPTER II

THEORETICAL FOUNDATION

A. Anxiety

1. The Definition of Anxiety

According to Chaplin (2003: 33), anxiety is a mixed feeling that

contains fear and concern about the future without special reasons.

Nevid Jeffrey S, Rathus Spencer A, and Greene Beverly (2005: 163) also

provide an understanding of anxiety, which is an emotional state

characterized by physiological arousal, unpleasant feeling of tension, and

concern that something bad will happen. From the two statements above

can be interpreted that anxiety comes from feelings of worry about the

future that does not necessarily occur.

Furthermore, anxiety according to Greist and Jeverson (in Maisaroh

2011: 80) is a universal human experience, an unpleasant and worrying

emotional response, a feeling of anticipation or fear that is not directed

because of the source of threats or thoughts about something to come.

While Kelly (Cervone, 2012: 195) states, anxiety is an event that is faced

by someone who is beyond the reach of comfort in one's construct

system.

Based on some of the definitions above, it can be concluded that

anxiety is a feeling of fear, tension, worry, and discomfort over events

6
 that have not yet occurred in the future. These feelings are normal

feelings experienced by everyone. However, feelings of excessive worry

can interfere with daily activities.

2. Types of Anxiety

According to Ohata (2005), there are two types of anxiety:

1) Trait anxiety

Trait anxiety is the tendency for a person to be nervous or feel

anxious regardless of the situation he/she is facing (Pappamihiel,

2002, in Riasati, 2011: 908). According to Singgih D. Gunarsa

(2008: 74), trait anxiety is a feeling of anxiety which is a

personal / innate trait (anxious nature). In addition, trait anxiety is a

predisposition to perceive environmental situations that threaten

him/her.

2) State anxiety

Krista M. Hixson (2017: 1) said state anxiety refers to how an

individual feels anxious in various situations. State anxiety is

temporary anxiety, a response to a stimulus that triggers certain

anxiety such as going to an important test (Spielberger, 1983: cited

in Horwitz, 2001: 113).

7
3. The Symptoms of Anxiety

Anxiety is a common symptom that can be rooted in failure, fear of

being wrong, fear of losing face, or lack of confidence. This can affect

the speaking performance of students in the classroom and outside the

classroom. According to Dixon (2012: 22), several signs of anxiety

involve a person's body/physical, mind/psychic, and behavior.

1) Body/physical

Someone who is feeling anxious is facing something that is

usuallyseen by signs such as:

a. Breathing becomes faster

b. Heart rate accelerates

c. Feel nauseous and dizzy

d. There are "butterflies" in the stomach

e. Feel sick and need a toilet

f. The mouth becomes dry and it is difficult to swallow

g. Sweating more

h. Feeling "anxious" or "restless"

Furthermore, Komaruddin (2017: 102-103) explains that physical

symptoms of anxiety include:

a. There is a drastic change in behavior, nervous or not calm and

difficulty sleeping

b. The occurrence of stretching of the muscles in the neck,

shoulders, abdomen, even more so in the extremity muscles

8
 c. There is a change in breathing rhythm

d. There is muscle contraction in the chin, around the eyes and jaw

2) Mind/psychic

The signs include:

a. Feeling scared

b. Tell yourself that you are going to get physically sick like a

heart attack, stroke or going mad

c. May think that people are watching and judging

d. Worries about losing control and being stupid in front of others

e. Feeling that you have to run away and go to a safe place

This was also expressed by Komaruddin (2017: 102-103).

Disturbances in attention and concentration, emotional changes,

decreased self-confidence, and no motivation are symptoms of

anxiety.

3) Behaviour

Dixon (2012: 22) mentions including:

a. Making excuses to avoid doing things

b. Want to rush away from a place or situation where you are

anxious

c. Ignoring other people is like making eye contact

9
4. Foreign Language Anxiety

Ortega (2009) defined foreign language anxiety as an intense feeling

of tension, apprehension, and even fear when learners think of a foreign

language. Foreign language anxiety can be defined as a type of specific

anxiety in the context of language learning (Horwitz, 2010, p. 154;

Horwitz, 2001, p. 115). Therefore, some learners suffer from language

anxiety in the language classroom (Kayaoğlu and Sağlamel, 2013).

Anxiety has become a problem in language education which is quite

attractive to educators as the main learning obstacle that students

learning foreign languages need to overcome (Wu, 2010; Zheng, 2008).

From Wu & Zheng's statement, it can be interpreted that anxiety is one

of the problem points in the language learning process. According to

Aydin (2008), foreign language anxiety is a significant factor that can

affect the language learning process itself.

Furthermore, a study conducted by Dalkilic (2011) found that

foreign language anxiety was a significant variable that affected student

achievement. Language anxiety is seen as one of the main obstacles for

language learners to take their success to a higher level of foreign

language proficiency (Horwitz, (2010) in Kondo, 2007: 130). Moreover,

he also stated that language anxiety is limited to speaking and listening

only in situations where learners communicate spontaneously in their

second language. Dordinejad and Ahmadabad (2014) also added foreign

10
 language anxiety is an important factor that influences one's level of

achievement in learning a foreign language. Research findings from

Tuncer and Dogan (2015) also reveal that students’ anxiety develops and

increases during their English pre-education powerfully predicted their

academic performance.

From the statement above can be concluded that foreign language

anxiety is the most common problem faced by students who learn

foreign languages and can influence their language improvement.

5. The Causes of Foreign Language Anxiety

Foreign language anxiety is one of the important factors that can

influence the language learning process (AydÕn, 2008). Therefore, it is

important to know what causes foreign language anxiety among students.

Giving demanding tasks such as being asked to speak in a foreign

language so that it can affect students negatively and they may feel

nervous (Tanveer, 2007). Bodie (2010: 72) also said, the validity of

presentation activities in a foreign language can cause special anxiety

and is most anticipated by students. Delivering presentations has been

recognized as a form of presenting unique challenges for students

learning foreign languages (Woodrow, 2006). People always try to

reduce anxiety during public speaking tasks such as presentations by

using various types of emotional regulation strategies (Egloff, Schmukle,

11
Burns, & Schwerdtfeger, 2006). Emotional regulation can be defined as

cognitive and behavioral processes that affect events, intensity, duration,

and emotional expression (Campbell, Sills & Barlow, 2007). In addition,

the fear of public speaking such as presentation (ie, speaking in front of a

group) is specific communication-based anxiety in which individuals

experience physiological stimulation, negative cognition, or behavioral

responses to real or anticipated presentations (Daly, McCroskey, Ayres,

Hopf, Sonandre, & Wongprasert , 2009).

Furthermore, many students who enter public speaking classes feel

anxious and afraid to have to appear in public (Bodie, 2010). Students’

sense of Communication Apprehension (CA) is likely to increase for any

of several reasons, including the novelty of the situation, excessive

self-attention, and a high level of perceived evaluation by others

(Richmond, Wrench, & McCroskey, 2013). It is often reported that

students often feel stressed when they must speak in front of the class

(Wörde, 2003). Testing, especially in oral presentation and being called

into the classroom without preparation to answer, are other factors that

cause anxiety. As a result, students try to avoid eye contact with their

teacher, fearing that the teacher might ask them even if it is about a topic

that was discussed earlier (Mohammad & Wahid, 2009).

In addition, because of their anxiety, students may experience

forgetfulness and hence avoid interactions during class (Han 2006).

12
Likewise, for some students who speak in public, such as giving

presentations, there are various deficiencies felt, one of which is anxiety

in English as a second/foreign language (Richmond et al., 2013). They

have also reported that they experience a variety of physical symptoms

related to anxiety in foreign languages such as headaches, sweaty hands,

trembling, palpitations, and fatigue (Worde, 2003). Bailey, Onwuegbuzie,

and Daley (2003) suggested, "Anxiety can be manifested when students

avoid communicating difficult messages in the target language, when

students show lack of confidence or freeze in role-playing activities, and

when they forget grammar or vocabulary previously learned ".

Burden (2004) identified three components of the causes of anxiety

in foreign language classes.

1) Communication apprehension

The first component is communication apprehension, which refers to

a type of shyness characterized by fear or anxiety about

communicating with other people. Tanver (2007: 13) argues that

communication apprehension may exist in most everyday

communication situations, or it may even be part of the generalized

anxiety trait that appears in many aspects of individual life and

student personality traits such as shyness, silence, and reluctance is

thought to often trigger communication anxiety.

13
2) Fear of negative evaluation

The second component is fear of negative evaluations, which is fear

of evaluating others, avoiding evaluative situations, and thinking

that other people will judge them negatively. This is also not only

related to student teacher evaluations but also the reactions that

other students feel as well (Tanveer, 2007: 14).

3) Test anxiety

Test anxiety is also associated with addressing foreign language

anxiety. Test anxiety, as described by Horwitz at al. (quoted in

Tanveer, 2007: 12) refers to a type of performance anxiety that

comes from a feeling of fear of failure. Test anxiety is quite

pervasive in language classes because of the continuing nature of

evaluative performance. Since test anxiety is treated differently

when dealing with oral communication in English classroom.

Furthermore, other researchers such as Huyen (2003), Boonkit

(2010), and Liu (2011), mention other common factors that cause

student anxiety in English, including lack of vocabulary, lack of

pronunciation, lack of confidence, fear of making mistakes, and being

laughed at, lack of preparation and feel embarrassed. Shu Feng Tseng

(2012: 84) also describes some of the important causes of anxiety

among languages including the following:

14
 1. Pressure by parents and teachers to get good grades in school in

English lessons.

2. Lack of preparation in speaking English and lack of confidence in

improving English language skills.

3. Fear of making mistakes, fear of punishment, and fear of losing face

because of imperfect English.

4. Fear of strangers and their behavior. Due to the importance of

English in the advancement of education and society, parents and

teachers pressure students not only to reach their potential but to

produce results beyond their means.

5. Conditioning in childhood to believe that English is a very difficult

language to learn.

B. Presentation

1. The Definition of Presentation

According to Shea (2009), presentation activity or also referred to as

public speaking activity is an activity where participants are asked to

speak to the audience verbally. In her statement (Shea, 2009) also said

presentation activities can consist of individual or group speeches based

on class lessons or outside projects. Presentations are also referred to as

planned and trained speeches that are not committed to memory or

15
 reading a script delivered by a presenter (can be one or more presenters)

to audiences (Levin & Topping in Irvine, 2009: 10).

Furthermore, Kartimi (2005) suggested that presentation is the

ability to use spoken language to explore ideas, intentions, thoughts, and

feelings to others as a way to convey information and make listeners

understand messages clearly. Jane King (2002) said, "Presentation is an

effective communication activity that has been widely adopted by

foreign language teachers, namely English to promote oral proficiency".

It means that the presentation activities are used to improve students'

speaking skills in English subjects. Whereas Knapp & Hall (2002) said

that presentation activities not only focus on improving speaking skills

but also include other aspects such as body language, eye contact, or sign

language used at presentations can also be influential.

From some of the statements made by experts about the presentation,

it can be concluded that the presentation is an activity where a person or

a group gives a speech to the audience in public.

2. The Components of Presentation

According to Noer (2012: 32), there are three components of

presentation:

1) Presenter

A presenter is someone who delivers a presentation.

16
 2) Media

Noer (2012: 31) said that, media is a means that is displayed when

making presentations such as slides, gestures, choice of words,

appearance, and so forth. In addition, Barbara & Michael (2007)

mention that, other media that can be used for presentations are

notes for your audience or handout, newspaper cuttings,

photocopied sets of your slide shows, flip-charts,

whiteboards/blackboards, slides, and others. The decision about if

and when to use the media depends to some extent on the

opportunities and constraints imposed by the situation (Joan &

Lucinda, 2004 in Presentation Skills for Students).

3) Audience

Audience is a person who listens to presentation.

3. How to Deliver a Presentation

Tolley & Wood (2010: 62) provides detailed guidance on how to

successfully deliver a presentation including preparation, introduction,

content, and closing. Preparations are made for success in making a

good presentation. The introduction usually contains a clear introduction

to what a presenter will present. In delivering the content, there are

important points in the presentation material. Not only paying attention

to content, presenters must also pay attention to the language used and

also the body movements used. Making eye contact with audience

17
 shows that a presenter is ready to talk to them. Besides that, the body

gestures used by a presenter are also very important to pay attention to

in making a presentation. The last part in doing a presentation is closing.

The closing can contain the conclusions of the material presented as a

reminder to the audience.

4. The Problems and Benefits of Delivering English Presentation

Apple (2011) says that one of the problems facing students today is

that very few students are allowed to use spoken English in the

classroom before entering the university and even fewer have the

opportunity to talk about academic topics in English. This is because the

teacher will get complaints from students who do English speaking

activities in the form of oral presentations (King, 2002). King (2002)

also mentioned that the idea of oral presentation makes students

overwhelmed and makes students worried not only because of their

language skills but also the content of the presentation makes students

look worse.

In addition, it is also because students are familiar with a class that

applies traditional methods such as repetition of words or sounds rather

than assignments that require students to talk to each other or to present

their ideas to the group (Nishino, 2008: 30). Mastery of technical oral

presentations is very important not only for academic performance but

also to secure a job after graduation. As stated by Salbiah and Dubois

18
(2002), the ability to deliver a successful oral presentation is a practical

necessity in the engineering profession. This view is supported by

Hairuzila (2011) who claims that success requires more than strong

technical skills; communication is one skill that is also very important.

Furthermore, English presentation was shown to help bridge the gap

between language study and language use; that presentations require

students to use all four language skills in a naturally integrated way; and

that presentations have been shown to encourage students to become

active and independent learners (King, 2002). Thornbury (2005) also

states that through English presentations, students can develop their

critical thinking skills as well as linguistic and communicative skills.

Presentations also help students to get ready to do work in an

organization and can increase the effective value in presentation skills

(Chiver & Shoolbred, 2007).

On other hand, Girard & Trapp (2011) mentions the potential

benefits of English presentations:

a) Increase classroom interaction;

b) Increased interest in learning;

c) The new perspective; and

d) Increased communication and presentation skills.

19
 Thus, the conclusion of the explanation above is, the English

presentation activity has a small portion in the learning process in the

classroom. The learning process through presentation has many benefits

including increasing interaction in the classroom, improving language

skills, and can improve good presentation skills.

C. Related Research

There are three related researchers for this research. The first was written

by Debby Almira, Etika Rachmawati, and Didih Faridah (2018) which is

about “EFL Male And Female Students’ Perception On Speaking

Anxiety In Class-Oral Presentations”. This study employed qualitative

strategies by using a case study. Participants were 30 second-level students

consisting of 15 male and 15 female students from one of the private

universities in Ciamis. The results of this study include that it is found that

male and female students always feel anxious if they have to present

presentations in class and anxiety is caused by several factors such as anxiety

due to themselves, other students, and teachers. Furthermore, the results of

the study revealed that there are several strategies used by students in dealing

with their speaking anxiety during presentations including trying to be

confident, making the atmosphere brighter, and preparing the material well.

The second is about “Senior High School Students’ Anxiety towards

Language Learning Skills” by Hendikus Male (2018). This research was to

20
investigate the Language Anxiety of Senior School Students and also to find

out what gets the most dominant language anxiety. The results of this study

were data analysis shows that the most dominant student anxiety is found in

speaking followed by reading, writing, and listening in the language learning

process. It is highly recommended that teachers be more creative in making

the classroom atmosphere more fun and relaxed in teaching language skills

so that students are more motivated to learn foreign languages.

The last related research was written by Chunguang Tian (2019). The

title of the study is “Anxiety in Classroom English Presentations: A Case

Study in Korean Tertiary Educational Context”. The participants were

Korean National University students who have finished their presentations.

The results of this study were students experiencing different levels of

anxiety during class presentations; The main responsiveness to anxiety

includes repeated unconscious behavior, silence, speech disturbance, and

slowness of speech, and so on.

All three related researchers above have similarities and differences in

this research. The similarity, they have the same variable which is anxiety.

However, the three studies also have differences those are: the first related

research had a comparison between male and female students, whereas this

research does not. Second, the participants of the third related research were

University Students while this study is conducted for Senior High School

Students.

21
 CHAPTER III

RESEARCH METHODOLOGY

A. Research Method and Design

This research was conducted with a qualitative descriptive method. The

qualitative descriptive method was used to systematically describe a situation

or area of interest factually and accurately. Moreover, seven steps were used

by the writer in conducting this research. The first step was to state the

research question. The second step was to determine the focus of research

that is focused on what causes the anxiety that students faced when

delivering English presentation. Third, determine the site and participants.

Fourth, determine the instrument was used by the writer. There were three

instruments were used including observation, questionnaire, and interview.

The fifth step was to analyze data obtained from three instruments. The sixth

was validating data using triangulation techniques. Finally was drawing

suggestions and conclusions from the results of data that had been obtained.

22
 Stating Research Question

What are the causes of students' anxiety in delivering English presentation?

Determining Research Focus

Students’ behavior when delivering English presentation and discovering the

causes of anxiety experienced by students when delivering English
presentation

Deciding Research Site and Participant

High school students at SMAN 1 Cipanas (certain students)

Deciding Research Instrument

Observation: Questionnaire: Interview:

It was done during It was distributed to It was done to the

the presentation all participants selected participants
activity

Analyzing the Data

Validating the Data

Drawing Conclusion
and Suggestion

23
B. Research Site and Participants

This research was conducted on high school students at SMAN 1

Cipanas, class X MIPA 1 with a recommendation students from the teacher.

The writer observed the appearance of students' presentations in English

class. This study also used purposive sampling to get participants. Purposive

sampling means taking subjects that are not based on groups, regions,

satisfaction, or randomly, but based on certain goals. In addition, there were

criteria to determine participants in this study, namely: participants must

become members on the recommendation of the teacher and must carry out

English presentation activities.

C. Research Instrument

In conducting this research, non-test instruments such as observations,

questionnaires, and interviews were used to collect data.

1. Observation

Before the writer distributing the questionnaires, the writer made

the observations in four meetings. This was done to determine students’

behavior when presenting in English class. Through observation, the

writer also can find out the anxiety faced by students during the learning

process. Furthermore, the writer used systematic observation which

means observations that are held by systematically determining the

factors to be observed.

24
 2. Questionnaire

After the classroom observation activities were carried out, the next

step was distributing questionnaires to students. The questionnaire was

distributed to all participants. In this study, the writer used a close-ended

questionnaire to get information about students experiencing anxiety in

English presentations. In addition, the statements from the questionnaire

were based on the indicator that was caused for anxiety in classroom

presentations. Furthermore, there were 14 statements in the questionnaire.

The statements were adopted from the other resource by Chunguang

Tian’s study.

3. Interview

The next instrument was used by the writer for this study was an

interview. The type of interview was used is a structured interview

where questions have been determined or listed according to indicators

of the theory in question. In this study, there were 5 questions in the

interview process.

D. Data Collection Techniques

The writer was collect data through three processes. In the first process,

the writer observed the participants during the teaching-learning process.

During the teaching-learning process, the writer had used observation sheet.

25
 In addition, the writer used video recordings during the presentation process

to further identify students’ behavior.

After making classroom observations, the next step was to distribute

questionnaires. The questionnaire was distributed to all participants after

carrying out the presentation. The writer used a close-ended questionnaire,

and also statements from the questionnaire related to student anxiety in

delivering English presentations.

The last instrument was the interview. The type of interview was used is

a structured interview, namely the type of interview that has been determined

by the writer. Interviews are distributed to all participants. In addition, the

writer used WhatsApp chat during the interview process.

E. Data Analysis

After the data was collected, the data was analyzed and classified as

follows: first, class observation data was explained to explore students'

anxiety in delivering English presentations. Second, the data from the

questionnaire were analyzed and explained in the form of a description to

determine the extent of students' anxiety in delivering English presentations.

Third, the results of the interview were transcribed and interpreted. All data

were analyzed and classified, starting from class observations, questionnaires,

and interview results were made in the form of conclusions.

26
 CHAPTER IV

DATA DESCRIPTION AND ANALYSIS

A. Data Description

The study was conducted on January 11th to February 1st, 2021 at

SMAN 1 Cipanas. There were 5 students who were participated in this

research process according to the teacher’s recommendation. The

activity was held every Monday from 8 am to 9:30 am. In obtaining

information about causes of students’ anxiety in delivering English

presentation, observation, questionnaire and interviews were conducted.

1. Data from Observation

Observations were made four times on January 11th, January 18th,

January 25th, and February 1st, 2021. This was done to determine

students’ anxiety in delivering English presentation. The writer used

electronic media in the form of cellphones and observation notes to

obtain the data. There were 5 students who were observed according to

the teacher’s recommendation. In connection with distance learning

implemented by the school during Covid-19 pandemic, a video recording

system is used for presentation performance.

In the first observation, the teacher and students were doing

teaching-learning as usual through the WhatsApp group. During the

Covid-19 pandemic, the teaching-learning process was carried out at

27
the same time. 4 classes were members of the group including, Class X

MIPA 1, Class X MIPA 2, Class X MIPA 3, and Class X MIPA 4.

However, the writer only focused on 5 students who were the member of

Class X MIPA 1. The material studied was about simple past tense. The

teacher explained the simple past tense and had a little discussion with

students during learning process. At the end of the lesson, the teacher

asked students to make a video presentation related to the material that

has been studied and is asked to send the video to the teacher.

In the next observation, the students were doing a presentation about

irregular verb. The students make presentations according to the tasks

given by the teacher. The writer only focused on the five related students,

namely, P1 (participant 1), P2 (participant 2), P3 (participant 3), P4

(participant 4), and P5 (participant 5). During the presentation activity,

the writer found out the students' behavior. On P1 for example,

proficiency in pronunciation still sounds uncertain and unclear, such as:

the word "...verb..." but pronounced /verbs/, "...our..." is pronounced as

/or/, "...learned... " is pronounced /lərnid/, "...many..." is pronounced

/many/, "...other..." is pronounced /otter/, "...write..." is pronounced

/writ/, and " ...rewind..." is pronounced /riwin/.

On P2, the ability in pronunciation is good, but there were still some

that were still lacking in pronunciation, such as: the word "...stay..." is

pronounced as /stay/, "...learn..." is pronounced /len/ , "...other..." is

28
pronounced /oter/. On the P4 performance the pronunciation of the word,

"...introduce..." is pronounced /introduct/, "...about..." is pronounced

/əbut/. In other hand, P5, the pronunciation sounds louder but there were

some improvements in pronunciation, including: the word "...material..."

is pronounced /matrial/, the word "...learned..." is pronounced /lirnid/, "...

the..." is pronounced /de/, the word "...other..." is pronounced /outer/,

"...rewind..." is pronounced /rewan/.

In addition, an unfocused view was carried out by all participants.

As for example on P1, the participant did not make eye contact as she

should. Instead of looking straight at the camera, the participants' eyes

were seen looking the other way. In addition, the speech sounds

disjointed by P1, P2, and P5, so that the pronunciation of the sentence

did not sound like it should.

Furthermore, for body gesture, P1 always nods her head at every

word spoken. As for P3 and P4, the used of body language looks stiff.

For P5, the head gesture is always down during the presentation. From

the results of observations made by the writer, it appears that all

participants like reading a text during the performance. This indicates

that the participants had not really mastered the material in full.

In the third observation, some words were already good in terms of

pronunciation, however, there were some words that need to be

improved in pronunciation such as in P1, there were the words "...kind..."

29
pronounced /kin/, "...retell..." is pronounced /retail/, "...such..." was

pronounced /suc/, "...purpose..." was pronounced /purpus/, the word

"...structure..." was pronounced /structure/, and some other words were

still lacking in pronunciation. The same was done by P5, the word

"...find..." was pronounced as /fin/, "...purpose..." was pronounced

/pərpəsə/, "...generic..." was pronounced /generis/. In addition, for P2

and P3, the pronunciation was quite good, but there were also some

improvements in terms of pronunciation.

The eye contacts made by participants were still the same as in the

previous presentation. The participants appeared out of focus on the

camera. For the tone of voice that is issued, the intonation of P1 sounds

fast. P3 did the same thing in making presentations. For P5, the

intonation of the voice is intermittent. The body gestures shown by all

the participants looked stiff and monotonous. In addition, P5 always kept

her head down during the presentation. Mastery of the material seems to

be lacking, it can be seen from the way they look in another direction

look-alike reading a text.

Further observation, the pronunciation made by P1 was still not

correct, such as: the word "...verbs..." was pronounced /vers/, the word

"...interjection ..." was pronounced /intrejiksyion/, the word

"...preposition..." was pronounced /presposition/. The next participant,

P2, had done well but there were still some incorrect pronunciations such

30
 as the word "...words..." was pronounced as /wod/, the word

"...adverb..." was pronounced as /ədvərb/, "...conjunction..." was

pronounced /conjunction/, the word "...other..." was pronounced /otter/.

On the other hand, P3 had also done a good pronunciation but there were

still some words that are not properly pronounced. such as the word

"...preposition..." was pronounced /proposition/, the word "...would..."

was pronounced /wod/, and there were still several other words that are

not properly pronounced. This also applies to P5, there are some

pronunciations that were still not correct, such as the word "...let..." was

pronounced /lit/, the word "...self..." is stamped into /slept/, "...would..."

was pronounced /wold/, "...after..." is pronounced /efter/. In addition,

there was one participant (P4) who did not complete the presentation

activity as it should so that the author only made observations on related

participants only in one meeting.

2. Data from Questionnaire

In this research, a close-ended questionnaire was used. There were

14 statements in this research. The indicator of the statement is the cause

anxiety in classroom presentations. There were five choices of each

statement including strongly disagree, disagree, neutral, agree, and

strongly agree. The questionnaire was used to determine students'

anxiety in delivering English presentations, the results are as follow:

31
 Table 4.1

Causes for Anxiety in Classroom Presentations Questionnaire

No. Statement Alternative Frequency Percentage

Answer

1. I do not feel confident Strongly - -

speaking English in Disagree
front of other students.
Disagree - -

Neutral - -

Agree 2 40%

Strongly Agree 2 40%

2. I feel more tense and Strongly - -

nervous about Disagree
presentations in English
than other class Disagree - -
activities.
Neutral - -

Agree 1 20%

Strongly Agree 3 60%

3. I am worried that I will Strongly - -

not be able to make a Disagree
good presentation in
English. Disagree - -

Neutral - -

Agree - -

Strongly Agree 4 80%

4. I made full preparations Strongly - -

for my English Disagree
presentation.
Disagre - -

Neutral - -

Agree 2 40%

32
 Strongly Agree 2 40%

5. I started to panic before Strongly - -

the presentation in Disagree
English even though I
was well prepared for it. Disagree - -

Neutral - -

Agree 2 40%

Strongly Agree 2 40%

6. I started to panic when I Strongly - -

gave a presentation in Disagree
English without
sufficient preparation. Disagree - -

Neutral - -

Agree - -

Strongly Agree 4 80%

7. I tremble when I know Strongly - -

that I will be the next Disagree
person to give a
presentation in English. Disagree - -

Neutral 1 20%

Agree 1 20%

Strongly Agree 2 40%

8. It is scary when I know Strongly - -

the English presentation Disagree
in class will be graded
by the teacher. Disagree - -

Neutral - -

Agree 2 40%

Strongly Agree 2 40%

9. I am worried about Strongly - -

making mistakes when I Disagree
give a presentation in
Disagree - -

33
 English. Neutral - -

Agree - -

Strongly Agree 4 80%

10. When presenting in Strongly - -

English, I may become Disagree
so nervous that I forget
what I know. Disagree - -

Neutral - -

Agree 1 20%

Strongly Agree 3 60%

11. I can feel my heart Strongly - -

beating fast while giving Disagree
a presentation in
English. Disagree - -

Neutral - -

Agree - -

Strongly Agree 4 80%

12. When giving Strongly - -

presentations in English, Disagree
I often stutter or repeat
words when the teacher Disagree - -
and other students stare
Neutral 1 20%
at me.
Agree 1 20%

Strongly Agree 2 40%

13. I fear that other students Strongly - -

are better at giving Disagree
presentations in English
than I am. Disagree - -

Neutral - -

Agree 1 20%

Strongly Agree 3 60%

14. I am afraid that my Strongly - -

34
 teacher is likely to give Disagree
negative feedback to my
presentation. Disagree - -

Neutral 2 40%

Agree 2 40%

Strongly Agree - -

As shown in table 4.1, in the first statement, the choices with 'strongly

agree' and agree were 40% each while the other three options (neutral,

disagree, strongly disagree) each got 0%. In the second statement, namely: I

feel more tense and nervous about presentations in English than other class

activities, the choice strongly agrees to get 60% points, agree 20%, and the

other three choices get 0%. It can also be seen in the third statement, the

choice strongly agrees to get 80% points while the other four choices get 0%.

I made full preparations for my English presentation, each got 40% on

the strongly agree and agree choices. Neutral choices, disagree, and disagree

get a percentage of 0. Likewise for the next statement, statement number 5

which gets the same percentage in each choice as in the previous statement,

statement number 4. Seen in statement number 6, there is a percentage of 80

in The choice strongly agrees, while the other options get a percentage of 0.

The other statement (number 7), each got 20% on neutral and agree. For

the choice strongly agree to get 40%, while the choice strongly disagree and

disagree each gets 0%. Furthermore, the statement regarding students' fear of

the teacher's assessment, each got 40% on the choices strongly agree and

35
agree, while the other three choices got 0%. It was seen that the participants

were worried that they would make mistakes when presenting in English. It

can be seen that the percentage obtained in the strongly agree option is to get

80%.

There is also in statement number 10, there are 60% on the choice of

strongly agree and 20% on the choice of agree. While the other three options

get 0%. Furthermore, it can be seen that the percentage of 80% on the choice

strongly agrees on statement number 11, while 0% on the other four choices.

It can also be seen in the next statement, number 12, 40% of which are for

strongly agree, 20% agree, 20% are neutral, and 0% are for the other two

options (disagree and strongly disagree). Furthermore, it can be seen that

60% of the choices strongly agree and 20% agree on statement number 13.

Finally, each of them gets 40% on the agree and neutral choices, while 0%

on the other choices.

In the statement above, it can be concluded that statements number 3, 6,

9, and 11 have a greater percentage of strongly agree, which is 80%.

Participants who voted strongly agreed that they were worried that they

would not be able to present well. In addition, preparation can also affect

participants' concerns when making presentations in English. In addition, of

the five participants, one of them did not complete the questionnaire process

because at the stage of filling out the questionnaire, the participant chose to

36
withdraw from school so that the largest percentage only reached 80%

instead of 100%.

3. Data from Interview

The last step of the data collection technique was interviewing the

participants. Four of five participants were interviewed. It was done to

gain further information. Interviews were conducted by WhatsApp chat

on the wishes of the respondents to help the writer in analyzing the result.

The questions of the interview were 5 related to the students’ anxiety in

delivering English presentation. The explanation of data from the

interview to the students as follows:

The first question was about the confidence faced by students when

speaking in English in the class. It is found that all of the students were

not confident in speaking English in front of the class. It can be seen

based on the interview with respondents in excerpt #1:

Excerpt #1

R#2 : Enggak bu.

No, Miss.

R#3 : Tidak bu

No, Miss.

37
 R#5 : Tidak Bu

No, Miss.

The next question is about how they view presentation activities

with other class activities. The answers for each student can be seen in

excerpt #2:

Excerpt #2

R#1 : Ya cemas aja bu soalnya kan b.inggris gitu

Yes, I am worried, Miss, because it is in

English.

R#2 : Iya bu, cemass.

Yes, Miss. I am worried.

R#3 : Iya bu soalnya harus ngafal dlubgtu

Yes, Miss. It is because I have to memorize it

first.

R#5 : Iya Bu soalnya suka cemass sama gak lancar

bahasa inggrisnya

Yes, Miss. It is because I am worried and I am

not fluent in English.

38
 Furthermore, in excerpt #3 it is stated that there were several
reasons why students felt anxious to make presentations in English. One
of the main factors is due to skills in English itself.

Excerpt #3

R#1 : Iya grammarnya bu takut salah

Yes, in terms of grammar, Miss. I was afraid

of.

R#2 : Sebenernya takut sih bu

Actually, I am afraid, Miss.

R#3 : Iya bu cemas

Yes, I am worried.

R#5 : Iya Bu soalnya suka cemass

Yes, Miss. It is because I am worried.

In excerpt #3, it was stated that students felt anxious because skills

English, especially in terms of grammar, do not really understand.

Furthermore, other skills that were a factor in students' anxiety were

pronunciation and vocabulary which can be seen in excerpt #4 and #5.

39
Excerpt #4

R#1 : Ada bu itu kayanya yg paking ngruh. Soalnya

belum lancar kn …

Yes, there is, Miss. That seems to be the most

impactful. It is because I have not fluent yet...

R#2 : Ada bu. Saya susah ngucapin kata-katanya bu

There is, Miss. I have the difficulties in

pronuncing the words.

R#3 : Cemas takut salah bahasa inggrisnya

Anxious and afraid of being wrong in English.

R#5 : Iya Bu takut salam gitu apalagi takut salah di

ucapan bahasa inggrisnya

Yes Miss, I am afraid of being wrong in

pronouncing the words in English.

40
Excerpt #5

R#1 : Enggak bu itu juga masuk.

No, Miss, it also includes.

R#2 : Sama bu sulit. Harus ngapalin kata-katanya

juga kan ya jadi susah sih bu.

Same, Miss. It is hard. I have to memorize

the words and it is difficult.

R#3 : Bisa bu soalnya suka gk tw artinya apa terus

gk tw harus ngkmongnya gimana jga

It is, Miss. It is because I usually do not know

what the meaning of the words and do not

know how to speak it.

R#5 : Iya Bu

Yes, Miss.

Apart from the English skill factor, other factors such as the

influence of friends, teachers, and feelings of shame can also affect the

anxiety experienced by students in making presentations in English as

seen in excerpt #6:

41
Excerpt #6

R#1 : Iya bu saya langsung gemeteran gitu kalo ada

orang yang liat presentasi

Takut diketawain sama temen-temen

Yes, Miss. I immediately tremble when

someone sees my presentation.

Afraid of being laughed at by friends.

R#3 : Takt dinilai sih

Afraid of an assessment.

R#5 : Iya Bu cemas kalo diliat teman

Suka malu gitu

Yes, Miss. I anxious when seen by friends.

Feel embarrassed.

The next question is, among several factors that cause anxiety

mentioned earlier, which one makes the student feel anxious the most.

The answer most often mentioned is in terms of pronunciation. They

still have doubts about their ability to say a few words in English.

42
Excerpt #7

R#1 : Pengucapan bu

In pronunciation, Miss.

R#2 : Pengucapannya juga.

In pronunciation, too.

R#3 : Itu paling bu pengucapannya b.inggrisnya

takut salah

Saya juga gak lancar sih bu ucapinnya

That is the most in terms of pronunciation in

English. I am afraid of being wrong, Miss.

I am also not fluent in pronouncing the words,

Miss.

R#5 : Kalo menurut saya di ucapan sih bu

For me in pronunciation, Miss.

Furthermore, the physical symptoms experienced by

students during presentations are also mentioned in excerpt #8:

43
Excerpt #8

R#1 : Jantung berdenar kenceng bu

Sakit perut

My heart beating fast, Miss.

Stomach ache

R#2 : Karena malu ya bu jadi suka keringat dingin

jantung berdebar juga

Because I am shy, Miss, so I feel like cold

sweat and my heart beating fast too.

R#3 : Gemeter sama kalo hafal materi suka blenk gtu

Suka sakit perut juga jeringat dingin

Trembling and I feel blank even I have

memorize the material.

R#5 : Sering Bu. Suka mules, gemeter, sama

degdegan aja

Keringat dingin juga

Often, Miss. Stomach ache, tremble, and cold

sweat too.

44
 The last question that the researcher asked the

participants was their feelings after the presentation was

finished. Participants said they were relieved even though

sometimes the feeling of anxiety was still there.

Excerpt #9

R#2 : Tenang bu plong gitu

Feel calm and relax

Excerpt #10

R#3 : Lega sih tapi kadang suka keinget jadi

degdegan lagi

Relieved but sometimes I my heart beating fast

when I remember it again.

B. Data Analysis

After describing the result of the observation, questionnaire, and

interview, the data taken from all those three instruments were analyzed.

This was done to find out the anxiety that students had in delivering English

presentation. The following were the result of data description from

observation, questionnaire, and interview.

45
 Based on the results of the observation data, it was found that most of

the students looked nervous with a stuttering voice and also avoided eye

contact when making presentations. In addition, inaccuracies in some of the

words spoken are still made at each meeting.

Based on the results of the questionnaire, the most dominant results with

the same percentage were: first, with the statement that students were

worried that they did not present well. In addition, the second, the statement

that students feel panic if they do not prepare the presentation well.

Furthermore, the feeling of fear of making a mistake when presenting and

also the presence of physical symptoms such as a beating heart so fast also

got the same large percentage.

Finally, based on the results of interviews, the most frequently

mentioned result was that they did not feel confident speaking in English.

Furthermore, respondents also agreed that presentation activities in English

made them more anxious than other classroom activities. One of the reasons

mentioned is the fear of being mispronounced in English. On the other hand,

feelings of shame and fear of being seen by other students are also factors

that trigger students' anxiety in delivering English presentations.

As a conclusion from the research data, it can be concluded that the

most factors of anxiety are a lack of self-confidence, fear of making mistakes

(e.g., limited in vocabulary, pronunciation, and grammar), and a feeling of

shame. The results of this study are following the theory of Huyen (2003),

Boonkit (2010), and Liu (2011). They said that the most common factors of

46
student anxiety were lack of vocabulary, errors in pronunciation, lack of

self-confidence, and also feelings of shame. The statement showed that

students’ anxiety in delivering English presentation are a lack of

self-confidence, fear of making mistakes, and a feeling of shame.

47
 CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

This research was conducted in class X MIPA 1 (recommended students)

at SMAN 1 Cipanas. In the process, students are asked to do presentation

activities in English. Unfortunately, there is still anxiety that students face

when doing this activity. Therefore, this study aims to determine the causes

of anxiety faced by students when delivering presentation activities in

English.

In conducting this research, there are three instruments used, namely:

observation, questionnaire, and interview. Data from observations, the writer

found that the participants' self-confidence was still very lacking so that

many students did not make eye contact by not looking at the camera and

looked nervous when making presentations. In addition, some errors in

pronunciation in English were still made by all students during the

presentation. Findings from the results of the questionnaire, the writer found

that students felt afraid when they made mistakes during the presentation. In

addition, inadequate preparation in presentation activities is a cause of

anxiety experienced by students. Furthermore, data from interviews showed

that students felt less confident, embarrassed, and afraid to make mistakes,

especially in terms of word pronunciation. In conclusion from the research

data, it can be concluded that the most common anxiety factors are lack of

48
 self-confidence, fear of making mistakes (for example, limited in vocabulary,

pronunciation, and grammar), and feeling of shame.

B. Suggestion

Based on these results, there are suggestions for students and teachers.

The first suggestion is given to students who do presentation activities in

English. They have to be more prepared. Exercises can be done in front of a

mirror or camera to be able to regulate body movements, facial expressions,

and also stable voice intonation during presentations. By doing these

exercises, at least it can minimize the expression of tension and nervousness

as seen in the findings of previous observations. In addition, because

students are still afraid of English pronunciation, students can practice

reading texts in English to practice their pronunciation.

The second suggestion is given to the teacher. In the observation process,

the writer found that the teacher did not motivate students who had made

presentations but only appreciated the display of the assessment in the form

of numbers. For this reason, it is necessary to encourage motivation or

positive feedback from the teacher to each student so that students can have a

high motivational side.

49
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APPENDICES
 LEMBAR OBSERVASI

Hari/Tanggal :

Partisipan :

Kelas :

Indikator : Mengidentifikasi kecemasan siswa dalam presentasi bahasa Inggris

No. Pernyataan Ya Tidak Keterangan

1 Ketidaktepatan dalam
pengucapan kata (seperti
ucapan, nada, atau tekanan)

2 Kalimat terdengar
berbelit-belit

3 Melakukan kontak mata

4 Gerak badan

5 Suara nyaring

6 Suara kecil

51
 KUISIONER

A. Pengantar
Presentasi dalam bahasa Inggris tentunya memiliki banyak manfaat dalam proses
meningkatkan keterampilan bahasa Inggris, salah satu diantaranya adalah meningkatkan
keterampilan berbicara. Meskipun begitu, banyak siswa masih merasa cemas dalam
mempratekan presentasi dalam bahasa Inggris di dalam kelas. Untuk itu, perlu diketahui
apa penyebab dari kecemasan siswa ketika presentasi dalam bahasa Inggris.

Saya Patimah mahasiswi Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan
dan Ilmu Pendidikan, Universitas Pakuan, sedang melakukan penelitian yang berjudul
“Students’ Anxiety in Delivering English Presentation”. Untuk itu, saya mohon
kesediaan Anda untuk mengisi angket ini. Informasi yang Anda berikan tentu akan
sangat bermanfaat untuk penelitian saya. Atas waktu dan kesediannya, saya ucapkan
terima kasih.

B. Identitas Responden
Partisipan :

Kelas :

NO PERNYATAAN STS TD N S SS

1. Saya merasa tidak percaya diri berbicara bahasa Inggris

di depan siswa lain.

2. Saya merasa tegang dan gugup ketika melakukan

kegiatan presentasi bahasa Inggris dibandingkan
melakukan kegiatan kelas lain.

3. Saya khawatir saya tidak bisa melakukan presentasi

dengan baik.

4. Saya melakukan persiapan secara penuh untuk kegiatan

presentasi bahasa Inggris.

5. Meskipun sudah mempersiapkan diri secara penuh,

52
 saya mulai merasa panik sebelum melakukan presentasi
bahasa Inggris.

6. Saya mulai panik ketika saya memberikan presentasi

dalam bahasa Inggris tanpa persiapan yang baik.

7. Saya gemetar ketika saya tahu bahwa saya akan

menjadi siswa berikutnya yang melakukan presentasi
dalam bahasa Inggris.

8. Saya merasa takut ketika tahu bahwa kegiatan

presentasi bahasa Inggris akan di nilai oleh guru.

9. Saya khawatir tentang membuat kesalahan ketika

melakukan presentasi dalam bahasa Inggris.

10. Ketika presentasi dalam bahasa Inggris, saya merasa

cemas dan melupakan apa yang sudah saya ketahui.

11. Saya bisa merasakan jantung saya berdetak dengan

kencang ketika melakukan presentasi dalam bahasa
Inggris.

12. Ketika guru dan siswa lain menatap saya ketika

presentasi dalam bahasa Inggris, saya sering tergagap
dan mengulang kata/kalimat.

13. Saya takut jika siswa lain lebih baik dalam melakukan
presentasi bahasa Inggris dibanding saya.

14. Saya takut jika guru akan memberikan timbal balik

yang buruk terhadap presentasi bahasa Inggris saya.

53
 WAWANCARA

1. Apakah Anda merasa percaya diri berbicara bahasa Inggris di depan kelas?
2. Apakah kegiatan presentasi bahasa Inggris membuat Anda merasa lebih cemas
dibandingkan dengan kegiatan kelas yang lain? Mengapa demikian?
3. Faktor apa saja yang paling membuat Anda tidak merasa percaya diri melakukan
presentasi dalam bahasa Inggris?
4. Apakah Anda pernah merasakan gejala fisik ketika melakukan presentasi dalam bahasa
Inggris?
5. Apa yang Anda rasakan ketika Anda sudah menyelesaikan kegiatan presentasi dalam
Bahasa Inggris?

54
 LEMBAR OBSERVASI

Hari/Tanggal : 25 Jannuari 2021

Partisipan : P1

Kelas : X MIPA 1

Indikator : Mengidentifikasi kecemasan siswa dalam presentasi bahasa Inggris

No. Pernyataan Ya Tidak Keterangan

1 Ketidaktepatan dalam ✔ - "...verb..." but pronounced

pengucapan kata (seperti /verbs/
ucapan, nada, atau tekanan) - "...our..." is pronounced as /or/
- "...learned... " is pronounced
/lərnid/
2 Kalimat terdengar ✔
berbelit-belit

3 Melakukan kontak mata ✔ - Menunduk

- Reading text
4 Gerak badan ✔ ✔ - Banyak menunduk
- Menoton
5 Suara nyaring ✔

6 Suara kecil ✔

55
 LEMBAR OBSERVASI

Hari/Tanggal : 25 Jannuari 2021

Partisipan : P2

Kelas : X MIPA 1

Indikator : Mengidentifikasi kecemasan siswa dalam presentasi bahasa Inggris

No. Pernyataan Ya Tidak Keterangan

1 Ketidaktepatan dalam ✔ - "...stay..." is pronounced as

pengucapan kata (seperti /stay/,
ucapan, nada, atau tekanan) - "...learn..." is pronounced
/len/ ,
- "...other..." is pronounced
/oter/.
2 Kalimat terdengar ✔
berbelit-belit

3 Melakukan kontak mata ✔

4 Gerak badan - Menoton

5 Suara nyaring ✔

6 Suara kecil ✔

56
 LEMBAR OBSERVASI

Hari/Tanggal : 25 Jannuari 2021

Partisipan : P3

Kelas : X MIPA 1

Indikator : Mengidentifikasi kecemasan siswa dalam presentasi bahasa Inggris

No. Pernyataan Ya Tidak Keterangan

1 Ketidaktepatan dalam
pengucapan kata (seperti
ucapan, nada, atau tekanan)

2 Kalimat terdengar ✔
berbelit-belit

3 Melakukan kontak mata ✔

4 Gerak badan - Kaku

5 Suara nyaring ✔

6 Suara kecil ✔

57
 LEMBAR OBSERVASI

Hari/Tanggal : 25 Jannuari 2021

Partisipan : P4

Kelas : X MIPA 1

Indikator : Mengidentifikasi kecemasan siswa dalam presentasi bahasa Inggris

No. Pernyataan Ya Tidak Keterangan

1 Ketidaktepatan dalam ✔ - "...introduce..." is pronounced

pengucapan kata (seperti /introduct/,
ucapan, nada, atau tekanan) - "...about..." is pronounced
/əbut/
2 Kalimat terdengar - Ya dan tidak
berbelit-belit

3 Melakukan kontak mata ✔

4 Gerak badan - Kaku

5 Suara nyaring ✔

6 Suara kecil ✔

58
 LEMBAR OBSERVASI

Hari/Tanggal : 25 Januari 2021

Partisipan : P5

Kelas : X MIPA 1

Indikator : Mengidentifikasi kecemasan siswa dalam presentasi bahasa Inggris

No. Pernyataan Ya Tidak Keterangan

1 Ketidaktepatan dalam ✔ - "...material..." is pronounced

pengucapan kata (seperti /matrial/,
ucapan, nada, atau tekanan) - the word "...learned..." is
pronounced /lirnid/,
- "... the..." is pronounced /de/,
2 Kalimat terdengar ✔
berbelit-belit

3 Melakukan kontak mata ✔

4 Gerak badan - Selalu menunduk

5 Suara nyaring ✔

6 Suara kecil ✔

59
STUDENTS ANXIETY IN DELIVERING ENGLISH
PRESENTATION
Presentasi dalam bahasa Inggris tentunya memiliki banyak manfaat dalam proses meningkatkan
keterampilan bahasa Inggris, salah satu diantaranya adalah meningkatkan keterampilan berbicara.
Meskipun begitu, banyak siswa masih merasa cemas dalam mempratekan presentasi dalam bahasa
Inggris di dalam kelas. Untuk itu, perlu diketahui apa penyebab dari kecemasan siswa ketika presentasi
dalam bahasa Inggris.

Saya Patimah mahasiswi Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu
Pendidikan, Universitas Pakuan, sedang melakukan penelitian yang berjudul “Students’ Anxiety in
Delivering English Presentation”. Untuk itu, saya mohon kesediaan Anda untuk mengisi angket ini.
Informasi yang Anda berikan tentu akan sangat bermanfaat untuk penelitian saya. Atas waktu dan
kesediannya, saya ucapkan terima kasih.

Nama *

Alpi rismawati

Kelas *

X mipa 1

Saya merasa tidak percaya diri berbicara bahasa Inggris di depan siswa lain. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

60
Saya merasa tegang dan gugup ketika melakukan kegiatan presentasi bahasa Inggris
dibandingkan melakukan kegiatan kelas lain. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya khawatir saya tidak bisa melakukan presentasi dengan baik. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya melakukan persiapan secara penuh untuk kegiatan presentasi bahasa Inggris. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Meskipun sudah mempersiapkan diri secara penuh, saya mulai merasa panik sebelum
melakukan presentasi bahasa Inggris. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

61
Saya mulai panik ketika saya memberikan presentasi dalam bahasa Inggris tanpa persiapan
yang baik. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya gemetar ketika saya tahu bahwa saya akan menjadi siswa berikutnya yang melakukan
presentasi dalam bahasa Inggris. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya merasa takut ketika tahu bahwa kegiatan presentasi bahasa Inggris akan di nilai oleh
guru. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya khawatir tentang membuat kesalahan ketika melakukan presentasi dalam bahasa
Inggris. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

62
Ketika presentasi dalam bahasa Inggris, saya merasa cemas dan melupakan apa yang sudah
saya ketahui. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya bisa merasakan jantung saya berdetak dengan kencang ketika melakukan presentasi
dalam bahasa Inggris. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Ketika guru dan siswa lain menatap saya ketika presentasi dalam bahasa Inggris, saya sering
tergagap dan mengulang kata/kalimat. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

Saya takut jika siswa lain lebih baik dalam melakukan presentasi bahasa Inggris dibanding
saya. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

63
Saya takut jika guru akan memberikan timbal balik yang buruk terhadap presentasi bahasa
Inggris saya. *

1 2 3 4 5

SANGAT TIDAK SETUJU SANGAT SETUJU

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