STUDENTS’ ANXIETY IN PUBLIC SPEAKINGrepository.usd.ac.id/32179/2/131214068_full.pdf · Public...

STUDENTS’ ANXIETY IN PUBLIC SPEAKING

A SARJANA PENDIDIKAN RESEARCH PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:

Johannes Abidan Theophilia Tambunan

Student Number: 131214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

STUDENTS’ ANXIETY IN PUBLIC SPEAKING

A SARJANA PENDIDIKAN RESEARCH PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

By:


Student Number: 131214068

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2018


ii


iii


iv


v


vi

ABSTRACT

Tambunan, Johannes Abidan Theophilia. (2018). Students’ Anxiety in Public

Speaking. Yogyakarta: English Language Education Study Program, Department

of Language and Arts Education, Faculty of Teachers Training and Education,

Sanata Dharma University.

Public speaking is an obligatory course for students of English Language

Education Study Program. They have to take public speaking course and pass it.

However, many get public speaking anxiety. To help reducing it, lecturers teach

some techniques in the classroom. Group practice is one of the techniques and this

paper analyze how effective it is to reduce public speaking anxiety.

The objectives of this study are to find out the causes of public speaking

anxiety and the effects of group practice in reducing public speaking anxiety.

There are two research questions that are used in this research. First, what are the

causes of public speaking anxiety? Second, what are the effects of group practice

in public speaking course on students’ anxiety?

The method of this research is mixed method that consists of quantitative

data and qualitative data. To get the data, the researcher conducted observation

once in Class C of batch 2014 of English Language Education Study Program.

The researcher then distributed quantitative questionnaires to 27 students of Class

and did interview to two students with lowest score of anxiety and two students of

highest score of anxiety. The data is analyzed by using some related theories.

As the conclusions of the research, there are five causes of public speaking

anxiety namely the mastering of the materials, self-confidence, nervousness, panic

and the fear of making mistakes. Group practice which is one of the solutions to

reduce public speaking anxiety gives four benefits students. They are getting

opportunity to practice, getting feedbacks from classmates, stimulating real

situation, and gaining more knowledge.

Keywords: public speaking anxiety, public speaking, anxiety, group practice,

causes, effects


vii

ABSTRAK

Tambunan, Johannes Abidan Theophilia. (2018). Students’ Anxiety in Public

Speaking. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan

Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,

Universitas Sanata Dharma.

Berbicara di depan umum (public speaking) adalah mata kuliah wajib bagi

mahasiswa Program Studi Pendidikan Bahasa Inggris. Mereka harus mengambil

dan lulus mata kuliah ini. Tetapi, banyak mahasiswa yang mendapat kecemasan

berbicara di depan umum. Untuk membantu mengurangi itu, dosen mengajarkan

beberapa teknik di kelas. Latihan dalam kelompok adalah salah satu teknik dan

makalah ini akan menganalisis seberapa efektif teknik ini untuk mengurangi

kecemasan berbicara di depan umum.

Tujuan dari penelitian ini adalah untuk mengetahui penyebab kecemasan

berbicara di depan umum dan efek dari latihan dalam kelompok untuk

mengurangi kecemasan berbicara di depan umum. Ada dua pertanyaan penelitian

yang digunakan dalam penelitian ini. Yang pertama adalah apa penyebab

kecemasan berbicara di depan umum? Yang kedua adalah apa efek dari latihan

dalam kelompok dalam mata kuliah public speaking bagi kecemasan mahasiswa?

Metode penelitian ini adalah metode campuran yang terdiri dari penelitian

kuantitatif dan penelitian kualitatif. Untuk mendapatkan data, peneliti melakukan

observasi satu kali di Kelas C angkatan 2014 Program Studi Pendidikan Bahasa

Inggris. Peneliti kemudian mendistribusikan kuesioner kuantitatif kepada 27 siswa

Kelas dan melakukan wawancara kepada dua siswa dengan skor kecemasan

terendah dan dua siswa dengan skor kecemasan tertinggi. Data dianalisis dengan

menggunakan beberapa teori terkait.

Sebagai kesimpulan dari penelitian, ada lima penyebab kecemasan

berbicara di depan umum yaitu pengasaan materi, kepercayaan diri, kegelisahan,

panik dan ketakutan membuat kesalahan. Latihan dalam kelompok yang

merupakan salah satu solusi untuk mengurangi kecemasan berbicara di depan

umum memberi empat manfaat bagi mahasiswa. Manfaatnya yaitu kesempatan

untuk berlatih, mendapatkan umpan balik dari teman sekelas, menstimulasi situasi

nyata, dan mendapatkan lebih banyak pengetahuan.

Kata kunci: public speaking anxiety, public speaking, anxiety, group practice,

causes, effects


viii

ACKNOWLEDGEMENTS

First of all, I would like to express my gratitude to Jesus Christ for his

blessings so that I can finish my research paper. Without Him, I will not be able to

finish my study and this research paper.

I want to show my great gratitude to my advisor, Truly Almendo

Pasaribu S.S., M.A. who always supports and guides me to finish this paper. She

gives me ideas to make this paper better.

I would like to thank my beloved parents, Tongam Pangihutan

Tambunan and Harsiani. They keep supporting and reminding me to finish this

paper. I would want to thank my beloved girlfriend, Ursula Peggy Susanti who

keeps me smile and strong until this paper is finished well. For the last, I also

want to thank my beloved friends, Yohanes Maria Restu Dian Rahardjo,

Martinus Heris Himawan, Cynthianita Septifani Purnomo, Nindya

Primandita Kristianingrum, Bernadeta Erwips Claudia, and Robertus

Darutama who give me advice and spirit to finish this paper. They give me

advice how to finish this paper correctly when I want to give up finishing this

paper. In the end, I would like to thank everybody who help me to finish this

paper. I hope God blesses you and keeps His grace upon you all.



ix

TABLE OF CONTENTS

TITLE PAGE ………………………………………………………………... i

APPROVAL PAGES ………………………………………………………... ii

STATEMENT OF WORK’S ORIGINALITY ……………………………… iv

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI …………………… v

ABSTRACT ………………………………………………………………… vi

ABSTRAK …………………………………………………………………… vii

ACKNOWLEDGEMENTS ………………………………………………… viii

TABLE OF CONTENTS……………………………………………………. ix

CHAPTER I: INTRODUCTION …………………………………………… 1

A. BACKGROUND ……………………………………………. 1

B. METHODOLOGY ………………………………………….. 4

CHAPTER II: DISCUSSION ……………………………………………….. 7

A. REVIEW OF RELATED LITERATURE …………………... 7

1. Public Speaking …………………………………………. 7

2. Anxiety …………………………………………………. 8

3. Collaborative Learning…………………………………… 10

B. FINDINGS AND DISCUSSION …………………………… 11

1. Findings …………………………………………………. 11

2. Discussion ………………………………………………. 13

CHAPTER III: CONCLUSIONS AND RECOMMENDATIONS ………… 21

A. CONCLUSIONS …………………………………………… 21

B. RECOMMENDATIONS ……....…………………………… 23

REFERENCES ……………………………………………………………… 25

APPENDICES ………………………………………………………………. 28


1

CHAPTER I

INTRODUCTION

In this chapter, the researcher discusses the introduction of the study. The

introduction consists of the background of the study, research questions, and

methodology.

A. Background

Public speaking is a common activity for people. Lucas (2009) explains

public speaking, as its name implies, is a way of making your ideas public-of

sharing them with other people and of influencing other people. All people have

done public speaking. Public speaking itself is an activity which requires people

to speak in front of the public in order to deliver the main ideas of their speech.

Although public speaking requires the speaker to speak in public, it is not the only

form of public speaking. Public speaking has many forms. According to Lamerton

(2001), a job interview, a presentation to potential clients, a speak to a journalist

and a speak to your peers at a trade conference are also the forms of public

speaking. Those activities have been done by a person at least once in their lives.

Public speaking also gives benefits to the speaker. Hamilton (2010) gives some

benefits of public speaking like enhancing personal satisfaction and development,

influencing your world and advancing your career.

However, for some people, public speaking can be a bad experience.

Davidson (2003) states public speaking traditionally makes the top 10 lists of

things people would prefer to avoid. People will consider to avoid public speaking


2

as much as possible. One of the main reasons for people to avoid public speaking

is anxiety. Everyone gets nervous about speaking publicly! In fact, most people

list public speaking as one of their biggest fears in life, even people who do it

professionally (Learning Express Editor, 2010). Based on the Academic Guide of

English Language Education Study Program 2012, public speaking is an

obligatory course for students of English Language Education Study Program.

Students must take and pass this course in semester five in order to graduate from

the university. Many of the students including the researcher feel worried about

speaking in public. Most of the students feel anxious and it can make the students

forget the main ideas of their speech that they will deliver to their friends. Even

some of the students forget what they have to talk about because of the anxiety.

Based on the researcher’s experience when the researcher did public

speaking in public speaking class, the researcher often felt anxious and worried.

Whenever public speaking class starts, the researcher would hope that the

researcher would not get the chance to speak in front of the class. The researcher

would feel anxious and worried about the topic and the ideas. The researcher felt

afraid that the researcher’ speech was difficult to understand. The researcher was

also afraid of not getting positive feedbacks from the lecturer and classmates.

Those were the things which caused the anxiety level of the researcher high and

made the researcher forgot the main idea that the researcher was going to deliver.

To overcome the anxiety of the students, the lecturer of public speaking

class orders the students to do some activities like practicing in group, watching

videos, and making reflections. Practicing in group requires the students to make a


3

group with three up to four students. Students can practice together with the group

to get useful feedbacks and comments from their group mates about their public

speaking performance. In this study, the researcher focuses on one activity which

is group practice. The researcher looks for the students’ opinions about group

practice and their anxiety of speaking in public.

Research Questions

In order to gain deeper understanding about the matter in the background

of the study, a research had been conducted by interviewing four students of

English Language Education Study Program. The students had taken public

speaking course. There are two research questions which are based on research

background.

1. What makes students anxious in public speaking?

2. How does group practice reduce students’ anxiety in public speaking?

This study was carried out by interviewing students who had taken public

speaking course. The participants were students of English Language Education

Study Program of Sanata Dharma University. The participants were twenty-seven

students of Class C in semester five who had taken public speaking course and

they were specified into four students. To make the it more effective, the study

was limited into students’ opinions about the effects of group practicing in public

speaking class toward their anxiety in speaking in public. The opinions were

restricted only on understanding, effects, and experiences.


4

B. Methodology

This part is the methodology. In this research, the researcher will use

sequential explanatory approach. The instruments of the research are observation,

questionnaire, and interview. The respondents are twenty-seven from fifth

semester students of class C batch 2014.

1. Type of research

This study used sequential explanatory approach. According to Creswell,

et all (2005), in sequential explanatory approach, quantitative data are collected

and analyzed, followed by qualitative data. Qualitative data are used primarily to

augment quantitative data. Quantitative research that is used in this research is

survey. According to Mathers, et all (2007), surveys are a very traditional way of

conducting research that are particularly useful for nonexperimental descriptive

designs that seek to describe reality. Survey approach is frequently used to collect

information on attitudes and behavior. Qualitative research that is used in this

research is narrative research. Riessman (2000) explains narrative analysis takes

as its object of investigation the story itself.

2. Respondents

The participants are twenty-seven fifth semester students of Class C batch

2014 of English Language Education Study Program of Sanata Dharma

University. From the result of questionnaires, the participants were reduced into

two students with highest scores of anxiety and two students with lowest scores of

anxiety from Class C batch 2104. Those four students would be interviewed after

the questionnaire was done.


5

3. Observation

This research was conducted on twenty-seven from fifth semester students

of Class C batch 2014. The first was to conduct observation. The observation had

been done on 17/10/2016 when the fifth semester students of Class C batch 2014

did their public speaking mid-test. The observation was done once to see how

students did public speaking in front of classmates. The observation was direct

observation. According to Kawulich (2012), direct observation involves observing

without interacting with the objects or people under study in the setting. The

researcher did not involve with the activity. There was no relationship between

the researcher and the group. The researcher used a checklist that contained the

things about public speaking anxiety and how to identify when students felt

anxious when they did public speaking.

4. Questionnaires

The questionnaires had been given on 23/11/2016 to twenty-seven fifth

semester students of Class C batch 2014. The questionnaires which were used are

quantitative questionnaires to find the students’ anxiety level. Mathers, et all

(2007) explains questionnaires can be either devised by the researcher or they can

be based upon some readymade index. The researcher used Personal Report of

Public Speaking Anxiety (PRPSA) Questionnaire designed by McCroskey (1970).

The researcher asked students to apply by marking with (√) whether students (1)

strongly agree, (2) agree, (3) are undecided, (4) disagree, or (5) strongly disagree

with each statement. After that, the researcher calculated the percentage of each

degree agreement by using the following formula:


6

Note:

= The number of participants who agree with particular degree of

agreement

= The total number of participants.

5. Interview

Two students with highest scores of anxiety and two students with lowest

scores of anxiety had been interviewed separately. The researcher had done the

interviews on two students with highest scores of anxiety and two students with

lowest scores of anxiety on May, 2017. In-depth interview was used to find

deeper information about causes and the effects of students’ public speaking

anxiety. According to Boyce & Neale (2006),” In-depth interviewing is a

qualitative research technique that involves conducting intensive individual

interviews with a small number of respondents to explore their perspectives on a

particular idea, program, or situation” (p. 3). The researcher used paper which

contained some questions related to research questions about public speaking

anxiety as a guide to interview the students. The researcher also used a

smartphone to record the interviews.


7

CHAPTER II

DISCUSSION

This chapter contains two main parts. The first part is review of related

literature which shows some theories which were used in this study. The second

part is findings and discussion which presents the research findings and provides

answers of research questions.

A. Review of Related Literature

In this section, the researcher reviews related literature or theory that are

used in this research. There are four theories that are used. There are public

speaking, anxiety, and collaborative work.

1. Public Speaking

In general, public speaking is defined as speaking in public in front on

many people. However, it is more than speaking in public. Black and Moore

(1955) defines public speaking is one person talks and several people. Lucas

(2009) describes public speaking does not merely mean speaking in public. It is

the means to express and deliver the speaker’s notion or opinion to public. When

people do public speaking, they have important messages or ideas that they want

to deliver to audiences. If the speech does not contain any message or purpose, it

means the speech cannot be considered as public speaking. Moreover, public

speaking is different from talking to others in daily conversation. Public speaking

is special and it cannot be learned by talking with your friends or families only. A

wise man once said, “Nobody ever learned anything while he was talking.” This is


8

not entirely true when it comes to public speaking, because the art of public

speaking can only be learned by speaking in public (Learning Express Editor,

2010). That’s why some people find that public speaking is harder to be learned

than daily conversation.

Because public speaking is special, the speaker must know what he or she

wants to talk about first before delivering the speech. The speaker must practice

again and again about his or her speech. The speaker needs to rally careful about

what messages or ideas he or she wants to deliver to public. Lamerton (2010)

explains people can get through life without practicing what to say. People don’t

clam up when they ask for us ticket. And there’s no single ‘right’ way of asking

for the bus ticket. People just start speaking and you get your message across.

Once they know what they want, public speaking is no different. In addition,

public speaking is also important skill that everyone should have.

2. Anxiety

Anxiety is a reaction that can be felt by someone who feels afraid of

something or some activities. Anxiety makes human feel scared and creates chaos

in human’s mind. People in every age can have anxiety. According to Spencer, et

all (2003), anxiety is an equal opportunity problem—it can affect anyone in any

category of human existence and at any age. For students of English Language

Education Study Program whose mother language is not English, anxiety can give

negative effect to the process of mastering public speaking in English. According

to MacIntyre and Gardner (1991), anxiety poses several potential problems for the

student of a foreign language because it can interfere with the acquisition,


9

retention, and production of the new language. Anxiety will make students get bad

score for public speaking course.

However, the sign of anxiety itself can be detected by some signs.

Johnston (2006) explains some signs to detect anxiety; physical signs like

sweating, having headache and breathing shortly, emotional signs like fear of

death and cognitive signs like having difficulties concentrating. If the students

show one of those signs when they do public speaking, it means that they feel

anxious. Student who shows more than one sign of anxiety should be helped by

the lecturer to reduce his or her anxiety before the anxiety gives problems to that

student.

Although anxiety is mostly about negative things, but anxiety also has

positive side that is useful for people life. According to Mayer (2008), anxiety is a

normal aspect of life and of being human, and it has a positive side to it, too. In

order to have a zest for life, to go after dreams, to be mentally alert, and to achieve

goals, anxiety is one of the driving forces that can help. Although that adrenaline

rush is necessary to reach one’s personal best, anxiety needs to be channeled for

positive use. Anxiety itself can be reduced if someone has achieved what he or

she wants. According to Sookman & Leahy (2010), anxiety and worry persist

until displaced by competing goals or distractors, or until the person appraises that

the “work of worry” is complete. By achieving the student’s dream or goal, he or

she is on the way to reduce his or her anxiety.


10

3. Collaborative Learning

Laal & Laal (2012) explains collaborative learning (CL) is an educational

approach to teaching and learning that involves groups of learners working

together to solve a problem, complete a task, or create a product. According to

Dillenbourg (1999), collaborative learning is a situation in which two or more

people learn or attempt to learn something together. It can be done in two or more

that may be interpreted as a pair, a small group (3-5 subjects), or a class (20-30

subjects). Collaborative learning can usually be done within small groups of

students helping each other to learn and get knowledge and feedbacks. Dooley &

Bamford (2018) explains collaborative learning provides students with

experiential opportunities to discover new information, apply prior knowledge,

and solve problems, all while engaging in dialogue with peers. One of the

examples of collaborative work is group practice.

In public speaking class, speaking in front of classmates clearly is the

main goal. Students also want to get the best score for their performances. To help

students in achieving the goal and good score, the lecturer orders them to practice

in group. Group practice is an activity which requires several people to practice

together in a group. Group practice is similar to collaborative learning explanation

from Laal & Laal (2012). Both methods provide the opportunity for students to

practice and learn together with friends or in group. The lecturer of public

speaking class orders students to practice in group so that students can practice

together, evaluate each other performance, and receive feedbacks from other

group members. After doing group practice, students can speak in front of


11

classmates better and get the best score for public speaking course. Before

practicing in group, the lecturer will ask students to make a small group with three

up to four members. This is similar to collaborative learning explanation from

Dillenbourg (1999) in which an individual works with others in pair, in small

group or with the whole class. Group practice is also similar to collaborative

learning explanation from Dooley & Bamford (2018). Collaborative learning

provides students with opportunities to discover new information, apply prior

knowledge, and solve problems, all while engaging in dialogue with peers. In

group practice, students also have the opportunity to practice, specifically practice

public speaking. Other group members will observe and take notes from the

student who speaks in front of them. They will evaluate his or her performance,

give feedbacks and exchange information and knowledge related to his or her

topic. The student will use the feedbacks and knowledge improve his or her

performance so that he or she can speak better in front of the class and the lecturer

in the mid-test or final test.

B. Findings and Discussion

1. Findings

Public speaking anxiety happened in every student of class C batch 2014

who did it in the classroom. To know the level of anxiety in the classroom, the

questionnaires had been distributed to the fifth semester students of English

Language Education Study Program. After counting the data using the correct

formula, the result of the questionnaires can be seen in APPENDIX B on page 31.


12

After the results were obtained, the next step was to determine the score of

anxiety. The researcher completed the following steps:

1. Add scores for items 1, 2, 3, 5, 9, 10, 13, 14, 19, 20, 21, 22, 23, 25, 27, 28, 29,

30, 31, 32, 33, and 34

2. Add the scores for items 4, 6, 7, 8, 11, 12, 15, 16, 17, 18, 24, and 26

3. Count PRPSA score of each student by following this formula:

PRPSA = 72 - Total from Step 2 + Total from Step 1

4. Classify the score of anxiety based on:

Low = < 98

Moderate = 98-131

High = > 131

Mean = 114,6

After the researcher does the step above correctly, the result is below.

Table 1.1. Students’ Level of Anxiety

Level of Anxiety Number of Participants

Low = < 98 13

Moderate = 98-131 13

High = > 131 1

Total 27

Table 1.1 shows the result of the questionnaires. They are three level of

anxiety in PRPSA questionnaire which is designed by J. C. McCroskey (1970).


13

Participants of the questionnaire will get ow level of anxiety if their score is below

98. Participants will get moderate level of anxiety if their score is between 98-

131. Participants will get high level of anxiety if their score is above 131. From

the questionnaire that had been distributed, there were 13 students with low scores

of anxiety, 13 students with moderate scores of anxiety and 1 student of high

score of anxiety. The results occurred because most participants chose option 3

which was undecided as their choice of the questionnaires. This undecided option

had influenced to their final score. Then, the researcher conducted interviews on

two students with lowest scores of anxieties and two students with highest scores

of anxieties.

2. Discussion

In this chapter, the researcher explains the result of the interview. There

were four interviewees who had been interviewed. The researcher selected these

interviewees from the result of PRPSA questionnaire. From the PRPSA

questionnaire, the researcher discovered they were 13 students with low level of

anxiety, 13 students with moderate level of anxiety and 1 student with high level

of anxiety. The researcher selected two students with highest anxiety scores and

two students with lowest anxiety scores. From the interviews, the researcher

found causes of students’ public speaking anxiety and the benefits of group

practice.


14

2.1. Causes of Student’s Public Speaking Anxiety

After the researcher interviewed two students with highest anxiety scores

and two students with lowest anxiety scores, the researcher found causes of

student’s anxiety. There are five causes of students’ public speaking anxiety.

2.1.1. Difficulty in Mastering the Materials

Preparing and mastering the materials before delivering public speaking is

a must for public speaking speaker. Just like hours of material research,

preparation and planning will help you to reduce nervousness and appear more

confident and more knowledgeable to your listeners (Nikitina, 2011). However,

some public speaking speaker had difficulties in mastering the materials. The four

students whom the researcher had interviewed also had these difficulties.

Participant 3 said, “If I cannot master it well, I will be more anxious.”. Although

the lecturer allowed students to bring a note to help the students deliver their

speech, participant 4 did not bring it. Participant 4 said, “I don’t like to bring note

because it will distract my concentration on my topic.”. Public speaking speaker

who does not master his or her material well can increase the chance of getting

public speaking anxiety. Bringing a small note may help speaker to remember the

main idea of the speech, but it is not recommended at all. It can distract speaker

concentration with his or her speech.

2.1.2. Confidence

According to Grapsy (2011), effective public speaking is not implying

about learning what to say, but about developing the confidence to say it.

However, it is not easy to speak in front of audiences confidently. All participants


15

said they are not confident when it is time for them to deliver their speech. This

cause happened primarily because they were nervous of many audiences who

were watching them. Participant 2 said, “I feel nervous to stand in front of

audiences.”. Participant 4 added, “I feel nervous before standing in front of

audience but it is reduced after I stand in front of them.”. Students who feel not

confident can try to give best smile to audiences. Smile can attract audiences’

attention and make speaker feel more confident.

2.1.3. Nervousness

From the interview that the researcher had done, nervous was one of the

causes that all interviewees agreed to cause public speaking anxiety the most.

Participant 1 stated that nervous is one of the causes of her public speaking

anxiety, “Nervousness, panic and too many students who watch me doing public

speaking.”. Participant 2 added,” I will go blank and make mistakes in my

speech.”. Participant 3 explained, “I get fast heartbeat, and tremor. My grammar

becomes unorganized.”. The main reason of nervous according to the four

interviewees was because they had to talk in front of many audiences and they had

to become the center of attention. Furthermore, public speaking speaker is not

advised to start speaking when they are nervous. Audiences must not know the

speaker is also nervous. Webster (2012) explains speaker who opens the speech

by saying to the audience, “I’m so nervous,” all of that positive credibility could

be wiped out. It is better for students to take deep breaths and release them slowly

when they got anxious in doing public speaking. It can reduce nervousness and

anxiety.


16

2.1.4. Panic

Panic is another cause of public speaking anxiety. Csoti (2003) indicates

panic may come when someone is anxious and he or she cannot escape it or in

situations where help is not immediately available. Public speakers tend to have

panic when they are too nervous. From the interview, the researcher found out

that panic could be disaster to student whom would do public speaking.

Participant 3 said, “I get fast heartbeat, tremor and get focus loss.”. Participant 4

explained, “When I panic, I sweat a lot. My sound volume is not clear and I begin

mumbling. Participant 1 added, “I usually mumble and say “a” “ahh” “mmm”.”.

Students must not mumble when panic occurs. If public speaking anxiety occurs,

students can keep quiet for a moment and try to relax before continue the speech.

2.1.5. Fear of Making Mistakes

The last cause of public speaking anxiety is afraid of making mistakes.

Fear of making mistakes was the most important source of anxiety among

students (Nevalainen et.all., 2012). All participants were afraid of making

mistakes when they were going to deliver their public speaking speech. They want

their speech to be as perfect as they can. They want to deliver the best

performance. What participant 4 said, “The feeling of not doing well and making

mistakes makes me anxious.”, represents other participants’ opinions. In short,

students who are going to deliver public speaking must avoid making mistakes to

avoid public speaking anxiety.


17

2.2. The Benefits of Group Practice

From the interviews that had been done, researcher had found the benefits

of group practice from participants’ opinions. Group practice was done by

students of public speaking class in groups of three up to four people. Group

practice helped students to perform and deliver speech better in front of

classmates and lecturer. Group practice also helped students to get better score for

public speaking performance. Group practice also has benefits for the students.

There are four benefits of doing group practice to reduce public speaking anxiety.

2.2.1. Getting Opportunity to Practice

Wenger (1998) explains practice is about meaning as an experience of

everyday life. All participants agreed that practice is the best way to improve

public speaking skills. Moreover, by practicing again and again, the anxiety will

also decrease. Participant 3 said he is more comfortable to practice together with

classmates than lecture, “I can talk to friends not lecture. I mean I am more

confident to speak my speech to my friend rather than the lecturer.”. However,

participant 2 chose to practice alone rather in group, “I prefer to do it alone in

front of mirror. I just follow the group practice. Most of the students didn’t do

practice seriously.”. Practicing together with friends is useful, but it must be done

seriously, so that the result will be beneficial for students to improve public

speaking skill and reduce public speaking anxiety at the same time.

2.2.2. Getting Feedbacks from Classmates

Hattie and Timperley (2007) say feedback is information provided by an

agent (e.g., teacher, peer, book, parent, experience) regarding aspects of one's


18

performance or understanding. Participant 1 said, “The feedback is most

beneficial and useful. I can know limit, make it better, and it influences my

confidence.”. Her classmates gave comments to her that were useful for her to

find her strengths and weaknesses. She could also repair her weaknesses. She

also felt her performances was increasing fast by doing group practice. Participant

4 added, “I can get beneficial correction from friends’ feedbacks. I can evaluate

and reflect myself about what to improve and need to change.”. The feedbacks are

indeed useful for students. They can use the feedbacks from friends to enhance

public speaking skill. When students have known their own strengths and

weaknesses, they can improve and change what need to be changed. They can do

public speaking better without excessive public speaking anxiety.

2.2.3. Stimulating Real Situation

Participant 4 is the student with highest score of anxiety and she was

shocked. She thought that she could speak well in front of audiences even though

she got anxious. However, she agreed with the result and she explained group

practice was really helpful to her. Group practice was really useful for her because

she could practice together with her classmates. Group practice also help her

stimulating real situation by simulating her friends as audiences. According to

Ingalls (2008), simulation is a powerful tool if understood and used properly.

Participant 4 stated, “I can also practice and imagine the condition, situation and

atmosphere.”. Group practice enables students to imagine the situation of

delivering speech in front of group members. However, there participant 2 tells

group practice could give negative effects of stimulating real situation if it was not


19

done correctly. He explained, “Most of the students didn’t do practice seriously.

They tend to talk about another thing or do daydreaming.”. By doing group

practice correctly and seriously, students will be more relax and get used to the

situation of delivering speech in front of audiences. It will also automatically

reduce their public speaking anxiety

2.2.4. Gaining More Knowledge

Participant 4 admitted she had difficulties to deliver speech well in front of

many people because of the difficulty to find relatable source for her public

speaking material. That is why she liked to do group practice. She stated group

practice gave benefits to improve knowledge. Yikii (2009) states the need to

improve knowledge gain and adoption is motivated by the increasing demand for

natural resources to meet human needs and environmental challenges posed by

developmental activities. Participant 4 explained, “I speak my opinion and my

topic, try to correct and share opinion about each other’s speech, correct

pronunciation, and try to find relevant source.”. Group practice gave her the

opportunity to speak up her mind and idea in speaking with her classmates.

Participant 3 also agreed the feedbacks and comments from his classmates

increased his knowledge and helped him to make his performance better, “I speak

slowly in group practice and try to ask suggestion and weaknesses from my

classmates from my speech practice.”. However, participant 2 thought group

practice could not be beneficial too, “Sometimes, it is not beneficial because of

different perception so I prefer to practice alone.”. Students who master their

materials can do public speaking confidently. To master the materials, students


20

need relatable sources. Group practice helps students to share opinions and

exchange sources of materials. Students will get more knowledge and will be

more confident in delivering their speech.


21

CHAPTER III

CONCLUSIONS AND RECOMMENDATIONS

In this chapter, the researcher presents the conclusions and the

recommendations of the study. The first section is the conclusions that answer the

research problems. The second section is the recommendations for English

Language Education Study Program students, public speaking lecturers and future

researchers.

A. Conclusions

Public speaking course is an important course in English Language

Education Study Program. In public speaking, students learn how to deliver their

speech about specific topic in front of the class. Most of the students in English

Language Education Study Program has public speaking anxiety. It means they

are afraid of speaking in public on in front of many people. One of the best

methods that is used by public speaking lecturer to help students learn about

public speaking and reduce public speaking anxiety is group practice. Group

practice is done by the students in group of three up to four and in five up to ten

minutes for each student. From the research, the researcher found there were five

causes of public speaking anxiety and four effects of group practice to reduce

public speaking anxiety.

There were five causes of public speaking anxiety found in this research.

The first cause was the mastering of the materials. Mastering the materials before

doing public speaking was very important for students. The better they mastered


22

their own topic the better result they got for final score. The failure to mater the

materials could increase students’ public speaking anxiety. The second cause was

self-confidence. If students could not master their materials well, they would not

be confident to deliver the speech in front of audiences. Furthermore, it would

make their public speaking anxiety worse. The third cause was nervousness.

Students in public speaking class acknowledged that they often felt nervous

whenever public speaking class occurred. They needed to speak in front of the

class and became the center of attention. Some would begin to sweat, mumble and

said unclear speech with false pronunciation. The four cause was panic. When

students were too nervous, they would become panic. They would lose control

and focus of their speech and it could make the final score bad. The fifth cause

was fear of making many mistakes. Students could make mistakes easier in front

of many people and it could distract their concentration with their speech. It could

make students forgot the main idea, gave unclear speech and went blank.

To overcome public speaking anxiety, the lecturer of public speaking class

used group practice. Group practice enables the students to practice their speech in

front of four classmates. There were four positive effects that students could get

from the group practice. The first effect was students could get the opportunity to

practice together with classmates. By practicing more with classmates, they could

decrease their public speaking anxiety. The second effect was students could get

feedbacks from friends. After practicing, group members would give feedbacks

and comments from the performance. These feedbacks could be used by students

to find strengths and weaknesses of their speech performances. After knowing


23

their own strengths and weaknesses, students would improve their performances

and it would reduce public speaking anxiety more. The third effect was students

could stimulate real situation by doing group practice. Stimulating real situation

was very useful for students. They could imagine the real condition, situation and

atmosphere. They could familiarize themselves with condition, situation and

atmosphere of doing public speaking. The fourth effect was student could gain

more knowledge. By practicing together in group, getting feedbacks and

stimulating real situation, students’ knowledge would increase further. They

would do public speaking better and got good grade for the final score.

B. Recommendations

Group practice is one of the best methods to reduce students’ public

speaking anxiety. Students will be more relaxed. Students will also do public

speaking better if they have practiced together with their classmates before they

perform. The lecturers can also monitor their students’ development easier. For

the students of English Language Education Study Program, the researcher

recommends the students to do group practice regularly and seriously if students

want to reduce public speaking anxiety and speak better. Group practice has many

benefits like it helps to simulate the condition and atmosphere of speaking in front

of many people. Students will adapt easier to the situation. The feedbacks from

group practice is very useful for students to improve their public speaking skills.

Group practice also helps students to prepare themselves better before doing

public speaking.


24

For public speaking lecturers, the researcher recommends to keep the

group practice method for the students because it gives benefits to the students. It

also reduces students public speaking anxiety. However, the lecturers should also

look and sometimes participate in group practice inside the classroom. Some

students who do not like doing group practice will not do group practice well. The

lecturers must order that students to do it properly. Lecturers should also give

clearer instructions so that students will understand what they should do in group

practice. Lecturers can also give students learning progress form that will be filled

by the students’ classmates whenever they do group practice. The students will

also be forced to the group practice more serious.

The last is for future researchers. This study is about causes of public

speaking anxiety and the effects of group practice to reduce it. For the future

researchers, the researcher recommends to look another method that is used in

public speaking class that can reduce public speaking anxiety. There are many

other methods that can be studied to see how to reduce public speaking anxiety.


25

REFERENCES

Black, J. W. & Moore W. (1955). Speech: Code, meaning and communication.

New York: McGraw-Hill Book Company.

Boyce, C. & Neale, P. (2006). Conducting In-Depth Interviews: A guide for

designing and conducting in-depth interviews for evaluation input.

Watertown: Pathfinder International.

Clark, V. L. P., Creswell, J. D., Creswell, J. W., Hanson, W. E. & Petska, K. S.

(2005). Mixed methods research designs in counseling psychology.

Retrieved on November 1, 2018, from

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1372&context=

psychfacpub.

Csoti, M. (2003). School phobia, panic attacks and anxiety in children. London:

Jessica Kingsley Publishers Ltd.

Davidson, J. (2003). The complete guide to public speaking. New Jersey: John

Wiley & Sons, Inc.

Dillenbourg, P. (1999) What do you mean by collaborative learning?. In P.

Dillenbourg (Ed), Collaborative-learning: Cognitive and Computational

Approaches. (pp.1-19). Oxford: Elsevier.

Dooley, L. M. & Bamford, N. J. (2018). Peer feedback on collaborative learning

activities in veterinary education. Retrieved on November 1, 2018, from

https://www.researchgate.net/publication/328348108_Peer_Feedback_on_C

ollaborative_Learning_Activities_in_Veterinary_Education.

Eriksson, J., Kuikka, L., Nevalainen, M., Pitkala, K. & Sjoberg, L. (2012).

Tolerance of uncertainty and fears of making mistakes among fifth-year

medical students. Retrieved on September 10, 2018, from

https://pdfs.semanticscholar.org/6a63/93b1505bc5b4c4ee73f09eca116e34f9

00a9.pdf.

Fox, N., Hunn, A. & Mathers, N. (2007). Surveys and Questionnaires. Retrieved

on September 10, 2018, from https://www.rds-yh.nihr.ac.uk/wp-

content/uploads/2013/05/12_Surveys_and_Questionnaires_Revision_2009.p

df.

Grapsy, R. P. (2011). Speaking with confidence. Retrieved on September 10,

2018, from


26

http://www.publicspeakingproject.org/PDF%20Files/confidence%20web%2

01.pdf.

Hattie, J. & Timperley, H. (2007). The power of feedback. Retrieved on

September 10, 2018, form

http://www.columbia.edu/~mvp19/ETF/Feedback.pdf.

Hamilton, C. (2010). Essentials of public speaking (5th ed.). Boston: Wadsworth.

Ingalls, R. G. (2008). Introduction to simulation. Retrieved on September 10,

2018, from https://www.informs-sim.org/wsc08papers/005.pdf.

Johnston, J. E. (2006). The complete idiot’s guide to controlling anxiety.

Indianapolis: Alpha Book.

Laal, M. & Laal, M. (2012). Procedia - Social and Behavioral Sciences.

Collaborative learning: what is it?, 31, 491-495.

Lamerton, J. (2001). Everything you need to know: Public Speaking. London:

HarperCollins Publishers.

LearningExpress. (2010). Public speaking success. New York: LearningExpress.

Lucas, S. E. (2009). The art of public speaking (10th ed.). New York: McGraw

Hill.

MacIntyre, P. D. & Gardner, R. C. (1991). Methods and results in the study of

anxiety and language learning: A review of the literature. Language

learning, pp. 85-117.

Mayer, D. P. (2008). Overcoming school anxiety. New York: AMACOM.

McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech

Monographs. Retrieved on November 23, 2016, from

http://www.jamescmccroskey.com/publications/041.pdf.

Nikitina, A. (2011). Successful public speaking. Retrieved on September 11, 2018,

from https://www.isbtweb.org/fileadmin/user_upload/successful-public-

speaking.pdf.

Pendidikan Bahasa Inggris. (2012). Panduan akademik. Yogyakarta: Universitas

Sanata Dharma.

Riessman, C. K. (2000). Analysis of personal narratives. Retrieved on November

2, 2018, from http://alumni.media.mit.edu/~brooks/storybiz/riessman.pdf.


27

Sookman, D. & Leahy R. L. (2010). Treatment resistant anxiety disorders. New

York: Routledge Taylor & Francis Group.

Spencer, E. D., DuPont, R. L. & DuPont C. M. (2003). The anxiety cure for kids.

New Jersey: John Wiley & Sons, Inc.

Webster, L. J. (2012). Introduction to public speaking (2nd ed.) Southlake:

Fountainhead Press.

Wenger, E. (1998). Communities of practice: Learning, meaning, and Identity.

Cambridge: Cambridge University Press.

Yikii, F. (2009). Research approaches for maximizing knowledge gain and

adoption. Retrieved on September 10, 2018, from

http://www.unulrt.is/static/fellows/document/yikii_f.pdf.


28

APPENDICES


29

APPENDIX A: The Questionnaire Sheet

Full Name :

Student Number :

Age :

Personal Report of Public Speaking Anxiety Survey

Directions:

This instrument is composed of thirty-four statements concerning feelings about

communicating with other people. Indicate the degree to which the statements

apply to you by marking with (√) whether you (1) strongly agree, (2) agree, (3)

are undecided, (4) disagree, or (5) strongly disagree with each statement. Work

quickly.

1 2 3 4 5 1. While preparing for giving a speech, I feel tense and nervous. 2. I feel tense when I see the words "speech" and "public speech"

on a course outline when studying. 3. My thoughts become confused and jumbled when I am giving

a speech. 4. Right after giving a speech I feel that I have had a pleasant

experience. 5. I get anxious when I think about a speech coming up. 6. I have no fear of giving a speech. 7. Although I am nervous just before starting a speech, I soon

settle down after starting and feel calm and comfortable. 8. I look forward to giving a speech. 9. When the instructor announces a speaking assignment in

class, I can feel myself getting tense. 10. My hands tremble when I am giving a speech. 11. I feel relaxed when I am giving a speech. 12. I enjoy preparing for a speech. 13. I am in constant fear of forgetting what I prepared to say. 14. I get anxious if someone asks me something about my topic

that I do not know. 15. I face the prospect of giving a speech with confidence. 16. I feel that I am in complete possession of myself while

giving a speech. 17. My mind is clear when giving a speech.


30

18. I do not dread giving a speech. 19. I perspire just before starting a speech. 20. My heart beats very fast just as I start a speech. 21. I experience considerable anxiety while sitting in the room

just before my speech starts. 22. Certain parts of my body feel very tense and rigid while

giving a speech. 23. Realizing that only a little time remains in a speech makes

me very tense and anxious. 24. While giving a speech, I know I can control my feelings of

tension and stress. 25. I breathe faster just before starting a speech. 26. I feel comfortable and relaxed in the hour or so just before

giving a speech. 27. I do poorer on speeches because I am anxious. 28. I feel anxious when the teacher announces the date of a

speaking assignment. 29. When I make a mistake while giving a speech, I find it hard

to concentrate on the parts that follow. 30. During an important speech I experience a feeling of

helplessness building up inside me. 31. I have trouble falling asleep the night before a speech. 32. My heart beats very fast while I present a speech. 33. I feel anxious while waiting to give my speech. 34. While giving a speech, I get so nervous I forget facts I really

know.


31

APPENDIX B: The Questionnaire Results

No. Statements 1 2 3 4 5

1. While preparing for

giving a speech, I feel

tense and nervous.

11.1% 59.2% 22.2% 3.7% 3.7%

2. I feel tense when I see

the words "speech"

and "public speech"

on a course outline

when studying.

0% 25.9% 37% 29.6% 7.4%

3. My thoughts become

confused and jumbled

when I am giving a

speech.

3.7% 51.8% 22.2% 14.8% 7.4%

4. Right after giving a

speech I feel that I

have had a pleasant

experience.

22.2% 48.1% 29.6% 0% 0%

5. I get anxious when I

think about a speech

coming up.

7.4% 55.5% 22.2% 11.1% 3.7%

6. I have no fear of

giving a speech.

0% 7.4% 37.3% 48.1% 7.4%

7. Although I am

nervous just before

starting a speech, I

soon settle down after

starting and feel calm

and comfortable.

14.8% 51.8% 14.8% 11.1% 0%

8. I look forward to

giving a speech. 7.4% 18.5% 40.7% 33.3% 0%

9. When the instructor

announces a speaking

assignment in class, I

can feel myself getting

tense.

3.7% 33.3% 37.3% 25.9% 0%

10. My hands tremble

when I am giving a

speech.

3.7% 33.3% 29.6% 33.3% 0%

11. I feel relaxed when I

am giving a speech.

0% 7.4% 55.5% 37.3% 0%

12. I enjoy preparing for a

speech.

3.7% 33.3% 33.3% 29.6% 0%


32

13. I am in constant fear

of forgetting what I

prepared to say.

3.7% 37.3% 37.3% 14.8% 7.4%

14. I get anxious if

someone asks me

something about my

topic that I do not

know.

14.8% 25.9% 37.3% 18.5% 3.7%

15. I face the prospect of

giving a speech with

confidence.

3.7% 29.6% 44.4% 22.2% 0%

16. I feel that I am in

complete possession

of myself while giving

a speech.

3.7% 7.4% 51.8% 33.3% 3.7%

17. My mind is clear

when giving a speech. 0% 3.7% 44.4% 48.1% 3.7%

18. I do not dread giving a

speech. 0% 14.8% 48.1% 33.3% 3.7%

19. I perspire just before

starting a speech. 3.7% 33.3% 44.4% 18.5% 0%

20. My heart beats very

fast just as I start a

speech.

7.4% 55.5% 25.9% 7.4% 3.7%

21. I experience

considerable anxiety

while sitting in the

room just before my

speech starts.

7.4% 40.7% 29.6% 22.2% 0%

22. Certain parts of my

body feel very tense

and rigid while giving

a speech.

0% 40.7% 18.5% 40.7% 0%

23. Realizing that only a

little time remains in a

speech makes me very

tense and anxious.

3.7% 37.3% 33.3% 22.2% 3.7%

24. While giving a speech,

I know I can control

my feelings of tension

and stress.

7.4% 29.6% 48.1% 14.8% 0%

25. I breathe faster just

before starting a

speech.

0% 48.1% 22.2% 25.9% 3.7%

26. I feel comfortable and

relaxed in the hour or 0% 18.5% 33.3% 40.7% 7.4%


33

so just before giving a

speech.

27. I do poorer on

speeches because I am

anxious.

14.8% 22.2% 40.7% 22.2% 0%

28. I feel anxious when

the teacher announces

the date of a speaking

assignment.

0% 22.2% 37.3% 37.3% 3.7%

29. When I make a

mistake while giving a

speech, I find it hard

to concentrate on the

parts that follow.

22.2% 25.9% 14.8% 29.6% 7.4%

30. During an important

speech I experience a

feeling of helplessness

building up inside me.

3.7% 22.2% 44.4% 33.3% 0%

31. I have trouble falling

asleep the night before

a speech.

11.1% 11.1% 14.8% 48.1% 14.8%

32. My heart beats very

fast while I present a

speech.

3.7% 51.8% 25.9% 18.5% 0%

33. I feel anxious while

waiting to give my

speech.

18.5% 51.8% 25.9% 11.1% 0%

34. While giving a speech,

I get so nervous I

forget facts I really

know.

0% 37.3% 29.6% 25.9% 0%


34

APPENDIX C: Interview Guideline

Interview Guideline

1. What do you feel when you do your public speaking?

2. What are the causes of your public speaking anxiety?

3. What are the signs of your public speaking anxiety?

4. What are your efforts to reduce your anxiety before you do your public

speaking?

5. How did you do the group practice?

6. What are the benefits from the public speaking group practice?


35

APPENDIX D: Interview Result

No. Question Participant 1 Participant 2 Participant 3 Participant 4 Conclusion

1.

What do you

feel when you

do your public

speaking?

I try to relax. I

had done with

practice before I

do public

speaking so that

I feel more

relax.

First, I feel nervous

to stand in front

audiences then I try

to enjoy it, so it

become enjoyable.

I try to remember

and master to

material. I get fast

heartbeat, tremor,

and get focus

loss.

I like speaking. I am

happy because can

adept well with

situation because of

comfortable lecture. I

didn’t face a lot of

struggle. However, I

feel nervous before

standing in front of

audience but it is

reduced after I stand in

front of them.

Students feel

anxious, get fast

heartbeat, get

tremor and lose of

focus because they

need to speak in

front of people.

2.

What are the

causes of your

public

speaking

anxiety?

Nervousness,

panic, and too

many students

who watch me

doing public

speaking.

I become the center

and many people

watch me doing

public speaking.

Do not master

material well.

Material preparation

that is not really good

but later is better when

do public speaking. I

don’t like to bring note

because it will distract

my concentration on

my topic. The feeling of

not doing well and

making mistakes makes

me anxious.

The causes of

public speaking

anxiety are

nervous, do not

master the material,

panic, not confident

and feel afraid of

making mistakes.

3. What are the

signs of your

I usually

mumble and say

I will go blank and

make mistakes in

I get fast

heartbeat and

When I panic, I sweat a

lot. My sound volume

The signs when

students get public


36

public

speaking

anxiety?

“a” “ahh”

“mmm”.

my speech. tremor. My

grammar becomes

unorganized.

is not clear and I begin

mumbling

speaking anxiety

are mumbling,

getting blank and

making mistakes.

4.

What are your

efforts to

reduce your

anxiety before

you do your

public

speaking?

I take a deep

breath before do

public speaking.

I imagine people

want to know about

my topic and

audiences want to

understand my

topic.

I try to remember

and recall the

material of my

speech. If I

cannot master it

well, I will be

more anxious.

I try to calm myself, try

to relax, and to practice

a little before delivering

my speech.

Students take deep

breath, remember

materials, and try to

calm self to reduce

anxiety before do

public speaking.

5.

How did you

do the group

practice?

I follow every

instruction,

practice, try to

do the best. I

usually do the

practice twice

for 5 - 10

minutes.

Not really serious

because I prefer to

do it alone in front

of mirror. I just

follow the group

practice. Most of

the students didn’t

do practice

seriously. They

tend to talk about

another thing or do

daydreaming.

There are three

students per group.

I speak slowly in

group practice

and try to ask

suggestion and

weaknesses from

my classmates

from my speech

practice.

I speak my opinion and

my topic, try to correct

and share opinion about

each other’s speech,

correct pronunciation,

and try to find relevant

source. I rarely do

public speaking practice

outside the class. There

are three students each

group.

The group practice

is done in group

with four students

each group. In

group practice,

student asks for

suggestions and

feedbacks from

group members.

6.

What are the

benefits from

the public

The feedback is

most beneficial

and useful. I can

It reduces anxiety.

It helps to share

topic with my

It gives benefits. I

can tell and speak

up my idea in

It is useful. I can get

beneficial correction

from friends’

There are many

benefits of group

practice like getting


37

speaking

group

practice?

know limit,

make it better,

and it influences

my confidence.

friends.

Sometimes, it is not

beneficial because

of different

perception so I

prefer to practice

alone.

speaking. I can

talk to friends not

lecture. I mean I

am more

confident to speak

my speech to my

friend rather than

the lecturer.

feedbacks. I can also

practice and imagine

the condition, situation

and atmosphere. I can

evaluate and reflect

myself about what to

improve and need to

change.

feedbacks,

practicing, gaining

knowledge and

stimulate real

situations.

Conclusion Group practice

is useful to help

reducing anxiety

because it

increases self-

confidence

Group practice can

be beneficial if it is

done correctly and

enables to share

topic with

classmates.

Group practice is

beneficial because

of the correction

and feedbacks

from friends and

the knowledge to

improve

performance.

Group practice is

useful. Students can

practice with friends,

and stimulate real

situation.

Students agreed

group practice is

useful and it

reduces public

speaking anxiety.

There are many

benefits of

practicing in group

practice.


STUDENTS’ ANXIETY IN PUBLIC SPEAKINGrepository.usd.ac.id/32179/2/131214068_full.pdf · Public...

Documents

Transcript of STUDENTS’ ANXIETY IN PUBLIC SPEAKINGrepository.usd.ac.id/32179/2/131214068_full.pdf · Public...