ANXIETY IN LEARNING ENGLISH EXPERIENCED BY 10th -GRADE STUDENTS OF MADRASAH ALIYAH BALONGREJO SUMOBITO SCHOOL

RACHMAN, LATIFAH AYU (2024) ANXIETY IN LEARNING ENGLISH EXPERIENCED BY 10th -GRADE STUDENTS OF MADRASAH ALIYAH BALONGREJO SUMOBITO SCHOOL. Other thesis, Universitas Pesantren Tinggi Darul 'Ulum.

	Text Cover Skripsi Latifah Ayu.pdf Download (819kB)
	Text CHAPTER I Lalaa.pdf Download (148kB)
	Text CHAPTER II LITERATURE REVIEW.pdf Download (163kB)
	Text CHAPTER III RESEARCH METHOD.pdf Restricted to Repository staff only Download (147kB)
	Text CHAPTER IV FINDINGS AND DISCUSSION.pdf Restricted to Repository staff only Download (232kB)
	Text CHAPTER V.pdf Restricted to Repository staff only Download (132kB)
	Text REFERENCES.pdf Download (1MB)
	Text HASIL CEK SIMILARITY.pdf Download (159kB)

Abstract

The anxiety of the students forms a high barrier to English language learning as a second language, thus reducing participation and causing poor performance. It can be observed in various forms, from fear of making mistakes to compulsion to perform. Therefore, it becomes very important to understand these anxieties to develop supportive educational strategies. This present study is motivated by experiences at MA Balongrejo, conducted with the aim of discovering certain types of anxiety in learning English that must be reduced in order to make students reduce their anxiety and acquire language more effectively. Accordingly, this thesis seeks to identify the types and forms of anxiety experienced by students during the learning process of the English language. This quantitative descriptive research was conducted to explore and classify students' anxiety while learning the English language. Quantitative descriptive research summarizes clear events and is, therefore, appropriate for explaining phenomena. The types and forms of anxiety felt by the students were identified and grouped based on the answers to the questionnaires. The results of the questionnaire analysis of MA Balongrejo's 10th-grade students show considerable anxiety when speaking and learning English. The main points brought out include 85.7% feeling nervous speaking English, 100% fearing misunderstandings, and 78% worrying about academic results. The pressure of performing well, the fear of making errors, and anxiety about assessment components significantly affect their confidence and focus. In addition to that, 69% of students reported concentration difficulties during exams, and 56% were feeling stressed at the time of exam preparation. Vocabulary and speed difficulty exacerbate the problem of anxiety to understand native speakers; it was noted that 56% of students face such a problem. The necessity of treating students with full support in eliminating the anxiety in the learning process of English is proven by these results. The data collected from the students of MA Balongrejo grade 10 students showed that a high percentage of the students experience communication anxiety in English because they manifest communicative activities with 85.7% of nervousness, 64.3% of concern with the mistakes, and 100% of fear of misunderstandings. For this purpose, schools should be devoted to conducting skill-enhancing programs, training school teachers in using supportive methods, creating a non-assessed atmosphere in schools during learning, and offering psychological support to students. This will also be furthered by use of technology and more flexible assessments. The rewarding of improvement and participation will further reduce anxiety and boost the confidence of students in English communication. Keywords : Anxiety, Types of Anxiety, Forms of Anxiety

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