CHAPTER II

LITERATURE REVIEW

A. English Speaking Skill For University

1. The Basic Concept of English Speaking Skill

One of the English language skills that students must

develop is speaking. It is a useful ability that creates a voice

for communicating with people and exchanging

information, ideas, and meaning. There are many

definitions of speaking according to some experts.

According to Harmer (2007) states that speaking is the

ability to speak fluently and presupposes not only

knowledge of language features, but also the ability to

process information. It needs the ability to assist in the

management of speaking. It occurs in the real condition and

has a little time for planning it. Therefore, the fluency is

needed to reach the aim of the conversation.

Supports the statement above according to Sri and

Nasir (2023) state that speaking in general is an interactive

15
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process of constructing meaning that involves producing,

receiving, and processing information. It is as skill to

produce language and share their expression, information,

and giving ideas, knowledge, feelings, and experiences

through mouth or body language. However, speaking skill

is one of the important skills to be taught in teaching

English (Mandasari, et al., 2019). In short, speaking is the

ability of students to speak a foreign and second language

to get information from others by communication. Learning

to speak a foreign language requires more than knowing the

rules of grammar and semantics.

In addition, one of the four macro talents required to

communicate effectively in any language, particularly when

students do not utilize their home tongue, is the ability to

speak English. This skill is the ability to utilize language in

concrete ways and a communication tool (Namaziandost &

Ahmadi, 2019). Language that is useful must go through a

mental process in order to be referred to as thinking

language.
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Furthermore, communication is necessary for people

to convey information and express something. Speaking

English as a second language is a challenging skill to teach

and learn since students need to be proficient in a variety of

areas, including vocabulary, pronunciation, grammar, and

other areas. All of those factors should be considered by the

students when they desire to talk. Not only that, speaking

ability is therefore the talent that learners find hardest to

master, so it is challenging because, when someone wants

to speak or say something to someone else, they have to

take into account a number of interconnected factors, such

as ideas, language utilized, what to say, how to use syntax

and vocabulary, pronunciation, as well as listening to and

responding to interlocutors.

Moreover, speaking is process of conveying or

sharing ideas orally (Eliyasun, et al., 2019). If learners do

not learn how to speak and never practice in the classroom,

they soon lose interest in learning and get motivation to

learn or practice English speaking. Learners who do not

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develop strong oral skill during this time will find it

difficult to keep face with their peer in the later years.

Additionally, English is an important language and

it is necessary to learn to communicate with the people

of the world and it is important for further education

at higher levels and in work life. People in each country

must communicate with each other in all aspects, whether it

is economic, social, political, government, education, art,

culture, tradition, tourism, and others. English will be used

as the major language in daily life is crucial since it serves

as humanity's universal language for interacting with people

from all cultures and linguistic backgrounds.

Furthermore, English is a tool in communication,

education, seeking knowledge occupation building

understanding of culture various visions of the global

community bring friendship and cooperation with various

countries help develop learners to understand themselves

and others, understand differences in language and culture,

traditions, thinking, society, economy, politics, and

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governance, as well as gain access to a wide range of

knowledge more easily (Wongsriaew, et al., 2021).

Based on some explanation about English speaking

skill above, then the researcher can conclude that English

speaking skill is one of the skills in language that the most

important and also as the first way to communicate and

interact or sharing ideas to others orally and produce

specific point of language also understood how to use

linguistic competence. Speaking, be the most difficult

aspect in teaching and learning English language because

speaking should involve some aspects such as grammar,

vocabulary, pronunciation, and also involve some

component in linguistic. So, speaking is a tool for

communication and interaction to other people, with

speaking people can get or share information, ideas,

knowledge and other.

So, in English speaking skill for university has some

indicators namely:
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a. English speaking skill is the ability to speak fluently and

presupposes the ability to process information.

b. English speaking skills as skills to produce language and

share expressions, information, and provide ideas,

knowledge, feelings, and experiences.

c. Speaking English as a second language is a skill that is

taught and learned because students must be proficient in

various fields.

d. English speaking skill is needs to be learned to

communicate with people at a higher level and in work

life.

2. The Aspects of English Speaking Skill

It is difficult to convey oneself verbally. Speaking is

one of the skills included in language exercises. In a

communication, expression is crucial. In order for others to

understand what we say when we speak, language use is

necessary if we wish to convey meaning. It suggests that

speaking is the process of organizing verbal utterances into

 21

coherent sentences that express meaning and help others

understand what we are trying to say.

According to Haun & Em (2022), there are some

factors relevant to inhibition. First factor is grammar.

Grammar is the description of the ways in which words can

change their forms and can be combined into sentences in

the language (Harmer, 2001). Learning grammar means

the study, how words are constructed in sentence well,

when the pattern of grammar is used appropriately, and

how the sentence will be interpreted correctly. It assumed

which it is not only how language is put together and how

it works but also it tells about the system and pattern in

selecting and combining word. It also tells about the

construction of sentence.

So, the study of language is what grammar is

principally concerned with (Ogwudile, 2022). It describes

the challenges and issues associated with learning a

language and directs us toward understanding how

language is effectively employed in our daily lives.

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Grammar explains how words are created and explains why

they are divided into different groups. It teaches us how to

combine and arrange words into sentences. Grammar helps

us become accustomed to sentence construction. It enables

us to comprehend the structure of phrases and how they are

applied in our daily lives for appropriate and efficient

communication.

Based on the explanation above grammar is one of

the things that students need to generate proper sentences

when speaking. This is accomplished using a set of

guidelines or principles that can be applied to generate all

grammatical speech or formed words in the language. This

means that because grammar has its own context in use, it

serves to guide students in avoiding errors so that there are

no misunderstandings when they speak to others.

Second factor is vocabulary. A large word list used to

communicate with others is referred to as a vocabulary.

Many words also have unique connotations that offer

various interpretations. Additionally, one of the most

 23

crucial aspects of the English language that aids in text

comprehension is vocabulary (Setiawan et al., 2020). It is

asserted that vocabulary proficiency is necessary for

effective reading comprehension.

In addition, vocabulary is a collection of words that a

person uses in all situations such as in working, finding

knowledge, speaking in groups, etc. It means that the

vocabulary is not just a word, but a source of knowledge

(Noviyanti, et al, 2019). In other words, the vocabulary

controls everything. Even though a person can master the

grammar, everything will be useless if someone doesn't

have enough vocabulary. Without mastering vocabulary,

someone cannot communicate well and will make

communication worse.

According to the explanation above, vocabulary is a

fundamental component of learning how to speak a

language. The understanding of word meanings is referred

to as vocabulary. What complicates this definition is the

fact that words come in at least two forms: oral and written.
 24

Oral vocabulary is the set of words for which we know the

meaning when we speak or read orally. Written vocabulary

consists of those words for which the meaning is known by

many people.

Third factor is pronunciation. Make it clear that

proper pronunciation is essential for producing accurate

information and meaningful communication in spoken

conversation. The process of producing sounds from the

words we use to connect with others and convey meaning is

known as pronunciation. Since effective communication

requires good speaking and listening abilities,

pronunciation is at the core of both. The purpose of learning

pronunciation is to make students be able to pronounce a

word like the accent of a native and able to pronounce

words accurately enough so that they can be more easily

understood by the interlocutor. Most student are good in

theory, but bad in practice (Linda, 2022).

Furthermore, pronunciation is an important feature of

English, particularly in oral communication. Every

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intonation and stress pattern has the potential to transmit

message. Non-native English speakers who speak English

must be very careful while pronouncing certain words

otherwise they could lead to misunderstandings. Therefore,

having a pronounceable pronunciation is more important

than having a pronunciation that sounds like a native

speaker (Iswandi et al., 2023).

Based on the statement above, it can be concluded

that Pronunciation includes many aspects that include

pronunciation, intonation, gestures and understanding in

spoken language. English pronunciation is important where

many sounds and words in English are difficult to

pronounce correctly. Having good pronunciation can make

our communication with other speakers or native speakers

easier to understand.

So, in aspect of speaking skill there are some

indicators namely:

a. There are factors in English speaking skills

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b. Grammar explains how words are made and explains

why they are divided into different groups.

c. Grammar serves to guide students in avoiding mistakes

so that misunderstandings do not occur when talking to

others.

d. Vocabulary is a source of knowledge in English

speaking skills especially in University.

e. Without mastery of vocabulary, a person cannot

communicate properly and will worsen communication.

f. Pronunciation is the process of producing sounds from

the words we use to connect with others.

g. Effective communication requires good speaking and

listening skills.

3. Problems on English Speaking

The issues that students have speaking originate from

the difficulties they have with speaking, such as the

problems of their fear of making mistakes, which come

from the skill element of difficulties they have. Supported

by Ayu (2019) states that the difficulties that learner

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speaker faces break down into two main are as follow

knowledge factors and skill factors. First is knowledge

factors. The linguistic skills that enable production are not

yet known by the learners. They are a lack of linguistic

proficiency and a lack of interactive speaking practice.

English is a complicated language, as we all know. The

knowledge of grammar, pronunciation, and vocabulary that

learners should acquire in order to understand English

completely will enhance the students' study, ensuring that

they do not have significant learning challenges. In

addition, after having knowledge about language, it is better

for the students to practice more, for it is important factor to

improve speaking proficiency. If the students never

practice, it is rather impossible for them to master English

easily in learning.

Second is skill factors. The students' knowledge is not

automated enough to guarantee fluency. Fluency may also

be hampered as a result of affective variables like lack of

confidence. Even though we are well-versed in the subject

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and frequently practice by ourselves, we still struggle with

speaking because we lack the self-assurance to perform in

front of a large audience. So, in order to talk well, we need

to be sufficiently confident. Finally, we will develop solid

speaking abilities and improve as public speakers.

So, in problems of speaking skills there are indicators

namely :

a. The problems that students have in speaking come

from the difficulties they experience in speaking.

b. Knowledge factors such as lack of linguistic

proficiency and lack of interactive speaking practice.

c. The knowledge of grammar, pronunciation, and

vocabulary that students must acquire to fully

understand English will enhance student learning.

d. Students practice more, because this is an important

factor to improve speaking ability.

e. Student knowledge is not automated enough to

guarantee fluency.

f. To speak well, students must be confident enough.

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4. Factors Affecting English Speaking Skill

Learners' speaking performance is influenced by

factors such as performance conditions, affective factors,

listening skills, and feedback during speaking tasks. The

sixth factor is related to the feedback during speaking

activities. A lot of learners expect their teachers to give

them the necessary feedback on their speaking

performance. According to Harmer (1991), the decisions

that instructors adopt towards their learners' performance

depend on the stages of the lesson, the tasks, and the kinds

of mistakes they make. It also continued that if the

instructors directly corrected their students' problems, the

flow of the dialogue and the aim of the speaking task would

be spoiled.

Additionally, many students still experience speaking

difficulties in the classroom. The majority of students still

struggle greatly while speaking in English for several

reasons, including a lack of vocabulary, lack of confidence,

fear of speaking and making mistakes, and others

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(Mandasari & Aminatun, 2020). Many students struggle

with passive English, especially in their first year or as

freshmen. Students may also encounter difficulties speaking

English because it is a foreign language to Indonesian

speakers. They worry about speaking English incorrectly as

well. They lacked the confidence to speak English as a

result, which negatively impacted their speaking abilities.

Moreover, when students learn English, the learning

medium, teaching techniques, and teaching materials play a

role in how difficult it is for them to speak (Mandasari &

Oktaviani, 2018). As a result, the teaching and learning

processes used in speaking classes are crucial in helping the

students improve as speakers. For the purpose of enhancing

the students' speaking skills, particularly in terms of fluency

and accuracy, the activities must be beneficial.

Thus, it may be inferred that a variety of factors affect

pupils' speaking abilities. This is due to the fact that many

pupils still struggle with vocabulary and lack self-assurance

when speaking English. The students should learn how to

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be communicative in speaking English. They learn more

speaking skills and develop some attitude toward speaking

achievement. Therefore, the speaker must know the topic of

the conversation in order to give or share of their

information.

So, in factors affecting speaking skill there are some

indicators namely:

a. Learners' speaking performance is influenced by

factors such as performance conditions, affective

factors, listening skills, and feedback during speaking

assignments.

b. Many students still have difficulty speaking in class.

c. The majority of students still struggle when speaking

English because of lack of vocabulary, lack of

confidence, fear of speaking and making mistakes, etc.

d. Students may also have difficulty speaking English

because it is a foreign language for Indonesian

speakers.
 32

e. They are also worried about speaking English

incorrectly which will negatively affect their speaking

ability and make them less confident.

B. Anxiety

1. The Basic Concept of Anxiety

One of major problems in learning English is anxiety.

According to Harmer (2001), student will exhibit extreme

anxiety when they are required to use the new language in

such activities as oral reports, skits, role, plays, or speaking

and listening test. Speaking in front of the other is often the

most anxiety provoking of all. He also stated that it is

important to establish a friend relaxed, classroom

atmosphere, so it may help students to think of the

classroom as a laboratory where they can experiment take

risk with the language. In addition, anxiety is kind trouble

feeling in the mind it is a subjective feeling of tension,

apprehension, nervousness, and worry. Language anxiety

has been said by many researchers can influence to foreign

language learning.
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A further definition of anxiety is when dread or

anxiety exceeds the threat or becomes widespread or out of

proportion to it. Anxiety disorders are characterized by

symptoms that impair social or occupational functioning.

Anxiety is a consistent aspect of someone's personality

when it is a general personality trait. People with

generalized anxiety frequently experience anxiety in a

variety of circumstances. Situational anxiety, on the other

hand, frequently occurs in situations where individuals are

engaged (Tran, 2022).

Based on the various definitions given above, it is

determined that anxiety is an emotional state that results in

psychological alterations such emotions of fear, uneasiness,

and apprehension that may impact foreign language

researchers' ability to learn. Anxiety can appear as a

fundamental aspect of personality, an emotional state, or

worry over a particular event. Situational anxiety, on the

other hand, frequently arises in situations involving people

and prevents pupils from mastering language skills.

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Therefore, students should prevent the anxiety they feel

about achieving goals in language learning.

So, in anxiety there are indicators that is:

a. Students will show extreme anxiety when they are

asked to use a new language in activities

b. Talking in front of other people is often the thing that

causes the most anxiety.

c. Anxiety is a type of feeling disorder in the mind.

d. Anxiety is a consistent aspect of a person's personality

when it is a common personality trait.

e. People with generalized anxiety often experience

anxiety in a variety of settings.

2. The Types of Anxiety

Trait anxiety refers to anxiety that is chronic and

spreads across situations and is not triggered by a specific

cause. State anxiety refers to being in a specific situation

and usually has a clear trigger. According to Harmer (2007)

states that students are often reluctant to speak because they

are shy and do not tend to express themselves in front of

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other people, especially when asked to provide information

or personal opinions. This triggers that one type of anxiety

experienced by students is shyness and lack of confidence.

In addition, there is also a literature review that

explains several popular types of anxiety disorders, namely

Post-Traumatic Stress Disorder (PTSD), Generalized

Anxiety Disorder (GAD), Suicidal Tendency (ST), Panic

Disorder (PD), Social Mental Disorder (SAD). and

Agoraphobia (AG) (Arif, et al., 2020). This type of mental

disorder is characterized by worry accompanied by fatigue,

anxiety, muscle tension, and sleep disturbances.

First type of anxiety is Post-Traumatic Stress (PTSD).

A person who personally encounters or observes one or

more traumatic incidents may develop post-traumatic stress

disorder, which is an anxiety condition. This syndrome can

endure for months or even years, with triggers causing

strong emotional and physical reactions as well as

memories of the event. Dreams or flashbacks, avoiding

circumstances that remind you of the trauma, being more

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sensitive to stimuli, anxiety, or depression are all possible

symptoms.

Second type of anxiety is Generalized Anxiety

Disorder (GAD). Multiple things or circumstances might

contribute to the development of generalized anxiety

disorder (GAD), which makes sufferers fearful and anxious

about even everyday issues. A condition known as

eneralized anxiety disorder (GAD) is characterized by

excessive anxiety that can spiral out of control. People with

GAD don't experience regular anxiety; they may even have

extreme anxiety when there is no stressful circumstance

present, or when there is nothing. Therefore, the term

"chronic anxiety" is frequently used to describe this

syndrome. They see anxiety as an adversary that they can

easily defeat in every situation.

Third type of anxiety is Panic Disorder (PD). A

person with panic disorder (PD) could go through brief

periods of shivering, trembling, or bewilderment. Physical

and psychological symptoms of panic attacks, such as an

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elevated heart rate, hyperventilation, shivering, sensations

of dizziness, a sense of being out of control, and fear of

having another attack, can have a negative impact on one's

mental and emotional health. When the body gets ready to

fight or flee even when there is no life-or-death emergency,

it has a panic attack.

Fourth type of anxiety is Social Mental Disturbance

(SAD). Social anxiety disorder (SAD) is brought on by an

individual's internal fear of failing in social situations or

public humiliation. Negative public perceptions of the

person may also contribute to this form of anxiety if the

person is unable to handle such situations. People who

experience this kind of anxiety attempt to stay away from

the sources of their fear. The younger generation may be

more affected by this issue due to inadequate mental health

care provided to them. Social body anxiety is a component

of social mental disorder and affects women more than men

on average.
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Last type of anxiety is Agoraphobia (AG). In cases of

agoraphobia, sufferers are so terrified that they won't be

able to exit that scenario if something goes wrong.

Agoraphobia is also a fear of being in a location or scenario

from which one feels that it is physically or mentally

impossible or difficult to leave. Sufferers sometimes

experience anxiety in strange environments or situations

over which they feel they have little control. A person with

agoraphobia also fears situations where they would have

problems escaping or calling for assistance in an

emergency.

So, from the explanation above, researchers

concluded that there are many types of anxiety. Anxiety

disorders can cause illness or mistakes in a person. From

the types above, it can be seen that anxiety has its own

consequences, where anxiety disorders can also have a

serious impact on the physical health of sufferers.

There are the indicators of types anxiety, namely:

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a. Students are often reluctant to speak because they are

shy and tend not to express themselves in front of

others.

b. This triggers one type of anxiety experienced by

students, namely shyness and lack of confidence.

c. Type of disorder is characterized by worry

accompanied by fatigue, anxiety, muscle tension, and

sleep disturbances.

d. A person who has personally faced one or more

traumatic events may develop a stress disorder.

e. A person with panic disorder (PD) may experience

brief periods of shivering, shaking, or confusion.

f. The younger generation may be more affected by this

problem due to inadequate mental health care provided

to them.

3. The Sources of Anxiety

People who experience anxiety can be affected by a

variety of factors, especially by past behaviors that have

resulted in poor experiences. These behaviors include fear

 40

of failure, feeling irritated in particular circumstances, and

confusion while making decisions. According to

psychoanalytic theory, negative pressure from past behavior

and mental illnesses can contribute to the dynamics of

anxiety. While anxiety is caused by negative self-

evaluations, bad thoughts about one's abilities, and negative

self-orientation when seen from the perspective of cognitive

theory.

In addition, based on the view of humanistic theory,

anxiety is a worry about the future, namely worrying about

what will be done (Ozdemir, et al., 2022). It influenced by

several of them worrying about failure, frustration at the

results of past actions, negative self-evaluation, negative

self-feelings about their abilities, and negative self-

orientation. Nevertheless, the feelings of unease,

nervousness, and apprehension one experiences when

learning or communicating in a language other than his own

has commonly been identified as a major factor impeding

learners language learning and acquisition (Zulfikar, 2022).

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This so-called foreign language anxiety may be skill-

specific in nature, arising when learners are faced with

speaking activities that may expose their lack of

competence or make them uncomfortable, and may be

caused by such classroom-related variables as activities that

require learners to produce the language orally or in front of

their peers, learners frequent laughter at their peers who

made a mistake in pronunciation, or the instruction strict

approach to error correction. Indeed, foreign language

anxiety one that arises from having to perform in a

language test is the single most dominant factor

contributing to language anxiety.

So, it can be concluded that anxiety is influenced by

several of them worrying about failure, frustration at the

results of past actions, negative self-evaluation, negative

self-feelings about their abilities, and negative self-

orientation. Nevertheless, the feelings of unease,

nervousness, and apprehension one experiences when

learning or communicating in a language other than his own

 42

has commonly been identified as a major factor impeding

learners language learning and acquisition.

In sources of anxiety has some indicators namely:

a. People who experience anxiety can be influenced by a

variety of factors, especially past behaviors that resulted

in bad experiences.

b. Negative distress from past behaviors and mental illness

can contribute to anxiety dynamics.

c. Anxiety is caused by negative self-evaluation, bad

thoughts about one's abilities, and negative self-

orientation when viewed from the perspective of

cognitive theory.

d. Anxiety is also worry about the future.

4. The Factors of English Speaking Anxiety

Speaking anxiety as a fear of expressing oneself verbally can be

recognized by psychology signs such as irregular heartbeat,

sweating, stumbling and an inability to act some of the symptoms

that hinder the ability to act and speak. There are three factors of

anxiety in speaking English (Horwitz, 2012).

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a. Test-Anxiety

Test anxiety refers to a type of performance anxiety

stemming from a fear of failure (Horwizt, 2012). Test-anxious

students often put unrealistic demanding on themselves and

feel that anything less than a perfect test is failure. Students

who are test-anxious in foreign language class perhaps

undergo substantial difficulty as tests and quizzes are repeated

and even the best and most equipped students often make

errors and that is faced by the anxious learners when taking

formal test or other evaluative situations

b. Communication Apprehension

Horwizt (2012) stated that communication apprehension is

a type of shyness characterized by fear, anxiety about

communicating with people or difficulty speaking in groups

and oral communication in public (stage fright). Lucas (2011)

stated that communication apprehension characterized by

fear and anxiety in communicating with people and

difficulty in speaking in public, listening or learning a

spoken utterance are all manifestations of communication

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apprehension. This type of anxiety in learning a second

language is derived from the learners’ personal knowledge that

they will have difficulty in understanding others and made

themselves understand.

c. Fear of Negative Evaluation

Fear of negative evaluation is the apprehension about

other peoples’ evaluation (Horwizt, 2012). This may also

involve escaping 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 as learning activities,

teacher’s methodology and even peer pressure may contribute

to novice language learners’ anxieties or as apprehension about

others’ evaluations, avoidance of evaluative situations, and

the expectation that others would evaluate oneself

negatively.

C. Some Related Previous Studies

This research is one of the important references in

conducting research, so that researchers can work on the theory

 45

used in studying the research carried out. The following are

previous studies related to research that will be carried out by

researchers: first, based on research from Afrianto Daut, et al

(2019) regarding “Factors Contributing to Speaking Anxiety: A

Case Study of Pre-Service English Teachers”. The researcher

explained that the study is aimed at finding out the level of

speaking anxiety experienced by a group of pre-service English

teachers at a university in Indonesia and investigating the factors

contributing to their speaking anxiety. The result of the

questionnaire shows that the students’ speaking anxiety is overall

in the mildly anxious level. It was identified that most of the

participants in this study still felt anxious when they have to

speak in English during their teacher education program. The

students’ speaking anxiety in this research was found to be

overall in the mildly anxious level. Several inter-related factors

have been found to contribute to speaking anxiety experienced by

the participants.

Data from interviews conducted to the participants with

very anxious level indicate that the factors range from social,
 46

linguistic, and personal factors. Social factor seems to be the most

significant factor affecting students’ speaking anxiety. This factor

relates to how students react to responses made by people around

them when they practice speaking. This includes their fear of

making mistake, feeling under pressure dealing with people,

feeling worried about negative evaluation by teachers, and

worrying about losing faces. The other two factors are linguistic

and individual factor. While the former refers to participant’s low

efficacy of their English skills, the latter deals with personal

issues experienced by particular participants with their family or

some significant others in their life.

Second, based on research from Mardhatilla, et al (2020)

entitled “A Comparative Study on Speaking Anxiety Level

between Male and Female Students at The VIIth Grade of Islamic

Boarding School Ashhabul Yamin Lasi”. The researcher

explained that this research was conducted because of some

problems related to speaking anxiety in male and female students

in English learning. Some female students looked worried about

being pointed out and there were a few students who were able to
 47

raise their hands to give opinions. Then, some female students

showed anxiety when they became the center of attention.

Additionally, some male students looked hesitant when

they pronounced some words. Lastly, some male students felt

more comfortable when giving opinions or answering teacher

questions by using their first language rather than the English

language because of these problems, so the researcher intended to

find out the significant difference on speaking anxiety level

between male and female students, and to find out the dominant

factor of speaking anxiety in male and female students.

Third, Fuad Abdullah, et al (2022) entitled “English

Speaking Anxiety among Indonesian Junior High School

Learners: In search of Causes and solutions”. The researcher

explained that foreign language speaking anxiety (hereafter,

FLSA) has been a debatable investigative issue among linguists

and TESOL practitioners. One of the most salient factors is it

generates an incapacitating impact for speakers to

communicate orally in English as a foreign language. This

study aims at exploring what learning activities cause EFL

 48

learners’ speaking anxiety and how they overcome it. Reading

all the findings of this research, the learners are anxious due

to teachers’ questions using English and teacher’s request to

perform the teaching materials in front of the class. It makes

their participation in learning process decreased and their

performance quality poor. To overcome the anxiety, the

learners try to focus more on the learning process by paying

more attention to the teacher’s explanation and ignoring

disruption from the others, so that they can still participate

in the learning activities.

Fourth, based on research conducted by Silvia (2022)

entitled "Foreign Language Speaking Anxiety: A Study of

English Language Learning". This research analyzes students'

speaking anxiety in English. This research uses quantitative

research methods. Researchers found many findings of English

speaking anxiety after analyzing the data that the following

causes contribute to anxiety in English speaking students, namely

fear of self-prediction, irrational beliefs, sensitivity to danger,

 49

sensitivity to anxiety, attribution of wrong body signals, and

inadequate self-efficacy.

The previous study above, give contributions to the

research. The reason I want to discuss speaking anxiety is

inspired by life around me and supported by previous studies that

add to the sense of inspiration to discuss this. Anxiety in speaking

English is often felt by many people, this is due to several factors

that cause this problem, but they forget that the problem of

anxiety can be used as a comparison that can bring up new

factors. As we know, the problems faced by students are basically

the same, but I will take a comparison of the speaking anxiety

experienced by English students at UINFAS Bengkulu. I will do

the research because I want to know the more problems of

anxiety experienced by English students.

Furthermore, it also contributes because many think that

anxiety is considered by students not to have serious problems,

even though if this anxiety problem is allowed to prolong and

students are unable to overcome it, it can result in difficulties in

conducting interpersonal communication, difficulty expressing

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opinions and decreased learning achievement. Therefore, the

contribution of the previous study greatly influenced my research.

In addition to providing an extraordinary contribution to

previous research, it also provides a differentiator between the

research that I will do and others. In the first study the researchers

focused on the factors that cause anxiety in students. Researchers

in the first study did not discuss what students faced when they

did an English presentation. His contribution to my research is

that I will discuss what anxiety student face when doing English

speaking during presentations. Not only that, the first research did

not make a types of the anxiety experienced by one student with

another student to measure how much anxiety students faced,

whereas I would measure this comparison to find out how much

anxiety one student experienced with students in a different

major. This will be the differentiator of the research that I will do

with previous research.

In addition, the second research focused on the comparison

of speaking anxiety between female and male students. Similar to

the first study, this second research focuses on the factors why
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speaking anxiety can occur but the second researcher does not

discuss the speaking anxiety factor in class English speaking

during presentation. Therefore, the contribution of this second

research to the research that will be conducted is that I will

discuss it more specifically, namely speaking anxiety during

English speaking.

Furthermore, in the third research, researchers delving

learning activities as a cause of foreign language speaking

anxiety and its solutions, notably in Indonesian secondary school

level remains scarce. Just like the second research, this third

research did not compare speaking anxiety between one student

and students in other majors, just like the second research. This

third researched discussed some of the reasons why students feel

nervous when doing group discussions and appearing in front of

the class, but the researcher does not discuss in depth why anxiety

can occur when speaking in English when making English

speaking in front of the class.

The fourth research contributes to the researcher's research

because the research uses a questionnaire and Likert scale to

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calculate the results of the data to be taken. So this makes it easier

for researchers to collect data from the results of the data to be

studied.

D. Conceptual Framework

In speaking there are important aspects, namely grammar,

vocabulary, and pronunciation. In addition, these aspects raise

problems that usually occur in speaking. The problem that occurs

is the emergence of anxiety in students. If in speaking English

students cannot use pronunciation well, don't have a lot of

vocabulary, and don't understand grammar, excessive anxiety will

arise, so the main problem they will face is lack of confidence

when doing English speaking.

This lack of self-confidence is a major form of anxiety.

This anxiety problem is further divided into feeling a tension,

nervousness, worry, and apprehension. In addition, when students

do not master the three aspects of speaking, it is certain that

students will feel feeling speaking anxiety. Therefore, if students

want to have good skills when doing speaking and increase self-

confidence, pronunciation, vocabulary and grammar skills must

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be good, so that when these three aspects have been mastered and

understood, then there will be no anxiety in speaking English in

front of the class faced by students.

In addition, in conceptual framework is a preliminary

model of a problem in research and the relationship between the

variables studied. The purpose of the conceptual framework is

to guide and synthesize or direct research, as well as guide for

analysis and an intervention. Additionally, the conceptual is a

synthesis of the relationship between variables compiled from

various theories that have been described. Based on the theories

that have been described, then analyzed critically and

systematically, resulting in a synthesis of the relationship

between the variables studied.

English Students English Speaking

Anxiety

Chart 3.1

Conceptual Framework
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In chart 3.1 it is illustrated that there are X variables and

Y variables in the research being tested. Variable X is English

students. Variable Y is English speaking anxiety.