Proposal Quantitative

“The Correlation between the Anxiety Level and the Speaking Ability of
the Second Year Students of English Study Program Tarbiyah UIN

SUSKA RIAU”
— Siti Saidah Siregar

— 22290120078
Chapter
01
INTRODUCTION
Background of The Study
Shiamaa (2006) states that speaking is a two–way process involving a true
communication of ideas, information or feelings.
Jessie (2016) states that speaking is a productive skill to express words orally,
coherently, fluently, and appropriately in a given meaningful context using correct
pronunciation, grammar and vocabulary
Marian (2018) states that in speaking there is a number of sub competencies, one of
them is discourse competence.
Riffat et al (2010) state that subjective of tension, apprehension, nervousness, and

worry associates with anxiety level. Moreover, Fatima and Anita (2015) state that
anxiety is the one of the reasons that the most of students are anxious in EFL
classrooms
Specially, the second year students of English Study Program Tarbiyah UIN SUSKA RIAU
have been studying speaking I, speaking II and speaking III from the first up to the third
semester.
The high level of anxiety affected directly to the speaking achievement of the second
year students.
This were connected with the anxiety level that they felt while speaking in speaking
class.
Therefore, the researcher wants to know scientifically the correlation between the
anxiety level and the speaking ability.
Formulation of the Research
The problem of the research is as follows:

Is there any significant correlation between the anxiety level and the
speaking ability of the second year students of English study Program
Tarbiyah UIN SUSKA RIAU?
XX Objective of the
Research
xx
This study is conducted to find out:
The Hypothesis
The correlation between the anxiety
level and the speaking ability of the
second year students of English The hypothesis of this research is:
study Program Tarbiyah UIN SUSKA There is no significant correlation
RIAU between the anxiety level and the
speaking speaking ability of the
second year students of English
Study Program Tarbiyah UIN SUSKA
RIAU
The Definitions of Key Terms
Correlation Anxiety in Foreign Speaking Anxiety

Language Speaking activity in social and
Connection between two
things in which one thing The feeling nervous or academic contexts entails risk
changes as the other worried that something taking and seems to be a
does (Hornby, 2015). bad is going to happen, a challenging activity, in which
worry or fear about learners who are not fluent in
something (Hornby, the target language experience
2015). that they cannot fully express
their personality, or their
intelligence in advanced
(Alessia, 2009).
Chapter
02
LITERATURE REVIEW
The Nature of Anxiety
The Definition of Anxi The Factors of Anxiety
• Sutarsyah (2017), anxiety can • Rio (2013), there are a

be defined as a psychological variety of factors that can
and physiological that is influence foreign language
characterized by somatic, anxiety
emotional, cognitive, and
behavioral components. 1. Cognitive
2. Affective
3. performance
The Nature of Foreign Language Anxiety
1. The Types of Language Anxiety 2. The Approaches of Language Anxiety
• Trait anxiety • Transfer approach

• State • Unique approach
• Specific anxiety
• General anxiety
3. The Models of Language Anxiety 4. The Levels of Language Anxiety
• An interference retrieval model • Communication Apprehension

• An interference model of anxiety • Test Anxiety
• Fear of Negative Evaluation
The Nature of Speaking
1. The Definition of Speaking Speaking can be defined as an interactive
Ability process of constructing meaning that involves
producing, receiving and processing
information (Shiamaa, 2006).
2. The Competencies of Speaking a. Linguistic competence.

b. Discourse competence.
c. Pragmatic competence.
d. Fluency
3. The Aspects of Speaking a. Speaking is face to face
b. Speaking is interactive
c. Speaking happens in real time
4. The Types of Speaking 5. The Speaking Goals
1. Personal The goal of speaking is when someone is

2. Descriptive able to produce words that intending
3. Narrative ideas meaningfully.
4. Instructive According to Krashen (1995), speaking
5. Questioning is described as the way to communicate
6. Comparative from the speaker to the listene
7. Imaginative
8. Predictive
9. Interpretative
10. Persuasive
11. Explanatory
The Nature of Speaking Language Anxiety
1. The Factors of Speaking Language 2. The Effects of Anxiety in Speaking
Anxiety
According to Brown Jessie (2016) told that teachers played a

(2004), speaking significant role in reducing language fear.
language anxiety can be This is due to the fact that most of
associated with feelings students are also afraid to speak not just
of uneasiness, self- because their classmates but also the
doubt, apprehension, or roles of lecturer in classroom activity,
worry especially in speaking and anxiety in
speaking can be stated that the final
prominent result is that students feel
more anxious when speaking with a
native speaker rather than their peers
Chapter
03
RESEARCH METHODOLOGY
The Place and Time of the Research
The research will conduct at English Study Program Language Tarbiyah UIN SUSKA
RIAU. Also, the research activities held within the period of January 2023 – June
2023
The Research Design
This research belongs to a

Quantitative research
This research focus on correlational study.
The correlational study can be defined as a
study that involves collecting data to
determine whether, and to what degree, a
relationship exists between two or more
quantifiable variables (Gay and Peter, 2012).
The Population and Samples of the Research
1. Population 2. Sample
The population of this research is the The cluster random sampling technique
second year students of English Study can be defined as the process of selecting a
Program Tarbiyah UIN SUSKA RIAU. sample randomly with similar
characteristics (Gay and Peter, 2012).
There were five classes of the second
year students: 3A, 3B, 3C, 3D, and 3E. In this case, the chairman of Class 3A has
Each class consisted of 31-36 students. been chosen as the sample with 35
The total number of the population is students in total.
178
The Data and Instrument
Questionnaire
Questionnaire is Speaking Test
designed to
Test can be defined as
collect
a sequence of
information
questions or exercises,
which can be
which is used to
used
measure skill,
subsequently as
knowledge,
data for analysis
intelligence and ability
(Martyn, 2010).
of individual or group
(Sugiyono, 2017).
The Validity and Reliability of the Instrument
The validity of the Instruments In this research, the instrument that is used to analyze
the anxiety level is adapted questionnaire of PSCAS
(Public Speaking Anxiety Scale).
The data need to be validated using factor analysis by
correlating between score per item of the instrument.
Hence, the data in this research were analyzed using excel
program by comparing the r value and r table.
The Reliability of the Instruments In this research, the reliability of the instruments will
analyze using internal consistency. This is due to the fact
that the data of the questionnaire will calculated and
analyzed by comparing r value and r product moment.
𝒌 { 𝒔𝒕 − ∑ 𝒑𝒊𝒒𝒊 }
𝟐
𝒓𝒊= 𝟐
( 𝒌 −𝟏 ) 𝒔𝒕
The Data Collection Technique
The data were collected by using PSCAS (Public

Speaking Anxiety Scale) questionnaires. The
questionnaires were given to the respondents
after they performed the speaking test. In order to
get the score of speaking ability, the speaking test
held by recording the speaking performance of the
students.
The Data Analysis Technique
Level Anxiety of the student

1. The data from questionnaire were analyzed to determine the anxiety of
students by perceiving the mostly checked item in the ‘Strongly Agree,
Agree, Neither agree, Disagree, Strongly Disagree’ column.
2. In order to classify the score of the anxiety and speaking achievement,
the data were grouped by using Criterion Referenced Grading (CRG).
3. To find out the classification of anxiety scores, the data were grouped by
using the CRG type II.
Speaking Performances
1. In this research, the speaking performances of the students were
recorded in classroom. The speaking test will analyze by three raters,
those who validate the speaking test.
2. The total points from them determined the result of speaking
achievement. Also, there are six components of speaking to be scored;
pronunciation, grammar, vocabulary, fluency, comprehension and task as
Brown (2004) has stated.
The Corellation
1. To find out the correlation between anxiety of students (X) as a whole
and their speaking achievement (Y)
(Adopted from Sugiyono, 2017)
2. From this formula, the correlation coefficient value (r) of the two
variables will got. Those variables consist of variable X as the level
anxiety of students and variable Y as the speaking score of students. By
the interpretation table, the data will conclude to determine the strength
of the correlation
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“The Correlation between the Anxiety Level and the Speaking Ability of

the Second Year Students of English Study Program Tarbiyah UIN

— Siti Saidah Siregar

Riffat et al (2010) state that subjective of tension, apprehension, nervousness, and

The problem of the research is as follows:

Correlation Anxiety in Foreign Speaking Anxiety

The Definition of Anxi The Factors of Anxiety

• Sutarsyah (2017), anxiety can • Rio (2013), there are a

• Trait anxiety • Transfer approach

3. The Models of Language Anxiety 4. The Levels of Language Anxiety

• An interference retrieval model • Communication Apprehension

2. The Competencies of Speaking a. Linguistic competence.

1. Personal The goal of speaking is when someone is

According to Brown Jessie (2016) told that teachers played a

This research belongs to a

The data were collected by using PSCAS (Public

Level Anxiety of the student

(Adopted from Sugiyono, 2017)

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