Beruflich Dokumente
Kultur Dokumente
pronounce
speakgrammatically
ideal
participating
say.
life
communication.
teaching
The
and
learning
consist
grammatical
of
accuracy,
pronunciation,
vocabulary,
all
utterances
correct,
clearly,
master
learning
English
especially
in
performance
is
under
language
have
pronunciation,
to
present
it
by
their
own
the
fluency,
they
scale.
have
to
speak
English.
Some
and
The
observed
separately
components:
grammar,
vocabulary,
comprehension
researcher
uses
in
1-5
content
skill.
speaking.
They
are
afraid
of
others
them
words,
sentences,
be
deliver
phrases,
delivered
and
by
the
speakers.
The
to
develop
the
lesson
their
skills
through
to
oral
also
used
to
score
students
study,
analytical
the
scoring
researcher
by
Haris.
adapts
Haris
using
one
of
influence
be
discussion,
tension,
Senior
discussed.
High
curriculum
After
School
because
using
this
2013
method
is
many
chances
to
show
their
in
teaching
and
apprehension,
learning
nervousness,
language
learning
contexts,
which
with
is
specifically
speaking
foreign
language.
anxiety
reduce
poses
students
several
speaking
potential
anxiety,
means
of
reducing
anxiety
in
classrooms.
RESEARCH METHOD
scores
in
speaking
test.
homogeneity.
Al.,
(2009:
261)
that
experimental
The
the
attempts
groups or cells.
to
influence
particular
significant
researcher,
difference
then,
between
RESEARCH FINDINGS
After gathering the research data,
required
data
were
students
Variables
Number
of Data
Lo
Lt
Description
1
2
3
A1
A2
B1
40
40
40
0.124
0.091
0.116
0.140
0.140
0.140
Normal
Normal
Normal
B2
40
0.117
0.140
Normal
A1B1
20
0.148
0.190
Normal
6
7
8
A1B2
A2B1
A2B2
20
20
20
0.102
0.109
0.139
0.190
0.190
0.190
Normal
Normal
Normal
The
data
are
considered
homogeneous.
difference
between
columns
is
Sample
Df
1/df
19
0.0526
26.57
1.42
27.06
19
0.0526
21.89
1.34
25.47
19
0.0526
26.73
1.43
27.11
19
0.0526
45.25
1.66
31.46
teach speaking.
76
0.2105
log
df log
111.10
2.
2.94
7.82
0.05.
It
means
the
difference
is accepted.
It can be concluded
of
independent
variable.
variables
After
to
knowing
dependent
that
Ho
is
3.
speaking
anxiety
and
the
rejected.
SS
df
MS
Fo
Ft
(0.05)
Status
204.80
204.8
6.80
3.664
Ho is
rejected
33.80
217.80
33.8
217.8
456.40
152
2288.40
76
30.15
2744.80
79
Ho is
rejected
7.23
with
Data
Sample
qo
qt
Status
1.
2.
A1 and A2
B1 and B2
80
80
3.69
1.50
2.86
2.86
Significant
Not Significant
3.
40
5.30
2.95
Significant
4.
40
0.08
2.95
Not Significant
that:
1.
1.
the
Ho is
accepte
d
1.12
Accordance
than
Ft(3.664)
in
the
level
of
difference
2.
between
columns
is
teaching
speaking
using
Coop
teach
speaking
than
Direct
Instruction.
Jigsaw Team
Instruction.
Projects or
Direct
3.
be
than
As
0.05,
teaching
4.
Hence,
the
it
can
DISCUSSION
difference
speaking
between
using
Coop
Direct
known,
speaking
Instruction
an
class
ideal
is
to
teach
condition
the
of
students
speaking
actively
anxiety
is
significant.
participate
in
classroom
Projects
is
more
effective
than
sentences,
anxiety.
want
0.05,
the
difference
between
to
meaningfully
get
using
successful
oral
speaking
performance,
they
should
practice
On
the
contrary,
Direct
Jigsaw
is
teachers
strict
direction
students
must
follow
divides
elements.
the
This
students
method
into
some
the
definite
them
and
Students
taught
achieving
explicitly.
learning
This
method
many
English,
oral ability.
characteristics
producing
have
toward
and
in
learning
expression
and
allowing
Direct
allowing
creative
allowing
application-level
expression
and
thinking.
teacher
Instruction
presents
are
step
started
by
by
step
their ability.
result
and
concluded
learning
process
makes
the
of
this
research,
that
Coop
it
can
Jigsaw
be
Team
shows
that
class.
difference in
there
is
no significant
speaking between
the
practice
when
trains
low
say.
more
the
speaking
students
who
than
have
However,
students
with
high
speaking skill.
students
to
performance
give
students
their
influence
bad
students
contribution
to
characteristics.
anxiety
into
It
positive
can
feeling
The
there
were
two
researcher
main
found
factors
that
cause
without
characteristics
&Newton,
such
as
low
English
the
preparation
2009:
155).
(Nation
Therefore,
student
Since
uncertain
speaking
aspect
that
anxiety
is
able
to
another.
Some
students
is
to
performance.
reveals
that
speaking anxiety
is
speaking
performance.
be
anxiety
implementation
to
improve
their
speaking
very
suitable
of
CJTP
in
the
classroom
not
the
learning
having
low
level
of
actively
considering
the
students
by
with
involved
process.
has
their
in
teaching
Foreign
language
anxiety
been
found
to
have
grade students.
in
Appropriate
effect
speaking
appropriate
teaching
on
performance.
speaking.
the
students
One
of
groups
about
developing
knowledge
increase
speaking performance.
students
speaking
anxiety
which
can
give
discussion
Logically,
the
better
and
speaking
students.
of
anxiety
will
performance
influenced.
To
with
above,
low
level
students
elaborated
have
will
manage
not
be
students
students
Dealing
speaking
with
anxiety
the
in
research
DI,
the
both
anxiety
to
methods
get
will
better
guide
performance.
Comparative
Study
Taiwanese
and
of
American
Universities.
active
and
cooperative
in
learning
approach
that
claims
International
the
Companies, Inc.
Master
Anxiety
(A
Publishing,
an
Practical
imprint
of
share
and
gain
knowledge
and
to
Malaysia: VVP.
Horwitz, E. K., Horwitz, M. B., & Cope, J.
A.
(1986).
Foreign
Language
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