THE CORELATION BETWEEN STUDENTS ANXIETY LEVEL AND SPEAKING

ABILITY AT THE FIFTH SEMESTER STUDENTS ENGLISH DEPARTMENT AT

MULAWARMAN UNIVERSITY

BY :

Annisa Rahmadina

1505085063

TEACHING TRAINING AND EDUCATION FACULTY

ENGLISH DEPARTMENT

MULAWARMAN UNIVERSITY

SAMARINDA

2019

PROPOSAL OUTLINE
 CHAPTER I

INTRODUCTION

1.1. BACKGROUND OF STUDY

There are so many languageS in this world. When learners decide to learn a new

language or a foreign language they will be involved in the process of learning language

skills for complete communication. To a certain extent, learn a new language or a foreign

language started by listening, then speaking, then reading and writing. Language skills are

divided into two skills, they are skill of language input and skill of language output. Skills

of language input consist of listening and reading while skills of language output consist

of speaking and writing.

Among these four skills, speaking is one of the important skills that we use to

communicate and to understand each other in our daily activities. Furthermore, speaking

is a key to communicate as an interactive process of developing meaning that involves

producing, receiving, and processing information. Speaking is one of the important skills

in English that should be mastered by us especially for students. It is a way for students to

express their knowledge, to share their feelings and to show their performance. When

students express their knowledge and share their feelings to other people, they should

speak clearly, fluently and accurately, so that people can understand what they mean. It

means that students need ability or skill to become good in speaking. If a student has

capability in speaking English, automatically he or she is able to compete with other

people to find a good job. Then, he or she should access his or her knowledge and skills.

Many factors influence students’ ability in speaking. One of them is anxiety. Scovel

(1978:134) in Brown states that anxiety is feelings of uneasiness, frustration, self- doubt,

apprehension or worry. It means that anxiety is a factor of hindrance in speaking that

should be avoided or decreased by students. Anxiety has a big impact to second language

development. It means that if the students have low anxiety, they will be more success on

acquiring English. Thornburry (2005: 28) states that the factors which can increase

someone to speak incorrectly and cause an acute sense of anxiety are the lack of

vocabularies, improper grammar, and fears of mistakes.

Students’ anxiety in speaking English was one of the factors that cause their problem

in speaking English. They became passive in the class when the teaching and learning

process were ongoing. They were too worried to speak what they were purposed to say in

English. They felt that they would always make mistakes when they were saying

something with English. Anxiety can exist when we learn foreign language and it can

give negative impact toward the learning process.

In fact there many studies that researched about speaking ability, but they focusing to

find the correlation between self esteem or self confidence. However, there are also

several studies about students' anxiety level. Utami Asih (2018) talked in her thesis about

the correlation between students anxiety level with reading skill. Also, Calvina Ghita

Izumi (2017) on her thesis talked about the correlation between students anxiety level and

speaking achievement. Those recent studies conducted in another city.

Based on the explanation above, the reseacher wants to investigate a thesis entitled

“The Correlation Between Students Anxiety Level and Speaking Ability of the Fifth

Semester Students in English Department at Mulawarman University”. The reason why

the reseacher wants to conduct this study again because this research never been done in

Samarinda especially in Mulawarman University. The researcher wants to investigate if it

is conducted in Mulawarman University whether the result will be the same or not. Also
 the researcher wants to know the anxiety level of student in Mulawarman University

especially in English Department.

1.2. RESEARCH QUESTIONS

From the background above, research questions are:

1. What is the students level of anxiety?

2. How is the speaking ability of the students?

3. Is there any correlation between students anxiety level with their speaking ability?

1.3. PURPOSES OF THE STUDY

Based on the research questions above, the purposes of this study are:

1. To know students level of anxiety.

2. To know students speaking ability

3. To know if there any correlation between students anxiety level with their

speaking ability.

1.4. SIGNIFICANCE OF THE STUDY

This study has two aspects of significance. They are theoritical significance

and practical significance.

1. Theoritical Significance

This study will give significance contribution to the knowledge in the theory of

Students anxiety and speaking ability.

2. Practical significance
 The researcher hopes this study can help the teacher or lecturer to realize the level

of students anxiety to help students increase their speaking ability. Also, help the

teacher or lecturer to know what to do with students anxiety level and how to

increase students sepaking ability. Also, to help lecturer and teacher to be more

creative to teach their students and make them motivated to learn English, without

feel worried or anxious to perform their skill orally.

Also, 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.

1.5. SCOPE AND LIMITATIONS

This quantitative research will conduct at English Department of Mulawarman

University of the fifth semester students. Based on identification of the problems

stated above, the problems of this reseacrh are limited to students’ anxiety level in

speaking English in English Department of Mulawarman University, students ability

in speaking English.

1.6. HYPOTHESES OF THE STUDY

The hypotheses of this study divided into two kinds, Null hypothesis (Ho) and

Alternative hypothesis (Ha). Therefore, the hypotheses are as follows:

1. Null Hypothesis (Ho): There is no significant correlation between students’

anxiety level with their speaking ability.

2. Alternative Hypothesis (Ha): There is a significant correlation between students

anxiety level with their speaking ability.

1.7. DEFINITION OF KEYTERMS

In this study, there are some terms that need to be clarified in order to avoid

misunderstanding, those are:

1. Correlation

Correlation is the relationship between two or more variables, or mutual

relationship between two or more things.

2. Anxiety Level

Anxiety is a feeling uneasiness, frustration, self-doubt, or worry.

3. Speaking Ablity

Speaking is using word in general. Speaking is to utter words or articulate

sound with the ordinary (talking) voice or act, utterances or discourse of one who

speak. Ability means capacity means capacity or power to do something physical

or mental. So, speaking ability means that the capacity or power to utter words or

articulate sound with the ordinary (talking) voice. In this research, speaking ability

means that the capability of students to speak in front of the class. So, speaking

ability is the ability of a student to enchange his or her ideas, share different

information or somethings in his or her minds to other by using spoken language

in front of the class.