臺灣博碩士論文加值系統

The primary purpose of the study is to investigate, first, to know whether multimedia is able to reduce students’ anxiety in learning English and second, to know whether multimedia is effective in assisting students to learn English. FLCAS, the set questionnaires used to gather the data in this study, was developed by Horwitz, Horwitz, and Cope (1986). They set of questionnaires consists of 33 items, divided into three components; communication apprehension, test anxiety, and fear of negative evaluation. The researcher has also used interviews to complement the quantitative results. The subjects are the junior high school students divided into two groups, with 37 students as the experimental group, the other 36 as the control group. For the multimedia group, PowerPoint, videos, and pictures were applied to reduce FLCAS, and for the control group only traditional teaching approaches such as textbooks and blackboards were used. t-test was used to analyze the data. The result indicates that there is no significant difference between experimental group and control group in learning English. Males’ students have less anxiety than female students in learning English. Multimedia cannot assist the students in reducing the anxiety.

The primary purpose of the study is to investigate, first, to know whether multimedia is able to reduce students’ anxiety in learning English and second, to know whether multimedia is effective in assisting students to learn English. FLCAS, the set questionnaires used to gather the data in this study, was developed by Horwitz, Horwitz, and Cope (1986). They set of questionnaires consists of 33 items, divided into three components; communication apprehension, test anxiety, and fear of negative evaluation. The researcher has also used interviews to complement the quantitative results. The subjects are the junior high school students divided into two groups, with 37 students as the experimental group, the other 36 as the control group. For the multimedia group, PowerPoint, videos, and pictures were applied to reduce FLCAS, and for the control group only traditional teaching approaches such as textbooks and blackboards were used. t-test was used to analyze the data. The result indicates that there is no significant difference between experimental group and control group in learning English. Males’ students have less anxiety than female students in learning English. Multimedia cannot assist the students in reducing the anxiety.

ABSTRACT i
TABLE OF CONTENTS ii
LIST OF TABLES v
LIST OF FIGURES vi

CHAPTER 1 INTRODUCTION
1.1 Background of the study 1
1.2 Multimedia supported learning 3
1.3 The advantages of using multimedia in teaching and learning 4
1.4 English learning anxiety 5
1.5 Purpose of the study 6
1.6 Research questions 6
1.7 Significance of the study 6
1.8 Operational definition of the keywords 7
1.9 The organization of the study 8

CHAPTER 2 LITERATURE REVIEW
2.1 The definition of foreign language anxiety 9
2.2 Measurement of foreign language anxiety 11
2.3 Perspective of anxiety 12
2.4 Source of anxiety 13
2.4.1 Communication apprehension 14
2.4.2 Test anxiety 15
2.4.3 Fear of negative evaluation 16
2.5 Facilitative and debilitative 17
2.6 Foreign language anxiety and gender 18
2.7 Definition of multimedia 19

CHAPTER 3 METHODS
3.1 Research design 21
3.2 Research subjects........................................................................... 22
3.3 Research instrument 23
3.4 Research procedure 25
3.5. Data analysis 25
3.6 Teaching design 27

CHAPTER 4 RESULTS AND DISCUSSION
4.1 t-test of FLCAS for experimental group and control group 33
4.2 t-test of FLCAS based on group for each scale 35
4.3 t-test of FLCAS for different gender of experiment group 36
4.4 t-test of FLCAS of experiment group based on gender for different
Scale 37
4.5 t-test of FLCAS for different gender 39
4.6 t-test of FLCAS of control group based on gender differences for each
Scale 40

CHAPTER 5 CONCLUSSION
5.1 Summarize of the study 43
5.2 The limitation of study 44
5.3 Teaching implication 44
5.4 Recommendation and suggestions 45

REFERENCES 47
APPENDICES 53
A. FLCAS Questionnaire (English version) 53
B. FLCAS Questionnaire (Indonesia version) 57
C. Appendix A 61
D. Appendix B 63

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