AN ANALYISI OF SPEAKING ANXIETY
CHAPTER I
INTRODUCTION
A.
Background
of the Problem
In this globalization era, English plays a
prominent role in the world, where most people use English as a means of
communication. Meanwhile, in Indonesia, English is considered as a foreign
language (EFL). It has been introduced to educational institutions which is
learnt from Junior High School up to university level as a compulsory subject
to learn. As a developing country, Indonesia has been preoccupied with national
development and survivals in a strongly competitive world of science and
technology. Therefore, Indonesian government admits the important role of
English to accelerate the process of state and nation development.
There are four skills that must be mastered
in teaching learning English, there are listening, writing, reading, and
speaking. The most important one of them is speaking. Teaching English speaking
is the process of giving the English lesson, from the teacher to the students
based on the material from the syllabus of the certain school, in order that the
students are able to absorb it and they will be able to communicate by using
English orally. All those skills are support by some components such as
vocabulary, grammar, pronunciation, fluency, and comprehension.
As
a point out from Alonso (2014: 146) the practice of speaking in the classroom
is a key element in the development of the second language, oral skills have
not always been central in second language teaching methodologies. The
objective of teaching speaking skill is to develop learners‟ oral proficiency
so that they effectively use their background knowledge to respond coherently
in a given communicative situation
Based
on Tuan & Mai (2015: 9) in order to help students overcome problems in
learning speaking, it is necessary for the teachers to figure out factors that
affect their speaking performance. Students’ speaking performance can be
affected by the factors that come from performance conditions (time pressure,
planning, standard of performance and amount of support), affective factors
(such as motivation, confidence and anxiety), listening ability and feedback
during speaking activities. anxiety is a subjective, consciously perceived
feelings of apprehension and tension, accompanied by or associated with
activation or arousal of the autonomic nervous system
Lejla
(2011: 6) To make students communicate and to become aware of their language
use can not only be achieved by input from the teacher. Teachers need to create
situations where students get the chance to speak and communicate with each
other. Speaking in the target language seems to be the most threatening aspect
of foreign language learning, the current emphasis on the development of
communicative competence poses particularly great difficulties for the anxious
student. To ensure the success of English education in primary schools, foreign
language anxiety is a significant issue which cannot be ignored.
Thus,
speaking anxiety takes significant effect on students’ speaking performance
especially in learning process. Considering what have been explained above,
researcher attempts to investigate the students’ speaking anxiety in learning
process and finds out the reasons and sources of their anxiety.
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