The Effect of Teaching Strategies And Students’ Anxiety Towards Their Speaking Achievement

The Objectives of this study were to find out whether (1) Students’ achievement in speaking that taught by using Audiolingual Strategy has significantly higher influence that taught by using Drilling Strategy towards their speaking achievement (2) Students’ achievement in speaking with having lower anxiety was significantly that that of students with having higher anxiety (3) there was a significant interaction between teaching strategies and students’ anxiety towards their speaking achievement.the population of this study was students of SMK Al-Fajar Sei Mencirim in second semester of 2019/2020 school year. The total number of population was 89 students. There were 30 students selected as the sample of this research by applying cluster random sampling techniques. The research design was experimental research design by using factorial design 2x2. The Tenth –A of Computer and Network Engineering (Xa-TKJ ) was treated by using Audiolingual Strategy and The Tenth – B of Computer and Network Engineering (Xb-TKJ ) was treated by using Drilling Strategy. Interest was conducted for classifying the students upon the high anxiety and low anxiety by using FLCAS Questionnaire. Students’ achievement in speaking was measured by using students’ record voice about tells a story minimal 50 words about their unforgotten experience and have assessed by indicators of students’ speaking score by Harris’ oral English rating scale. The data were analyzed by appliying Two Way Analysis of Variance (ANOVA) at the level of significant =0,05. The result reveals that (1) The students’ achievement in speaking that taught by audiolingual strategy is higher with mean score 65.87 with standard deviation 21.37, while the mean score on the students’ achievement in speaking that taught by drilling strategy is 62.13 with the standard deviation 23.61. The result indicated that F observed 72.24 > F table 2.73. (2) The students’ achievement in speaking with low anxiety is higher with mean score 83.00 with standard deviation 6.28 while the mean score on the students’ achievement in speaking with high anxiety is 42.29 with the standard deviation 10.13. The result indicated that F observed 5.39 < F table 2.73. (3) there is interaction between teaching strategies and students’ anxiety because F observed 3,73 > F table 2.98. After computing the t-test, the result showed that students’ who have low anxiety got higher result if they were taught by Audiolingual Strategy and high anxiety students got higher result if they were taught Drilling Strategy.