FACULTY OF EDUCATIONUNIVERSITI TEKNOLOGI MARA

SHAH ALAM

RESEARCH METHODOLOGY(EDU 702)

Anxiety in Practicing English Language as a means of Communication in ESL Classroom

-RESEARCH PROPOSAL-

Prepared by:WANI NURFAHANI BTE MOHD SAPUAN

2011918621ED770

Prepared for:ASSOCIATE PROF DR. TEOH SIAN HOON

TABLE OF CONTENTS

Page

CHAPTER 1

INTRODUCTION 1

1.1 Statement of Research Problem 3

1.2 The Research Objectives 4

1.3 The Research Questions 4

1.4 Operational Definition

1.4.1 Anxiety

1.4.2 Practicing

1.4.3 A means of Communication

1.4.4 ESL Classroom

5

1.5 Limitations 6

1.6 The Significance of the Study 6

CHAPTER 2

LITERATURE REVIEW

2.0 Introduction 8

2.1 The Importance of Practicing English Language in ESL Classroom 8

2.2 Students’ Anxiety in Practicing English Language in ESL Classroom 10

2.3 The Factors that Lead to Students’ Anxiety in Speaking in English Language 13

2.3.1 Attitude 14

2.3.2 Lack of Opportunities 17

2.3.3 Lack of Motivation 19

2.3.4 Habit 21

2.3.5 Status 22

2.3.6 Proficiency Level 23

2.4 The Impact of Students’ Anxiety in Speaking in English Language 24

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction 27

3.1 Research Design 27

3.2 Methods of Data Collection

3.2.1 Population

3.2.2 Sample and Sample Selection

3.2.3 Data Gathering Instruments

3.2.3.1 School Based Oral Assessment (SBOA) Result

3.2.3.2 Questionnaire

3.2.3.4 Interview

27

28

29

29

29

30

3.3 Methods of Data Analysis

3.3.1 Quantitative Data 31

3.3.1.1 Descriptive Statistic Analysis 32

3.3.1.2 Pearson Correlation Coefficient Test 32

3.3.2 Qualitative Data 32

CHAPTER 1

INTRODUCTION

In teaching and learning process in every ESL classroom, the practice of the four skills;

reading, writing, listening and speaking is observed as the fundamental of the process. This

parallels to the idea of the Committee of Modern Languages that the four skills are the

essential components to world language curricula (National Educational Association, 1894).

Although the practice of these four skills is viewed as equally important and

intertwines to each other, it is found that speaking skill is often the most difficult skill to be

practiced in classroom. It reaches to a point where ESL learners prefer to remain silent rather

than speaking in the target language in classroom. As mentioned in M H Hamzah & Lu Y. T

(2010),

“Usually, students feel insecure about their level of English and they face problems

communicating as well as expressing themselves in the target language. As a result,

they rather remain silent as they are in fear of making mistakes and do not show

active participation in speaking lessons”.

In fact, it is not surprising to encounter a situation where the teachers are also using

their mother tongue in delivering the lesson although teachers are supposed to provide a

proper English language instruction in ESL classroom owing to the advantages that the

situation will bring to the students. For instance, in Malaysian context, the purpose of English

language instruction is to prepare the learners for effective and efficient communication in

English in their social and professional situations (Citravelu, 2005).

The failure in practicing the target language in ESL classroom would affect the

outcome of the process-academic achievement. This is true as students’ linguistic growth is

related to the amount of time spent with the language in meaningful exposure to it (Knop C.,

1995). Furthermore, Met and Rhodes mention that ‘both research and experiential data

suggest that the amount of time spent on language learning and the intensity of the experience

have significant effects on the acquisition of significant levels of foreign language

proficiency’ (1990, p. 438).

There should be reasons that limit the practice of the target language in ESL

classroom. Therefore, the current study focuses on the limitation of practicing English

language as a means of communication in ESL classroom, specifically in the Malaysian

secondary school.

1.1 The Statement of Research Problem

The ability of students to communicate naturally in English is one of the long term goals that

language teachers would like to achieve in classroom (M H Hamzah & Lu Y. T, 2010).

However, it is found that there are ESL learners who are not able to speak using proper

English even after 11 or 12 years of formal education in school. This is clearly agreed by

Khairi Izwan Abdullah and Nurul Lina Abdul Rahman as stated in their research problem,

‘despite having learned English for 11 years in schools, students still have difficulty to use

the language effectively’. This is also agreed by Dr. R. Kannan in his statement ‘twelve years

of school study do not make students mastery over English’.

The anxiety towards the target language especially in speaking skill in Malaysian ESL

classroom may be the reason of this situation. As mentioned in Ayu Rita and Nadhia Dalila,

many studies agreed that there is a connection between anxiety and the use of the target

language in classroom (Balachandran & Skully, 2004; Tobias & Everson, 1997).

Furthermore, there are also findings that the anxiety towards English language affects

students’ English language learning and also, achievement (Gaudy & Spielberger, 1971;

Tobias, 1980).

Therefore, this research concerns on identifying the anxiety problem among students

in using English as a means of communication in ESL classroom.

1.2 The Research Objectives

The objectives of the research are;

1.2.1 To investigate whether students’ anxiety towards the target language is the

limitation of students in practicing English language as a means of

communication in ESL classroom or not.

1.2.2 To investigate whether students’ anxiety in using English language as a means

of communication affects students’ oral achievement in School Oral Based

Assessment (SBOA) or not.

1.3 The Research Questions

There are two questions arise in order to achieve the objectives of this research. The

questions are;

1.3.1 Does students’ anxiety towards English language is the limitation that hinders

students from practising English language as a means of communication in

ESL classroom?

1.3.2 Does students’ anxiety affect students’ oral achievement in School Oral Based

Assessment (SBOA)?

1.4 Operational Definition

1.4.1 Anxiety

The anxious feeling or nervousness that limits the students from practicing

English language in ESL classroom. As mentioned in Ayu Rita Bt Mohamad

and Nadhia Dalila Bt Ab Wahid, “the subjective feeling of tension,

apprehension, nervousness, and worry associated with an arousal of the

autonomic nervous system” (Horwitz et al, 1986, p.125).

1.4.2 Practicing

The act of using English language habitually or regularly in ESL classroom

1.4.3 A means of communication

The medium used in communication in ESL classroom – English language

1.4.4 ESL classroom

The Form One English Language classes of Sekolah Menengah Kebangsaan

Pasir Gudang 3, Johor which involved in Standardized Oral Based Assessment

(SBOA);

1 Cemerlang

1 Gemilang

1 Inovasi

1.5 Limitations

There are two limitations found in this research.

1.5.1 This study focuses on the students’ perception of their anxiety in practicing

English language while communicating in ESL classroom. Perhaps, the

finding of the study will turn out better if the perception of teachers is taken

into consideration as well.

1.5.2 This study only highlights on the anxiety of students in using English language

in ESL classroom in SMK Pasir Gudang 3. Future studies perhaps could

consider on having samples from different settings; urban, suburban and

others.

1.6 The Significance of the Study

This study is significant as it highlights one of the crucial issues arouse in every ESL

classroom – the anxiety of students towards the target language. The significance of the issue

is due to the reality that it is difficult to find an ESL classroom which all of the students are

using the target language, English language as a means of communication. As it is difficult

for English language to be practiced in ESL classroom, the reality of the use of English

language as a means of communication outside of the classroom is even uglier to be

imagined. Thus, the kind of situation doesn’t do any good to the students as the proficiency in

the target language comes with practice.

Regardless of the saying that English language is important for job purposes or life

survival, the importance of English language in today’s world is beyond than that. This is due

to the recent curriculum in secondary school that has been introduced by the Ministry of

Education – School Based Assessment (SBA). With the implementation of SBA, there is a

high urgency of finding any kind of problems that hinder the students involved – Form One

students – from achieving a good band (Band 6) that have been expected from them.

Therefore, the anxiety of students in communicating using the target language is viewed as

crucial to be taken into consideration in ensuring the new curriculum – SBA could run

smoothly in school.

CHAPTER 2

LITERATURE REVIEW

2.0 Introduction

This chapter features the discussion on;

The importance of practicing English language as a means of communication

in ESL classroom

Students’ anxiety in practicing English language in ESL classroom

The factors that lead to students’ anxiety in speaking using English language

The impact of anxiety towards students’ performance in English oral

assessment

2.1 The Importance of Practicing English Language in ESL Classroom

Speaking skill is different as compared to the other three skills – writing, listening and

reading. The skill is different in a sense that it could never be possibly done individually. This

is true as learners could write an essay on their own, listen to a song alone and read a book by

themselves. However, it does not apply to the speaking skill. The speaking skill could only

take place with partners or within a group of people. Due to the uniqueness that the speaking

skill possesses, it is crucial for both teachers and students to take note on the importance of

practicing English language orally, in every ESL classroom.

Every single lesson in classroom is meant for learners’ self-development. This

includes the means of communication in ESL classroom. This is due to the use of English

language in communication which is not only for academic purposes in school but it is a

significant skill needed in order to communicate with others in today's working society as

well (Farhana Nawshin, 2009). There are companies that require their workers to speak

English as a means of communication, to the extent where English is the only means of

communication among the workers in the companies. Furthermore, Khairi Izwan Abdullah

and Nurul Lina Abdul Rahman stated that even job interviews nowadays are conducted in

English language. In that case, candidates are required to be able to speak English properly in

ensuring that they can go through the job interview thus get the job offered. The examples

point the needs of every learner to be able to speak English properly, not only in classroom

and their daily life routine but also, for job purposes later.

Furthermore, the practice of English language in ESL classroom is important owing to

the fact that perhaps, this is the only opportunity that the learners have, in order to practice

the language. There are learners who are not from English background where they speak their

mother tongue at home with their family and friends. In this case, where else would they get

the opportunity to converse in English, if not in ESL classroom? As a matter of fact, where

else would they get the opportunity to be corrected by a trained person – teacher? Students

sometimes do not realize this kind of situation due to their level of maturity; teachers should

remind the students as suggested by Leo Jones (2007), “Remind students that your class may

be their only opportunity to speak English”. Therefore, the opportunity to use the target

language as a means of communication in classroom shouldn’t be missed by either teachers

or students.

In addition, the practice of English language in ESL classroom builds students’

confidence to converse using English language for their real life purposes. The opportunity to

practice in a formal learning experience helps students to be familiar with the language. The

familiarity to the language will ease the students’ strange feeling towards the language. This

will definitely help students to build their confidence in using English language in

communication. As agreed by Leo Jones (2007) that students should practice their speaking

in ESL classroom in order to build their confidence in speaking English. This is important so

that they will feel less scared and more prepared when they have to talk with strangers in

English in real life.

Due to the importance of the English language practice in ESL classroom, every

teacher and student should work together in ensuring that a meaningful learning experience

could be achieved in classroom.

2.2 Students’ Anxiety in Practicing English Language in ESL Classroom

There are several definitions and perceptions of students’ anxiety in practicing English

language in ESL classroom (Ayu Rita Mohamad and Nadhia Dalila Ab Wahid; Brown, 1994;

Krannich, 2004; Muhammad Tanveer, 2007). The researchers defined and perceived

students’ anxiety towards communicating in English language differently from different

angles. Regardless of the differences, most researches agreed that communicating in English

language is the worst fear of everybody, including adults (Krannich, 2004).

           The worst fear of L2 learners towards conversing in the target language is related to

the anxiety of the learners towards the language. This is agreed by Ayu Rita Mohamad and

Nadhia Dalila Ab Wahid. They also defined the term ‘anxiety’ in a manner where the root of

the fear could be seen clearly;

“a panicky feeling associated with physical sensations that are all too

painfully familiar to those affected - increased heart and breathing rates,

increased adrenaline, over-rapid reactions, and a tension in the shoulder and

neck area”.

In their conclusion of the definition of anxiety in speaking the target language, hey

defined anxiety as; “feeling shy, nervous or panicky to communicate the language”. They

supported the definition by their finding of 28 percent of the respondents agreed on the same

answer. (Ayu Rita Mohamad and Nadhia Dalila Ab Wahid)

           On one hand, anxiety is perceived as a permanent trait (Brown, 1994). This happens to

some people with anxiety since they were born. Thus, it makes anxiety, one of their natural

characteristics. On the other hand, Brown (1994) believes that anxiety is just a characteristic

that a person will experience whenever the particular person in a certain situation or

condition. The idea makes sense as normally people won’t feel anxious towards everything at

all times except for the people whose anxiety is their main characteristic.

         From the definitions and perceptions of anxiety towards communicating in English

language, there is a relation between anxiety and oral communication in the second language.

This is agreed by Muhammad Tanveer (2007) in his research,

“Anxiety and speech communication appear to have a strong bond with each

other”.

The statement shows the relation between anxiety and oral communication in the

second language is correlated to each other. Furthermore, he explained that the anxiety exists

either in L1or L2 oral communication. The difference is in terms of the level of anxiety. This

is as perceived by Muhammad Tanveer (2007);

“the anxiety experienced when speaking in a second/foreign language seems

to be more debilitating than the anxiety experienced when speaking in the

first”

In reality, students are anxious whenever they have to speak in English language. This

is best described by the findings of Meihua Liu (2007). One of the findings is; 33.3 percent of

the respondents agreed to the item ‘I feel more tense and nervous in my English class than in

my other classes’. In the other finding, it is found that the item ‘I start to panic when I have to

speak without preparation in the English classes’ was agreed by 41.7 percent of the

respondents.

The findings parallels to the findings in Ayu Rita Mohamad and Nadhia Dalila Ab

Wahid. They found that 48 percent of female and 49.3 percent of male agreed on the

statement, ‘I start to panic and am confused when I have to speak in English without

preparation’.

Another point is; although students are prepared of what they have to say as they

communicate in English language, they still feel nervous. As found out by Ayu Rita

Mohamad and Nadhia Dalila Ab Wahid in their research, 44 percent of female and 38.7

percent if male rated the item, 'Even when I’m prepared to speak English, I get nervous.'

Overall, the findings show that students are nervous towards the language thus lead them to

avoid conversing in English language in classroom.

2.3 The Factors that Lead to Students’ Anxiety in Speaking in English

Language

Due to the negative effect that anxiety problem could bring to students’ performance in

speaking skill, it is found that there is a need for the factors of the anxiety problem towards

English language among students to be addressed in this research.

There are several factors that lead to students’ anxiety in practicing English Language

as a means of communication in ESL Classroom that are highlighted in a number of previous

researches (Carlien Van De Kreeke, 2010; Farhana Nashwin, 2009; R.Kannan, 2009; P.

Pliddemann, Xola M, B. Mahlalela-Thusi, 1998; G.Schlebusch, M. Thobedi, 2004; Ayu Rita

Mohamad and Nadhia Dalila Ab Wahid). Among the factors of anxiety that limit the learners

from practicing the language in ESL classroom are; the attitude of students, lack of

opportunities given by teachers to the students, lack of motivation given to students, habit,

status and proficiency level.

In addition, Ayu Rita Mohamad and Nadhia Dalila Ab Wahid included in their

research of six factors of students' anxiety towards speaking in a target language, taken from

Young (1991).  The factors feature;

“personal and interpersonal factors, learners’ beliefs about language

learning, instructors’ beliefs about language teaching, instructor-learner

interactions, classroom procedures and language tests.”

In the same research, Ayu Rita Mohamad and Nadhia Dalila Bt Ab Wahid mentioned

their belief on the findings by Horwitz et al. (1986) which they found as the most influential

so far. The findings by Horwitz et al. (1986) pointed out three factors of language anxiety

which are; “communication apprehension, test anxiety and fear of negative evaluation.”

  2.3.1 Attitude

In the research conducted by Muhammad Tanveer (2007), a recursive

relationship among anxiety, cognition and behaviour is found by some

researchers (Leary, 1990; Levitt, 1980: cited in MacIntyre, 1995: 92). The

anxiety of students affects their performance which at the same time, influence

their attitude towards the target language. In elaborating on the attitudes of

students towards practicing English language as a means of communication in

ESL classroom, there are several attitudes that are highlighted in some of the

researches.

It is not only the students are shy to speak the language; they

also are not interested in speaking the target language whenever they are

required to do so in ESL classroom. These kinds of attitudes cause students to

feel anxious in practicing English language as a means of communication in

ESL classroom (Farhana Nawshin, 2009).

Then, there is a kind of attitude where the students believe that they

shouldn’t say anything in the target language, English language until they

know how to speak the language correctly. This kind of attitude hinders the

students from speaking the language (Khairi Izwan Abdullah & Nurul Lina Bt

Abdul Rahman). Thus, such an attitude leads students to remain quiet in ESL

classroom. As highlighted by Khairi Izwan Abdullah and Nurul Lina Abdul

Rahman,

“Indeed, some learners prefer to keep quiet during English lesson

because they are reluctant to speak in English.”

Furthermore, Lindy Woodrow (2006) stated that the students feel

anxious in communicating by using the target language as they afraid that their

attitude is not right or does not match with the culture of the target language

(Dewaele, 2002: 26). Despite of the conscious of the rightness of their attitude,

they are also afraid of others' perception towards them. They really care of

what people say about them. This kind of attitude causes anxiety thus

impedes the use of English language in ESL classroom. This parallels to

Khairi Izwan Abdullah and Nurul Lina Abdul Rahman;

“Anxious learners tend to think about negative evaluations from other

people and the situation becomes worse if they cannot control their

anxiety.”

Ayu Rita Mohamad and Nadhia Dalila Ab Wahid added that the

anxiety towards speaking the target language does not only pertain to others’

perception but the anxiety features complicated ‘self-perceptions, beliefs,

feelings, and behaviours’ of students in terms of the use of the language

outside of the classroom. The fact that students are not aware of the needs of

speaking the language outside of the classroom, they take the practice lightly

to the point they don’t speak the target language at all. Thus, it answers the

findings by Young (1991: 429) in Muhammad Tanveer (2007) in which there

are more than 68 percent of her subjects responded that they feel more

comfortable to not speaking in the target language in ESL classroom due to

anxiety for not being able to converse in the language well.

Furthermore, students show least interest to the lesson as if they are not

interested to learn the language. This is agreed by Farhana Nawshin (2009)

that students are not interested to speak the target language as they did not see

the needs of learning English language.

The other example of students’ attitude which leads to the anxiety

towards speaking in the target language is the tendency of being someone else

rather than being themselves. They put certain expectation on themselves on

what they can do but merely on what others are doing. This is supported by

Ayu Rita Mohamad and Nadhia Dalila Ab Wahid,

“Students intend to emulate other speakers rather than being

themselves.”

They also stressed on the reality that students are over-prepared on the

oral task that has been given to them in class rather than building their

confidence in speaking the language or carrying out the task. By doing so, they

believed that it obstructs the students from enhancing their confidence and

capability in speaking in the target language.

The consequence of not feeling at the same par with others leads

students to feel anxious of their speaking capability. This is in line with the

findings by Ayres, Schliesman and Sonandre (1998),

“students who feel they have skill deficiencies in public speaking

apprehension often experience anxiety.”

Moreover, students are afraid that their teachers will correct every

single mistake they made when they speak in the target language in classroom.

This kind of attitude is depicted clearly in the findings by Rita Mohamad and

Nadhia Dalila Ab Wahid. The findings of their research show 22.7 percent

female students and 16 percent of male students were afraid of being corrected

in ESL classroom. The fear of being corrected causes anxiety in

communicating by using English language in ESL classroom.

The kind of students put people’s perceptions before anything else.

Thus, it makes them having low self-esteem and more anxious in speaking the

target language than anyone else. As Horwitz et al., (1986) pointed out;

“individuals who have high levels of self-esteem are less likely to be

anxious than are those with low self esteem”

This parallels to Terror Management Theory (TMT) in Muhammad

Tanveer (2007) that;

“People are motivated to maintain a positive self-image because self-

esteem protects them from anxiety” (Greenberg et al., 1992: cited in

Onwuegbuzie et al., 1999: 229).

2.3.2 Lack of Opportunities

It is found that students have limited exposure to the target language and lack

of opportunities to practice speaking in their environment. The situations do

not offer a healthy environment for students to develop their communication

skill (Muhammad Tanveer, 2007). Thus, according to him, the situations cause

students to feel anxious when they have to communicate in the target language

either in our outside of ESL classroom.

Farhana Nawshin (2009) supported in her statement that the lack of

opportunities given to students to speak in the classroom lead to inadequate

practice of the target language among students. The inadequate practice causes

students to feel anxious or worry when they are required to speak the target

language in ESL classroom.

Furthermore, Farhana Nawshin (2009) also touched on the tendency of

teachers to focus 8on other skills such as reading and writing skills, more than

speaking skill. The less focus given to speaking skill in classroom causes less

opportunity given to students to practice the language, orally. Thus, the

problem goes back to the one that Muhammad Tanveer (2007) raised out,

students’ anxiety towards the target language due to the lack of opportunity

given to students to practice the language.

Furthermore, the large class size also leads to the lack of opportunities

for every single student to be observed and ensured that they use English

language as a means of communication in ESL classroom. According to

Farhana Nawshin (2009), the large class size is one of the causes of the least

practice of the target language in communication among students. Again, the

lack of opportunities leads to the least practise of the target language. Thus it

causes anxiety to students in speaking the language.

The excessive application of traditional teaching method where

teachers are the dominant figures in ESL classroom is also causing anxiety

among students to speak the English language in classroom. This is agreed by

Gawie Schlebusch and Motsamai Thobedi (2004) as the classroom where

teachers are fully in charged leads students to experience lack of opportunities

to speak in the target language as the students spend most of their time to do

the listening. Therefore, when students are asked to speak, they tend to feel

anxious as they are not used to do it. This shows that students are not given

enough opportunities to be vocal, expressed their views, thoughts and

opinions. The lack of opportunities for students to speak is continued in

classroom as according to Muhammad Tanveer (2007),

“some instructors have been reported not to promote pair or group

work in fear that the class may get out of control, and think that a

teacher should be doing most of the talking and teaching, and that their

role is more like a drill sergeants than a facilitators; these beliefs have

been found to contribute to learner’s language anxiety” (Young, 1991:

428).

Despite of the anxiety that is caused by the less interaction in

classroom, it is expected that the unequal weightage of conversation between

teacher and students will create distance between teachers and students. This is

proven by the researches made by Doughty and Pica (1986: cited in Carrier,

1999: 74) in Muhammad Tanveer (2007) that;

“there was less interaction when the relationship was unequal, such as,

teacher-to-students, than when the relationship was equal, for instance,

student-to-student.”

Therefore, there is always a drawback of unequal interaction between

teachers and students – in any ways.

2.3.3 Lack of Motivation

The reason of not receiving motivation from others such as parents, teachers or

peers is often heard. However, it is crucial to understand that the urge of doing

something which in this research – to communicate in English language in

ESL classroom – should always start from one’s self. The notion is agreed in

Muhammad Tanveer (2007) that;

“The fact that language anxiety is a psychological construct, it most

likely stems from the learner’s own ‘self’, i.e., as an intrinsic

motivator” (Schwartz, 1972; cited in Scovel 1991: 16)

In defer to Muhammad Tanveer (2007), Farhana Nawshin (2009)

perceived that students receive lack of motivation from teachers and friends

thus lead them to feel anxious whenever they have to speak in the target

language. The students feel anxious towards the language as they feel that they

are judged and evaluated by people surround them. At certain point, the

judgment leads students to avoid communicating in the target language at all

cost.

Lack motivation received from families also causes students to feel

anxious in speaking the target language. The students are not used to the

language and their families do not play their role in encouraging them to speak

in the target language. The situation contributes to students’ anxiety in one

way or another. The idea is supported by Dr. R. Kannan (2009) in his

statement;

“Since most of the students are first generation learners, how can a

student get acquainted with the foreign language with regard to

English without any guidance from their parents and others?”

2.3.4 Habit

Habit is an action that is performed on a regular basis. This is as defined in

Dictionary.com,

“an acquired behaviour pattern regularly followed until it has become

almost involuntary”

This is similar to the habit of students of speaking in mother tongue to

their friends and teachers, especially when the conversation takes place outside

of ESL classroom. The habit gears the students to communicate in mother

tongue even if the students are in ESL classroom. As stated in the research by

Gawie Schlebusch and Motsamai Thobedi. (2004);

“Most of the ESL educators said that they rarely use English outside

the class. They do not see the necessity to speak English inside and

outside the classroom. Learners are used to speak to the educators in

their mother tongue outside the classroom.”

The habit of speaking in mother tongue either inside or outside of ESL

classroom causes students to feel nervous when they are asked to speak

English in ESL classroom. The nervousness is proven affecting students oral

performance in ESL classroom. This is agreed by Khairi Izwan Abdullah and

Nurul Lina Abdul Rahman;

“There are a number of students who thought that they feel nervous

when they have to speak without preparation and felt very conscious

about speaking in English in front of other students”.

Hence, it parallels to the findings of a study done by McCroskey

(1997) that most people are nervous when they have to speak in the target

language, in a formal setting especially when they are not used to speak in the

target language.

2.3.5 Status

Status does play an important role in triggering students’ anxiety in practicing

English language as a means of communication in ESL classroom.

There are students who do not want to participate in any discussion

where they are required to speak in the target language especially in ESL

classroom because they grew up with the idea that they should respect people

from the higher status. Therefore, they tend to have the anxiety whenever they

have to speak among the people they should respect. This is agreed by Carlien

van de Kreeke (2010) in her article on how Japanese culture deteriorates

students’ communication skills in English language;

“Status and power in the Japanese classroom results into situations

where students don't get involved into discussions because they have to

respect higher ranked students. These power issues can be extended to

age and gender. Also, students might be afraid to be ranked as lower

class when asking questions or giving the wrong answer.”

In supporting on the issue, it is a statement made by Arnold (2003) in

Muhammad Tanveer (2007);

“Students may feel anxious due to the fear of social embarrassment

and a threat to their social identity.”

Furthermore, Arnold (2003) in Muhammad Tanveer (2007) highlighted

his point that anxiety in speaking the target language can be rooted from status

and relationship between speakers. This is further explained in Muhammad

Tanveer (2007);

“The effects of status in terms of perceived power over another can

also effectively silence a person in a conversation; for example, where

there are large power differentials, as in White-Black relations in

South Africa, the potential threat of loss of face may cause the person

of lower of status to do nothing in the conversation even when

instructions are not fully understood.” (Chick, 1985: cited in Carrier,

1999: 72).

From the discussion of how the status causes anxiety towards speaking

in the target language, the relationship among power, social distance and self

identity could be seen clearly in a whole set of picture. Students feel anxious

when they have to speak in the target language to people with power. This

creates a social distance between superior and the inferior. The social distance

then creates self identity of a person – where a person should belong.

2.3.6 Proficiency Level

The English proficiency level is definitely the factor that leads to students’

anxiety as they have to speak in the target language. This especially happens to

students with low English proficiency level. The low proficiency students

often feel anxious in conversing with those who are fluent in the language.

This scenario is described well by Ayu Rita Mohamad and Nadhia Dalila Ab

Wahid;

“The last factor that caused anxiety when speaking in English is when

speaking with people who are fluent in the language (26%). One of the

students wrote that he feels anxious when he had to speak with people

with a higher status as he believes these people are proficient in their

English. There was also one student who wrote that she felt her

confidence was lowered when she had to speak with foreigners.”

Furthermore, it is supported by the findings by Pierce (1995) ion

Muhammad Tanveer (2007). Pierce (1995) found that;

“students feel uncomfortable using English in the group of people

whose English language is their mother tongue because they speak

fluently without any problems and the students feel inferior” (Peirce,

1995: 21).

2.4 The Impact of Students’ Anxiety in Speaking English Language

Based on the review of literature on the importance of speaking in the target language,

anxiety and the factors that lead to students’ anxiety in practicing English language as a

means of communication, there are several impacts or effects of students’ anxiety in speaking

English language could be found in bits and pieces. This section discusses the issue deeper in

a hope the issue could be seen in a clear manner.

The impact of students’ anxiety in speaking in the target language is highlighted by

Ayu Rita Mohamad and Nadhia Dalila Ab Wahid;

“It could be seen that even though anxiety might not be the most important

reason for failure or success in learning, we cannot ignore its affection.”

They also viewed students’ anxiety towards the target language as deteriorating the

students’ English oral practice in ESL classroom. As they stated;

“Students’ anxiety in communicating the target language, English language

can deteriorate and affect students’ performance especially in achieving the

educational goal”

Khairi Izwan Abdullah and Nurul Lina Abdul Rahman the ugliest impact of students’

anxiety is their low performance in English oral assessment. This is supported by MacIntyre

and Gardner (1989) in their finding that;

“Students with high communicative anxiety tended to have lower scores on

oral and written vocabulary tests.”

The finding shows that students’ anxiety towards the target language may deteriorate

students’ academic performance either speaking or written assessment. Muhammad Tanveer

(2007) is also on the same page in his statement;

“Students’ feeling of stress, anxiety or nervousness may impede their language

learning and performance abilities.”

In another citation of Muhammad Tanveer (2007);

“Some researchers reported a negative relationship between language anxiety

and achievement, e.g. the higher the anxiety, the lower the performance”

(Clement, Gardner, & Smythe, 1977, 1980: cited in Onwuegbuzie et al., 1999:

218).

This is supported by Lindy Woodrow (2006) that anxiety of the target language

deteriorates the language learning process. However, it is nothing as compared to the findings

of Muhammad Tanveer (2007) on the bad impacts of anxiety to all types of learning,

especially the second or foreign language learning (Young, 1991: cited in Onwuegbuzie et

al., 1999: 217).

Furthermore, Muhammad Tanveer (2007) mentioned the other impact of students’

anxiety in speaking the target language. According to him, students’ anxiety does not only

affect students’ oral and written performance, it also affect students’ attitude and perceptions

of language learning as a whole. This is as cited in his research;

“This study will be of considerable interest to language educators and students

because of the potentially negative impact of foreign language anxiety, not

only on the various domains of language performance, but also on students’

attitudes and perceptions of language learning in general” (Phillips, 1992,

cited in Onwuegbuzie et al., 1999: 222).

CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

3.0 Introduction

This study discusses the anxiety of students in practicing English language as a means of

communication in ESL classroom for 80 Form One students of Sekolah Menengah

Kebangsaan Pasir Gudang 3, Pasir Gudang, Johor. This chapter describes the subjects

involved and the instruments used in the present study. It also presents the design of the

study, the method of data collection and the methods of data analysis.

3.1 Research Design

The research features mixed approaches of both quantitative and qualitative methods. The use

of both methods is to ensure that the data is reliable and valid to be presented in the research.

The collection of quantitative data is conducted first, in a form of questionnaire. Then, it is

followed with the collection of qualitative data where a series of interviews is conducted to

students.

3.2 Methods of Data Collection

3.2.1 Population

The population of this study is selected from a population of Form One

students in SMK Pasir Gudang 3, Pasir Gudang, Johor. The population of

Form One students is selected as it meets to the objective of the study – (1) to

investigate whether students’ anxiety towards the target language is the

limitation of students in practicing English language as a means of

communication in ESL classroom or not (2) to investigate whether students’

anxiety in using English language as a means of communication affects

students’ oral achievement in School Oral Based Assessment (SBOA) or not.

The other reason of selecting Form One students as the population of this

research is due to the involvement of Form One students in SBOA.

3.2.2 Sample and Sample Selection

The samples in this research are selected by utilizing non-random sampling.

The samples are selected from a population of 162 Form One students of

Sekolah Menengah Kebangsaan Pasir Gudang 3, Pasir Gudang, Johor.

Furthermore, the samples are selected since it is convenient in terms of the

access to these three Form One classes – 1 Cemerlang, 1 Gemilang and 1

Inovasi – and the students of these three classes are streamed according to their

level of academic achievement – the first, middle and last class.

The procedure of sample selection is convenience sampling which

features 90 Form One students from three classes. All the participants are 13

year old students and their English language proficiency differs from one

another.

Form One students are selected as the sample of this study due to the

implementation of the new education policy in all over Malaysia – School

Based Assessment (SBA). Starting the year 2012, students are no longer

required to sit for examination. Instead, the students have to complete the on-

going assessment throughout the year. In assessing the speaking skill of

students, the students have to complete the oral assessment that will be carried

out throughout the school year – School Based Oral Assessment (SBOA). In

SBOA, students are assessed from various areas – grammar and vocabulary;

pronunciation and intonation; fluency and rhythm; ethics and mannerism

(Scoring Criteria School Based Assessment, 2012). This explains the reason

for choosing Form One students as the sample of this study.

3.2.3 Data Gathering Instruments

3.2.3.1 School Based Oral Assessment (SBOA)

Students’ oral assessment is retrieved from the result of SBOA for the

year 2012. The result indicates the bands that students achieve. The

bands are ranged from Band 1 until Band 6.

3.2.3.2 Questionnaire

Questionnaire is used as the instrument to collect the quantitative data

from the samples. The use of questionnaire is due to a number of

reasons.

First, it offers a convenient way to collect data because the data

can be collected from the respondents all at once. Second, the

perception of limitations in practicing English language a means of

communication in English language classroom could be retrieved

without any force, judgment or influence from anyone. The samples

have all the freedom to provide the responses based on their

preference.

The questions are pertaining to the students’ anxiety in

speaking the target language, English language in ESL classroom

which are adapted from previous study, ‘Oral Anxiety in Oral English

Classroom: A Case Study in China (Meihua Liu, 2007).

Furthermore, the Likert scales from the range of strongly

disagree (1) until strongly agree (5) are used to facilitate the samples in

determining their degree of agreement or disagreement towards the

item.

In administrating the questionnaire, firstly, the samples are

grouped in the school library during the MBMMBI program

(Memperkasakan Bahasa Melayu, Meperkukuhkan Bahasa Inggeris).

The library of the school is chosen because it is convenient in terms of

space and facilities such as tables and chairs. Secondly, the samples are

given the questionnaire and also the list of the SBOA 2012 results. The

list is retrieved from the school office. To facilitate the samples, the list

is photocopied so that every sample will get one list. The list is

provided owing to the fact that the samples might forget their band and

left the blank for them to fill in their band, empty. Thirdly, the samples

are advised to answer the questionnaire in 20 minutes without any

discussion.

3.2.3.3 Interview

This study features a standardized open-ended interview which the

questions and its sequence are planned before the interview is actually

conducted. The questions for the interviews are made up from the

field notes where all the curiosity and doubts throughout the research

are jotted down. The type of interview is selected in ensuring the

responses are clear and easy to be analysed later.

There are 9 samples that have been selected for the interview.

The samples are selected from the 90 samples that have been selected

earlier. There are 3 select samples for each type of classes – the first,

middle and last class.

The interview is conducted in a school library as well, during

the next MBMMBI program. The samples are assured that their

information is kept and handled in a confidential manner.

3.3 Methods of Data Analysis

3.3.1 Quantitative Data

The data was processed using SPSS (Statistical Package for the Social

Sciences) due to its capability in analysing data. According to the Information

Technology Services of University of Southern California (2010),

‘SPSS is a powerful application that allows you to read almost any

kind of data, analyse that data, and create reports and graphs

from that data’.

In analysing the data of this study, Descriptive Statistic Analysis and

Pearson Correlation Test are run.

3.3.1.1 Descriptive Statistic Analysis

This test is run to find the means and ranges of students’ perceptions of

their anxiety towards the target language, English language as a means

of communication in ESL classroom.

3.3.1.2 Pearson Correlation Coefficient Test

This test is run to determine whether there is a significant relationship

between students’ anxiety and the bands that students achieve in their

SBOA 2012 result.

3.3.2 Qualitative data

The data from the interviews are transcribed and categorized according to the

themes. The data is used to support the findings from the quantitative data

earlier.

APPENDICES

REFERENCES

Ayu Rita Bt Mohamad and Nadhia Dalila Bt Ab Wahid. Anxiety and Speaking English as a

Second Language among Male and Female Business Students in Universiti Industri

Selangor. Retrieved from http://onlinereview.segi.edu.my/chapters/vol2_chap7.pdf

Carlien Van De Kreeke. (2010). English Speaking Problems in Japanese Classrooms.

Retrieved from http://suite101.com/article/tefl-in-japan-a215687

Dr. R. Kannan. (2009). Difficulties in learning English as a Second Language. Retrieved

from http://www.esp-world.info/Articles_26/Original/Difficulties%20in%20learning

%20english%20as%20a%20second%20language.pdf

Dictionary.com. Retrieved from http://dictionary.reference.com/browse/habit

Farhana Nawshin. (2009). Problems in Teaching Speaking in Traditional ESL Classroom.

Retrieved from http://dspace.bracu.ac.bd/bitstream/handle/10361/137/Problems%20in

%20teaching%20speaking%20in%20traditional%20ESL%20classrooms.PDF?sequen

ce=1

Gawie Schlebusch and Motsamai Thobedi. (2004). Outcomes-Based Education in the English

Second Language Classroom in South Africa. Retrieved from

http://www.nova.edu/ssss/QR/QR9-1/schlebusch.pdf

Khairi Izwan Abdullah & Nurul Lina Bt Abdul Rahman. A Study on Second Language

Speaking Anxiety among UTM Students. Retrieved from

http://eprints.utm.my/10275/2/Nurul_Lina_Bt_Abdul_Rahman.pdf.

Lindy Woodrow. (2008). Anxiety and Speaking English as a Second Language. Retrieved

from http://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=8&

ved=0CGoQFjAH&url=http%3A%2F%2Fciteseerx.ist.psu.edu%2Fviewdoc%2Fdow

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2=19ajMkQDzTSQar4hb9d8qQ

Meihua Liu. 2007. Anxiety in Oral English Classrooms: A Case Study in China. Retrieved

from http://www.google.com.my/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&

ved=0CF8QFjAA&url=http%3A%2F%2Fwww.indonesianjelt.org%2FPages%2FCur

rent_Issues.aspx%3Fdocname%3D%2Fpublished_docs%2F20111014_022739_393.p

df&ei=a-fT8e_LorYrQe46vCLDQ&usg=AFQjCNFYm6YkwJOGwqvV6o_kjOJ1d7-

ObQ&sig2=AhQYa812S2EKJACdMwyBoQ

Muhammad Tanveer. (2007). Investigation of the Factors that Cause Language Anxiety for

ESL/EFL Learners in Learning Speaking Skills and the Influence It Casts on

Communication in the Target Language. Retrieved from http://www.asian-efl-

journal.com/thesis_M_Tanveer.pdf

QUESTIONNAIRE

Note: SD = strongly disagree; D = disagree; N = neither agree nor disagree A = agree; SA = strongly agree_________________________________________________________________

Items SD D N A SA

1. I never feel quite sure of myself when I am speaking English in my class.2. I don’t worry about making mistakes in the English class.

3. I tremble when I know that I’m going to be called on in the English class4. It frightens me when I don’t understand what the teacher is saying in English.5. It wouldn’t bother me at all to take more foreign language classes.6. During my English class, I find myself thinking about things that have nothing to do withthe course.7. I keep thinking that the other students are better at English than I am.8. I start to panic when I have to speak without preparation in the English class.9. I worry about the consequences of failing my English class.

10. I don’t understand why some people get so upset over English classes.11. In the English class, I can get so nervous I forget things I know.12. It embarrasses me to volunteer answers in my English class.

13. I would not be nervous speaking English with native speakers.14. I get upset when I don’t understand what the teacher is correcting.15. Even if I am well prepared for the English class, I feel anxious about it16. I often feel like not going to my English class.

17. I feel confident when I speak English in class.

18. I am afraid that my English teacher is ready to correct every mistake I make.19. I can feel my heart pounding when I’m going to be called on in the English class.20. I don’t feel pressure to prepare very well for the English class.21. I always feel that the other students speak English better

than I do.22. I feel very anxious about speaking English in front of other students.23. The English class moves so quickly I worry about getting left behind.24. I feel more tense and nervous in my English class than in my other classes.25. I get nervous and confused when I am speaking English in class.26. When I’m on my way to the English class, I feel very sure and relaxed.27. I get nervous when I don’t understand every word the English teacher says.28. I feel overwhelmed by the number of rules I have to learn to speak English.29. I am afraid that the other students will laugh at me when I speak English.30. I would probably feel comfortable around native speakers of English.31. I get nervous when the English teacher asks questions which I haven’t prepared in advance.32. I get tense and nervous when I have to discuss things unfamiliar to me.33. I feel overwhelmed by the number of words I have to learn to speak English.34. I feel more anxious speaking English in pairs than in groups.

35. I feel confident and relaxed when giving presentations in front of the class.

Adapted from Meihua Liu (2007). Anxiety in Oral English Classrooms: A Case Study in China.