Student Questionnaire
Research on The Correlation between Eight Grade Students’ Motivation, Speaking
Anxiety And Their Public Speaking Achievement
Class VIII MTs Ibnul Qoyyim Putri
Name : …………………………
Class : …………………………
Instruction:
1. Write your name and class
2. Put a thick (✓) on the option that best fits your situation.
3. Thank you for your willingness to fill out the questionnaire.
Explanation:
a) SD : (Strongly Disagree)
b) MD : (Moderately Disagree)
c) SD : (Slightly Disagree)
d) SA : (Slightly Agree)
e) MA : (Moderately Agree)
f) SA : (Strongly Agree)
*Adopted from AMTB (Attitude/Motivation Test Battery) by R. C Gardner
No. Statements SD MD SD SA MA SA
1. I don’t pay much attention to the feedback I
receive in my English class.
2. Studying English is important because it will
allow me to be more at ease with people who
speak English.
3. I have a strong desire to know all aspects of
English.
4. Studying foreign languages is not enjoyable.
5. Studying English is important because I will
need it for my career.
6. I hate English.
7. Knowing English isn’t really an important goal
in my life.
8. I don’t bother checking my assignments when I
get them back from my English teacher.
9. I really enjoy learning English.
10. Studying English is important because it will
allow me to meet and converse with more and
varied people.
11. I really have no interest in foreign languages.
12. I keep up to date with English by working on it
almost every day.
13. Studying English is important because it will
make me more educated.
14. I would rather spend my time on subjects other
than English.
15. I would really like to learn many foreign
languages.
16. I put off my English homework as much as
possible.
17. English is a very important part of the school
programme.
18. Studying English is important because it will
enable me to better understand and appreciate
the English way of life.
19. I want to learn English so well that it will
become natural to me.
20. It is not important for us to learn foreign
languages.
21. When I have a problem understanding
something in my English class, I always ask my
teacher for help.
22. Studying English is important because it will be
useful in getting a good job.
23. Learning English is a waste of time.
24. I tend to give up and not pay attention when I
don’t understand my English teacher’s
explanation of something.
25. Studying English is important because I will be
able to interact more easily with speakers of
English.
26. I would like to learn as much English as
possible.
27. I really work hard to learn English.
28. Studying English is important because other
people will respect me more if I know
English.
29. To be honest, I really have no desire to learn
English.
30. I think that learning English is dull.
Student Questionnaire
Research on The Correlation between Eight Grade Students’ Motivation, Speaking
Anxiety And Their Public Speaking Achievement
Class VIII MTs Ibnul Qoyyim Putri
Name : …………………………
Class : …………………………
Instruction:
1. Write your name and class
2. Put a thick (✓) on the option that best fits your situation.
3. Thank you for your willingness to fill out the questionnaire.
Explanation:
a) SA : (Strongly Agree)
b) A : (Agree)
c) N : (Neutral)
d) D : (Disagree)
e) SD : (Strongly Disagree)
*Adopted from FLCAS (Foreign Language Classroom Anxiety Scale) by Horwitz.
No. Statements SA A N D SD
1. I never feel quite sure of myself when I am
speaking in my foreign language class.
2. I don’t worry about making mistakes in
language class.
3. I tremble when I know that I'm going to be
called on in language class.
4. It frightens me when I don't understand what the
teacher is saying in the foreign language.
5. It wouldn't bother me at all to take more foreign
language classes.
6. During language class, I find myself thinking
about things that have nothing to do with the
course.
7. I keep thinking that the other students are better
at languages than I am.
8. I am usually at ease during tests in my language
class.
9. I start to panic when I have to speak without
preparation in language class.
10. I worry about the consequences of failing my
foreign language class.
11. I don't understand why some people get so upset
over foreign language classes.
12. In language class, I can get so nervous I forget
things
I know.
13. It embarrasses me to volunteer answers in my
language class.
14. I would not be nervous speaking the foreign
language with native speakers.
15. I get upset when I don't understand what the
teacher is correcting.
16. Even if I am well prepared for language class, I
feel anxious about it.
17. I often feel like not going to my language class.
18. I feel confident when I speak in foreign
language class.
19. I am afraid that my language teacher is ready to
correct every mistake I make.
20. I can feel my heart pounding when I'm going to
be called on in language class.
21. The more I study for a language test, the more
confused I get.
22. I don't feel pressure to prepare very well for
language class.
23. I always feel that the other students speak the
foreign language better than I do.
24. I feel very self-conscious about speaking the
foreign language in front of other students.
25. Language class moves so quickly I worry about
getting left behind.
26. I feel more tense and nervous in my language
class than in my other classes.
27. I get nervous and confused when I am speaking
in my language class.
28. When I'm on my way to language class, I feel
very sure and relaxed.
29. I get nervous when I don't understand every
word the language teacher says.
30. I feel overwhelmed by the number of rules you
have to learn to speak a foreign language.
31. I am afraid that the other students will laugh at
me when I speak the foreign language.
32. I would probably feel comfortable around
native speakers of the foreign language.
33. I get nervous when the language teacher asks
questions which I haven't prepared in advance.
Speech Rubric
Speaker’s name: _______________________ Evaluator: __________________________
Criterion Rating Rating Rating Rating Score
Excellent Good Satisfactory Needs
Improvement
Points 10-9 Points 9-8 Points 8-7 Points 7-6
Introduction (1) Gets attention Meets any three of Meets any two of Meets only one of
the four criteria the four criteria the four criteria
(2) Clearly
identifies topic
(3) Establishes
credibility
(4) Previews the
main points
Body Main points are Main points are Main points Main points
clear,
somewhat clear, need clarity are not clear
well supported, and
some support, and and support and have no support
sources are
documented some lack of and no sources or
documentation documentation
sources and
documentation
Conclusion (1) Reviews main Reviews main Brings closure Does not bring
points points , brings closure; the
audience is left
(2) Brings closure closure hanging
(3) Memorable
Eye Contact Eye contact with Eye contact with Eye contact with Little or no eye
audience virtually audience less than audience less than contact
all the time (except 80% of the time 75% of the time
for brief glances at
notes)
Use of Language Use of language Use of language Use of language Use of language is
contributes to does not have causes potential inappropriate
effectiveness of the negative impact, confusion, and/or
speech, and and vocalized vocalized pauses
vocalized pauses pauses
(um uh er etc.)
(um uh er etc.) (um uh er etc.)
are distracting
not distracting not distracting
Body language Body language, Body language, Body language, Body language,
gestures, and facial gestures, and
expressions gestures, and facial facial expressions
and gestures facial expressions
adds greatly to the expressions are lacking or
message compliment lack variety and inappropriate
message spontaneity
Clarity Speaks clearly and Speaks clearly and Speaks clearly and Often mumbles or
distinctly all the distinctly nearly all distinctly most of can not be
time with no the time with no the time with no understood with
mispronounced more than one more than two more than three
words mispronounced mispronounced mispronounced
word words words
Topic is specific, Topic is specific, Topic is clear Topic lacks clarity No specific
follows appropriate and purpose--
assignment appropriate and and focus inappropriate for
somewhat adapted
Adapted to adapted needs adapting to audience or
audience
audience occasion
Visual Aids Visual aids well Minor problems Significant No visual aids
chosen and with visual aids problems with
presented visual aids
Time Within allotted time Within 10% of Within 20% of Not within 20% of
allotted time allotted time allotted time
(Adapted from Dan Rooney)