CHAPTER II

TEORITICAL FRAMEWORK

A. Theoretical Issue

1. Speaking

a. Definition of Speaking

Skill Speaking is one of skill in learning English that must

be learned. It is also must be mastered. Actually, there are many

definitions of speaking from English expert. However, the

researcher just chooses the several. Argawati (2014) states that

speaking is an activity used by someone to communicate with

others. Meanwhile, Mart (2012) defines speaking is being capable

of speech, express or exchange thoughts through using language.

So, as teachers we have a responsibility to prepare the students as

much as possible to be able to speak English in the real world

outside the classroom.

Speaking is a productive skill that can be directly observed

those observed are invariably colored by accuracy and

effectiveness of a test takers speaking skill which necessarily

compromise the reliability and validity of an oral production test

(Brown, 2003: 140). Most of people think that mastering the art of

speaking is the single most important aspect of learning a foreign

language, and language, and success is measured in term of the

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ability to carry out a conversation in the language (Imam Fauzi

2017).

The theory above emphasizes that speaking is an effort to

use language freely, being able to speak which puts more

emphasizes on interaction, communication, and understanding each

other. From the statement above it can be concluded that speaking

skill is an important skill to be mastered when someone learns

about language especially foreign language. In the other hand,

speaking is important part of everyday interaction and most often

the first impression of a person is based on ability fluently and

comprehensively. According to Richard (2008: 19) “the mastery of

speaking skills in English is a priority for many second-language or

foreign-language learners”. Based on the statement above, it can be

concluded that speaking skill is important aspect to elaborate

English for communication. Speaking is a productive oral skill

usuallyperformed by two or more people. Gaya (2018) states that

speaking is a process of interaction between two or more people by

developing and sharing ideas through the use of verbal and non

verbal symbols, in various contexts..

Furthermore, they will come to the stage of autonomy

whereas students can mix verbalized what they know and want to

know to what they have learnt right away without restriction from

others. Speaking is a speech production that becomes a part of

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daily activities which involve interaction (Thornburry, 2005:8).

Speaking skill means conversation skill. It is perform nature of

mutual independent, interactive nature of conversation. It is an

awareness activity as well as feedback activity so that a series task

is developed to sharpen the students’ awareness on the activity and

assess their own progress performance. When those awareness and

feedback activities done gradually, automatic conversation

becomes accustomed; speaking skill in the case, conversation skill,

need gradual practice-controlled, awareness, and finally fluency

conversational.

The research used Brown (2004: 141) theory of types of

speaking performance using monologues, namely students

progressing individually in front of the class by speaking English.

The research looking for data conducted interview via call WA and

distribution of questionnaire via google form. Both of them were

conducted online. The speaking skill on the bigger theme is not

always better in the eye teacher's book English in grade 8 which

means students learn how to compare comparison. Basic

competencies that must be mastered by grade 8 students in English

based on curriculum are compiling very short and simple oral and

written transactional interaction texts that involve the act of giving

and asking for information related to the number and nature of

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people, animals, objects, with attention to social functions, text

structure, and linguistic elements that are correct and in context.

b. Component of Speaking

According to (Ilham 2019), speaking is a complex skill because

at least it is concerned with the component of pronunciation,

grammar, vocabulary, and fluency.

1) Pronunciation

Pronunciation is the students’ way it English well. Besides,

pronunciation is one of the difficult language components of a

grammar made up of the elements or principle to determine low

sound vary and pattern in a language.

2) Grammar

Grammar concerns with how to arrange it in conversation.

It can develop the ability to understand and response quickly,

and the ability to articulate. The utility of grammar is also to

learn the correct way to gain expertise in a language in oral and

written form.

3) Vocabulary

Vocabulary means the appropriate diction it in

conversation. Without having a sufficient vocabulary one

cannot communicate effectively or express ideas in both oral

and written form. Having limited vocabulary is also a barrier

that precludes learners from learning a language. Language

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teacher, therefore, should process considerable knowledge on

how to manage an interesting classroom so that the learners can

gain success in their vocabulary learning.

4) Fluency

It can be defined as the ability to speak fluently and

accurately suited with professional necessity. Basically, being

fluent means able to keep the language coming. The research

can conclude that someone who wants to speak a foreign

language has to know the rules of the language, like grammar,

vocabulary, pronunciation and word-formation, and to apply

them properly in communication.

c. Basic Types of Speaking.

In the classroom activity, designing appropriate assessment

tasks in speaking begins with the specification of objective

(Brown, 2003: 141). Those 14 objectives may be classified in term

of several types of oral production performance are:

1) Imitative

At one end of a continuum of types of speaking

performance is the ability to simply imitate a word, phrase or

sentence. While this is a purely phonetic level of oral

production, a number of prosodic, lexical, and grammatical

properties of language may be included in the criterion

performance. Imitation of this kind is carried out not for the

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purpose of meaningful interaction, but for focusing on some

particular element of language form.

2) Intensive

A second type of speaking frequently employed in

assessment contexts is the production of short stretches of oral

language designed to demonstrate competence in a narrow

band of grammatical, phrasal, lexical, or phonological

relationship (such as prosodic element intonation, stress,

rhythm, and juncture). This is the students’ speaking

performance that practicing some phonological and

grammatical aspects of language. Usually, the students do the

task in pair. For instance, it a loud include reading paragraph,

dialogue, and information from chart.

3) Responsive

Responsive assessment tasks include interaction and test

comprehension. Assessment of responsive tasks involves brief

interactions with an interlocutor, differing from intensive tasks

in the increased creativity given to the test-taker and from

interactive tasks by the somewhat limited length of utterances.

A good deal of students’ speech in the classroom is responsive

short replies to teacher or students initiated questions or

comments. The stimulus is almost always a spoken prompt

with perhaps only one or two follow up questions or retorts.

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4) Interactive

Interaction can take the two forms of transactional and

interpersonal. Transact ional language carried out for the

purpose of exchanging specific information is an extended

form of responsive language. Then, interpersonal exchanges

carried out the purpose of maintaining social relationships than

for transmission of facts and information.

5) Extensive

Extensive speaking tasks involve complex, relatively

lengthy stretches of discourse. They are frequently variations

on monologues, usually with minimal verbal interaction.

Extensive speaking tasks include speeches, oral presentations,

and story-telling, during which the opportunity for oral

interaction from listeners is either highly limited. Language

style is frequently more deliberative and formal for extensive

tasks, but we cannot rule out certain informal monologues such

as casually delivered speech.

d. Problems of Speaking

Speaking is a hard skill to do, especially in learning foreign

language. The hardness of speaking comes from some

characteristic of spoken language that is hard to be possessed.

There are some characteristics of difficulties it classify by (Brown,

2000: 270) includes: 16

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1) Clustering

Fluent speech is a phrasal not word by word. Learner can

organize their output both cognitively and physically through

such a clustering.

2) Redundancy

The speaker has an opportunity to make meaning clearer

through the redundancy of language. Learners can capitalize on

this feature of spoken language.

3) Reduced

Forms Constructions, elisions, reduced vowel, etc., all form

special problems in teaching spoken English. Students who do

not learn colloquial constructions can sometimes develop a

stilted, bookish quality in speaking that in turn stigmatize them.

4) Performance variables

One of the advantages of spoken language is that the

process of thinking as students speaks allowed manifesting a

certain number of performance hesitations, pauses,

backtracking, and corrections. Learners can actually be taught

how to pause and hesitate.

5) Colloquial language

Make sure students are reasonably well acquainted with the

words, idioms, and phrases of colloquial language, and they get

practice in producing these forms.

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6) Rate of delivery

Another salient characteristic of fluency is rate of delivery.

One of students’ tasks in teaching spoken English is to help

learners achieve an acceptable speed along with other attributes

of fluency.

7) Stress, Rhythm, and Intonation.

This is the most characteristic of English pronunciation.

The stress timed rhythm of spoken English and its intonation

pattern convey important messages.

8) Interaction.

Learning to produce waves of language in a vacuum-

without-interlocutors would rob speaking skill of its richest

components the creativity of conversational negotiation.

2. Anxiety

a. The Nature of Anxiety

Anxiety is one of the most well documented psychological

phenomena. In general anxiety appears from human body as a

response to a particular situation. Commonly anxiety can be

identified as a feeling of being threatened, apprehension, tension,

or worry. There are several definitions of anxiety which are found

by the researcher. According to Horwitz (2011, 23). anxiety is a

sense of apprehension or doom that is accompanied by certain

physiological reactions, such as accelerated heart rate, sweaty

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palms, and tightness in the stomach. Furthermore, basically when

someone has got anxiety sign they do not something normally as

usual, they will get over action, easier forget the material, loss of

courage and etc. According to Cheng (2009, 12) anxiety responses

consist of emotional component, feeling of tension; cognitive

component, worry; physiological responses, increased heart rate

and blood pressure; and behavioral responses, avoidance of certain

situations.

From the several theory above In can be concluded that the

researcher tell about the definition of anxiety, so the anxiety is the

expression that someone can do anything with normal condition,

they easier loss their mind, over action, be panic, and still many

more.

b. Types of Anxiety

Anxiety can be divided into three types, (Evrim Onem

2010: 22) namely: trait anxiety, state anxiety and situation-specific

anxiety.

1) State Anxiety.

Most people experienced state anxiety which also known as

a normal anxiety. Anxiety is temporary feeling of anxiety

elicited by a threatening situation (Hotwitz, 2011, 31). It is

nervousness or tension at a particular moment in response to

some outside stimulus. This type of anxiety arises in a

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particular situation or in a stressful event and hence is not

permanent. In other words, it is a situational anxious feeling

that disappears when threatening situation goes away.

Based on the above state anxiety is a temporary emotional

reaction that arises in certain situations that are felt as threats,

for example taking a test, undergoing surgery, or others. This

situation is determined by subjective feelings

2) Trait Anxiety.

However, in certain cases, anxiety comes more intense and

lasted for long. This kind of anxiety is called trait anxiety.

According to Hotwitz, (2011, 41) trait anxiety is pattern of

responding with anxiety even in nonthreatening situations.

Such anxiety is a part of a person‟s character. People with trait

anxiety tend to worry more than most people and feel

inappropriately threatened by several things in the

environment. In other words, trait anxiety is the tendency of a

person to be nervous or feel anxious irrespective of the

situation he/she is exposed.

Based on above trait anxiety is an anxious position in

dealing with various situations (personality picture). is a

characteristic or trait that is quite stable that leads to a

permanent state in the individual (innate)

3) Specific-situation anxiety.
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Specific-situation anxiety, refers to the persistent and multi-

faceted nature of some anxieties It is aroused by a specific type

of situation or event such as public speaking, examinations, or

class participation. Thissituation specific anxiety is defined as

an individual tendency to be anxious in a particular time and

situation. Situation specific anxiety can be seen as a

subcategory of trait anxiety experienced at a given context.

This language anxiety can be included in situation specific

anxiety. The researcher will use this theory to kinds of anxiety

were experienced by the students in speaking English at the

Eleventh Grade of Voctional High School SMK Bina Insan

Mandiri Lebak.

Base on above specific anxiety is defined as an individual

tendency to be anxious in a particular time and situation.

Situation specific anxiety can be seen as a subcategory of trait

anxiety experienced at a given context.

c. The Factors of Anxiety.

According to Horwitz et al. (2011, 127), three causes of

anxiety related to performance anxieties are (1) communication

apprehension (CA), (2) test anxiety, (3) fear of negative

evaluation. This description will be used to investigate the

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causes of student‟s anxiety in speaking English (foreign

language) in this study.

1) Communication Apprehension (CA).

Students personality traits such as shyness,

quietness, and reticence are considered frequently

precipitate CA. The feeling of shyness is different from one

individual to another individual, and from situation to

situation. According to Mc Croskey and Bond (1980 as

cited in Tan Veer, 2007), there are seven factors that could

result in students‟ quiet: (1) Low intellectual skills, (2) low

speech skill, (3) voluntary social introversion, (4) social

alienation, (5) communication anxiety, (6) low social self-

esteem, and (7) ethnic/cultural divergence in

communication norms.

Base on above communication apprehension is a

feeling of fear, nervousness and anxiety when they want to

communicate and or interact with other people, because

low language knowledge and low public speaking and

others.

2) Test Anxiety

Another source of anxiety is related to a test. Test is

also relevant to the discussion of foreign language anxiety.

Test anxiety, as explained by Hotwitz et al. (2011), refers to

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a type of performance anxiety stemming from a fear of

failure. In learning a foreign language, a learner may

experience test anxiety that prevent his or her performance.

Based on above Test anxiety is a condition in which

a person feels stressed and anxious before taking an exam,

causing discomfort to the person experiencing the anxiety.

3) Fear of Negative Evaluation.

Fear of negative evaluation is an extension of the

second component (test anxiety) of second/foreign

language anxiety because it is not limited to test taking

situations, but, it may occur in any social, evaluative

situation, such as interviewing for a job or speaking in

second/foreign language class (Horwitz et al. 2011, 12). It

is also broader in the sense that it pertains not only to the

teacher‟s evaluation of the students but also to the

perceived reaction of other students as well.

Based on the explanations above, it can be

concluded that there are three kinds of the causes of

anxiety. The researcher will use this theory to find out the

factors caused the Students‟ Anxiety in Speaking English at

the Eleventh Grade of Senior High School SMK Bina Insan

Mandiri Lebak.
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B. Review of Previous Research

The research is to find factors of students’ anxiety and students’

strategies to reduce anxiety on the speaking performance at the eleven

grade of SMA Negeri 1 Muaro Jambi. Horwitz said that nervousness

associated with the stimulated autonomic nervous system. The level of

anxiety among different students is varied including low, medium, and

high. Factors of anxiety and strategies used by students to reduce anxiety

are also different one another. The objectives of this research are (1) to

find out the factors of students’ anxiety on speaking performance and (2)

to explore students’ strategies to reduce anxiety on speaking performance.

This research is descriptive qualitative design. The participants in this

research were 32 students of 8A grade in 1 class who are in the medium

level of anxiety. The data were collected by using interview and

questionnaire. Both of them were conducted online. The techniques of

analyzing data were data reduction, data display, and drawing conclusion.

Coding technique is also used in this research. The research used

trustworthiness of the credibility with triangulation participant and cross-

checked data from two different sources namely teacher and students. The

research findings showed that there are various factors of students’ anxiety

including personal and interpersonal anxieties (59%), learners’ belief

about language learning (93%), instructor belief about language teaching

(62%), instructor-learners interaction (18%), classroom procedures (31%),

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and language testing (31%). The research also found some strategies used

by students to reduce anxiety; they are preparation (93%), relaxation

(53%), positive thinking (12%), peer seeking, and resignation (21%).

From the result of the research, it can be concluded that the most dominant

factor of students’ anxiety is personal and interpersonal factor. Meanwhile,

the most dominant strategies used by students to reduce is relaxation. The

research has a suggestion for the teacher and the students. The teacher

should plan the materials very well and help the students to reduce

speaking anxiety.

The aim of this study was to investigate kinds of Students‟ Anxiety

in Speaking English at the Eleventh Grade of Vocational High School

Bina Insan Mandiri Banjarsari and factors that caused the Students‟

Anxiety in Speaking English at the Eleventh Grade of Senior High School

Bina Insan Mandiri Banjarsari. The object on the second year in the

academic year of 2020/2021. This a qualitative research, the research

employing observations, interviews to collect data and data analysis in this

research was descriptive analysis, data reduction, data display, conclusion

or verification and triangulation. The result of the study showed that There

were three kinds of students‟ anxiety in learning English at the Eleventh

Grade of Vocational High School Bina Insan Mandiri based on Elis (1994)

theory, they are State Anxiety, where the students feel panic and they

could stress when they want to speak in English Trait Anxiety, where the

students feel nervous when the students could not understand the teacher
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explanation and Specific-situation anxiety, where the students should do

examination about speaking. There were three factors caused the students‟

anxiety in learning English at the Eleventh Grade of Vocational High

School Bina Insan Mandiri Lebak based on Horwitz (2011) theory, they

are communication apprehension, where the students could not speak

English because they have weak experience about English and they are not

always practice English, test anxiety, where the students feel anxiety

because they have to do the test that the teacher give to them of the

students do examination and fear of negative evaluation, where the

students afraid if the teacher and their friends will laugh if the students

make mistake.

The study aimed to gain information about what made students felt

anxious and what factors triggered students’ speaking anxiety in Academic

Speaking class in English Language Education Program (ELEP) in a

private university in Central Java, Indonesia. The participants of the study

were 52 second-year ELEP students. A close-ended and open-ended

questionnaire developed from Horwitz et al, (1986) and Angelia and

Listyani (2019) were administered to the participants. The findings

revealed that students’ speaking anxiety in English speaking class was

derived from three main factors of anxiety, i.e. communication

apprehension, test anxiety and fear of negative evaluation. Moreover, as

the questionnaires answers and interview data revealed, lack of

vocabulary, underestimate their ability, lack of preparation, being afraid of

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making mistakes, and worried of being embarassed at by his/her friends

had also contributed to students’ anxiety in speaking. These findings

suggest that the teachers’ role is very important in this situation. Students

and teachers could build a positive classroom atmosphere in order to

overcome students’ anxiety.

C. Conceptual Framework

Figure 2.1 Conceptual framework

Speaking

Problems in
Speaking

ANXIETY

Types of Anxiety :
State Anxiety
The Factors of
Trait Anxiety
Anxiety :
Specific-situation
Communication
anxiety
apprehension (CA)
Test anxiety
Fear of negative
evaluation
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The Conceptual Framework gave information of English Speaking

class refers to the speaking class in the teaching and learning process .

Speaking in the class is one of the ways to reach of the learning goal for

mastering speaking skill. Speaking is the most difficult one for the

students in language skills.

In the speaking class, students felt can not to speak English and it’s

cause students anxiety. Students who felt anxious think that they were

afraid of producing something and felt ashamed if they do mistake. So that

the researcher refers to the strategies apply by the students to overcome

their anxiety in speak English. There were five strategies students’ use

namely; preparation, relaxation, positive thingking, peer speaking and

resignation.

D. Previous Study

There were some previous studies showing that student’s anxiety

in speaking English. There are some previous researchers that have

discussed about students‟ anxiety, they are;

Firstly, the student from School of Teacher Training and Education

Muhammadiyah University of Surakarta named Septy Indrianty (2007, 5)

by thesis entitled “Students‟ Anxiety In Speaking English (A Case Study

In One Hotel And Tourism College In Bandung)” This study investigated

students‟ anxiety in speaking English in one Hotel and Tourism College in

Bandung. This study examined types of anxiety, and source anxiety. This

study was implementing characteristic of a case study. The data were

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obtained through observation of class interaction and interview. The data

were analyzed descriptively and interpreted to answer the research

question. The study revealed two findings related to research questions.

First, two types of anxiety were evidenced, i.e. trait anxiety and

state/situational anxiety. Second, the students‟ anxiety in English speaking

class was derived from three main sources of anxiety, i.e. communication

apprehension, test anxiety and fear of negative evaluation. Moreover, as

the interview data revealed, lack of vocabularies and lack of preparation

have also contributed to students‟ anxiety in speaking. These findings

suggest that the teacher should be more aware of students‟ anxiety in order

to arouse students‟ motivation to speak up confidently and fluently in an

English speaking class. As such, teachers are urged to be fairly creative in

devising better technique that could encourage the students to speak more.

Second, the student from Foreign Language Speaking Anxiety: A

Case Study At English Fitriah & Hayatul Muna Department Students Of

Iain Lhokseumawe And Al Muslim University named Fitriah (2019, 5) by

thesis entitled “Foreign Language Speaking Anxiety: A Case Study At

English Department Students Of Iain Lhokseumawe And Al Muslim

University”, Language anxiety becomes an important area on language

teaching and learning. It has been a common issue in the EFL context and

had a profound consequence in language teaching. Furthermore, a feeling

of anxiety has been experienced by a number of foreign language learners

in their English language classroom. Therefore, the objective of this

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research was to investigate some factors influenced the students‟ anxiety

and also to find out kinds of anxiety experienced by them. The data were

collected through FLCAS (Foreign language Classroom Anxiety Scale)

from 30 English Department students of IAIN Lhokseumawe and 25

students of Al Muslim University and semi-structured interviews with 6

students as research‟s participant. The data were analyzed descriptively to

answer research questions. The findings indicated that students of IAIN

Lhokseumawe had a higher level of anxiety compared with students of Al

Muslim University. In addition, some factors causing students‟ anxiety

were lack of mental readiness, knowledge of vocabulary, pronunciation,

grammar and prior knowledge of the classroom activities, including the

anxiety to take Anxiety Test..

Third, the student from STIEPAR YAPARI-AKTRIPA named

Ravica Rayani (2016, 5) by thesis entitled “Students‟ Anxiety In Speaking

English (A Case Study In One Hotel And Tourism College In Bandung)”.

This study investigated students‟ anxiety in speaking English in one Hotel

and Tourism College in Bandung. This study examined types of anxiety,

and source anxiety. This study was implementing characteristic of a case

study. The data were obtained through observation of class interaction and

interview. The data were analyzed descriptively and interpreted to answer

the research question. The study revealed two findings related to research

questions. First, two types of anxiety were evidenced, i.e. trait anxiety and

state/situational anxiety. Second, the students‟ anxiety in English speaking

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class was derived from three main sources of anxiety, i.e. communication

apprehension, test anxiety and fear of negative evaluation. Moreover, as

the interview data revealed, lack of vocabularies and lack of preparation

have also contributed to students‟ anxiety in speaking. These findings

suggest that the teacher should be more aware of students‟ anxiety in order

to arouse students‟ motivation to speak up confidently and fluently in an

English speaking class. As such, teachers are urged to be fairly creative in

devising better technique that could encourage the students to speak more.

From the preview related research above, most of them analyzed

about the Classroom Interaction and the same points between this research

with them are in using research method The researcher used qualitative

method through observation, interview and also documentation which

were same with the researchers above, but in this thesis, the researcher

analyzed in Students‟ Anxiety in Speaking English at the Eleventh Grade

of Vocational High School Bina Insan Mandiri Banjarsari Lebak in the

Academic year of 2021/2022.