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INTRODUCTION
each other. We are able to exchange knowledge, beliefs, opinions, wishes, threats,
disapproval, and so on, but our system of communication before anything else is
All of human being in the world has the different language and they use
English. Many people use english everyday life. Therefore, using english is with
people from other countries about many aspects in human life such as tecnology,
subject in schools with the aim of communicating basic and master the four
language skills are listening, reading, writing, speaking. in that language within
1
Bahonar.,syahid.2013. International Journal of Language and Linguistics, 1(4-1): 68-73
1
as a foreign language that the students speaking skill is still left behind comparing
to the competence, whereas speaking is one of the crucial skill that must be
priority for many second or foreign language learners. Through speaking, we can
express our minds, ideas and thought freely and spontaneously2. Many of students
still difficult to speak English because they afraid to express their ideas. As result,
the the students are unconfident, shy, and not really motivated to learn English.
speaking is one of skills in English learning. This become one important subject
that teacher should given. That is why the teachers have big challenge to enable
their students to master English well, especially speaking English in class or out
observed; those observations are invariably collared by the accuracy and fluency.
linguistic strings, the speakers make choices of lexicon, structure, and discourse.3
The writer encouragestodo simple research to know the factors make the
It is known that one of the big problem faced by students in speaking class in
anxiety factor. “Empirical research shows that anxious foreign language students
are less willing to participate in learning activities, and have lower performance
2
Luoma Sari. (2014). Assessing speaking. New york :Cambridge University Press.p 9
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Brown, Doughlas. 2007. Teaching by Principles: An Interactive approach to Language
Pedagogy. New York: Longman, pp. 14
2
than non-anxious students” 4.Researchers have provided different definitions to
toHorwitz,Horwitz,andCopeforeignlanguageanxietyis causedbytheapprehension
problems for language learners “because it can interfere with the acquisition,
retentionandproductionofthenewlanguage”
Tomakeasuccesseducationinlearning theforeignlanguage,wecannot
ignoreaboutthelanguageanxiety.Thelearners’anxietyinspeakingclasstoperform
infrontoftheclassmayinfluenceinsomeaspects,suchasinlanguageacquisition,
or,toincreasetheirabilityinmastery theforeignlanguage.
can influence students’ adaptation to the target environment and ultimately the
4
Tsiplakidess, L. 2009:39. Helping Students Overcome Foreign Language
Speaking Anxiety in the English Classroom: Theoretical Issues and Practical
Recommendations. MEd in TESOL, Greek Open University.
5
Haskin, J. (2003). Decreasing Anxiety and Frustration in the Spanish Language
Classroom Master of Arts Action Research Project, Saint Xavier University and
SkyLight Professional DevelopmentField- Based Master's Progra.
3
achivement of their educational goals. Most research in this area focuses on
Tomakeasuccesseducationinlearning theforeignlanguage,wecannot
ignoreaboutthelanguageanxiety.Thelearners’anxietyinspeakingclasstoperform
infrontoftheclassmayinfluenceinsomeaspects,suchasinlanguageacquisition,
anxiety to speak English, it’s important for students’ to reduce their anxiety to
master second/foreign language is the manner that learners for their worries,
improve their speaking ability. Furthermore the teachers also need a place to share
about students problem of anxiety to find out the best solution. It also happens in
Anxiety is one of their biggest problem. Thus, the researcher try to did the
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Identification of the problem
Based on the research question above, the writer will limit the
C. Reserach question
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E. Significance of the study
The result of the study are hoped to give benefits for teachers, the
1. For Teachers
English.
2. For researcher
specific anxety.
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CHAPTER II
LITERATURE REVIEW
A. Introduction of Speaking
comprehension.6
separated from listening. When we speak we produce the text and it should
the listener, the message and the feedback. Speaking could not be
6
Esti Ambaratsari dan Anita Rekalina, “Improving Students’ Speaking Skill by Using Simulation
Method At VII A of SMPN 12 Kota Bengkulu,” (July 2014): Vol. 1 No. 1: h. 79
7
Brown, Doughlas. 2007. Teaching by Principles: An Interactive approach to Language
Pedagogy. New York: Longman, pp. 14
7
separated from pronunciation as it encourages learners to learn the English
sounds.
someone can interact with somebody and explore their mind and feel with
another people.8
theory has mostly developed in abstraction from context of use and source
learning process.
in the language. We confess that there are many proponent factors that
influence teaching speaking success and there are many obstacle factors
Esti Ambaratsari dan Anita Rekalina, “Improving Students’ Speaking Skill by Using Simulation
8
8
Speaking is described as the activity as the ability to
B) Function of Speaking
students could express their ideas and know more about the
C) Teaching speaking
9
Yenny Rahmawati dan Ertin.(2014).Developing assessment for speaking. Journal of
IJEE Vol.1.No.1.P 4.
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Brown, Gillian & Yule, George. 2000. Teaching the spoken Language. Cambridge University
Press, pp. 10
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Teaching speaking is one of activities or ways to reducing
help students’ in their speaking with teach speaking in the class. The
work and groups work in the class. They can learn or speak up about
difficult because they do not have to say about the topic, so it makes
and confidences in the class but also in speaking the students must
difficult.
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habit formation because oral communications and when someone
what we say to what we see, feel and think. When we feel something, we
want someone can hear us. So, in this process we can call it is an
is for communication.
or she has to understand any principle that based his speaking either in
general or in individual.
section, the writer should develop ideas or build some topics to be talked
when they have to pay attention what they are saying. Thus, the students
can learn better on how to require the ability to converse or to express their
Esti Ambaratsari dan Anita Rekalina, “Improving Students’ Speaking Skill by Using Simulation
11
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ideas fluently with precise vocabularies and good or acceptable
pronunciation.
oral trail of abilities that it got from structure and vocabulary, stated that
speaking ability more complex and difficult than people assume, and
B. Introduction of Axienty
faced by their students’ in speaking classes. Most of time they are seen
Previous anxiety research suggests that there are roughly two types
12
Larson, H.A. 2007. Reducing Test Anxiety Among Third Grade Students Through the
Implementation of Relaxation Techniques. Eastern Illinois University.
12
anxiety is viewed as a permanent trait, as some people are predisposed to
anxiety is very common among both college students and the general
especially when that language is English can have a debilitating effect and
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can influence students’ adaptation to the target environment and ultimately
anxiety is related to performance, and that anxiety has been shown to have
situations are endured with feeling of intense anxiety and distress. Also,
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range of situations on one end, and a moment-to-moment experience of
ability to perform at their best. However, for some people the anxiety
even majors where oral presentations are required, never speaking in class,
speaking before a group. Students who are very anxious about public
speaking in class may sometimes also avoid social events they would like
to attend or may not talk to classmates they would like to get to know.
C. Anxiety in Speaking
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with language anxiety find it more difficult to express their own views and
surveyed and analyzed 105 students from a high school. The results
learning. It was also found that high anxiety plays a somewhat debilitative
reactions, and a tension in the shoulder and neck area. He also defined
number one fear among most people, including students as well as adults
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Mary and Sam, 2013.European social sciences research Journal. Vol.1 (3)
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public is different from anxietyabout social contact. True communication
apprehension means that the sufferers see more value in keeping quiet in
wide range of phobias that can be found in the areas of psychology and
psychiatry.
There are various causes of anxiety. there causes for anxiety in public
speaking are16 :
they will walk out is the fourth causes of public speaking anxiety.
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d) The fifth cause is students’ intend toemulate other speakers rather
finding words.
f) The last two causes are dislike in being thecentre of attention and
language tests.
17
Horwirz, E. K.; Horwitz, M. B.; Cope, J. (1986). "Foreign Language Classroom
Anxiety". The Modern Language Journal. 70
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Considering language anxiety with relation to performance
(CA), (2) test anxiety, (3) fear of negative evaluation. This description will
originate.
result in students’ quiet. (1) low intellectual skills, (2) low speech
2) Test Anxiety
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because it is not limited to test taking situations, but, it may occur
Language anxiety has been theorized to occur at all the three stages
these three stages with relation to anxiety will point out why
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and using the target language. This can offer an insight to help understand
anxiety that occurs at all the three stages of language learning: input,
a) Input
module in the brain,” which carries out the further process of language
learning. Anxiety at the input stage (input anxiety) refers to the anxiety
b) Processing
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the learners’ inability to spontaneously use everything they know
c) Output
more likely to appear at the output stage, which entirely depends upon
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learning and teaching for many years seemed to have given enough
made was to make the language classroom environment less formal and
more friendly, one where students can make mistakes without looking
mistake.
students can feel successful in using English and avoid setting up the
out that it is very common for students to feel uncomfortable, uneasy and
anxious while speaking English, thus inviting their thoughts about its
that the feelings of anxiety are common in most of the learners and are not
associated with any particular individual. Thus, it would also help them to
take away the feeling of competition or comparison that others are all
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Students should be encouraged to think about their positive
personality traits and thus gather their own strengths and build upon them.
explore their earlier belief systems in order to help them to step down from
the set standards at the early stages and then work patiently to achieve the
just a guideline for the teachers, as well as for the learners, rather than a
treatment of language anxiety This also confirms the view that language
with.
G. Previous studies
This research has the previous studies. The first previous study is a
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Students’ Strategies To Reduce Anxiety In Speaking Class On Second
Kariim Pematang Tiga is high. It illustrates (1) in need, (2) the desire (3)
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CHAPTER III
RESEARCH METHODOLOGY
A. Reearch Design
data from a sample drawn from that population18. a survey approach may
purpose and research question above, survey study design will be employed
speakingEnglish.
about a particular person, social setting, and event, to permit the research
to effectively understand how the subject operates and how the subject
solves the problem. There are two key features of survey research:
18
Nunan, D. And Bailey, K.M. 2009. Exploring Second Language Classroom
Research. Sherrise Roehr.
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http://www.researchconnections.org/childcare/datamethods/survey.jsp
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Sampling -- a technique in which a subgroup of the population is
agree/neutral/disagree style.
him or her. This type of survey is like a job interview, with one person
specific topic. Yes, survey is also a specific type of survey, to make things
As population, the writer will take the students at the eighth grade
will use cluster sampling technique. Because there are more than one class
in the school. There will only be one class which will be given treatment.
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C. Setting of the Study
research time is after the exit permit study of the Icelandic Institute of
The writer will carry out the research comprising some steps as
follows:
Tengah.
Bengkulu Tengah.
g) Making Conclusion.
instrument. There will be several instruments used by writer to get the data
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use a questionnaire and interview. The interview will be conducted to
suggested.
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1%-25% : small number of respondents
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G. Validity of Engineering Data
Any findings in the study should be checked for validity so that the
The technique of checking the validity of the data used in this study,
namely:
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basis of the factors that stand out. No data should be relevant to the
compare and check the source is behind the degree of confidence the
several paths:
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