This importance of English speaking skill, it is very

This study discusses
a possibility to apply the five steps of scientific approach in 2013 Curriculum
for helping students to overcome their anxiety in learning English as a foreign
language. The discussion in this paper will be focused on the characteristics
of students’ anxiety in foreign language classroom; the effectiveness of five
steps in scientific approach 2013 Curriculum can overcome the students’ anxiety
and the current practice of teaching English by scientific approach in the
classroom. 

Based on the
assumption stated above, lately there have been several studies of helping
students to overcome foreign language speaking anxiety in the English classroom
conducted in different contexts. More commonly, relatively few studies on
students’ anxiety in English classroom can be solved by implement the five
stages of scientific approach in 2013 Curriculum. The lack of information about
the five stages in scientific approach in 2013 Curriculum may limit our
understanding of how to handle the students’ anxiety in English classroom. 

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Realizing the high
importance of English speaking skill, it is very important to find and use the
best instructional methods, materials, activities, media and other requirements
that will help the students master speaking skill in English (Nazara, 2011),
and five steps of scientific approach in 2013 Curriculum is one of them.
Scientific approach in 2013 Curriculum attaches a lot of importance to
communication and training language students who are able to communicate
effectively in English (Zulyetti, 2015). The appliance of five steps in scientific
approach in teaching learning of English as a foreign language is expected to
be able to overcome students’ anxiety in the classroom.  Previously, many teachers do not give enough
time to students to speak and the teacher talk all the time, it is called
teacher-centered learning. Their class is usually full of stress and students
are afraid to speak because the students know if they speak and then make a
mistake, something bad may happen. In a classroom, language teachers are eager
to follow old style in teaching and hope the students willing to use English in
the class and being active.

They also showed the
lack of confidence and understanding of materials taught in English. Many
students experience frustration at not being able to communicate effectively in
English. Most of students were unable to contribute effectively in classroom
conversation. It needs a lot of effort to make the transition from passive
learning into the active one. Knowing the fact that the goal of language
teaching is to encourage learners to communicate effectively, it is really
crucial to find out why some learners are reluctant to speak in language
classrooms.

Students do not feel
confident enough to express themselves because they are afraid of making
mistakes and then being ridiculed in the classroom. Students’ anxiety in the
class is an actual phenomenon (Vitasari, Wahab, Othman and Awang, 2010).
Shyness and personality are the important factors contributing to their
unwillingness to speak. Some students do not have enough self-confidence to
speak or they think their speaking is not good and they are weak in grammar, so
they prefer to be silent. A very common difficult encounter by many English
teachers in the classroom is the students’ reluctance to speak. Teacher and
students strongly feel that anxiety is a major obstacle to be overcome in
learning to speak English. This anxiety makes them less enthusiastic to
communicate. In the classroom, teachers often do not recognize the students’
anxiety and their unwillingness to participate in speaking tasks (Tsiplakides
and Keramida, 2009). In fact, it can be seen from their lack of motivation or
low performance in teaching learning process.

Price (1991) in Saraj
(2014) argued that the teacher plays an important part in adding or reducing
students’ anxiety in the foreign language classroom. The students need the
teacher to praise and assist their effort without being extremely critical of
the students’ error.

There are no plenty
opportunities for the students to practice their language and it is limited to
classroom environment. Some students do not take the chance to speak in the
classroom so that there is no other opportunity for them to practice their
English skill. This situation can make the students are unable to develop their
speaking ability. In an effort to better comprehend why some students have more
problems developing their English language skill than other students, there has
been a quite recent increase in research into potential connection between
foreign language acquisition and affective variables (Saraj, 2014)

Meanwhile, the aim of
language teaching is to inspire students to speak fluently. Therefore, it is
really essential to figure out why some students are hesitant to communicate
using English in the classroom. The reluctance is going to make the students
miss their curiosity in learning the language. They are going to notice that
they are not making any improvement in their learning and keep feeling anxiety
(Riasati, 2012). There are three elements of foreign language anxiety that have
been recognized (Horwitz, Horwitz and Cope 1986; Tsiplakides and Keramida,
2009): a) communication apprehension, b) fear of negative evaluation, and c)
test anxiety. Students who show communication apprehension do not feel
comfortable talking in English in front of other students, due to their limited
knowledge of the language, especially in speaking.

Nowadays, the
necessity of English speaking mastery has been intensely growing due to
establishment of English as the main international communication media.  Learning English as a foreign language is an
exceptional process, because students are asked to communicate using a language
which they have not understood perfectly (Tsiplakides and Keramida, 2009). When
given a chance to communicate, some students choose to speak up and express
themselves, while others decide to continue silent (Riasati, 2012).