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Update, Longman, P. 269: Jeremy Harmer, The Practice of English Language Third Edition Completely Revised and
Update, Longman, P. 269: Jeremy Harmer, The Practice of English Language Third Edition Completely Revised and
INTRODUCTION
indicated the speaker pay attention to the conversation. Furthermore, there are
some aspects in speaking that speaker should be able to use, if they want to make
There are two elements of speaking that students have to be able to use if
they want to speak. The first element is language features 1. Language features
consist of some element like connected speech, expressive devices, lexis and
to use some device like omitting, linking, modifying, and weakened. Expressive
device means speaker are able to use pitch and stress of particular part of
sentence. Lexis and grammar means student should be able to use variety lexis
with accurate way. In negotiation language student should be able to seek for
1
Jeremy Harmer, The Practice of English Language third edition completely revised and
update, Longman, p. 269
1
2
word and phrase in memory till creating word and phrases into syntactically and
propositionally with correct order. Interacting with others means speak not only
talk about how to convey meaning but it also involves interaction with one or
more listener. The last is information processing which is means listener should
speaking. Technique refers to all of activity that teacher and students do in the
class. “Techniques were the specific activities manifested in the classroom that
appropriate as well” said H. Douglas.3 It is mean that teacher should practice the
one of technique that is integrate with method that teacher apply. It will be better
There are many technique can be used for teaching speaking such as
has some frame work like Buzz group and formal debate. Buzz group is the one
small group before debating with the other students. In contrast, the opposite
2
ibid, p. 271
3
Douglas Brown. Teaching by Principles; an Interactive Approach to Language Pedagogy
Second Edition. Longman, p. 14
3
extreme technique is formal debate where students prepare opinion for agree and
against the opinion. Buzz group suitable with large class and this activity can
not have burden in mind when speaking English. It is also used to facilitate
student to talk and collaboration between students. Some of teacher use some
ways like talk with peer in order to solve puzzle game, put something in right
There are some barrier that student will find when teacher perform speaking
like reluctant and anxiety. Reluctant sometimes happen when students are asked
feel that they ability will exposed, if they do speaking in front of class and if they
do not it maximal, their friends will get laugh. Reluctant can happen if student
do not know the things that they will talk in front of the class and also if they do
not prepare mental to perform. Jeremy Harmer stated that “students are reluctant
to give an opinion particularly if they cannot think of anything to say and are not
class. There are some reasons for anxiety fear of being in public and shyness,
4
Jeremy Harmer, Op cit, p. 272
4
Zhiping “general personality traits such as quietness, shyness and Reticence are
some reason for communication anxiety”. All of student have different degree
evaluation. Students also fear of speaking inaccurately which students have bad
and test anxiety. Students who have problem with understanding the meaning
and utterance will do not feel easy to communicate, especially when they are
asked to speak. Students with high degree of fear will avoid communication with
other. An introverted and reserved people tend to quieter and less willingness to
communicate. Student who do not accept negative comment, do not accept their
language errors. So, they decide to become silent and do not get involved with
class activities. Student who fear with test anxiety consider foreign language
5
Diao Zhiping, “The Anxiety of Speaking English in Class among International Students in
a Malaysia University”, International Journal of Education and Research (Vol. 1 No.11
November 2013) 2013, p.5, Retrived from: www.ijern.com on March 27 2018.
5
researcher found some problems that related to process of learning itself. The
is caused student anxiety in speaking itself. They thought that everything would
be ok if they did not active in program because the other students active and they
did not need to follow it. In Addition, if teacher ask student to perform speaking
in front of class, they tend to ask the other students that they think more active
in class. They also ask the other students because they are fear if someone gave
reviewed through English Day Program. They did not follow the program they
tend to make an argument that they had much task. If teacher check the progress
of program, they would tried to manipulate the program itself. They tried to show
best performance, if teacher faced them and they do the different things when
teacher did not face them. The effected of manipulated program is students did
C. Research Question
Based on the problem and focus of the research, the researcher would do the
research:
2. What are some way that teacher does to encourage perform speaking?
Based on the research question, the purposes of this research were to analyze
reason behind the student’s anxiety in perform speaking and to know what are
Researcher finds that this research might useful for many people in education
The researcher expect this research give contribution especially for the
Researcher expect that the reader will know what make anxiety to perform
Researcher uses this thesis as the one of requirement to graduate from this
4. For campus
Researcher hope that this research can be the one of suggestion to campus
to prepare the student that will be the teacher to control junior or senior high
Researcher hopes that this research can help the next researcher to write
methodology.
1. Speaking is the activity which students send message to the other student,
teacher in form of oral performance that happens during the process of the
learning.
2. Anxiety is the one of psychological feeling that exist in student’s mind that
CHAPTER II
1. Speaking
a. Speech production
unplanned but process of planning happen in short time. Linear and real
time means speech happens in real time and linear which is means speech
b. Elements of speaking
a) Language features
added or weakened.
b) Mental/social processing
that are not only comprehensible but also convey the meaning are
intended.
lexis that speaker has. Lack of fluency can trigger lack opportunities to
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practice and the result is speaking failure. Practices do not mean practice
2. Anxiety
a. Anxiety Definition
It is mean when student feel anxiety they will feel some feeling that it is
annoying that will make do not perform speaking maximal in class. As the
result, students ability in term of speaking will never improve cause their
b. Cause of Anxiety
There are some conditions that cause anxiety during students performs
speaking.
a) Fear to get punishment if they do the false. For example: a student will
friend and teacher give them punishment such as, insult, bad mark etc
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b) Feel shy if they do the wrong thing or though that they action against
moral value. For example: a student get fear if they do the speaking
cause they do not want to do the wrong thing when they are perform.
c. Source of Anxiety
a) Career terror
The carrier terror is the one of anxiety in speaking that related to job.
It involved the feeling about awful job, career and future. In school
context, most of students who have anxiety in speaking have feeling that
speaking will measure their success. As the result, they choose job
students, try to handle this fear by ask help to teacher to handle their
anxiety because they think that fear on speaking or anxiety will block or
make their carrier become stuck. There are some conditions that trigger
anxiety.
6
Lilyan Wilder. 7 steps to fearless speaking. Canada: John Wiley and Sons, Inc. p. 9.
13
coworker
your talk stock phrases and buzzwords that are foreign to the way
b) Perfectionism
The one of feeling that want the bright, cleaver, flawless, can be the
perfect in term of perform speaking will have anxiety that their tiny
mistakes will broke all of things that he or she done. As the result,
lost all of thing that he or she prepared before because of their feeling.
is not to get perfection but to get the aim of communication and also
treat students to enjoy process that will make them better. The aim of
of speaking performance.
c) Panic
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several student’s condition when they are panic. Sometimes, they listen
strange voice in their head, telling them that they will look fools or
hearer or audience will not connect with the utterance that they utter.
The other panic condition , the students will feel that their hand shake
and their voice crack. All of above condition will make their peformance
d) Avoidance
The learner doubt to start speaking and their choose to avoid all of
that will make them do not do speaking. For example: ''I'll wait 'til
tomorrow," he sings comically. "I work best under pressure, and there'll
e) Trauma
related to past, councleour can help the students to handle this trauma.
Trauma’s victim is usually patterning by people who were told, over and
over, by parents or other adults, that they were not able enough. As the
7
Oxford learner pocket dictionary 4th edition. p.316.
15
There are many researcher that describe about this. Note some of them:
a. In 2006, Linda Woodrow who came from University of Sydney Australia did
second language speaking anxiety scale is used in this research which is validates
using confirmatory format analysis. The study found that anxiety usually came
from student’s interaction with native speakers and there are two type of
anxiety that found in this research, retrieval interference and skills deficit.
Linda Woodrow says, “The major stressor identified by the participants was
b. Jeong Ok Kim from Hannam University Korea. He did the research which is
8
Linda Woodrow, “Anxiety and Speaking English as a Second Language”, (Vol 37(3) 308-
328 | DOI: 10.1177/0033688206071315) 2006,p.7, Retrived from: http://RELC.sagepub.com
16
establish such as TOEIC intensive course. This study was aim to investigated
relationship with their academic achievement. The study found that there are
improvement between pre test and post test and also course help them to
C. Conceptual framework
a. Connected speech
b. Expressive device
2. Mental/social processing
a. Language processing.
b. Information processing
i
Problem
Research question
speaking
3. speaking?
Problem of this research is student’s less participation in speaking
performance that cause by anxiety and manipulation that do by the students in term
problem is related to one of English skill, Speaking. There are two research
questions: reason behind student’s anxiety and teacher ways to encourage perform
speaking.
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CHAPTER III
METHODOLOGIES
A. KIND OF RESEARCH
This research will use ethnography study with qualitative approach. In the
ethnography study researcher examine whole of group member which share same
culture. Researchers study all of intact culture in natural setting. This research want
to see the change from time to time then the researcher limit the generalization into
B. ROLE OF RESEARCHER
In this research, researcher act as instrument and data gathering. The researcher will
C. RESEARCH LOCATION
Researcher will conduct the research on MTsN 6 Agam where is located on Jln
D. RESEARCH STEP
a) Formulation of the problem: formulate or find the problem that will focus
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c) Gaining access: it is about how researcher immersed into group who are
wish to study. The researcher can ask for formal permission or get in as
wait and record observation after leave the setting and record the
element:
record accurately.
b) Forgotten episode
c) Ideas and note for information use: it is related to data analysis, data
Researcher will use some data that will support this research such as, lesson
F. DATA GATHERING
a) Interviewing
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Researcher will interview teacher as the person who handle the class and
the student who follow the class and feel the anxiety
b) Observing
Researcher will observe the teaching process which will know exactly
G. DATA ANALYSIS
compare, contrast and identify pattern. Before analyze the data, it will
phenomena.
b) Sorting for patterns: The next step is to sort or group the descriptive labels
into smaller sets. One begins to develop themes from those groupings and a
with the rest of the findings may be identified. These cases should be kept
in mind as the different steps in the research process are developed, for
related to theories in order to make sense of the rich and complex data
e) Memoing with reflective remarks: Memos are insights or ideas that one has
about the data. They are written so that the researcher can know if anything
research process.