The Correlation between Vocational Students’ Speaking Anxiety and Speaking Performances in Learning English

Speaking is one of English skills that needs to be mastered by the students because it is the most fundamental element to build a communication. However, speaking has the complexity that can difficult the students to learn English and reach the goal. This study aims to find out about the correlation between vocational students’ speaking anxiety and speaking performances in learning English. This study also find out about their speaking anxiety level, type of speaking anxiety, and their speaking ability in learning English. A correlational study used to conduct this research. The researcher collected the data through FLCAS questionnaire that consists of 24 statements and the students’ speaking performance score. The researcher distributed the questionnaire to 70 students of SMK PGRI 3 Malang. After analyzing the findings with SPSS version 24 and Microsoft Excel, the result shows that there is a negative correlation between students’ speaking anxiety and speaking performances in learning English. It is correlated at -0.192 which means it is in a very weak correlation. In addition, the students’ speaking anxiety level is identified in moderate level. The dominant type of speaking anxiety they have is communication apprehension and their speaking ability is categorized in a very good level.


Introduction
English is an international language that needs to be mastered by people from all over the world. Many people use English to communicate with each other in this modern era. In Indonesia, English has become one of the subjects that must be learned by the students at school, especially vocational high school students face because it can affect their success in speaking performances. Horwitz, Horwitz, and Cope (1986) stated that anxiety is a personal's experience of tension, fear, nervousness, and worry linked with an arousal of the autonomic nervous system that can occasionally disturb students from having a successful performance in language learning. In learning English, some students are nervous, afraid and worried when they use English. This kind of situation will lead them to speaking anxiety. According to Hasibuan and Irzawati (2020), students struggle with a variety of speaking issues including shyness in speaking English, anxiety, and a fear of making mistakes. The anxiety they feel in English class tends to relucted them to speak and make them feel afraid of error production. Many studies have been conducted to investigate the correlation between speaking anxiety and speaking performance. Susanto, Palupi, and Mustikawati (2017) found that there is significant correlation between students' speaking anxiety and speaking performance. The finding of the study stated that the students feel worry, nervous, and unconfident when they speak English in front of their friends and class. Moreover, Oktavia and Syahrul (2021) stated that there was a correlation between students' anxiety and students' speaking performance. It was shown that if the students have high anxiety, they will have a low ability in speaking performances and vice versa. However, those studies focused on English Department students and Senior High School students.
Learning English is also important for the VHS students. Many VHS students are afraid of making mistakes in speaking activity, have a lack of confidence and get anxious when English teacher asks them to speak. The speaking anxiety that the VHS students suffer in class can affect their speaking performances. It is important to find the correlation between vocational students' speaking anxiety and speaking performances in learning English because there has not been much research done to explore more about VHS students' speaking skill. Therefore, this study was conducted to find out the correlation between their speaking anxiety and speaking performances so the problem that relates with VHS students' speaking anxiety can be solved significantly.

Research Design
To find the relationship between students' speaking anxiety and speaking performances, quantitative methodology was adopted in this study, particularly a correlational research design. According to Creswell (2012, p.338), correlational research design is tool to explain and predict relationships among variables. Correlational method is used when the researcher wants to find about two or more variables and the result if they can influence each other. There are two variables explored in this research which are students' speaking anxiety and students' speaking performances. Shiken Anzanni, Dian Novita Dewi The Correlation between Vocational Students' Speaking Anxiety and Speaking Performance in Learning English

Research Subject
In this study, there were seventy vocational high school students of SMK PGRI 3 Malang in the 2022/2023 academic years which consists of two classes.
The participants of this study were seventy vocational high school students of SMK PGRI 3 Malang in the 2022/2023 academic years which consists of two classes. The total of participants would be described below:

Procedures
The instruments of this research were the questionnaire and students' score of speaking performance. The researcher adapted a questionnaire from Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, & Cope (1986). The researcher used FLCAS questionnaires to identify the students' speaking anxiety. The instrument consists of 24 statements which highlight three dimensions. The research used a Likert Scale model that contained strongly disagree (1), disagree (2), agree (3), and strongly agree (4). In collecting the data, the researcher distributed the printed questionnaire to the students. It took 20 minutes to fill out the questionnaire. After that, the data was analyzed by using Microsoft Excel and SPSS 24.
Questionnaire must be valid and reliable before it is distributed to the students. The items of the questionnaire had been approved by the lecturer of the English Education Department at Universitas Brawijaya who is an expert in the speaking field. Then, the questionnaire was being tested on 30 participants. According to Perneger, et al. (2015), the sample size of 30 or more should be preferred to conduct a pretest so a reasonable power can be achieved to detect the problems. In addition, the significance value of each item must be lower than 0.05 so it can be called significance. The result of the validity from the questionnaire is stated in the table below: The reliability of the items was analyzed by SPSS using Cronbach's Alpha. According to Fraenkel, et al. (2012), reliability items can be accepted if the alpha is .70 and higher. Hence, the reliability of this instrument is acceptable.  According to Yaikhong and Usaha (2012), to analyze the questionnaire response and levels of anxiety, it is suggested to multiply the questionnaire items with the five-point Likert scale and subtract it from the total items of the scale. This research used four points Likert scale to measure every item of questionnaire. There are 24 statements in questionnaire. Thus, the total multiplied scores of FLCAS was 96 and then subtracted by 24. The scores higher than 72 were categorized as high speaking anxiety level, between 72-48 as moderate speaking anxiety level, and lower than 48 as low speaking anxiety level.

The Level of Students' Speaking Anxiety
Based on the graphic above, the students' speaking anxiety level is divided into three levels which are low, moderate, and high. It showed that 11% of students in SMK PGRI 3 Malang have low speaking anxiety level. The total of 8 students categorized in low anxiety with the average score was 41.8 points. The graphic also showed that 73% of students had moderate speaking anxiety level. The 51 students were classified in this level with the average score 63.1 points. In addition, there was 16% of students who classified in high speaking anxiety level. It means 11 students were identified in high anxiety with the average score was 77.6 points. In conclusion, the dominant level of speaking anxiety that the students of SMK PGRI 3 Malang experienced is at a moderate level with the percentage of 73%. Horwitz et al. (1986) stated that communication apprehension, test anxiety, and fear of negative evaluation are three related performance anxieties that can interfere performance evaluation in an academic and social context. Those dimensions were expanded into 24 items which were provided in the questionnaire. A four-point Likert scale was used to get the respond from strongly agree (4), agree (3), disagree (2), and strongly disagree (1). Below are the result of the analysis and interpretation 11% 73% 16%

Low
Moderate High of FLCAS response based on its dimensions.

a. Communication Apprehension
This dimension was developed into the statements in item 1, 2, 3, 4, 5, 6, 7, 8, and 9 as presented in the  The result showed that the highest mean score belongs to the item number 3 (M=2.77). From 70 students, 40 of them chose (60%) agree with the statement. It can be interpreted that most of the students are frightened when they do not understand what the English teacher is saying in English. In addition, the lowest mean score belongs to the item number 7 (M=2.02). There are 34 students (48.6%) who chose disagree with the statement. It means that the students feel more tense and nervous in their other classes instead of English class.

a. Fear of Negative Evaluation
This dimension was developed into the statements in item 10, 11, 12, 13, 14, 15, and 16 as presented in the table 3.2 below:  According to the table above, it is found that the highest mean score belongs to the item number 16 (M=3.02). The students mostly chose the statement by choosing agree (57.1% of the participants) and strongly agree (24.3% of the participants). It can be concluded that the students seem to get nervous when they get questions without preparing the answer first. On the other hand, the table shows that item number 15 has the lowest mean score. Most of the students (41.4% of the students) disagree with the statement. It means they do not feel worry and afraid if the other students will laugh at them when they speak in English.

a. Fear of Speaking Test
This dimension was developed into the statements in item 17, 18, 19, 20, 21, 22, 23, and 24 as presented in  Based on the table above, the highest mean score belongs to item number 19 (M=3.04). From 70 students, 60% of them (42 students) agree with the statement. It shows that most of the students are panic when they have to speak without any preparation in English class. Besides, the item number 23 has the lowest mean score (M=2.44). There are 42.9% of the students (30 students) who chose disagree with the statement. It can be interpreted that when they study more for an English test, they will not get confused and they can understand it.
Therefore, based on the scores calculation regarding the three dimensions (Table 3.4), it was found that communication apprehension is the most dominant type of speaking anxiety that students face in learning English (M= 22.42). The second type of speaking anxiety they face in class is Fear of Speaking Test with the Mean score (M=21.32). The last one is Fear of Negative Evaluation with the Mean score (19.21).

The Students' Speaking Ability in Learning English
Based on the data obtained, there were 17 students (24%) got the score between 90 to 100 (excellent), 40 students (57%) got the score between 80 to 89 (very good), and 13 students (19%) got the score between 75-79 (good). The lowest Shiken Anzanni, Dian Novita Dewi The Correlation between Vocational Students' Speaking Anxiety and Speaking Performance in Learning English 1858 score was 75 and the highest score was 94. It can be concluded that the students' speaking ability is categorized in a very good level. Although the students still make some errors with the pronunciation and grammar, their speaking are still understandable.  As seen in the table above, the r-obtained (-.192). Then, the level of probability (p) was (0.112). It means the p was higher than 0.05 (p>0.05). In conclusion, there was negative correlation between students' speaking anxiety and speaking performances in learning English. Based on the correlation interpretation by 24% 57% 19%

Excellent Very Good Good
Sugiyono in Zhafar (2020), the r= -0.192 is in a very weak correlation with negative correlation.

Discussion
According to the data analysis above, it is found that there are four results to be explained in this section. The result revealed that there was a negative correlation between students' speaking anxiety and speaking performances in learning English which mean the null hypothesis (H0) was accepted and the alternative hypothesis (H1) was rejected. The r-obtained was -0.192 which means that it has a very weak correlation.
Then another result is about the students' speaking anxiety level. There are 11% of the students (8 participants) who have low level, and 16% of the students (11 participants) have high level. Most of the students are having moderate speaking anxiety level which is 73% of the students (51 participants). It can be concluded that the students' speaking anxiety level is in moderate level which is not low or high. The students might be anxious in doing speaking activity, however the students can still handle it well and capable in doing the speaking activity.
On the table 3.4, it is showed that communication apprehension is the dominant speaking anxiety type that students face while doing speaking activity. Communication apprehension is an anxiety that makes people shy and afraid of communicating with other people. Petry (2016) also states that communication apprehension is the anxiety that people feel before they have to converse in group settings. The students might have trouble with oral communication and it can affect their speaking performances in English class. In addition, the highest mean score in communication apprehension dimension belongs to the item number 3. It means most of the students are afraid when they do not get what the teacher say in English.
On the other hand, the students' speaking ability is in a very good level. Most of the students got the score between 80 to 89 in their speaking performance. The grammatical and pronunciation errors are the challenges that most of the students face in speaking activity. They also tend to speak with low voice because they are shy or think about the next sentence they are going to say. However, the students' speaking ability is still understandable.

Conclusion
The purpose of this study is to find out the correlation between vocational students' speaking anxiety and speaking performances in learning English at the first grade of SMK PGRI 3 Malang. The result of this research showed that there is a very weak correlation between the X (speaking anxiety) and Y (speaking performance). This study also indicated that students' anxiety and their speaking performances have a negative correlation where the Pearson Correlation value -0.192. It means if the students speaking anxiety goes up then the speaking ability goes down and vice versa. This study also showed the students' speaking anxiety level where the students are at the moderate level. Communication apprehension Shiken Anzanni, Dian Novita Dewi The Correlation between Vocational Students' Speaking Anxiety and Speaking Performance in Learning English 1860 becomes the dominant type of speaking the students face when they learn English. They are afraid and frightened when they have to communicate orally in English class. However, their speaking ability is in a very good level because their speaking are still understandable when they do speaking activity in classroom.
This research only focus to discover about the correlation of students' speaking anxiety and speaking performances in learning English. It is suggested for further studies to investigate about how to overcome students' speaking anxiety in learning English so that the students can get a better output in their speaking performance. It is also important for the next researcher to investigate a study that focus with VHS students because the studies about speaking skill of VHS students are still limited.