1

CHAPTER I
INTRODUCTION

A. Background of the problem

In this era of globalization, drastic changes have occurred throughout the
world. This extraordinary change occurs when humans have a strong desire to
achieve something. Therefore, they need to learn communication skills to
fulfill their ambitions, desires and goals. There are several types of
communication skills, one of which is speaking skills (Journal of Education
and Practice, 2015).
Speaking skills will develop when the language is used in active and
communicative situations. When talking about individual cognitive aspects,
their linguistic and motor competences are active simultaneously. They are
prohibited from referring back to grammatical rules and mastering vocabulary
that has been stored in their memory and processing it into oral discourses, as
well as processing the pronunciation of phonetic symbols in said spoken
discourse correctly. Apart from that, they are also required to align the
intonation and emphasis of the sentence according to the message to be
conveyed (Elaine K. Horwitz, et al, 1986).
Even though their mastery of other language skills is quite good, some of
them still feel pressured to practice their language in oral activities. Those who
have high language acquisition scores sometimes have the same high level of
anxiety, in certain conditions this group is overcome by feelings of anxiety
when speaking the target language (Elaine K. Horwitz, et al, 1986).
Negative feelings that result in students' fear of speaking the target
language are called language anxiety. Seller defines anxiety as a feeling of
discomfort, frustration, doubt, threat, or fear and is closely related to self-
esteem issues and natural egoism. According to Young, language anxiety in
learning a foreign language can be observed through psychological changes in
an individual such as voice distortion, inability to reproduce intonation and
rhythm of the language, 'freezing' when called upon to appear, and forgetting

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words or phrases that have just been learned or even refusing to speak. spoke
and chose to remain silent (C.J.Javid, 2014).
Language anxiety in foreign language learning has attracted the attention
of many practitioners and researchers in recent years. A number of studies
have been conducted to investigate the relationship between language anxiety
and language teaching. Is Horwitz et al who pioneered the study in this
discussion, his research produced an instrument to measure the level of
anxiety in learning a foreign language called the Foreign Language Classroom
Anxiety Scale (FLCAS) which is still widely used today (Elaine K. Horwitz,
et al, 1986). Other studies on language anxiety found a significant negative
correlation between high levels of language anxiety and student achievement
in the target language in general (R.P.Anandi, 2017).
In research conducted by Sutarsyah and Azizifar et al, it was found that
groups of individuals with low levels of anxiety scored higher on their
speaking performance than those with high levels of anxiety (A.Azizifar, et al,
2014). Not only does it affect individual learning outcomes, language anxiety
is also a factor causing individual failure to interact and develop their
communicative competence with the target language. Aguila and Harjanto
wrote that anxiety is a factor that results in an individual's inability to carry on
conversations smoothly and naturally, they are also sometimes unable to
remember what they have prepared (Kathreen B, et al, 2016). This anxiety can
also lead to a reduced ability to produce spoken speech, in more severe cases
an individual can also experience a mental block or a state in which a person
cannot think and concentrate (T.Y.Chen, et al, 2008).
According to the educational and historical journal Volume 17 No. 1
March 2021 Every educator and student must be able to master the ability to
speak in public. because besides being able to train students' speaking skills in
public. good public speaking will also help students to improve achievement
(Journal of Education and History, 2021).
In the learning process students are required to actively express opinions,
especially in public. but in the current era, many students experience anxiety
 3

when speaking in public, one of which is students at MAN 2 Bengkulu city.

Based on the results of preliminary observations conducted at MAN 2
Bengkulu City, it is known that many students tend to experience anxiety
when speaking in front of the class, especially in class XI, this is triggered by
excessive student fear so they are afraid of making mistakes when speaking.
Other factors are also caused by the teacher's lack of encouragement to
students which results in a lack of confidence that tends to make students
nervous and feel embarrassed when speaking in front of the class (Preliminary
observations at MAN 2 Bengkulu City, 2022).
According to Emha Abdurrahman's theory, speaking is an explanation
verbally about a matter (problem) by stating information clearly in front of the
masses or crowds at a certain time (Abdurrahman, 2011). According to Emha
Abdurrahman, speech is conveying an oral description of a matter (problem)
by expressing information as clearly as possible in front of the masses or
crowds at a certain time. Speech is a form of oral language activity that
emphasizes the expression of ideas and reasoning using spoken language
which is supported by non-linguistic aspects (facial expressions), gestures or
body language, point of view, and other non-verbal language (Abdurrahman,
2011).
To increase the level of mastery of students' speaking skills, teachers
need to recognize the characteristics of students who are experiencing anxiety,
what factors cause it, and what strategies can be pursued to overcome it.
Academic research must be carried out to find out these things. More than
that, efforts to eliminate or reduce the causes of anxiety really need to be done.
With this research on the analysis of speaking anxiety, it is hoped that teachers
can improve their teaching methods so that their students can interact and
speak in public well without fear in the future.
Based on the background above, the authors are interested in conducting
research entitled "An Analysis Of Students' Speaking Anxiety On Speaking
Ability In Class X At Man 2 Bengkulu City Based On Emha Abdurrahman's
Theory."
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B. Identification of the problem

Researchers identified several problems in this study. is as follows:
1. The students afraid in making mistakes
2. To be able to find out why students do not believe in their own abilities.
C. Limitatoin Of The Research
This Research is limited on analizyng students speaking anxiety on
speaking ability in class x at MAN 2 Bengkulu city on base on
Abdurrahman’s Theory on academic year 2022-2023.
D. Reseach Questions
In this study the researcher concludes two questions that will guide the
research:
1. What factors influence students' anxiety in public speaking? Especially in
class X MAN 2 Bengkulu City for the 2022-2023 school year.
2. What are the suggestions and efforts to overcome the anxiety of giving
speeches to students based on Emha Abdurrahman's Theory of class X
MAN 2 Bengkulu City for the 2022-2023 Academic Year?
E. Research Objective
Research objectives are formulated to determine what kind of knowledge
or understanding will be generated.
1. To find out the factors that influence student anxiety in public speaking,
especially in class X MAN 2 Bengkulu City for the 2022-2023 Academic
Year.
2. Knowing the suggestions and efforts to deal with students' speech anxiety
based on Emha Abdurrahman's theory, especially in class X MAN 2
Bengkulu City for the 2022-2023 Academic Year.
F. Writing System
In this study, the presentation systematics prepared by the researcher are
described as follows:
CHAPTER I INTRODUCTION, In this chapter the author will describe
the background of the problem, problem identification, problem definition,
 5

problem formulation, research objectives, research usefulness, and writing

systematics.
CHAPTER II THEORETICAL FOUNDATION, In this chapter the
author will provide an overview of the concept of speaking, The Nature of
Anxiety, Emha Abdurrahman Theory.
CHAPTER III RESEARCH METHODS. In this chapter the author will
describe the types of research, the nature of research, research data sources,
data collection tools, and data analysis.
CHAPTER IV RESEARCH RESULTS AND DISCUSSION In this
chapter the author will present the results of the research and discuss the
results of the research conducted.
CHAPTER V CLOSING, This chapter contains conclusions and
suggestions from the results of the research that has been done.
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CHAPTER II
REVIEW OF RELATED LITERATURE

A. Concept of Speaking
1. Definition of Speaking Skill
Speaking is one of the basic language skills. That is so important in
learning language because it is used to express ideas, receive and change
information to others. Dealing with learning English the MUF framework
can be a teaching model learning process to make it more diverse ways of
teaching, it also makes students improve their speaking skills. The
interactive process of constructive meaning involving production,
reception, and processing information (B.Douglas H, 2003: 140).
Speaking is a form of communication, so it's important that what
you have to say is conveyed in the most effective way. How you say
something can be just as important as what you say in conveying meaning.
Based on that opinion, speaking is realized as communication, therefore,
speakers are required to be able to express what they want to say as
effectively as possible in order to convey the message (R. Jones, 1989:
14).
According to Burton state that the main feature of speaking is the
way in which the talkers allow one another to have their say by the series
of signal, given by tone of voice, and hand gesture or a facial expression.
The speaker who has taken the active position to take the role makes a
corresponding series of verbal responses (S.H.Burton & J.A.Humpharies).
In addition, speaking is shown not only by voice but by facial expressions
to make the speaker's speech more appropriate and make the conversation
clear. Meanwhile, Donough and Shaw stated, “There are several reasons
for speaking that involve expressing ideas and opinions: expressing a
desire or desire to do something, negotiating or solving a particular
problem, or building and maintaining social relationships and friendships.

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In addition to fluency, accuracy, and confidence are important goals in

speaking (JO McDonough and Christopher Shaw, 2003).
Based on the description above, speech is not only emitted by the
speech organs, but ideas and emotions also take part in it. Speaking in
speech is the process of using speech pressure to display vocal symbols to
share information, knowledge, ideas, and opinions with others. In addition,
speaking cannot be separated from the listening aspect, because speaking
involves both the speaker and the listener.
2. The aspect of speaking skill
Speech is the most difficult language skill to assess reliably. A
person's oratory ability is usually assessed during face-to-face
interactions, in real time, between the interlocutor and candidate. Then,
speak become important because oratory is a skill that can make people
easily understand what is being explained.
Speaking skills are an important part of the curriculum at language
teaching, and this makes it an important object of assessment as well.
However, the speaking aspect is challenging, because there is So many
factors influence our impression of how good a person can be speak the
language. Each expert explains aspects of speaking differently. Difficult
for students, some aspects of speaking performance. Aspects of Speaking
Performance:
a. Fluency
Shows that speaking ability is described as the ability to report
actions or situations, with appropriate words, or the ability to speak or
to express a sequence of ideas fluently. Thornbury researches on The
listener's perception shows that pause is one of the factors of
smoothness (T. Scott, 2005). Then, people can be said as fluent
speakers if they the following features: pauses may be long but not
frequent, pauses are usually filled, pauses occur at meaningful
transition points,there are long runs of syllables and words between
pauses.
 8

b. Pronounciation
According to Thornbuyr Pronunciation refers to students' ability
to produce utterances that can be understood by others.
c. Grammar
According to Brown Grammar is a system of rules set
conventional arrangements and word relationships in a sentence
(Brown, Douglas H). In terms of context, a speaker must consider the
following: who is the speaker, who is the audience, where does the
communication occur, what communication takes place place before
and after the sentence in question, implied versus literal meaning, style
and register.
d. Vocabulary
Thornbury suggests three usual things used by speakers in what
they are being said: When people speaking, they are involving high
proportion of words and expressions that express their attitude (stance)
to what is being said. Speakers usually employ words and expressions
that express positive and negative appraisal because a lot of speech has
an interpersonal function, and by identifying what people like and
dislike, they are able to express solidarity (Thornbury S.).
speech also usually employs deictic language, i.e. words and
expressions that point to the place, time, and participants in the
intermediate or a more distant context. Speaking competence is not only
the theoretical study but also it is daily activities must know the aspects of
speaking performance, one of the aspects of speaking skill is vocabulary.
Every people need vocabulary to improve their speaking skill,
vocabulary also help people to expression when they speak. In conclusion
that is vocabulary is important to improve speaking skill.
a) Interactive Communication
Interactive communication refers to the ability candidates to
interact with interlocutors and other candidates by initiating and
responding appropriately when needed (Thornbury S.).
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b) Appropriateness
The term of appropriateness is related to some variables. When
people are communicating they have to see what effects to achieve the
communicative purpose. Those variables are: setting, participants,
gender, channel, topic (Harmer Jeremy).
c) Complexity
Is one of the highly organized written languages, structured,
and complex while speech is disorganized, fragmentary, and simple.
What made speaking difficult were related to the type of information
that had to be conveyed and were concerned the scale of the task and
interrelationships among the different elements involved.
3. Concept of Anxiety
a. Definition of Anxiety
Learning a foreign language is a fairly complicated process. The
learning process is not only influenced by the learner's linguistic
abilities, non-linguistic factors also influence, such as affective,
cognitive readiness, and metacognition. The feelings or emotions of
learners are shown to have an influence when they learn a foreign
language or use it. Among the feelings that often arise and have a lot
of influence in the process of learning a foreign language is anxiety
(K.Pinel & A.Albert, 2018).
According to Spielberger (1983) anxiety, in the field of
psychology, is defined as a feeling of tension or worry that occurs in
the human nervous system. Scovel divides the anxiety experienced by
humans into two categories, the first takes place over a long period of
time and the second occurs only at certain times or conditions. The
anxiety experienced by learners when learning a language is included
in the second category, namely that which only arises when in certain
situations or conditions (U. Keten, 2021).
Language anxiety is defined by Horwitz (1986) as different self-
perceptions, beliefs, feelings, and behaviors related to language
 10

learning and arises because of the uniqueness of this learning process

itself. Language anxiety is a feeling of pressure, nervousness,
emotional reactions, and worries that are closely related to learning a
foreign language or a second language (Elaine K. Horwitz, et al,
1986).
The definition of language anxiety proposed by Horwitz may be
more comprehensive and include all aspects of anxiety, because
anxiety is not just a matter of feeling or behavior, such as
nervousness, stress, and worry. It also includes the beliefs that learners
have about themselves, such as feelings of inferiority, inferiority, and
feeling of not having any abilities.
Language anxiety usually appears in three situations or
conditions, namely anxiety when communicating in the target
language, when facing a language test, and anxiety arising from the
fear of getting a bad response from those around him (Elaine K.
Horwitz, et al, 1986).
Anxiety when going to communicate is usually closely related
to the linguistic mastery of a learner. Those who feel that they are not
well prepared and have inadequate language skills will feel anxious
when they encounter this condition or are asked to practice their
language. As is well known, in language learning the learner is not
only required to master a set of grammar of the target language, he is
also required to be able to use the foreign language as a means of
communication. This anxiety can arise when he is asked to
communicate with his friends, lecturers, native speakers, or when he
practices his own language in front of the class.
Apart from being caused by inadequate linguistic abilities,
anxiety when communicating is also caused by the excessive shyness
of the learner. They already have good linguistic mastery and
preparation, but because other people will see it, this makes them
anxious.
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The second condition of anxiety is anxiety when going to face

the test. Anxiety arises when students are afraid of failure in exams.
Sarason (1984) says that students who have failed on previous tests
tend to be more anxious and more afraid of failure. Test failure is an
unpleasant experience experienced by students, this experience causes
anxiety, worry, and students' negative perceptions of tests.
The last condition is anxiety that arises because you are worried
about getting a bad response from other people. Fear of getting a
negative response by Watson (1969) is defined as worrying about
other people's judgment and fear of not being able to make a good
impression on them. Worry about getting a bad response arises when
the learner will carry out language activities orally. They worry about
getting correction or bad judgment, such as being 'stupid' or 'can't'.
This type of anxiety also arises because of worry about not being able
to meet the expectations of teachers and friends (C. Soim, 2014).
The fear of getting a bad response can come from teachers and
peers. Learners who experience this type of anxiety usually choose to
avoid situations where they are 'getting a grade'. They usually choose
to be silent and reluctant to show their language skills rather than get
an assessment that doesn't match their expectations (Michael W.
Passer & Ronald E.Smith, 2009).
Anxiety is one of the most well documented psychological
phenomena. In general anxiety appears from human body as a
response to a particular situation. Commonly anxiety can be identified
as a feeling of being threatened, apprehension, tension, or worry.
There are several definitions are of anxiety which are found by the
researcher. According to Carlson, anxiety is “a sense of apprehension
or doom that is accompanied by certain physiological reactions, such
as accelerated heart rate, sweaty palms, and tightness in the stomach”
(Michael W. Passer & Ronald E.Smith, 2009). Furthermore, anxiety
arises as a respon particular situation. Paser define anxiety as a state of
 12

tension and apprehension as a natural response to perceived threat

(Neil R. Carlson and William Buskist, 1997). It means that people are
naturally feels anxious when they are threatened. While according to
Ormrod anxiety is a feeling of uneasiness and apprehension
concerning a situation with an uncertain outcome (Jeanne Ellis
Ormrod, 2011).
Although anxiety and fear sounds similar, both are actually
different. Halgin describe the difference between fear and anxiety,
fear is a natural alarm response to a dangerous situation while anxiety
is more future- oriented, a feeling of apprehension and uneasiness
about the possibility of something terrible might happen (Jeanne Ellis
Ormrod, 2011). Furthermore, according to Barlow, as cited in Passer
and smith, Anxiety responses consist of emotional component, feeling
of tension; cognitive component, worry, phsysiological responses,
increased hearth rate and blood pressure; and behavioral responses,
avoidance of certain situations (Richard P. Halgin and Susan Krauss
Whitbourne, 2007).
b. Factors Causing Anxiety
There are several factors that contribute to language anxiety,
these factors can be sourced from within the learner or caused by
external factors. Internal factors can be in the form of self-perception
and learner's linguistic ability. While the external factors are the
teacher's attitude and class conditions.
1) Self-concept
Learners who experience anxiety, based on a study
conducted by Horwitz (1986), mainly originate from themselves,
they consider themselves not very competent and do not have
sufficient competence. The same finding was also presented by
Price (1991) and Gregersen (2003), they claim that anxious
students are students who tend to believe that their language skills
are less proficient than their classmates. Learners who often
 13

experience anxiety are those who often underestimate their own

abilities (Renxia Zhang and Jian Zhong).
2) Mastery of linguistics
Some students who experience anxiety are usually caused by
their low linguistic mastery. Due to their immature language skills,
they feel inadequate to present their language in front of people,
be it orally or in writing. Zhang and Zhong also found that
students who experienced an increase in their mastery of a foreign
language experienced a decrease in their anxiety.
3) The concept of learning the language of the learner
Each learner has a different concept of successful language
learning. Certain beliefs about language learning are said by
Horwitz to contribute to learner anxiety. Like the belief that
language must be spoken with correct and valid rules, so those
who have not mastered the language may not display their
language. Or the learner's perfectionist attitude that requires them
to be able to speak with the same accent or pronunciation as the
native speaker. These high standards then lead to frustration and
anxiety, sometimes even feeling that you don't have the talent to
learn languages (Elaine K. Horwitz, et al, 1986).
4) Teacher attitude
The teacher's attitude in the classroom can also be a factor
that causes student anxiety. Like when the teacher suddenly calls
one of the students to speak or the way they correct student
mistakes can be a factor in student anxiety. Or the role of the
teacher and students in an unequal class can also be a factor, such
as a teacher who only applies a one-way teaching style, students
do not have the opportunity to speak and express opinions
(M.Hashemi & M.Abbasi, 2013).
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5) Class conditions
Strict and formal classroom conditions are a significant
cause of learner's language anxiety. Classes that give a lot of
demands and targets tend to be the cause of their high anxiety,
such as classes that require them to always be precise and clear
when using the target language, as well as classes that always
require them to use the target language. The more the class that is
friendly to the learner's abilities, the lower the level of anxiety m
Kassim & Ali Kassim & Ali Kassim & Ali Kassim & Ali Kassim
& Ali them (M.Hashemi & M.Abbasi, 2013).
a. Types of Anxiety
Thomas devides the types of anxiety into two types, state
anxiety and trait Anxiety:
1) State anxiety is temporary feeling of anxiety elicited by a
threathening situation”. Another definition of state anxiety defined
by Thomas which is “State anxiety refers to anxiety that occurs in a
specific situation and usually has a clean trigger” (M.Adi, 2007: 3)
2) Trait anxiety is pattern of responding with anxiety even in
nonthreatening situations. People with trait anxiety tend to worry
more than most people and feel inappropriately threatened by
several things in the invirnment. In regard to this, Marwan argues
that trait anxiety is a person’s tendency to feel anxious of the
situations they are exposed to. Trait anxiety is a part of a person’s
character and is a permanent disorder. People with trait anxiety
tend to worry more than most people and whatever the situation a
person will remain affected by his character (Thomas J. Huberty,
2009).
b. The impact of Speaking Anxiety
Anxiety can be an inhibiting factor for students to learn to speak
in public. If anxiety interferes with cognitive function, anxious
students may learn less and may also have difficulty conveying or
 15

relieving what they know.Furthermore, Anxiety has long been

recognized by educators as a potential problem in speaking classroom.
Anxious students will have difficulty in their speaking since anxiety
affects cognition processing. According to Ormrod, anxiety can
interfere with several aspects of cognition in speaking process.
B. Definition Of The Meaning Speech According To Emha Abdurrahman
Speech according to English terms is called public speaking essentially
speaking in public, either directly or indirectly. Direct in the sense that the
speaker directly communicates face to face (face to face). face) with the
audience. However, speech can also be done indirectly namely speaking
through the mass media for public consumption (Suhandang, 2009).
Speech is conveying ideas, thoughts or information as well as the
purpose of speak to others verbally. Speech is a form of oral language activity.
Therefore Therefore, giving a speech emphasizes the expression of ideas and
reasoning by using spoken language supported by non-linguistic aspects
(facial expressions, eye contact, hand gestures and so on (Kemas Rezi Susanti,
2010).
According to Emha Abdurrahman, speaking is a verbal explanation
about a thing (problem) by stating the information clearly in front of the
masses or the crowd at a certain time (Abdurrahman, 2011). The main key for
someone to be able to successfully display speaking is due to the will of the
person concerned. With there is a strong self-will to be able to give a good
speech, then the concerned will certainly try to understand, understand,
explore the ins and outs of problems before finally appearing in actual
practice. With an attitude like this that can make a person like a lion podium if
you appear carrying your belly and get success like that expected (Hadinegro,
2011).
1. Speech Strategy
For speech strategies, there are several that are often used:
a) Impromptu Strategy
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The impromptu strategy is a speech technique that is carried out

without preparation and suddenly in this method the speaker does not
preparing the script, not reading the script, and not memorizing the
script. The speaker only thinks about what problem he wants to talk
about to the listener when he or she is invited by the presenter. For an
advanced speaker, giving a speech impromptu or strategically This
spontaneous speech is sometimes considered interesting compared to a
speech that has been delivered prepared beforehand.
b) Memorization Strategy
To carry out this strategy an orator or speaker must: have a very
strong memory, especially if the speech material to be conveyed is
very long. If the orator or speaker forgets with the arrangement of the
material discussed, it can result in the process of speech that did not
meet expectations.
Speech by reading the script as much as possible should be
avoided a speech script should be read over and over again and do not
need to be memorized.With implementation, the speech, delivered
freely. The sentences conveyed do not have to be the same as the
contents of the script but the content the material remains the same as
the speech script (Gentasri Anwar, 1995).
c) Manuscript Strategy
This speech is also called a speech that uses a script. The speaker
reads the speech from beginning to end. Art is not the term “delivering
a speech” applies, but reading a speech. Manuscripts are needed by
national figures, because of word errors cause confusion and be bad for
the speaker. Manuscript also carried out by scientists who report the
results of their research in radio speech scientific meetings often use
manuscripts without visible to the listener (Hadinegro, 2011).
d) Extemporary Strategy
Ekstempore is the best and most frequent type of speech used by
proficient speakers. Speech is ready previously in the form of an
 17

outline and supporting points discussion (sporting points). But the

speaker is not trying remember it word for word. The outline is only a
guideline for organize the ideas in your mind (Hadinegro, 2011).
2. Speech Strategies and Methods
a. Strategi impromptu (sudden)
The impromptu strategy (suddenly) is a speech technique that is
carried out without preparation and suddenly in this method the
speaker does not prepare the script, no reading the script, and not
memorizing the script. The speaker only thinks about what problem
what the listener wants to talk about when he is invited by the
presenter. For speakers who are already proficient, this impromptu or
spontaneous speech strategy sometimes considered interesting
compared to a speech that has been prepared previously (A.
Kusnawan, 2003: 20).
b. Strategies for reading manuscripts or manuscripts
This strategy is done by reading the text of the speech to be
delivered. Manuscript or script reading strategies are usually used for
special occasions
official or formal nature broadcast via television or radio, or it could be
a speech an official who is represented (read) by another person.
c. memorization strategy
To carry out this strategy an orator or speaker must have the
power remember that it is very strong, especially if the speech material
to be delivered is very strong long. If the orator or speaker forgets the
arrangement of the material, it can be resulting in a speech process that
is not as expected.
d. Extempore strategy (outlining the framework)
Ategi ektempore is a speech strategy in which the speech
material I only presented in the form of an outline and supporting
materials. That way the orator does not need to memorize the contents
of the speech to be delivered. When speaking, the outline of the
 18

content of the speech is developed directly and the notes are only
viewed occasionally when needed. This strategy also gives the orator
the freedom to deliver his speech materials without having to leave or
deviate from the content and the purpose of his speech (Lubis, 2010:
43).
3. Speech Criteria
A good speech is characterized by several criteria, these criteria are
as follows:
a) The contents are in accordance with ongoing activities
b) The content is evocative and useful for listeners
c) The content does not cause conflict sara he content is clear
d) The content is correct and objective
e) The language that is understood is easy to understand
f) The language is conveyed in a polite, humble and friendly manner.
4. Code of Conduct and Speech Ethics
The speech procedure refers to the steps and sequence to start,
developing, and ending the speech. Meanwhile, speech ethics refers to
appropriate values that need to be considered and upheld when a speech.
Speech etiquette will be a guide for anyone who will give a speech. When
giving speeches, we must not offend other people, we should try to
appreciate and build optimism for listeners, besides openness honesty,
empathy, and friendship need to be cultivated in speeches (Jalaludin
Rakhmat).
5. Speech Writing
Writing a speech script is basically expressing ideas in the form of
spoken written language, choice of vocabulary, paragraphs and sentences
in writing a actually not much different from other script writing activities.
Only only adapted to the situation of the conversation, formal or less
formal, or familial determine word choice.
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6. How to Deliver a Speech

There are two ways people view delivering a speech, some people
see speech only as an extended conversation and is considered
unnecessary learn it by mastering the material, then the speech will run by
itself, some see speech no longer as a conversation, but as a
events that require talent and skill.
C. Previous Study
1. The first by Intan Sari Putri, the tittle is Reducing Students Anxiety In
Speaking Through Communicative Language Teaching (A classroom
action research at SMPN 02 Bengkulu Tengah in academic year 2016-
2017). The researcher can conclude that the application of communicative
language teaching can reduce students' anxiety in English and improve
their speaking ability effectively, especially in junior high school 02
Bengkulu Tengah (Putri, 2017: 6). The difference between this study and
research conducted by researchers is the method and object of research.
2. The second by Nelson Mandela entitled An Analysis Of Speaking

Anxiety In Eleventh Grade Students Of SMAN 04 Kota Bengkulu. The

difference between this research and the research conducted by the
researcher is the place and object of the research.
3. The last Previous Research by Munah, The purpose of this study was to
describe the causes of senior high school students" anxiety to speak
English at one senior high school in Jambi city. The data were collected by
demographic background and face to face interviews with senior high
school students". researcher concludes that the causes of students" anxiety
to speaking English inside and outside the classroom of the twelve grade at
one senior high school in Jambi are (1) low speaking skill, (2) fear of
negative responses from others, (3) low self-esteem to specak English, (4)
fear of failure to speak English with teachers, and (5) cultural influences to
speak English of due to more teacher-centered. The difference between
 20

this research and research conducted by researchers is the research method

(Maimunah, 2015: 34).
D. Framework Of Thinking
Language anxiety is a feeling of pressure, nervousness, emotional
reactions, and worries that are closely related to learning a foreign language or
a second language. The definition of language anxiety include all aspects of
anxiety, because anxiety is not just a matter of feeling or behavior, such as
nervousness, stress and worry. It also includes the beliefs that learners have
about themselves, such as feelings of inferiority, inferiority, and feelings of
not having any abilities. Language anxiety usually appears in three situations
or conditions, namely anxiety when communicating in the target language,
when facing a language test, and anxiety arising from the fear of getting a bad
response from those around him.
According to Emha Abdurrahman's theory, speaking is an explanation
verbally about a matter (problem) by stating information clearly in front of the
masses or crowds at a certain time. According to Emha Abdurrahman, speech
is conveying an oral description of a matter (problem) by expressing
information as clearly as possible in front of the masses or crowds at a certain
time. Speech is a form of oral language activity that emphasizes the expression
of ideas and reasoning using spoken language which is supported by non-
linguistic aspects (facial expressions), gestures or body language, point of
view, and other non-verbal language.
The framework of thinking in this study can be seen through the
following chart:
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Problem:
1. The students afraid in making
mistakes
2. To be able to find out why students do
not believe in their own abilities

Factors that cause anxiety to speak

1. Self concept Emha Abdurrahman's theory regarding
2. Mastery of linguistics speech, and how to deal with anxiety
3. The concept of learning the about speaking or giving a speech
language of the learner according to Emha Abdurrahman
4. Teacher attitude
5. Class conditions

Students can overcome problems

regarding speaking anxiety

Picture 2.1.
Research thinking framework
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CHAPTER III
RESEARCH METHODOLOGY

A. Research Method
This research used a quantitative descriptive approach in order to answer
the proposed question. Descriptive research describes the current status of an
identified variable. These research projects are designed to provide systematic
information about a phenomenon. Creswell said that quantitative research is a
type of research that is explaining phenomena by collecting numerical data
that are analysed using mathematically based methods in particular statistics.
The quantitative research methodology maintains the assumptions of the
empirical paradigm.
The quantitative descriptive method was chosen by the researcher to
determine the level of anxiety experienced by students of class X MAN 2
Bengkulu City.
B. Place and Time of Research
The place of implementation of this research is MAN 2 Bengkulu City.
The time for conducting the research was carried out after the issuance of a
research permit from the faculty.
C. Population and samples
1. Population
Population is a group of individuals or organizations that have the
same characteristics that are used as objects in a study. The population in
this study were students of class X at MAN 2 Bengkulu City in the 2022
academic year. The total population was 136 students. Researchers chose
this school as the research location because this school has been accredited
A from BAN-SM so that this school meets the criteria to be used as a
research place.

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2. Samples
The sample in this study was grade X students at SMAN Bengkulu
city in the academic year of 2022. The sample was a group of generalized
target populations for later research.
D. Data Collection Techniques
1. Observation
In this data collection technique, researchers made observations to
find out how the condition of students who felt anxious when giving a
speech in front of a crowd. There the researchers observed to find data.
2. Interview
The researcher conducted face-to-face interviews with several
students who had experiences of anxiety to speak in front of a crowd. The
qualitative interview process was used in the research study followed by
open-ended questions, which were used to obtain information about the
students' experiences.
3. Documentation
To prove the data presented by the study were correct, the researcher
used documentation in the form of RPP, photos and transcripts of the
interview process. To take photos and record audio of the interview
process, the researcher will use a smart phone.
4. Questionnaire
Questionnaire is data collection which is done by giving a set of
written questions to answer.
E. Research Instrument
1. Observation
Observation became first data gathering used to gather the data to get
the real situations in speaking class. According to Heigham and Crocker
(2009) observations is the conscious noticing of participants’ behavior in
the natural setting, such as classroom, or any other environment where the
language is being studied.
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2. Questionnaire
The questionnaire was the main instrument to collect data. By used this
method, the researcher could be device the data from open questionnaire.
Open questionnaire was open-ended question to seek the potential source
of anxiety and also the type of anxiety in speaking English. According to
Teresa et al, open questionnaire or free response question are not following
by any choices and the respondent must answer by supplying a response,
usually by entering a number, a word, or a short text.
3. Interview
After distributed questionnaire, the researcher also did an interview
to support and validate the information from students. According to
Heigham and Crocker in Saputri (2017), an interview is aim to dig deeper
the respondents’ experiences, view, and feelings. A semi-structure
interview used to gather the data in this research. Semi-structure interview
is an indepth interview that uses to find the problem as fair, when the
interviewee is asking about their opinions and ideas (Sugiyono, 2012). In
addition, Heigham and Crocker in Saputri (2017) states that semi-
structured interview is an interview where the interviewer has designed the
topic to explore but is prepare to allow respondents to open up important
new findings.
F. Data Analysis Techniques
1. Data reduction
Data reduction is the process of selecting, focusing on simplifying,
abstracting, and transforming raw data that emerges from written records
in the field. Data reduction is a form of analysis that sharpens, classifies,
directs, discards unnecessary and organizes data in such a way that final
conclusions can be drawn and verified. The data used in this study were
the results of observations and interviews with the class teacher and the
results of the documentation of the lesson planning program that had been
prepared by the class teacher.
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2. Data Presentation
Presentation of qualitative data is in a narrative text, containing
information on data from observations, interviews and documentation
about lesson plans prepared by the class teacher.
3. Draw conclusions
The last step in the qualitative data analysis activity is drawing
conclusions from existing data with valid and consistent evidence so that
the conclusions obtained are in accordance with the formulation of the
problem from the start. Data obtained from observations, interviews and
documentation were then analyzed to describe the pattern of teacher-parent
relationships in fostering student behavior. From the results of the analysis
then concluded the results of research that has been done (Damayanti,
2020: 34).