RESEARCH PROPOSAL WRITING

Al Fatah Razak

UNIVERSITAS MUHAMMADIYAH KENDARI

2022
 WEEK 2

Reviewing Journal Articles : Read... Read ... Read

RQ 1 RQ 2
Data Base Types of .... Positive Result/Strength Negative
Year of Study Education
(ERIC/ER, Used Result/Weakness
Publicatio Design Level
Indexing/ Science
n (QL, (Primary, FL/
No Author (s) Abstracting Direct/SD, Sample
(2018- QN, Secondary, SL/LL
(Scopus/WOS) Taylor and
2022) MM, Higher/Te
Francis/TF
AR) rtiary)
)
1 Rajitha K & 2019 SD expression MM 50 under Higher SL Speaking anxiety can
Dr. C. of fear, a graduate, be from a slight feeling
Alamelu feeling of Art and of “nervousness” to
disturbance Science high level of fear. Hand
, an final year shaking, shivering,
emotional students of sweating, fear,
conflict various forgetfulness,
during disciplines. blankness, butterflies
specific in the stomach, dry
language mouth and throat, fast
performing heartbeat and squeaky
situation voice are the most
common symptoms of
speaking anxiety.
2 2021 ER A shy QL 19 Higher FL speaking anxiety makes
Seref, I., & attitude participant it difficult to learn in
Çinpolat, E. s speaking skills

3 Asna 2019 ER easily QL 10 Secondary may negatively affect

Hutabarat & stressful, participant them to enhance their
Debora nervous and s speaking skill.
Chaterin unconfident
Simanjuntak
4 Noor 2020 ER stage fright MM 54 Tertiary SL In case of online
Alhusna and participant learning Student felt
Madzlan' nervousness s camera concious and
nerves to start
Goh Hock
Seng

Hema Vanita
Kesevan

5 Aysegul 2018 ER The fear of QL 10 Tertiary FL The fear of

takkac tulgar making participant comunicating with
mistakes, s native speaker
being
negatively
evaluated,
immediate
questions,
self-
comparison
with others
and self-
evaluation.

6 Adan Oflaz 2019 ER Thinking QL Participant Higher FL Afraid before speaking

that they s were 61 activities
will make a (50 females
mistake in a and 11
class males)
7 Ahmad 2019 ER Shy to MM 15 Higher FL Fear of feedback By
Fawzi speak participant teacher or peers
Shamsil, infront of s ( 6 males
Suhail Altaha strange and 9 Fear of language test
& Dr. Ilkay with females )
Gilanlioglu different
sex.
8 Iskandar 2022 ER Feeling QN 23 Higher FL Lack of control during
Abdul tense and participant speech performance
Samad, nervous s
Siti Sarah while
Fitriani, preparing
Zahria for giving a
Amalina. presentatio
n

9 Panisa 2021 ER  become MM 72 Thai Higher FL felt high pressure about

Kurakan nervous EFL forgetting what they
with high Engineerin had prepared to say
tension g Students

anxiety
symptoms;
such as
sweating,
handshakin
g, mouth
trembling,
and an
upset
stomach
10 Keziban 2019 ER the fear of MM 546 Secondary FL anxiety level negatively
Tekşan, being voluntary affects the attitude
Hasan mocked and middle towards speaking
Hüseyin lack of self- school
Mutlu, & confidence  students
Enes (5th, 6th,
Çinpolat 7th, 8th
grades) as
282 female
and 264
male &
20
voluntary
 teachers,
12 male
and 8
female
11 Muzakki 2020 TF perspiring, MM 11 students Higher FL students performed
Bashori, stammering poorly when they felt
Roeland van , anxious as stated by
Hout, Catia nervousness Teacher S: “The more
Cucchiarini, , trembling anxious students are,
Helmer Strik the poorer their
speaking performance
will be.”
12 R. Grieve, 2020 TF fears are QL 46 Higher LL importantly, this
J. Woodley, associated undergrad negative effect on
S. E. Hunt with being uate and student experience
& judged, postgradua related to public
A. McKay uncertainty te students speaking, may be a
about the with a fear contributing factor in
topic and of public student mental health
physical speaking and wellbeing issues
symptoms. from the
University
of the West
of England
(UWE),
Bristol
13 Everlyne 2021 SC ranging 11 Students Tertiary LL negatively affects the
kimani, from slight and quality of most
Ameneh nervousness participant presentations
Shamekhi, to s : seven
Timothy paralyzing famales
Bickmore fear and and four
panic. males
14 Hatice 2018 ER intensive QN The Higher LL In other words, anxiety
Altunkaya emotional research can cause concerns about
state that is was being
characterised conducted disliked, fear of failure
 by using a and performance
symptoms single group procedures. Students
such as pre-test– with high speech anxiety
avoiding post-test cannot
talking in model : 55 succeed in any academic
front of female and or social task.
others, fast 25 were
heart rate, male.
flushing of
the face,
stuttering,
stomach
cramps,
losing
breath,
trilling
and
sweating.
15 Yasemin 2020 ER getting QL 49 Females Higher LL & Increased anxiety
Uzun excited, Students FL causes students to
being isolate themselves from
embarrassed, the classroom, become
being badly introverted and avoid
criticized, communication.
fearing that
their
knowledge
is
inadequate.
16 Süleyman 2021 ER afraid of MM 146 Higher FL From the students’
KASAP making Students answers, it is possible to
mistakes & notice that
uncomfortab the level of their anxiety
le feeling is so high that they do not
want to
converse the language at
all.
17 Meihua Liu, 2021 ER brain went MM 709 Primary & SL Anxiety had a negative
Min Hong blank, their students secondary effect on students’
hearts beat (380 male English speaking
faster and and 329 performance, and that
even female) differences occurred in
pounded, students in anxiety levels, causes for
and their grades 4 to and effects of anxiety
hands and 9 from a among the learners in
legs primary and different grades.
trembled as a junior
well. To middle
some fourth school in a
graders, province in
when south
suffering China.
from
anxiety, they
made
mistakes,
their hands
sweated, and
their
tummies
ached a lot.
Some fifth
graders
would try to
grasp pens
or couldn’t
find their
pens, some
seventh
graders
found it
difficult to
understand
what the
teacher said
thereafter,
 and some
ninth graders
broke into
cold sweat.
18 Emre 2020 ER palpitations, MM sixteen Tertiary FL additional negative
Güvendir, sweating, third-year emotions in terms of
Oya Onat gastrointesti prospective giving a public
Kocabıyık, nal English presentation in a
Sinem discomfort, teacher foreign language.
Dündar. diarrhoea,
muscle
tension, and
confusion
19 Emine Gül 2021 ER tension in QL 180 pre- Higher LL They avoid participating
Özenç, H. their voices service in class activities and
Gülhan and teachers, discussions
Orhan- uneasiness 140 of
Karsak, in their body whom are
Mehmet language girls and 40
Özenç boys

20 Filiz Doğan, 2021 ER Impromtu MM The Secondary LL can negatively affect

Selcen Çifci speaking population their performance
of this
research is
the 6th
grade
students of
a
secondary
school in
Turkey in
the 2020
and 2021
academic
year.
References

Altunkaya, H. (2018). Speech anxiety in guidance and psychological counselling department students, Cypriot Journal of Educational Science, 13(3), pp. 328–339.
Retrieved from https://files.eric.ed.gov/fulltext/EJ1193352.pdf

Bashori, M., Hout, R, V,. Cucchiarini, C., & Strik, H. (2020). Web-based language learning and speaking anxiety, COMPUTER ASSISTED LANGUAGE LEARNING.
Retrieved from https://doi.org/10.1080/09588221.2020.1770293

Dogan, F., & Cifci, S. The Effect of Storytelling Skill Acquisition on the Impromptu Speaking Attitudes and Anxiety Levels of 6th Grade Students,
International Journal of Education & Literacy Studies, 9(3), pp 189-199. Retrieved from https://files.eric.ed.gov/fulltext/EJ1318816.pdf

Güvendir, E., Kocabıyık, O, O., & Dündar, S. (2020). The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the
Class Setting, International Journal of Psychology and Educational Studies,7 (1), 11-26. Retrieved from https://files.eric.ed.gov/fulltext/EJ1242701.pdf

Hutabarat, A., & Simanjuntak, D, C. (2019). A Phenomenological Study: Speaking Anxiety Over whelms English Learners, Journal of English Language Pedagogy,
Literature and Culture, 4(1) pp.44-59. Retrieved from https://files.eric.ed.gov/fulltext/EJ1305502.pdf

KASAP S. (2021). Foreign Language Anxiety and Gifted Students in Turkey, Pegem Journal of Education and Instruction, 11(4), pp. 169-176. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1320306.pdf

Kurakan, P. (2021). Anxiety in English Oral Presentations of Thai EFL Engineering Students, THAITESOL JOURNAL. 34(2), pp. 67-91. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1332294.pdf

Rajitha, K., & Alamelu, D, C. (2019). World Engineering Education Forum, WEEF 2019 A Study of Factors Affecting and Causing Speaking Anxiety, Procedia
Computer Science, 172, pp. 1053–1058. . Retrieved from https://doi.org/10.1016/j.procs.2020.05.154

Kimani, E., Shamekhi, A., & Bickmore, T. (2021). Just Breathe: Towards Real-Time Intervention for Public Speaking Anxiety, Smart Health, 19. Retrieved from
https://www.sciencedirect.com/science/article/abs/pii/S2352648320300386

Liu, M., & Hong, M. (2021). English Language Classroom Anxiety and Enjoyment in Chinese Young Learners, SAGE Open, 11(4), pp. 1-13. Retrieved from
https://journals.sagepub.com/doi/10.1177/21582440211047550

Madzlan, N, A., Seng, G, H., & Kesevan, H, V. (2020), Use of Video Blogs in Alleviating Public Speaking Anxiety among ESL Learners, Journal of Education and e-
Learning Research,7(1), pp. 93-99. Retrieved from https://files.eric.ed.gov/fulltext/EJ1250891.pdf
Özenç, E, G., Karsak, H, G, O., & Özenç, M. (2021). The effects of speaking instruction via whole language approach collaborative instructional design on pre-service
teachers’ speaking anxiety and speaking self-efficacy, International Journal of Curriculum and Instruction, 13(1), pp 149–168. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1285809.pdf

Oflaz, A. (2019). The foreign language anxiety in learning German and the effects of total physical response method on students’ speaking skill, Journal of Language
and Linguistic Studies, 15(1), pp. 70-82. Retrieved from https://files.eric.ed.gov/fulltext/EJ1212101.pdf

R. Grieve, J. Woodley, S. E. Hunt & A. McKay. (2021). Student fears of oral presentations and public speaking in higher education : a qualitative survey, Journal of
Further and Higher Education, 45(9), pp. 1281-1293. Retrieved from https://www.tandfonline.com/doi/full/10.1080/0309877X.2021.1948509

Samad, I, A., Fitriani, S, S,. & Amalina, Z. (2022). Are they really anxious? A critical issue of speaking anxiety in the English thesis defence examinations, JOURNAL
OF LANGUAGE AND LINGUISTIC STUDIES.18(1), pp. 190-206. Retrieved from https://files.eric.ed.gov/fulltext/EJ1325693.pdf

Seref, I., & Çinpolat, E. (2021), Speaking Anxiety of Students Learning Turkish as a Foreign Language: Instructors’ Experiences, Open Journal for Educational
Research, 5(2), pp. 333-352. Retrieved from https://eric.ed.gov/?q=Izzet+seref&id=EJ1332519

Shamsil, A, F,. Altaha, S,. & Gilanlioglu, D, I. (2019). The Role of M-Learning in Decreasing Speaking Anxiety for EFL Learners, International Journal of Linguistics,
Literature and Translation (IJLLT). 2(1). Retrieved fromhttps://files.eric.ed.gov/fulltext/ED593436.pdf

Teksan, K., Mutlu, H, H., & Cinpolat, E. (2019). The examination of the relationship between the speech anxiety and speaking skill attitudes of middle school students
and the opinions of teachers on speech anxiety, Journal of Language and Linguistic Studies. 15(4), pp. 1395-1412. Retrieved from
https://files.eric.ed.gov/fulltext/EJ1241942.pdf

Tulgar, A, T. (2018), SPEAKING ANXIETY OF FOREIGN LEARNERS OF TURKISH IN TARGET CONTEXT, International Online Journal of Education and
Teaching (IOJET).5(2), pp. 313-332. Retrieved from https://files.eric.ed.gov/fulltext/EJ1258901.pdf

Uzun, Y. (2020). Anxiety Levels of Students About Speaking Their Mother Tongue and a Foreign Language-a Case From Bosnia-Herzegoniva, Journal of Educational
Issues, 6(1), pp. 43-57. Retrieved from https://files.eric.ed.gov/fulltext/EJ1248220.pdf
 WEEK 3

CHAPTER I

INTRODUCTION

A. Background of the Study

English learners need four skills in learning, namely: listening, speaking, reading, and writing skills, among the four macro skills, speaking is the most
important skill in communicating and is an important part of the language learning curriculum (Hutabarat & Simanjuntak 2019). Rajitha & Alamelu (2019) state
that speaking is a process through which people exchange ideas, views, opinions and all other information. Speaking has become the most natural and common
communication tool that individuals use in expressing themselves and fulfilling their needs (Tekşan. et al. 2021). In the EFL class, speaking is usually taught
using a context-based learning method. They are trained in how to convey their ideas or opinions based on context, such as self-introduction, ordering at a
restaurant, or how to give directions. Speaking class is always about practice, this cannot be avoided by EFL class learners. But Oon the other hand, because
English is not the main language of EFL class students, usually when they want to practice it they experience anxiety. They are anxious and even feel afraid
before speaking activities (Oflaz 2019).

Anxiety comes from Latin (anxious) and from German (anst), which are words used to describe negative effects and physiological stimuli. Anxiety is a
common thing that appears in humans, which is caused by various things. Anxiety clearly produces a feeling of discomfort when afraid or nervous (Kurakan
2021). Anxiety arises when a person's fear arises because of a stressful situation that is difficult for him to deal with, for example a mother is anxious when her
child has an accident, an employee feels anxious when she has to complete many tasks in a limited time and a student experiences anxiety before facing an exam
(Sad. et al., 2022). In the case of learning EFL, anxiety is always experienced by the students of all education levels, this anxious feeling usually appears when
the students are required to use the language to communicate to each other, either in an oral or a written form (Samad et al., 2022). It can be considered as a
normal result that anxiety occurs most in speaking skill, and a special examination of anxiety experienced in this skill (Seref & Cinpolat 2021).

Students usually experience many difficulties in the practice of learning to speak in an EFL class, one of the most common is speaking anxiety. Speaking
anxiety has become one of the problems that occur for most of the students when they are asked to speak in English in front of many people (Hutabarat &
Simanjuntak 2019). In addition, problems affecting English speaking in presentations and public speaking were that students lacked confidence and were anxious
and embarrassed due to inadequate vocabulary knowledge, grammatical structure, and composing presentation ideas (Kurakan 2018). Hand shaking, shivering,
sweating, fear, forgetfulness, blankness, butterflies in the stomach, dry mouth and throat, fast heart beat and squeaky voice are the most common symptoms of
speaking anxiety, and for the anxiety level is different from person to person according to the physical and psychological condition and specific situational
demands ( Rajitha & Alamelu 2019). Speaking anxiety is an important thing in the EFL speaking class that must always be considered because it is related to
how successful students are in speaking English and the facts because of this speaking anxiety, students often avoid speaking classes.
 Successful development of speaking skill in language learning can be under the influence of different factors, one of which is the notion of anxiety
(Tulgar 2018). In practice, EFL students often feel anxious in speaking classes, especially when asked to speak in English. The author is a student in the EFL
class at the Muhammadiyah University of Kendari, the author often witnesses students who experience speaking anxiety. They feel anxious and uncomfortable,
they stutter and sometimes tremble. This is often experienced by the author too. Based on the author's experience, the author is interested in researching the
things that most often arise when students experience speaking anxiety and what the consequences of that anxiety are, as stated in the 2 research questions of this
proposal.

B. Research Questions

Based on the background of the study above, the researcher formulated the question is as follows:

1. What are the most frequently speaking anxieties encountered by EFL students?
2. What is the impact of experiencing such anxieties in speaking?

C. Research Objectives

The research objectives of this study are:

1. To find out what speaking anxiety is most often faced by EFL students.
2. To find out the impact of experiencing anxiety in speaking.

D. Research Scope

This study was conducted to determine the effect of anxiety that appears when speaking English, regarding what behaviours arise and what the impacts of
it are. The subjects of this study were EFL students, namely English students from the 2019 batch of the Muhammadiyah University of Kendari.

E. Research Significance

In theory, this research will add information to the English faculty of the University of Muhammdiyah Kendari about speaking anxiety experienced by students
and can be a variable in the manufacture/development of learning methods in the speaking class. In addition, this research has the practical benefits for :

1. EFL students: this research can provide more understanding to EFL students so that, in practice, they can deal with problems that arise regarding speaking
anxiety appropriately.
 2. Lecturers: for lecturers, this research can be used as material for consideration in teaching speaking in the classroom so that the learning outcomes obtained can
be maximized.

3. Stakeholders : the results of this study are useful to determine the condition of the learning environment in the speaking class in the English Department,
Faculty of Teacher Training and Education, Universitas Muhammdiyah Kendari.

4. For further researchers : this research can provide information that can be used as the basis for further research on how speaking anxiety exists in the EFL class
for better learning development in the future.

F. Definition of Key Terms

In order to clarify the key terms used in this study, some definitions are put forward.

1. Speaking

Rajitha & Alamelu (2019) state that speaking is a process through which people exchange ideas, views, opinions and all other information. In this study,
speaking is the activity of conveying information through spoken language.

2. Anxiety

According to Altunkaya (2018) Anxiety is a state of fear, and anxiety includes emotions such as focusing on negativities without an actual threat,
experiencing contradictions, uncertainty and lack of support. In this study, anxiety is the anxiety felt by individuals because of fear which is characterized by
certain psychological symptoms.

3. Speaking anxiety

Speaking anxiety is thing that causes by lack of vocabulary, grammar and syntax knowledge, fear of failure, lack of chances for practice and fear of
speaking in front of others (Tulgar 2018). In this study, speaking anxiety is a feeling of fear that arises when students have to speak in a second or foreign
language.
 WEEK 4

CHAPTER II

REVIEW OF RELATED LITERATURE

There were several previous studies related to this research. First is the research from Aysegul takkac tulgar (2018). This qualitative study was intended to
investigate the sources of speaking anxiety for foreign learners of Turkish as a second language and their coping strategies for these challenges. The research was
conducted at ATATMER (Teaching Turkish Center) in the 2016–2017 academic year. The data in this study was collected through two instruments: classroom-
observations and open-ended questions. The researchers discussed the sources of speaking anxiety for the participants in two groups: general sources of anxiety and
context-specific sources of anxiety. The first group presents the overall reasons why the participants experienced speaking anxiety and includes the fear of making
mistakes, fear of negative evaluation, comparison with other students, self-evaluation, immediate questions, and focus on grammar and pronunciation. Most of the
participants in this study reported experiencing the fear of making mistakes while they were using the target language for communication. The second group of anxiety
sources underlines several context-specific factors influencing the speaking anxiety of the participants. One of the most frequently mentioned factors was communicating
with native speakers. The researcher found that of the strategies adopted by the participants to deal with their speaking anxiety, the most commonly referred to tactic was
to hold a perspective that mistakes are natural in the process of language development. The participants also referred to having self-practice before possible speaking
events. Listening to music or watching movies as an approach to reaching better levels of language knowledge was also counted as a strategy to decrease speaking
anxiety by some participants in this study. The cultural differences between the participants and the native speakers as well as their classmates were also cited as a
challenge, causing speaking anxiety for some participants.

The second piece of research was from Panisa Kurakan (2021). The aim of Panisa Kurakan's research is to investigate the overall anxiety level in English oral
presentations and anxious situations in two stages: pre-presentation and while-presentation of 72 Thai EFL Engineering students. Two research instruments were used to
collect data: a questionnaire adapted from McCroskey's (1970) Personal Report on Public Speaking Anxiety (PRPSA-34) and a semi-structured interview about feelings
before, during, and after the oral presentation; other experienced anxious situations; and anxiety coping strategies.In this research, it can be seen that the overall anxiety
of Thai EFL engineering students in oral presentations was at a moderate level. In the two presentation stages, the pre-presentation and the while-presentation, students
experienced different anxiety levels: high, moderate, and low. It is clear that participants experienced higher anxiety levels while performing the oral presentation than
while preparing for the presentation. In the pre-presentation stage, most of them experienced feelings of high anxiety about forgetting what they prepared to say;
meanwhile, they did not find it difficult to fall asleep the night before doing an oral presentation. Apart from that, when audiences asked something about the
presentation topic they didn't know, they were nervous and anxious during the presentation.

The third previous study was conducted by zzet eref and Enes inpolat (2021).The purpose of this study is to investigate the speaking anxiety observed by
instructors in their students while teaching Turkish as a foreign language.The participants of the research are the instructors working in the Turkish teaching centers of
 various state universities who were reached through the snowball sampling technique. A phenomenological approach was used as the method of this research. The
researcher found that speaking is the language skill most affected by anxiety. It was concluded that the most common causes of speaking anxiety experienced by the
students were the fear of being ridiculed, the thought of failure, and a lack of personal development. Instructors think that speaking anxiety occurs mostly with a shy
attitude while speaking. In addition, the instructors stated that they took various measures to solve this situation in their students who they thought had speaking anxiety.
These are mostly creating a flexible and relaxing learning environment, applying interesting activities, and allocating special time for the student.

The fourth previously published research is from Filiz Doan and Selcen ifc (2021). The aim of this study is to find out whether there is a significant relationship
between the acquisition of storytelling skills and the impromptu speaking attitudes and speaking anxieties of 6th grade students. The method of this research is mixed
methods with nested pattern, which is a quantitative and qualitative method. In the quantitative part of the research, a one-group, pretest-posttest experimental model was
employed. The quantitative data was collected by the ‘Speaking Skill Attitude Scale’. The Paired Samples t-test was used to determine whether the storytelling training
given to the students had an effect on their speaking attitudes, and the Wilcoxon Signed Ranks test was used to determine whether it had an effect on their speaking
anxiety. The student interview form and observation form were also used to collect qualitative data.As the result of the research showed, the acquisition of storytelling
was significantly associated with students’ impromptu speaking attitudes and anxiety levels.

The fifth research is from Asna Hutabarat & Debora Chaterin Simanjuntak (2019). This Asna Hutabarat & Debora Chaterin Simanjuntak aims to determine the
sources that cause speaking anxiety for English learners. The samples of the research are composed of senior high school students who deal with speaking anxiety, with
qualitative research in nature as the method. An in-depth face-to-face interview with ten participants was used to collect data, which was then analyzed by determining
themes and descriptions. The gathered data was analyzed using coding and verbatim quotes from research respondents. The results show 3 themes regarding sources that
cause speaking anxiety: limitations of English exposure, fear of negative evaluation, and learning conditions. It is undeniable that attitude holds an imperative role in
learning to speak English. The results show two themes regarding learners’ attitudes in causing them to become anxious whenever they speak English; the themes are
self-in feriority and fear of making mistakes. Despite sources that cause learners to be anxious about speaking English, they find ways to reduce their anxiety in speaking
English, and from this study, two themes were found regarding ways to reduce anxiety; they are: media intervention and establishing learning support.

There are some similarities and differences between the five previous studies mentioned above and the current research. One of the similarities is that among the
5 journals, there is always the use of qualitative research methods, whether in the form of questionnaires or interviews as data collection methods. Current research will also
use questionnaires and interviews as instruments for data collection. The difference is that none of the 5 journals has a goal that is close to the current research, namely To
find out what speaking anxiety is most often faced by EFL students and to find out the impact of experiencing anxiety in speaking, in general they more often discuss the
sources of speech anxiety and speech level anxiety.
B. Some pertinent ideas

1. Speakinng

Speaking is considered as the fundamental and very efficient form of human communication. It is a process through which people exchange ideas, views, opinions and
all other information. The most significant process of any language learning is speaking. Students try their level best and take effort to improve this productive skill in many
ways. There are several definitions about speaking according to expert :

 Speaking is a language talent that develops throughout children's lives, according to Tarigan (1990: 3-4). The ability to listen is required to acquire this speaking skill.
When a child listens while eating, he or she will develop speech skills. The ability to communicate in English, or the ability to talk in English, is crucial.

 Harmer's opinion (in Tarigan, 1990:12). Speaking skills, he claims, can be acquired through three methods: learning a new language, training, and communicative
activities. A search and implementation process occurs when communicating in English. This foreign language's introduction and use will increase diversity and
communication skills.

 According to Wilson (1983: 5), is defined as the formation of a relationship between the listener and the speaker. Speaking is primarily used to build communication
by expressing it in a creative manner.

 Because speaking is a type of communication, it is critical that what you say is delivered as effectively as possible. When it comes to conveying meaning, how you say
something is just as essential as what you say. According to this viewpoint, speech is understood as communication, and speakers must be able to successfully
communicate what they want to say in order to deliver the message (Isnaini, 2019).

Components of speaking skill

There are several components of speaking skill that every English learner should be aware of. They are :

(1). Proper Pronunciation.

 Having proper pronunciation is one of the most important ways of students to produce the language. By having a good pronunciation, the students can speak in
English effectively even though they have a little vocabulary. From that statement, it can be concluded that pronunciation in one of the components of speaking skill that very
important for learners. Proper pronunciation is not only how people master all of the vocabularies and sounds that have isolated, on the contrary how the students to
practice their English appropriately making a speaker’s thought easy to follow or understand (Gilbert, 2008).

(2). Grammatical utterances.

When someone talks with others whether they can understand or not it will seem through the way of the interlocutors to construct the sentence with suitable
grammar. Grammar is done by rules that can generate the sentence well-formed or grammatical utterances in the language (Purpura, 2004). Moreover, grammar refers to a
set of rules to allow learners to combine the words into a sentence. (Harmer, 2001).

(3). Vocabulary knowledge.

Having a good knowledge of vocabulary is essential for successful speaking because without extensive vocabulary a speaker will not be able to use the structures and
functions for understandable communicative. It can be said one of the keys to success in communicative, namely the power of words (Hiebert & Kamil, 2005).

(4) Speaking Fluency.

Speaking fluency is defined as the ability to speak communicatively, fluently and accurately (Segalowitz, 2010). Fluency usually refers to spoken language freely
without interruption. In the process of teaching and learning, if teachers want to check students' proficiency, teachers allow students to express themselves freely without
interruption (Pollard, 2008). The goal is to help students speak fluently and easily. How fast and how fluent someone when speaking in English without repetition, hesitation,
making a long pause, self-correction it is called fluency in speaking (Koizumi, 2005 & Skehan, 2009).

The ability to speak correctly and properly at both primary school and university level can only be achieved by participating in speaking activities and taking good
speakers as an example. In order to learn to speak and to improve speaking skills, listening to some structures given by the teacher and repeating a lot, developing short
dialogues and asking short questions are also a way to follow. Thus, students can overcome their feelings of shyness to talk (Bashir, Azeem, & Dogar, 2011).

Approaches to improve speaking skills

According to Alexander (2003), teachers should adopt four approaches to improve speaking skills. These are teaching through dialogue, developing metacognitive awareness,
planning and evaluation.

For teaching with dialogue in teaching speaking activities, Alexander recommends:

(1) Collective; teachers and students should determine their learning tasks together in small groups or as a classroom, and teachers should make sure
that no one works alone.
(2) Reciprocal; students and teachers should listen to each other, share their thoughts and discuss alternative perspectives.
(3) Cumulative; the importance of structuring new thoughts based on one's opinion should be emphasized in speaking activities.
(4) Supportive; students should be provided to help each other reach generalizations by expressing their thoughts clearly in a risk-free environment.

The second approach adopted by Alexander (2003) in speaking activities is to improve metacognitive awareness.

According to Williams (2006), metacognition refers to the awareness of the individual's cognitive process and strategies. Williams states that
metacognition is based on three factors. Firstly, the task given to students should be worth generating many ideas; secondly, the reasons for thinking
should be appropriate to the process; thirdly, students should be given sufficient time to think about their thinking processes and their learning. In
summary, taking into account the metacognitive factors stated by Williams, structured speaking activities with teachers and peers help in developing
metacognitive awareness.

The third approach that a teacher should pay attention to in teaching speaking activities as follows.

According to him, when planning for speaking, it is important to consider the social aspect of speaking that improves relationships, its meaning-
constructive communication aspect, its cultural aspect created by different meanings from different speaking communities, and its cognitive aspect that
enables learning. In order to bring a good speaking skill, planned teaching speaking activities are necessary in all aspects. The teaching speaking should
be planned by considering the audience, the speaking purpose and the type of speaking in a way that enhances students' ability to express their
emotions and thoughts using body language, to work together and to establish positive relationships with people. Alexander (2003) states that within
the scope of the evaluation approach, which is the last step of the four approaches he suggested for teaching speaking activities in order to ensure the
student's activity in evaluation studies, students should know that their speaking evaluation is a part of the process in a way that will also help their own
improvement. According to him, the teacher should decide what will be evaluated in accordance with the learning outcomes with the support of the
students, whether the assessment will be done individually or with a group, what the assessment method will be and how long the assessment will
take.
2. Anxiety

What is anxiety

Anxiety is termed as a feeling of fear, stress, nervousness, and mental pains, which are automatically stimulated by anxious processes (Spielberger, 1983). People
become frustrated with apprehension and tension regarding uncertainty expectations, both internally and externally (Kratochwill & Morris, 1985). It becomes apparent that
anxiety produces uncomfortable feelings when afraid or nervous. Anxiety is classified as a characteristic or condition: trait anxiety and state anxiety. The first category,
anxiety traits, are relative to personality or characteristics, while state anxiety refers to situations. Anxious people tend to feel anxious in a variety of conditions, for example,
a specific situation that occurs at a particular time. This reflects the recurring nature of a specific situation (Spielberger et al., 1976 as cited in Woodrow, 2006). There are
several definitions of anxiety by experts :

Anxiety, according to Sigmund Freud (1964 in Feist, 2010), is an unpleasant affective state that is followed by a physical sense that alerts one of impending danger. This
terrible sensation is frequently hazy and difficult to pinpoint, but it is always present. Just ego 21 has the ability to cause or sense anxiety. Both the ids and the superego, as
well as the external world, are linked to one of three anxiety types: neurotic, moral, or realistic. The ego's dependency on the id creates anxiety neurosis, whereas the ego's
dependence on the superego causes moral anxiety, and his dependence on the outer world causes realistic anxiety.

Source of anxiety

There are three basic ideas in psychology that explain the source of anxiety, which are :

1) Theory of psychoanalysis

Anxiety, according to Freud, is a subconscious manifestation of rage. Anxiety is thought to be the result of a psychological struggle between underlying sexual or
 aggressive drives and appropriate threats from the superego or outside reality. In response to symptoms of anxiety, the ego will activate defense systems. This is done to
keep the conscious mind from accepting unpleasant thoughts and feelings.

2) Theory of behavior

According to this idea, anxiety is a conditioned response to a specific environmental input. A kid can develop a reaction anxiety by imitating anxiety from the
environment, such as worried parents, in model social learning.
3) Theory of Existence

This hypothesis offers an overall explanation of anxiety that excludes the existence of a single stimulus in the development of chronic anxiety. The central idea of the
theory of existence is that a person has the sensation of being in a meaningless environment. Anxiety is a reaction to the perceived meaninglessness of existence.

In addition to the three psychological theories mentioned above, there are other biological ideas about the causes of anxiety, particularly

1) Nervous system autonomic

Symptoms of autonomic nervous system stimulation can be found in nine different physiological systems, including cardiovascular, musculoskeletal,
gastrointestinal, and respiratory. In some patients with anxiety, particularly panic disorder, the autonomic nervous system shows elevated sympathetic tone, sluggish
adaptation to recurrent stimuli, and reactive overreaction to moderate stimuli.

2) Neurotransmitters (nervous system chemicals)

Norepinephrine, serotonin, and gamma-aminobutyric acid are the three primary neurotransmitters linked to golden (GABA). The patient may have a poor
noradrenergic regulation system with recurrent bursts of activity, according to general views about norepinephrine in anxiety disorders. The link between serotonin
and anxiety has been studied in depth. There is no apparent pattern that can be concluded because the outcomes are so varied. GABA's significance in anxiety is
supported by the fact that benzodiazepines boost GABA type A activity in the treatment of a variety of anxiety disorders.

3) Brain imaging research

Various imaging investigations on anxiety patients have revealed that some anxiety patients have a pathological condition of observable cerebral function on
brain imaging, which may be causal with anxiety disorder symptoms.

Aspek aspek kecemasan

According to Taylor (1953) there are two aspects of anxiety, namely:

a. Physiological

A reaction shown from one's body like shaking, sweating, increased heart rate.

b. Psychological

A reaction felt by a person such as a sense of tension, confused, unable to concentrate.

In the Beck Anxiety Inventory developed by Beck and other relatives, there are four aspects of anxiety (Grant, 1990; Wardani, 2016) include:

a. Subjective
Feelings of fear, discomfort, feeling unable to relax, and not prepared to deal effectively at this time (immediately) or anticipated.

b. Neurophysiologic
Anxiety experienced to the point of numbness or tingling, increased startle response and difficulty concentrating.

c. Autonomic
Anxiety experienced until the emergence of feelings of heat, sweating, increased heart rate, blank face, etc.

d. Panic Related
related anxiety.

Tipe tipe kecemasan

According to Sigmund Freud (1964 in Olson, 2013), there are three types of anxiety:

a. Reality Anxiety:
This form of anxiety is caused by real sources of danger and objective in the environment, and it is the easiest to relieve since by doing anything, the problem will be
solved objectively, such as evacuating a burning building.
b. Anxiety Disorders of the Nervous System

Fear that id impulses will overwhelm the ego's ability to control them and compel a human to conduct something that will result in punishment. For example, being
overly violent or getting carried away with sexual desire are both examples of inappropriate behavior.

b. Moral Concerns

The concern that someone will do something against the superego's principles in order to make it feel guilty. If someone has studied if, for example, If being honest is
a virtue, then contemplating dishonesty alone causes moral distress.

What is anxiety attack?

An anxiety attack is characterized by a strong sense of dread, worry, anguish, or terror. An anxiety attack might take a long time to develop for many
people. As a stressful event approaches, it may get worse. Anxiety attacks can manifest in a variety of ways, and symptoms may range from person to person.
That's because anxiety's numerous symptoms don't affect everyone the same way, and they might vary over time.

Anxiety attacks are characterized by the following symptoms:

 feeling dizzy or faint

 chills or hot flashes
 difficulty of breath
 dry mouth
 sweating
 fear numbness or tingling apprehension
 worry restlessness distress
 fear
 numbness or tingling

The symptoms of a panic attack and an anxiety attack are similar, yet they are not the same.
3. Speaking anxiety in EFL students

What is speaking anxiety?

Horwitz addressed three performance phobias. The first is communication apprehension, which is a sort of shyness that presents itself as worry, test
anxiety, and a fear of negative evaluation when speaking with others. The second is the fear of negative evaluation, which originates from a person's fear of being
negatively judged, driving them to avoid other people's evaluations and evaluative circumstances. The third sort of test anxiety is defined as a form of
performance anxiety that emerges from a fear of failing in academic examinations. For some students, performing spoken English in front of an audience can be a
challenging assignment because they may be anxious, which prevents them from giving a great oral presentation. When students majoring in English suffer such
concern, The stakes are higher in language education since it affects the future. They must be self-assured in order to demonstrate their abilities in front of an
audience: their students (Isnaini, 2019).