<> "The repository administrator has not yet configured an RDF license."^^ . <> . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG"^^ . "In learning English, the way teachers design the speaking test would probably\r\nimpact students’ success in understanding and well performing the target\r\nlanguage. Therefore, this research was intended to find out whether i) there was a\r\nsignificant difference of the students’ speaking performance between stressful and\r\nnon – stressful learning tests and ii) there was a significant impact of anxiety\r\ntowards students’ speaking performance. This research was conducted at SMA\r\nAL-KAUTSAR Bandar Lampung to 35 students in class XI MIA 6 and 34\r\nstudents in class XI MIA 7 as the sample. To collect the data, the researcher\r\nadministered two objective tests, speaking performance test and anxiety test;\r\nFLCAS questionnaire. Then, the data were analyzed through Independent Sample\r\nTest, ANOVA, and Post – Hoc Sheffe Test.\r\nThe results of speaking performance through stressful and non – stressful learning\r\ntests indicate that there is a significant difference of the students’ speaking\r\nperformance between stressful and non – stressful learning tests. That could be\r\nseen from the difference of students’ mean score between those classes. The mean\r\nscore in stressful learning test class (67.2) is lower than the mean score in non –\r\nstressful learning test class (78.85). The t-test revealed that those results are\r\nsignificant which are determined by p < 0.05, p= .000. Furthermore, the results of\r\nANOVA test, It showed that the result of variant analysis showed Fvalue = 108.076,\r\nwhile Ftable = 3.14, thus (Fvalue > Ftable). Post-Hoc Scheffe test showed that among\r\nhigh, moderate, and low anxiety level are significant at the 0.05 level. The\r\ncoefficient significant is 0.000 (p = 0.000, p < 0.05). Thus, there is a significant\r\nimpact of anxiety towards students’ speaking performance. Based on this\r\nresearch, teacher should consider students’ anxiety in designing material, so the\r\nstudents may be able to speak English better.\r\nKeywords: anxiety, speaking performance, stressful test, non-stressful test."^^ . "2018-06-05" . . . . . "FACULTY OF TEACHER TRAINING AND EDUCATION"^^ . . . . . . . "1413042001"^^ . "AGHNIA AMALIA N"^^ . "1413042001 AGHNIA AMALIA N"^^ . . . . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (File PDF)"^^ . . . "ABSTRACT.pdf"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (File PDF)"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (File PDF)"^^ . . . "A SCRIPT WITHOUT RESULT.pdf"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "indexcodes.txt"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "indexcodes.txt"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "preview.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "medium.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "small.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "lightbox.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "preview.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "medium.jpg"^^ . . . "A STUDY BETWEEN STRESSFUL AND NON – STRESSFUL\r\nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE)\r\nTOWARDS STUDENTS’ SPEAKING PERFORMANCE\r\nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR\r\nBANDAR LAMPUNG (Other)"^^ . . . . . . "small.jpg"^^ . . "HTML Summary of #31887 \n\nA STUDY BETWEEN STRESSFUL AND NON – STRESSFUL \nLEARNING TESTS (CONSIDERING ANXIETY’S INFLUENCE) \nTOWARDS STUDENTS’ SPEAKING PERFORMANCE \nAT THE ELEVENTH GRADE OF SMA AL-KAUTSAR \nBANDAR LAMPUNG\n\n" . "text/html" . . . "LB Theory and practice of education"@en . .