CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of related literature. It covers definition

of speaking, the function of speaking, types of speaking, the speaking

problems, factors eupporting the effectiveness of speaking, definition of oral

presentation, types of oral presentations, definition of anxiety, types of anxiety,

components in foreign language classroom, sources of language anxiety, the

factors cause language anxiety in speaking English, strategies in overcoming

language anxiety in speaking English and previous research.

A. Speaking

1. Definition of Speaking

In learning English, speaking is one of ability that must be mastered

by the students. As supported by Ur (1991:120) that of all the four skills

(Listening, Speaking, Reading and Writing), Speaking seems intuitively the

most important one. Speaking itself is an oral communication that used to

transfer information. Through speaking, we can express our ideas to others.

It is also useful as a tool of communication in understanding foreign

language. In this research, there are many definitions of speaking that have

been proposed by some experts in language learning.

10
 11

The first definition proposed by Nunan (2003:48), he states that

speaking is the productive oral skill. It consists of producing systematic

verbal utterances to convey meaning. In line with the definition before,

Chaney (1988:13) and Gebhard (1996:169) define speaking as a process of

building and sharing meaning through the use of verbal or oral form.

Furthermore, Tarigan (1990:15) says that “Speaking is the ability to

pronounce articulation of sounds or words for expressing, stating and

convey thoughts, ideas and feelings.” Speaking is an interactive process of

constructing meaning that involves producing, receiving and processing

information.

We have to be able to make our speaking can be understood by others

clearly. As stated by Thornbury in Zyoud (2012) that speaking is an

interactive and requires the ability to cooperate in the management of

speaking turn. Clark and Clark (1997:223) state that in speaking, a speaker

express his though and feeling in words, phrases, and sentences following a

certain structure which regulates the meaningful units and meaning of

sentences. The frequency of using the language will determine the success

in speaking skill. In other word, without practicing, it will be difficult to

speak English fluently. Cameron (2001:41) confirms that it is also important

to organize the discourse so that the interlocutor understand what the

speaker says. Speaking is important for language learners because speaking

is the first form of communication. They are expected to be able to speak

English accurately, fluently, and acceptably in the daily life.

 12

In addition, Tarigan (1981:15) said that the main point of speaking

is for communicating, so we have to convey the thinking and feeling

effectively and the speaker must understand the meaning to be

communicated in order to make other people understand with what they are

talking about.

While Brown (2001:267) cites that when someone can speak a

language it means that he can carry on a conversation reasonably

competently. In addition, he states that the benchmark of successful

acquisition of language is almost always the demonstration of an ability to

accomplish pragmatic goals through an interactive discourse with other

language speakers.

Furthermore, Richards and Renandya (2002:204) states that

effective oral communication requires the ability to use the language

appropriately in social interactions that involves not only verbal

communication but also paralinguistic elements of speech such as pitch,

stress and intonation. Moreover, nonlinguistic elements such as gesture,

body language and expressions are needed in conveying messages directly

without any accompanying speech.

On the the other hand, Brown (2007:225) states that social contact

in interactive language functions is a key importance and in which it is not

what you say that counts but how you say it what you convey with body

language, gesture, eye contact, physical distance and other nonverbal

 13

messages. The nonverbal messages will help the speaker to enhance listener

attention. So, the communication will be more effective.

From some definitions above, the researcher concluded that

speaking is a systematic process of constructing meanings, ideas and

thoughts to other people based on the context orally and effectively.

2. The Function of Speaking

The mastery of speaking skill in English is a priority for many

second and foreign language learners. Several language experts have

attempted categorized the function of speaking in human interaction.

Brown and Yule cited in Richard (1983), defined that there are three

functions of speaking, those are:

a. Talk as interaction

Talk as interaction refers to what we normally mean by

“conversation” and describes interaction that serves a primarily social

function. When people meet, they exchange greetings, engage in small

talk, recount recent experiences, and so, because they wish to be

friendly and to establish a comfort zone of interaction with others. The

focus is more on the speakers and how they wish to resent themselves

to each other than on the message. Such exchange may be either casual

or more formal, depending on the circumstances. There some main

features of talk as interaction: (1) has a primarily social function, (2)

reflects role relationships, (3) reflects speakers’ identity, (4) may be

 14

formal or casual, (5) uses conversational conventions, (6) reflects

degrees of politeness, (7) employs many generic words, (9) jointly

constructed.

b. Talk as transaction

Talk as transaction refers to situations where the focus is on

what is said or done. The message and making oneself understood clearly

and accurately is the central focus, rather than the participants and how

they interact socially each other. The main features of talk as transaction

are: (1) it has a primarily information focus, (2) the main focus is on the

message and not the participants, (3) participants employ communication

strategies to make themselves understood, (4) there may be frequent

questions, repetitions and comprehension checks, (5) there may be

negotiation and digression, and (6) linguistic accuracy is not always

important.

Transactional function has as its main purpose conveying

information and facilitating the exchange of goods and services.

c. Talk as performance

Talk as performance refers to public talk, that is talk that

transmits information to audiences, such as classroom oral presentations,

public announcements and speeches. Talk as performance tends to be in

the form of monolog rather than dialog, often follows a recognizable

format (e.g., a speech of welcome), and is closer to written language than

conversational language.
 15

The main features of talk as performance are: (1) a focus on both

message and audience, (2) predictable organization and sequencing, (3)

importance of both form and accuracy, (4) language is more like written

language, and (5) often monologue.

Based on the explanation above, the function of speaking

observed by the researcher at IAIN Tulungagung especially English

Education Department is speaking as performance in form of classroom

oral presentation.

3. Types of Speaking

Actually, the main goal of speaking is to communicate each other.

Speakers must be able to convey their thought to the listeners. The speakers

should be able to evaluate the effect of the communication so they can

effectively convey what they said. Based on Kenneth G. Hance in

Anggiyana (2014), there are three major types of speaking as follows:

a. Speaking to Inform

Hance & Ralph (1965:216) state that “informative speaking is

widely varied branch of communication”. It replies to request for

information or to convey information. Whether it is case person-to-

person communicate each other or one person speaking to a group.

b. Speaking to Advocate
 16

Kenneth states that “in persuasive speaking, or also called

speaking to advocate, the speaker informs or remains his listeners of

certain facts, or he tries to change the desired action”.

c. Speaking to Entertain

Kenneth said that “spoken entertainment, or called as speaking

entertain is speaking that contains entertainment”. The purpose is

exactly to entertain or give enjoyment to others.

In this case, classroom oral presentation which would be observed

by the researcher includes as a speaking to inform. Where a student would

present the information in term of materials to other students in a class.

4. The Speaking Problems

In learning English, getting the students to speak in class perhaps

sometimes be extremely easy. In a good class atmosphere, students who get

on with each other, and whose English is at an appropriate level, will often

participate freely and enthusiastically if we give them a suitable topic and

task. However, at other times it is not so easy to get students going. In a

classroom that full of different individuals, it is not easy to make sure that

everyone attains successful learning. Hence, Penny Ur (1995:121) explains

there are four speaking problems faced by the students, those are:

a. Inhibition.

Unlike reading, writing and listening activities, speaking

requires some degree of confidence to the other students. They are often
 17

inhibited about trying to say a foreign language in the classroom,

worried about making mistakes, fearful of criticism or losing face in

front of their classmate, or simply shy of the attention that their speech

attratcts.

b. Nothing to say.

Even if the students are not inhibited, sometimes they cannot

think what they want to say in a particular topic. In this case, it is caused

by the less of prior knowledge and less of confidence. So that, they have

no motivation to express themselves beyond the guilty feeling that they

should be speaking.

c. Low or uneven participation.

In the classroom, there will be always dominant students who

always speak too much that can make difficult for more reserved

students to express themselves. Only one participant can talk at a time

if he or she is to be heard, and in a large group this means that each one

will have only very little talking time. This problem is compounded by

the tendency of some students to dominate, while others speak very

little or not at all.

d. Mother-tongue use.

In class where all, or a number of, the students who insist on

using their mother tongue are the students who fear of being criticized

and need to be encouraged to speak English. They feel easier using

mother tongue rather than a foreign language. The students feels

 18

unnatural to speak to one another in foreign language, and because they

feel less exposed if they speak in their mother tongue.

5. Factors Supporting the Effectiveness of Speaking

Classroom activities that develop learners’ ability to express

themselves through speech would therefore seem an important component

of a language course. Teacher should make each student get the same chance

to speak and communicate each other. Penny Ur (1995:120) states about

characteristics of a successful speaking activity, those are:

a. Learners talk a lot.

As much as possible of the period of time alloted to the activity is

in fact occupied by learner talk. The teacher should provide opportunity

for each student to talk a lot. This may seem obvious, but often most

time is taken up with teacher talk or pause.

b. Participation is even.

Classroom discussion is not dominated by a minority of talkative

students, all get a chance to speak and contributions are fairly evenly

distributed.
 19

c. Motivation is high.

Students are eager to speak because they are interested in the topic

and have something new to say about it, or because they want to

contribute to achieving a task objective.

d. Language is of an acceptable level.

Students express themselves in utterances that are relevant, easily

comprehensible to each other and of an acceptable level of language

accuracy.

So, if one of the characteristics above is not appear, the speaking

activities will not run smoothly.

B. Oral Presentation

1. Definition of Oral Presentation

One of the classroom learning activities that can encourage

students speaking skill is through oral presentation. Based on Al-Issa and

Al Qubtan (2010:227), they state that oral presentation is one of activity

which can encourage students to take initiative, think beyond the mandated

textbook, and the use language creatively, purposefully, and interactively

and an important feature of the EFL classroom in different parts of the

world. Thus, the students are taught to improve their creativity through the

language. While King (2002:401) proposed that oral presentation is an

effective communicative activity that has been widely adopted by EFL

conversation teachers to promote oral proficiency.

 20

Classroom activities have also caused anxiety. As it was reported

in Price’s (1991) interview study, many anxious students fear making

mistakes in pronunciation in front of their peers. Furthermore, oral

presentation is the most anxiety-provoking classroom activity (Koch and

Terrell, 1991), which makes the classroom environment more formal and

stressful for the learners.

Based on the definitions above, the researcher concludes that oral

presentation is an activity in which the students display their knowledge

related to a particular subject in front of the lecturer and students. It occurs

in an organized setting and time allotment.

2. Types of Oral Presentation

Oral presentation also has some types. Based on Al Issa and Al-

Qubtan (2010:232), oral presentation can be devided into three types, those

are:

a. Controlled

Oral presentation can be done by determining the students’

proficiency levels and presentation method. The students’ language

proficiency is usually from beginner to elementary. Hence, the teacher

has to confine the topic to either what is in the textbook or something

he or she feels the students can present easily.

For the presentation method, because of the students at this

language level are young (6-12 years old), they have limited
 21

knowledge about computer and software (e.g., Power Point) and other

technological equipment (e.g., OHPs). In other contexts, such

technology is not available. Hence, the teacher can ask students to

prepare their short oral presentation on paper and read them to their

classmate. The aim of controlled oral presentation is to provide

opportunities for young students to gain confidence in taking the floor,

to maximize their classroom participation in a meaningful way, and to

practice the target language.

b. Guided

In this type, the teacher determines the students’ proficiency

levels, aids and materials, and memorization. The students’

proficiency level for guided type can be classified as at the lower-

intermediate or intermediate level of English proficiency. Therefore,

they can be guided in terms of the topics that would suit their language

level. They should be guided to the appropriate level of grammar and

lexical items.

For the second consideration aids and materials, students with

this level of English proficiency can be guided to prepare their work

using Power Point or OHP slides if the associated equipment is

available. Such slides can include the important points about the topic.

In this type, memorization is always the possibility of some

students done in their presentation. Memorization is a distinct feature

of many educational system round the world. It can be helpful,

 22

because any language includes certain phrases, expressions, and

lexical and structural items that have to be memorized and drawn upon

when necessary. Hence, students can be allowed to memorize,

because good memorization helps them gain more confidence,

integrate the four skills, use English correctly and effectively, speak

more fluently and accurately, and remember what to say.

c. Free

In this type, some consideration should be determined, those

are students’ proficiency level, and asking and answering questions.

In the free type of oral presentation, students’ proficiency level is

expected to have upper-intermediate to advanced level of proficiency.

Students at this level are usually 16-22 years old and should be given

the freedom to choose the topic they would like to take, plan the topic

the way they consider most appropriate, and use any kind of language

level.

In addition, students giving the free type of oral presentation

can handle questions from their classmates after they have completed

their presentation. It also can be used to measure how deep the

presenter comprehension toward the topic.

In this case, type of classroom oral presentation that would be

observed by the researcher in English class can be categorized as free

presentation.
 23

C. Anxiety

1. Definition of Anxiety

Talking about anxiety, it has been identified as a common

emotional reaction in foreign language classroom. There is various

definition of anxiety in the literature. To begin with, Oxford Advanced

Learner’s Dictionary in Oda (2011) exhibits two contradicting definitions

of the term anxiety, one negative as “the state of feeling nervous or worried

that something bad is going to happen”, while the other is positive as “a

strong feeling of wanting to do something to happen.” Psychologically, the

concept of anxiety is seen, according to Scovel (1978:34), as an emotional

state of “apprehension, a vague fear that is only indirectly associated with

an object,” and in Horwitz, et al. (1986:125), states that “Anxiety is the

subjective feeling of tension, apprehension, nervousness, and worry

associated with an arousal of the autonomic nervous system”.

Such psychological definitions most commonly refer to a

“transitory emotional state or conditions characterized by feeling of

tension and apprehension and heightened autonomic nervous system

activity” (Spielberger, 1972:24). Consequently, anxiety is a state which

can have both negative and positive effects, and which motivates and

facilitates as well as disrupting and inhibiting cognitive actions such as

learning.

Meanwhile, Herman in Yasin (2014) defined anxiety as being

comprised of a combination of interacting fundamental effects:

 24

neurophysiologic (such as tremors, sweating hands, flushing, increased

heart rate, high blood pressure) behavioral-expressive, and

phenomenological or subjective. He proposed, therefore, that anxiety

includes fear reactions plus two or more basic emotions: distress, anger,

(including shyness and guilt), on the negative side, and interest and

excitement representing the positive side. Hence, according to Brown

(1994) anxiety plays an important role in second language acquisition.

Anxiety is associated with feelings of uneasiness, frustration, self-doubt,

apprehension, or worry.

2. Types of Anxiety

Tercan and Kenan (2015) stated that recent research in the field of

linguistics EFL has showed that there are three types of anxiety:

a. Trait Anxiety

Scovel (1978:137) defined trait anxiety as “a more permanent

predisposition to be anxious”. While Spielberg (1983) described trait

anxiety as a general tendency to be nervous in any situation. People

with high trait anxiety are generally nervous people and lack of

emotionaal stability.

b. State Anxiety

Spielberg (1983) described state anxiety can take place in a

particular time and situation by accompanying physical signs such as

dry mouth, sweaty palms, and faster heart rate. Shortly, state anxiety
 25

happens in some moment because the feeling of nervousness, tension,

and worry.

c. Situation-Specific Anxiety

Luo (2014) stated that a situation-specific anxiety is stable

over time, similar to trait anxiety, but it might not be consistent across

circumstances. Anxiety in language learning is categorized into

situation specific anxiety (MacIntyre in Young, 1991 and Horwitz,

Horwitz and Cope, 1986). They argue that situation-specific anxiety

only occurs in particular situation such as giving speech, taking a test,

or using other language. Thus, situation-specific anxiety represent

anxiety in language learning.

D. Components in Foreign Language Classroom Anxiety

Because of foreign language classroom anxiety concerns performance

evaluation within an academic and social context, it is useful to draw parallels

between it and three related performance anxieties.

Horwitz et al. (1986), classified foreign language anxiety into three

components as follows:

1. Communication Apprehension

Communication apprehension is characterized by fear and anxiety

in communicating with people. Difficulty in speaking in public, listening

or learning a spoken utterance are all manifestations of communication

apprehension. This type of anxiety in learning a second language is derived

 26

from the learners’ personal knowledge that they will have difficulty

understanding others and making themselves understood. Learning

suffering from communication apprehension choose to keep silent in their

English classes.

2. Test Anxiety

Test anxiety refers to a type of performance anxiety which is

caused by fear of failing a test. Test anxious students often put unrealistic

demands on themselves. Test anxiety is considered to be one of the most

important aspects of negative motivation which will affect learning. This

type of fear is experienced by the anxious learner when taking formal test

or other evaluative situations.

3. Fear of Negative Evaluation

Fear of negative evaluation is the apprehension about other

people’s evaluations. This may also include avoidance of evaluative

situations and the expectations that others might evaluate them negatively.

It may also include the student’s fear inside the English classroom where

factors such a learning activities, teacher’s methodology and even peer

pressure may contribute to novice language learners’ anxieties.

E. Sources of Language Anxiety

Young cited in Riffat et al. (2010), reviewed literature and summarized

six possible sources of second language anxiety:

1. Personal and interpersonal issues

 27

Langauge anxiety can arouse when someone has low self-esteem.

People with low self-esteem often worry about what others think about

them. In this case, anxiety will appear.

2. Instructor-learner interactions

Some expert belief that harsh manner of correcting learners’ errors

is often cited as provoking anxiety. Learners who are corrected directly on

their terrible performance in front of peers will cause anxiety.

3. Classroom procedures

Having to speak in front of class is the primary center of classroom

procedure which arouses learner’s’ anxiety. Oral quizzes and having to

respond orally in the target language are other strong sources of anxiety.

4. Language testing

Language testing is another source of learners’ language anxiety.

Some particular language test items may lead learners to anxiety. Spending

hours of time studying only to find test or utilize question type which they

have no experience will also cause anxiety.

5. Instructor beliefes about language learning

Young (1991) quotes about instructor’s belief of their role in class.

Most instructors play their role as the center of the class. Instructor who

think their role as the main in the class is to teach and talk most of time, it

will bother the class and may be contributing to learner anxiety.

6. Learner beliefs about language learning

 28

Belief is very important in language learning. Once the learners do

not have the belief, it will lead language learners to feel anxious.

F. The Factors Cause Language Anxiety in Speaking English

Research related to language anxiety stated that anxiety posed

potential problems for language learners “because it can interfere with the

acquisition, retention and production of the new language” (MacIntyre &

Gardner, 1991b, p.86). In another explanation, Gardner and MacIntyre

(1993:5) viewed foreign language anxiety as “the apprehension experienced

when a situation requires the use of a foreign language with which the

individual is not fully proficient”.

According to Horwitz, and Cope (1986) foreign language anxiety is

caused by the apprehension of communicating with others in the second

language context.

In a research, many learners are reluctant speakers. This reluctant is

partly due to their prior learning experience. Many of them were educated in

large classes in schools situated in noisy neighborhoods where opportunities to

speak are severely limited. Others were taught in schools where speaking was

simply not encouraged. Psychological and affective factors include culture

shock, previous negative social or political experience. Lack of motivation,

anxiety or shyness in class, especially if their previous learning were negative.

In Chinese school, Tsui (1996:154) identified five principal factors

accounting for the reluctance of students to speak up in class: (1) students

 29

perceived low proficiency in English, (2) students’ fear of mistakes, (3)

teachers’ intolerance of silence, (4) uneven allocation of turns, and (5)

incomprehensible input.

Brown (1994) adds that “it is associated with feelings of uneasiness,

self-doubt, apprehension, or worry”. There are reasons for anxiety, here are

some of the factors that could raise the level of anxiety in language students:

(1) inability to pronounce strange sounds and words, (2) not knowing the

meaning of words or sentences, (3) inability to understand and answer

questions, (4) reputation of the language class as a place for failure, (5) peer

criticism, (6) not knowing or understanding course goals or requirements, (7)

testing, especially oral testing, (8) previous unsuccessful language-learning

attempts, and (9) encountering different cultural values and behaviors.

G. Strategies in Overcoming Language Anxiety in Speaking English

Anxiety is a negative feeling that can make students to be less

confident in their performance in class. In this case, every student has a strategy

to minimize their anxiety in speaking English. Brown (2000:113) states that

strategies are specific methods of approaching a problem or task, modes of

operation for achieving a particular end, planned designs for controlling and

manipulating certain information. As stated in Yasin (2014), through a

combination of qualitative and quantitative methods, many basic tactics were

identified for reducing language anxiety that cohered into five strategy types

(preparation, relaxation, positive thinking, peer seeking, and resignation).

 30

Positive thinking and peer seeking are attempts to suppress or alter problematic

thought processes related to language learning, and thus can be subsumed into

cognitive strategies. Relaxation is characterized by its affective quality in that

it aims at alleviating bodily tension associated with emotional arousal, and

preparation can be considered a behavioral strategy because it focuses on

behavioral components of language learning that are related to effective

performance in class. It would appear that anxiety coping behaviors generalize

across different evolutional situations.

Kondo & Ying – Ling (2004:262) suggest five strategies to follow

which might aid them in lessening their tension in the language classroom.

These strategies involve:

First, Preparation, which refers to the learners’ endeavors to avoid

threat in the classroom by improving learning and study strategies. In such a

way, the learners’ mastery of the subject matter will be increased, and hence it

will reduce the anxiety associated with the language class.it is interesting to

note here that preparation was the most frequently used strategy. This indicates

the correlation between language incapability and language anxiety. Many

second language learners find themselves nervous when they had not prepared

before class. There are many ways to prepare including reading the materials

before class, taking second language courses provided in or out of school,

asking help from friends and teachers, focusing on specific areas which cause

anxiety.
 31

Second, Relaxation, which indicates means that aim at reducing

anxiety symptoms the learners experience such as taking a deep breath and

trying to calm down. Many anxious learners may feel “audience fear” when

they have to speak in front of their other friends or public or when they are

being appointed by the teacher to answer the question. One of many strategies

to relieve this fear is relaxation.

Third, Positive Thinking, which means that the learners should think

positively about their performance in the classroom and they are not less than

the others. These strategies are intended to divert the learners’ attention from

any stressful situation in the classroom o positive and pleasant cues, and bring

relief to the anxious learners. Some anxious learners try to develop a positive

self-image. They use various ways, such as trying to be confident, imagining

themselves giving a great performance, thinking of something pleasant, or not

thinking of the consequences.

Fourth, Peer Seeking, which is characterized by the learners’

willingness to look for others who seem to suffer from anxiety in the language

classroom just like him or her. For anxious learners, to realize that there are

others who have the same problem may serve as a source of emotional

regulation by social comparison. This strategy is a good solution, especially if

the students can share their experiences and strategies with their learning

partner.
 32

Finally, Resignation, which is distinguished by the learners’ attempts

to do anything so as to alleviate their language anxiety such as thinking

seriously of the answer to any question raised in the classroom instead of

running away and refusing to face the problem. The anxious learners may

resign themselves by giving up, stopping paying attention, accepting the

situation, stopping making any effort, even going to sleep in class.

H. Previous Study

Previous study is useful as a reference for the researchers in their

research. It used to show the difference between the previous research with the

current research in order to avoid being a claim. The researcher found some

previous study about speaking anxiety in second language learning, some are:

First, a thesis made by Arlinda (2014), entitled “Students’ Strategies

in Overcoming Language Anxiety in Speaking English”, the result from the

research showed that it conducted to investigate the factors that cause language

anxiety in speaking English and the students’ strategies in overcoming

language anxiety in speaking English. The research employed descriptive

qualitative case study. The participants were 34 students of language program

class in one of senior high school in Bandung. The data were obtained from

questionnaire and interview. The findings showed that the factors caused

language anxiety in speaking English were: fear of speaking class, students’

low proficiency in speaking English, fear of making mistakes, fear of negative

evaluations and self-related cognition. Moreover, the strategies which were

 33

used by the students in overcoming their anxiety were: preparation, resignation,

relaxation, peer seeking and positive thinking. Furthermore, those strategies

could reduce the students’ anxiety in speaking English.

Second, a thesis made by Ernawati (2013), entitled “The Anxiety of

English Public Speaking of The Fourth Semester Students of English

Education Department of Teacher Training and Education Faculty of Muria

Kudus University in The Academic Year 2013/2014”, the result from the

research showed that it conducted to find out the anxiety of English public

speaking of the fourth semester students and also to explain the way how to

overcome the anxiety. The research employed descriptive qualitative case

study. There were 32 students who participated in this research. The data were

obtained from questionnaire. The finding showed that almost all the students

felt more anxious at pre-performance stage than at performance stage of

English public speaking, and almost all the students did not feel anxious at pre-

preparation and preparation stage of English public speaking. Moreover,

almost all the students overcome their anxiety at pre-preparation stage by

choose to feel relax and say “everything will be okay” when the lecturer

announce the date of speech assignment. Meanwhile, at preparation stage

almost all of the students choose the topic that they have mastered to overcome

their anxiety. At pre-preparation stage, almost of them choose to try to feel

relax and rehearse again the speech to overcome it. While at preparation stage,

almost of them choose to imagine that they are in a good atmosphere when they

deliver their speech to overcome their anxiety.

 34

Third, a thesis made by Mayangta (2013), entitled “Students’

Speaking Anxiety in An EFL Classroom”, the result from the research showed

that it was designed to investigate the level of students’ speaking anxiety, the

sources of speaking anxiety and the coping strategies. There were 32 students

of a junior high school in Bandung who participated in this research. The

research used qualitative approach. The data were collected using Foreign

Language Classroom Anxiety Scale (designed by Horwitz et al., 1986) and an

open-ended questionnaire. The research found most of the students were mildly

anxious (43.8%). In addition, there were three very anxious students (9.4%),

seven anxious students (21.9) and eight students (25%). The findings show that

the sources of students’ anxiety in speaking English were personal and

interpersonal anxiety, learner’s beliefs about language learning, instructor-

learner interactions, classroom procedures and perceived levels of English

proficiency. Most of students applied positive thinking strategy followed by

preparation, relaxation and resignation strategy. The findings show that anxiety

affects students’ performance in learning English, especially in speaking.

The focus of the previous studies was on the students’ anxiety in

speaking class, meanwhile the focus of the present study was on non-speaking

class that required the students to present the topic orally in the form of

presentation. In addition, the subject that was observed in this present study

was the sixth semester students of English Education Department at IAIN

Tulungagung in B class, meanwhile the subject of the previous studies was

students of language program class of Senior High School, the fourth semester
 35

students of English Education Department of Muria Kudus University and the

students of Junior High School in Bandung. The method to collect data in this

study, the researcher employed observation and interview, meanwhile the

previous studies employed interview and distributing questionnaire. Moreover,

the instruments used to collect the data in this study were field notes and

interview guide, whereas the instruments used in the previous studies were

questionnaire, interview guide and Foreign Language Classroom Anxiety

Scale (FLCAS) designed by Horwitz et al.