Hubungan antara Kecemasan Belajar Bahasa Asing dan Penampilan Berbicara Siswa

Abstrak

Ketakutan berbicara yang dialami oleh siswa ketika belajar Bahasa asing dapat dikategorikan sebagai kecemasan. Penelitiani inii adalahi penelitiani kuantitatifi yangi dilakukani untuki mengetahuii hubungan antara kecemasan belajar Bahasa asing dan penampilan berbicara siswa. Instrumen penelitian ini adalah angket skalaa kecemasann kelass Bahasai asingi yangi diadaptasii darii Horwitz dkk., (1986) dan rubrik penilaian berbicara yang diadaptasi dari Brown dan Abeywickrama (2010). Data penelitian ini dikumpulkan dalam jaringan dengan 50 partisipan darii salahi satui Sekolahi Menengahi Atasi dii Gresikk. Penelitian ini menemukan bahwa siswa kebanyakan mengalami ketakutan berkomunikasi (rata-rata = 3,4) dan ketakutan terhadap evaluasi negatif (rata-rata = 3,4) daripada uji kecemasan (rata-rata = 3,1). Penelitian ini menunjukkan bahwa kecemasan belajar Bahasa asing memiliki hubungan negatif yang signifikan dengan penampilan berbicara siswa (p = 0,000, r = -0,98) dan kekuatan korelasinya dikategorikan sebagai sangat kuat. Semakin tinggi level kecemasan belajar Bahasa asing yang dimiliki siswa, semakin buruk penampilan berbicaranya.

Kata kunci: kecemasan belajar Bahasa asing, berbicara, penampilan berbicara.

Abstract

Fear of speaking experienced by students when learning foreign language may be categorized as anxiety. Students’ fear of speaking may hamper their speaking performance. This study was a quantitative research that was conducted toi know the correlation between foreign language anxiety and students’ speaking performance. The instruments of this research were Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire that was adapted from Horwitz et al., (1986) and speaking rubric score that was adapted from Brown and Abeywickrama (2010). The data of this research were collected online with 50 participants from one of senior high school in Gresik. This research found that the students’ mostly experienced communication apprehension (M = 3.4) and fear of negative evaluation (M = 3.4) rather than test anxiety (M = 3.1).  This research also showed that foreign language anxiety has significant negative correlation with students’ speaking performance (p = 0.000, r = -0.98) and the correlation strength was categorized as very strong. The higher level of students’ foreign language anxiety, the worse their speaking performance.

Keywords: foreign language anxiety, speaking, speaking performance.