AFFECTIVE FACTORS IN SPEAKING PERFORMANCE FACED BY

ENGLISH STUDENT AT IAIN BATUSANGKAR

(A study of the fourth semester Students of English Teaching Department
of IAN Batusangkar Registered in 2021/2022 Academic Year)

THESIS PROPOSAL

Submitted to English Teaching Department

of Tarbiyah and Teacher Training Faculty
of State Islamic Institute for Islamic Studies (IAIN)
Batusangkar as A Requirement for Thesis Proposal

By :
RAHMI HAYATI
Reg. No. 1630104050

ENGLISH TEACHING DEPARTMENT

FACULTY OF TARBIYAH AND TEACHER TRAINING
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)

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BATUSANGKAR
2022
 TABLE OF CONTENTS

CHAPTER 1......................................................................................................................1
INTRODUCTION.............................................................................................................1
A.Background of the Problem............................................................................................1

B.Identification of the Problem.........................................................................................5

C.Limitation of the Problem .............................................................................................6

D.Formulation of the Problem ..........................................................................................6

E. Purpose of the ResearchF. Definition of the Key TermG. Significance of the Research. 6

CHAPTER II......................................................................................................................8
REVIEW OF RELATED LITERATURE..........................................................................8
A.Review of Related Theories...........................................................................................8

1. Speaking.............................................................................................................8
2. Speaking Problems...........................................................................................19
3. Affective Factor................................................................................................21
B.Review of Relevant Studies.........................................................................................34

CHAPTER III..................................................................................................................28
RESEARCH METHODOLOGY.....................................................................................28
A.Research Design...........................................................................................................28

B.Population and Sample1. Population2. SampleC. Technique of Data Collection1.

Research Instrumenta. Validityb. Reliability2. Research ProceduresD. Technique of
Data Analysis................................................................................................................28

BIBLIOGRAPHY............................................................................................................28

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 CHAPTER 1
INTRODUCTION

A. Background of the Problem

Speaking is a fundamental language skill in the process of
acquiring a language. Speaking can be defined as a process of
communication between two or more individuals in which information,
ideas, and meaning are transferred into utterances. Speaking is the
process of creating and communicating meaning in a range of
circumstances through the use of verbal or nonverbal symbols (Harmer
In Marwiyah :2015). Besides speaking is a process of transforming an
idea or feeling into speech or a fully meaning utterance
(Arjulayana :2016:2). As a result, in order to communicate successfully,
students must be skilled speakers and capable of using speaking as a
communication tool. Finally, speaking allows students to communicate
their ideas, provide their opinions, ask questions, access information in
daily life, and understand each other. It’s being clear that Speaking is a
fundamental language skill in the process of acquiring a language. In
order to communicate successfully, students must be skilled speakers.
Speaking allows students to communicate their ideas, provide their
opinions, ask questions, access information in daily life, and understand
each other’s understandings.
Speaking is an essential skill in process of learning a second
language because the ability to speak is very important in supporting
students in English study, such as assisting the students in participating in
classroom interaction, and speaking ability as a tool for students to
improve their academic achievement. It is also possible to examine other
skills such as vocabulary, grammar, and pronunciation. Not only for
education, but also for other aspects of human existence such as
economics, tourism, getting the greatest job in real life, and so on.

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The value of speaking is separated into two categories: first, in the

learning process. Learning to speak fluently can help students participate
in class and comprehend subject matter more effectively. Speaking also
encourages students to begin and continue communication in group
discussions, to explain feelings and offer reasons in an appropriate
manner, and to ask for further information or assistance. Second, the
thinking process is a crucial tool for assisting learners in exploring,
developing, consolidating, and investigating ideas as well as evaluating
propositions (Goh and Burns 2012:21-23). It is obvious that speaking is
very important for students in their learning process, particularly in
obtaining academic achievement and developing thinking skills that will
be beneficial for them in real life.
Speaking is one of the fundamental subjects provided by the
English department at IAIN Batusangkar throughout the course of four
semesters. The lecturer started the speaking class with basic conversation
and progressed to extended public speaking in English communication in
five subjects (English for Daily Conversation, English for Classroom
Discussion and Participation, English for Tourism, English for Simple
Speech Presentation, and English for Public Speaking). Each subject has
a different set of subjects to master. It is classified according to the level
of difficulty it requires to master. This subject is intended to assist
students succeed in their future careers. Because this subject requires
students to practice a variety of speaking skills, including information
retrieval and handling, creative, active, and critical thinking, good
communication and presentation skills, how to prepare, organize, and
deliver successful information, confident public presentations, and so on.
During the first semester, English students learned about using
English for daily conversation. The goal of this topic is for students to be
able to use simple English conversation in their daily lives, such as
activities, introducing themselves, and so on. In the second semester,
English students learned about English for classroom discussion and
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participation. Students utilize English at the next level in this topic. They
should be able to utilize English in discussions and actively participate in
classroom interactions. Following that, in the third semester, English
students learned about English for tourism. This topic's goal is to get
students to utilize English in a wider context while also providing
graduate students with English abilities, particularly those related to
tourism. Then, in the fourth semester, English students learned about
English for simple speech presentation. This topic provides students with
the information and skills they need to utilize English as a means of
spoken communication by teaching them the principles of logic and
reasoning.
The researcher focuses on this research is the fourth semester on
the issue of English for simple speech presentation. There are several
topics that must be mastered, including: speech delivery, experience
speech, brief Islamic speech, and a variety of other forms of English
speeches. This topic aims to provide students with the knowledge and
skills to use English as a means of oral communication by understanding
principles, reasoning outlines, and texts, as well as presenting various
types of simple English speech.
During the classroom interaction while learning this topic, every
student must be able to speak in front of the class in order to execute the
speaking performance. Several aspects of speaking performance should
be mastered by students, namely "language features" such as accuracy,
such as how to produce grammatical-accurate sentences, fluency, which
means being able to communicate one's ideas in a normal and natural
manner, and appropriateness in speaking, which shows the different
levels of formality that suit a situation. According to Derakhshan et al.
(2016), learners should be aware of "language features" and be able to
apply them in conversation. It indicates that in order to learn the ability to
speak, the student should also master the other features of language,
which include grammar, vocabulary, and pronunciation.
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For some foreign language students, speaking performance is

difficult because English is not their native language, and environmental
factors include things that affect it, such as not using English in daily life,
feeling shy and lazy about learning English, and many students who
cannot speak properly and clearly when they speak English because they
do not understand what they are saying. Cognitive or psychological
factors influence students' speaking performance; students with good
cognitive abilities can also have problems speaking; psychological
factors that influence include motivation, self-esteem, and anxiety.
Based on the researcher's preliminary observations in the speaking
class with the English for Simple Speech Presentation subject, this
subject requires students to be able find information and convey it in
front of the class. Students must master the material they will convey first
by making an outline and searching various information based on the
topic they will convey. The week before the presentation they were given
a topic of discussion that they would cover for the following week. In
general, students are given the opportunity to memorize and understand
the topic within a week so that their appearance is good and satisfying.
However, when the researcher analyzed the videos of students taking the
course, the researcher found that there were still many students whose
performances were not good and were not optimal at the time of
presentation. The Students did not focus. In the delivery of the material
they look stammered and often mistake in pronouncing the words or
sentence structures so that the accuracy is not correct. Then they also
look trembling. Sometimes they also seem silent to remember the
material because of their lack of vocabulary and poor articulation, and
the result is they are not fluent in speaking performance and sometimes
forget the material they are going to convey. Many of them also lost their
ideas when presenting to the class. It means, they not understand what
are they talking about and not appropriate about the topic. Due to the
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several problem above, it made the students unsuccessful in speaking

performance
According to Tuan in Leong (2017), elements such as performance
circumstances, emotional factors, listening competence, and feedback
during each speaking assignment influence students' speaking
performance. Affective factors is relating to oneself, such as a
psychological issue. When English students at IAIN Batusangkar
attempted to perform a speaking performance, they faced affective
factors related to their feelings, emotions, and beliefs. The affective
factors have contributed to their success or failure in public speaking.
Positive emotional factors can facilitate language learning and increase
students' language performance, but negative affective factors can hinder
language acquisition and produce learning reluctance, particularly
speaking reluctance, resulting in poor speaking performance.
Furthermore, affective factors are those emotionally significant
characteristics of an individual that determine how students respond to
any situation
Considering phenomena and theories, the researcher is interested in
researching “Affective Factors in Speaking Performance Faced by
English Student IAIN Batusangkar”. For exploring the importance of
affective factors in second language learning, knowing the affective
factors in English speaking faced by English Students, and the cause of
the issues. Hopefully, teachers can find effective solution for the
affective factors and increase students speaking performance after
knowing what the factors are and the cause of it.

B. Identification of the Problem

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C. Limitation of the Problem

D. Formulation of the Problem
E. Purpose of the Research
F. Definition of the Key term
G. Significance of the Research
By conducting this research, the researcher hopes that this research
can give advantages and significance to relevant parties. The finding of
this research are supposed to give contribution in both theoretically and
practically.
1. Theoretically
The result of the research in theoretically is expected to
provide new information and knowledge about affective factors in
speaking performance faced by English student at IAIN
Batusangkar.
2. Practically
Through this research, the researcher hopes that this research
provide benefits for lecturer, students, and researchers:
a. Lecturers
Through this research, it is hoped that the lecturer will
be able to see about affective factors and looking for affective
solution to reduce this problem in speaking performance
faced by English student at IAIN Batusangkar.
b. Students
This study is expected to provide useful information to
students and can use theories related to about affective factors
in speaking performance faced by English student at IAIN
Batusangkar.
c. Researcher
The researcher can add her knowledge about an analysis
of student’s learning style in learning speaking. In addition, is
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done one of requirement to get her degree (SI) at IAIN

Batusangkar
 CHAPTER II
REVIEW OF RELATED LITERATURE

A. Review of Related Theories

1. Speaking
a. Definition of Speaking
Speaking is one of the basic language skills that must be
mastered by English students. Speaking is one of the productive skills
to produce systematic verbal utterances to convey meaning in various
contexts. By speaking we can convey information to others through
speech tools. According to Nunan in Marwiyah (2015), she argues that
speaking is a productive oral skill which consists of producing
systematic verbal utterances to convey meaning. Furthermore, Harmer
in Marwiyah (2015) states that speaking is a process of building and
sharing meaning through the use of verbal and non-verbal symbols in
various contexts. In line with Brown in Parmawati (2018), speaking is
an interactive process in constructing meaning that involves producing,
receiving and processing information. So it can be concluded that
speaking is a process of interaction between humans in conveying
information.
Speaking is a process of communication between the participants
to change their mind or feelings into words with the correct sentence
order. through speaking we can put our thoughts and feelings into the
form of speech to form a meaning that can be understood by our
opponents in speaking. This is in line with the opinion of Levelt
(1989: 1), which says that speaking is processing information and
transforming it into intentions, thoughts, feelings into the correct
sequence of sentences for speech. Then Arjulayana (2016: 2) also
states that speaking is one of the language skills in learning English as
a communication process, namely the process of changing thoughts or
feelings into utterances or utterances of full meaning. Furthermore,

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Aitchison in Aboe (2018) says that in his linguistic book, he tells of

general vocabulary, simple structures, fragments, explicitly,
concretely, more than one participant is a verbal type, that's the way
we call verbal is a process of change. because all the types of speech
above are still being processed in the minds of speassskers. So it can
be concluded that speaking is the result of human thoughts and
feelings which are transformed into speech.
Speaking can also be interpreted as the transfer of information
from one person to another that occurs spontaneously as explained by
Thornbury in Parmawati (2018), which states that speaking is
produced from speech with speech, in response to word for word with
the production of speech from people we talk about happening
spontaneously. This opinion is supported by Suharyati and Suryanto in
Arjulayana (2016), the essence of speaking is the process of moving
from one source to another. We conclude that speaking is the process
of spontaneously transferring information to another source.
In speaking, there are several skills should be mastered by
students such as; how to produce information with the correct language
structure, and interaction skills so that we can use English in everyday
life. According to Bygate (2002), arguing that speaking is a complex
skill, speaking first is about perceiving, remembering, and articulating
in the correct sequence of sounds and language structures. Second,
speaking is an interaction skill. It is about making decisions about
communication: what to say, how to say it and develop it, according to
one's intentions, while maintaining desired relationships with others.
Thornbury added in Parmawati A. (2018), there are so many parts of
everyday life that we take for granted. It is natural and integral to
speak that we forget how we ever strived to achieve this ability until
we have to learn how to do it again in a foreign language.
The definition above is supported by Keraf and Slamet in
Arjulayana (2016), they devide the speaking into three categories are;
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persuative; supporting, convincing and action. Need listener’s reaction

in getting inspiration or evoke emotion to get the opinion conformity,
intellectual, and even acts of listeners. instructive; inform to gain the
reaction from our listener correctly, and recreative; pleasant, require
the interaction from our listener such as terest and happy. This
categories intention to make a good conversation and relation with
other.
Base on the several theories above, the researcher can conclude
that speaking is a process of construct information, though, feeling
and express them with good sentence, regard the word that using, how
to express it and knowing the context and circumstance, it’s intention
to make a good interaction with other.

b. Components of Speaking
To make the listener understand what we are talking about, we must
know the components of speaking. There are several components of
speaking that must be mastered by students so that the information
conveyed can be understood by listeners. There are several compulsory
components in speaking, namely grammar, pronunciation, vocabulary,
fluency. as mentioned by Harris in Della (2018:18-19), there are five
components of speech: pronunciation (including segmental vowel-features
and consonants and stress and intonation patterns), grammar, vocabulary,
fluency (ease and speed of speech flow), comprehension, because speaking
certainly requires the subject to respond to the speech and begin it.
For more details elements of speaking skills to review the related
criteria of speaking ability to measure one’s speaking skills that are
accuracy, fluency, and appropriateness. According to Mazouzi in Leong
(2017), learners should pay enough attention to the exactness and the
completeness of language form when speaking such as focusing on
grammatical structure, vocabulary and pronunciation. Recognizably,
accuracy is one of the most important criteria to measure one’s linguistic
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ability and to shelter language users from communication breakdowns. In

addition Richards in Marwiyah (2015), accuracy concerns “The ability to
produce grammatically correct sentence.” In other words, accuracy in
language means grammatical accuracy only. Nevertheless, in Thornbury in
Marwiyah (2015), argues that the terms “accuracy” seems to cover more
than that. Specifically, speaking English accurately means doing without
or with few errors on not only grammar but vocabulary and pronunciation,
as well. He also sets the clear scale for assessment of accuracy: (1)
Grammar: Students use correct words order, tenses, tense agreement, etc.
Students do not leave out articles, prepositions or difficult tenses, (2)
vocabulary: Students have a range of vocabulary that corresponds to the
syllabus year list and uses words you have taught, and (3) Pronunciation:
Students speak and most people understand.
Base on Hughes in Leong (2017) states that Fluency is the learners’
ability to speak in understandable way in order not to break down
communication because listeners may lose their interest. In addition Hedge
in Leong (2017), stated that fluency is abiliity to answer coherently by
connecting the words and phrases, pronouncing the sounds clearly and
using stress and intonation. Fluency is also used as a criterion to measure
one’s speaking competence. Speaking fluently means being able to
communicate one’s ideas without having to stop and think too much about
what one is saying. Richards in Marwiyah 92015) defines fluency as “the
features which gives speech the qualities of being natural and normal.”
More specifically, Thornbury in Marwiyah (2015), points out the criteria
for assessing fluency. They are as follows: (1) Lack of hesitation: Students
speak smoothly, at a natural speech. They do not hesitate long and it is
easy to follow what they are saying. (2) Length: Students can put ideas
together to form a message or an argument. They can make not only the
simplest of sentence pattern but also complex ones to complete the task.
(3) Independence: Students are able to express their ideas in a number of
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ways, keep talking and ask questions, and many more to keep the
conversation going.
According to Winski in Marwiyah (2015), a complete definition of
appropriateness is not practically possible. Intuitively, an utterance is
appropriate in contact if it is not unexpectedly conspicious (marked) in
some way. Appropriateness is also used as a criterion to measure one’s
speaking competence. According to Spratt, Pulverness, and Williams in
Marwiyah (2015), appropriacy in speaking shows the different levels of
formality, that is more or less relaxes ways of saying things. It is important
to use the level of formality that suits a situation. In speaking activity,
appropriateness is very important to be mastered by the students. It is
because it will indicate whether the students really understand what they
said or not. The appropriateness in speaking in formal, informal and
neutral situations in a conversation will show their ability in understanding
the context and situation of the conversation in English.
Meanwhile, Harmer (2003: 267-268), argues that the speaking
component not only accentuates language but also mental/social
processing. They are as follows:
1) Connected speech
Effective English speakers must be able to not only produce
English phonemes, but also use fluent connected speech.
2) Expressive
The use of these devices contributes to the ability to convey
meaning. They allow the extra expression of emotion and intensity.
Student should be able to deploy at least some of such
suprasegmental feature and devices in the same way if they are to
be fully effectives communication. The use of these devices
contributes to the ability to convey meaning. They allow for extra
emotional expression and intensity. Students must be able to apply
at least some suprasegmental features and devices in the same way
if they are to be fully effective in communication.
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3) Lexical and grammar

Spontaneous speech is characterized by the use of a number of
common lexical phrases, especially in the delivery of certain
language functions
4) Negotiation language
Effective speakers benefit from the negotiating language we
use to seek clarification and to demonstrate the structure of what
we say.
5) Language processing Language processing
involves taking words and phrases from memory and their
equipment into sequences that are syntactically and proportionally
appropriate. It is clear that language processing is an important
component in speaking, because language processing helps
organize words and phrases in a person's head into sentences that
are good for the listener to understand.
6) Interacting with others
Most talking involves interacting with one or more participants.
This means that effective speaking also involves a lot of listening,
understanding how other participants feel, and knowledge of how
to linguistically take turns for others to do. It is clear that knowing
the situation is important, because speaking is not only about
expressing thoughts and feelings but also trying to have a
conversation, and build a relationship with the listener. Knowing
the circumstances helps us to have good conversations and
relationships with listeners.
7) Information processing (on site)
Apart from responding to the feelings of others, we must also
be able to process the information they pass on to us when we get
it. The longer it takes, the less effective we are as instant
communication.
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Based on the expert opinion above, the researcher can conclude that
the components of speaking are the characteristics of language; grammar,
vocabulary, pronunciation, fluency, comprehension, expressive tools, and
lexical. Mental/social processing such as language processing, information
processing, interaction with other elements and linguistics. All
components of speaking are meant to make good interactions with other
people.

c. Importance of Speaking

Speaking is an important aspect in life, because speaking must be

learned by students. Students must have sufficient speaking skills to
communicate easily and effectively with others. Various opinions about
the importance of speaking from experts that improve the learning process.
Furthermore, Gilakjani in Leong (2017) revealed that speaking is very
important for community interaction where they speak wherever and every
day. Talking is a way of verbally communicating ideas and messages.
Furthermore, Leong (2017) argues that the significance of speaking is
shown by the integration of other language skills. Speaking helps students
develop their vocabulary and grammar skills and then improves their
writing skills. Students can express emotions, ideas; tell stories; Request;
speak, discuss, and perform various language functions.
In addition, Goh and Burns (2012: 21-23) state that the importance of
speaking is divided into two aspects: first, the learning process. Mastering
speaking can facilitate students to participate in class and learning subject
matter. Talking also allows students to initiate and maintain conversations
in group discussions, describe feelings and provide reasons in an
acceptable way, and ask for more information or help. Second, the process
of thinking, speaking as an important tool to help learners explore,
develop, consolidate and investigate ideas, as well as evaluate
propositions, all these are crucial thought processes. It is clear that
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speaking is important for students in the learning process, especially in

achieving academic success and developing their thinking.
Furthermore, Khadidja in Analia (2015: 17), in the communicative
approach speaking is preferred because oral communication involves
speech in which students are expected to interact verbally with other
people. Furthermore, teacher talk will be reduced, meaning that students
are supported to speak more in class. It is clear that speaking is important
for the academic environment, where students need to be active in their
classes to discuss topics and gain knowledge from them.
According to Leong (2017), language speakers have more
opportunities to find work in various organizations and companies. This
statement is supported by Baker and Westrup in Leong (2017) who say
that students who speak English well can have a greater chance of getting
a better education, getting a good job, and getting a promotion.
Researchers can conclude that speaking is important in many aspects
of life. First, successful academic achievement, developing thought
processes and getting the best career in the real world.

d. Characteristic of Good Speaking

In order to be able speak successfully, student must fulfill several
characteristic of successful speaking activities such as giving students
plenty of time or opportunities to speak as often as possible. Allocating as
much time as possible for students to speak can help create good speaking
performance. According to Bygate (2002) argues that, characteristic of
good speaking are choosing the right form, putting them in the correct
order, sounding like native speaker, producing the right meaning, in
addition there are characteristic interaction skills involve making decisions
about communication, such as: what to say, how to say it, and whether to
develop it, in accordance with one’s intentions, while maintaining the
desired relations with other.
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The researcher can conclude that, several aspect in order to make a

good speaking based on the characteristic by expert. First, the good
speaking is able to speak fluntly and clearly such as good grammar,
pronunciation, choosing the good vocabulary and putting them in good
form. Second, speaker need to mastered the content as well and be able to
convey the content logically and systematically so that the audience
understand what the speaker mean.

e. Type of Speaking
There are type of speaking according expert. According to Brown in
Ilhami et al (2019), there are six basic types of speaking, as follow:
1) Imitative
Imititation of this kind carried out not for the purpose of
meaningful interaction, but for focusing on some particular
element of language form. That is just imitating a word, phrase or
sentence, this importance thing here is focusing on pronunciation.
2) Intensive
Intensive speaking goes one step beyond imitative to include
any speaking performance that is designed to practice some
phonological or grammatical aspect of language, intensive
speaking can be self-initiated or it can even from part of some pair
work activity, where learners are “going over” certain from
language
3) Responsive
A good deal of student speech in the classroom is responsive;
short replies to teacher –or student- initiated question or comment.
It also included interaction and test comprehension. But at the
somewhat limited level of very short conversations, standard
greetings and small talk, simple request and comment.
4) Transactional (Dialogue)
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Transactional language, carried out for the purpose of

conveying or exchanging speacific information, is an extended
form of responsive language.
5) Interpersonal (Dialogue)
Interpersonal dialogue carried out more purpose of maintaining
social relationship than for the transmission of fact and
information.
6) Extensive (Monologue)
Finally, student intermediate to advanced levels are called on to
give extended monologues in the form of oral report, summaries,
or perhaps short speeches. Here the register is more formal and
deliberative.

Next, Nunan (2013:56) categories two types of speaking, they are as

follow:
1) Interactional speech is communicating with someone for
special purpose, it conclude both establishing and
maintaning social relasionship.
2) Transactional speech involves communicating to get
something done, include exchanging of goods or services.

In addition, Richards (2008) categories three types of speaking, they

are as follow:
1) Talk as interaction
It refers to conversation and describes interaction that serves as
a primarily social function such as: when the people meet, they
exchange greetings, engage in small talk, recount resent experience
and so on. It will make them to be friendly and to establesh a
comfortable interaction with others. The focus is more on the
speakers and how they wish to present themselves to each other
than on the message.
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The focus is more on the speakers and how they

want to provide themselves to each apart from on
the message, such exchanges may be either casual
or more formal, depending on the circumstances, and
their nature.
Some of the skills involved in using talk as
interaction, such as: Opening and closing
conversations, Choosing topics, Making small-talk,
Joking, Recounting personal incidents and
experiences, Turn-taking, Interrupting, Reacting to
others, Using an appropriate style of speaking.

2) Talk as transaction
It refers to situation where the focus is on what is said. The
messege and main one-self understood clearly and accurately is
central focus, rather tahan the participants and how they interact
socially with each other.
Burns in (Richards, 2008) distinguishes between
two different types of talk as transaction. The first
type involves situations where the focus is on giving
and receiving information and where the participants
focus primarily on what is said or achieved, example
asking someone for directions.. Accuracy may not be
a priority, as long as information is successfully
communicated or understood. The second type is
transactions that focus on obtaining goods
orservices, such as checking into a hotel or ordering
food in a restaurant.
Example speaking as interactions are: explaining
a need or intention, describing something, asking
question, asking for clarification, confirming
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information, justifying an opinion, making suggestion,

clarifying understanding, making comparison, and
agreeing and disagreeing.
3) Talk as performance
It refers to public talk that transmits information before an
audience, such as : classroom presentation, public announcements
and speeches.
Example talk as performance are : using an
appropriate format, presenting information in an
appropriate sequence, maintaining audience
engagement, using correct pronunciation and
grammar, creating an effect on the audience, using
appropriate vocabulary, using an appropriate
opening and closing performance.
Based on the explanation above, it can be summarizes that several
types of speaking, they are imitative, intensive, responsive, transactional
(Dialogue), interpersonal (Dialogue), extensive (Monologue), talks is
interectional, transactional and performance.

2. Speaking Problems
There are some problem in speaking classroom according experts.
Tuan & Mei in Leong (2017:36-37), speaking problem in classroom such
as inhibition, lack of topical knowledge, low participation, and mother-
tongue use. Added by Doris & Jessica and Xinghua (In Fitriani
et.al:2014:4-6), the speaking problems are belong to linguistic problem
and psychological problems. The explanation as follows:
a. Inhibition
Stated by Ur in Husnawati (2017:24-25), learners are often
inhibited about trying to say things in aforeign language in the
classroom. Worried about making mistakes, fearful of critics or
loosing face, or simply shy of the attention that they speech attract.
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b. Lack of topical knowledge

Learners complain that they cannot remember anything to say
and they do not have any motivation to express themselves Leong
(2017:36). This is added by Baker and Westrup in Leong:2017:36),
it is very difficult for learners to answer when their teacher ask
them to tel things in a foreign language because they have little
opinions about what to say, which vocabulary to apply, or how to
use grammar accurately.
c. Low participation
Leong (2017:36), in a class with a large number of students,
each student will have very little time for talking because just one
student talks at a time and the other students try to hear him/her. In
the speaking class, some learners dominate the whole class while
others talk very little or never speak.
d. Mother-tongue use
Harmer in Leong (2017:36), argues that there are some reasons
why learners use mother-tongue in their speaking classes. The first
reason is that when teachers ask their learners to talk about a topic
that they do not have enough knowledge, they will try to use their
language. The second reason is that the application of mother-
tongue is very natural for learners to use. If teachers do not urge
their learners to talk in English, learners will automatically use
their first language to explain something to their classmates. The
final reason refers to the fact that if teachers regularly use their
learners’ mother language, their learners will feel comfortable to
do so in their speaking class.
e. Linguistic problems
Linguistics is a scientific study about language such as:
language structure (grammar), words and phonology. Richards in
Fitriani et.al (2014) claims there are some typical learner’s
 21

problems in speaking. Those problems are: lack of vocabulary

needed to talk, poor in grammar and poor in pronunciation.
f. Psychological problems
Psychology is the science or the study of the thought processes
and behavior of humans and other animals in their interaction with
the environment. Psychological problems are those problems,
which often interfere the emotional or physical health.
Psychological problems such as: lack self-confidence, anxiety, fear
of mistake, shyness, lack of motivation and lack of self-esteem

3. Affective Factor
a. Definition
The term "affect" refers to an emotion or feeling, both of which are
parts of our emotional selves. Some psychologists describe affect as
"emotions and an even broader spectrum of phenomena that have
anything to do with emotions, moods, inclinations, and preferences,"
as per Arnold in Nie (2018:3). Next, Brown in Lathifah (2015) defines
"affect" as "emotions or feelings." He also stated that the affective
domain refers to the emotional aspects of human conduct that originate
from a number of personality traits, such as feelings towards people
with whom they interact. While Arnold noted in Lathifah (2015) that
affects relate to emotions, feelings, beliefs, moods, and attitudes that
have a strong influence on one's behavior. Thornbury also noted in
Lathifah (2015) that the affective factor, which is the emotional aspect
of human behavior, might influence speaking fluency. It is obvious
that an affective factor is a factor that can influence students' speaking
performance; it comes from their emotions, feelings, moods, beliefs,
and attitudes, all of which have a strong influence on one's behavior.
Furthermore, Minghe (2013) claims that the affective domain is the
emotional aspect of human behavior, which may be contrasted with the
 22

cognitive side. Affective factors in foreign language teaching and

learning refer to two related aspects: the first is individual factors of
learners, such as motivation, anxiety, self-esteem, and so on; the
second is relational factors among learners and between the learner and
the teacher, such as teaching method, learning environment,
interaction, and so on. According to Nie (2018:3), one's affect toward a
specific object, action, situation, or experience is how that thing,
action, situation, or experience fits in with one's needs or goals, and the
subsequent influence on one's emotions. Positive affective factors can
aid language learning and increase learners' language performance, but
negative affective factors can obstruct language acquisition and create
learning resistance, particularly speaking reluctance. Affective factors
are the emotionally significant traits of an individual that determine
how they respond to any situation. Affective factors in the linguistic
context might influence foreign language acquisition in the form of
attitude, motivation, personality, anxiety, and so on

b. Affective Factor that Influence Speaking Performance

According to Tuan and Mei (2015), various factors influence
students' speaking performance, one of which is affective factors.
According to Krashen in Leong (2017: 37), affective factors have been
linked to motivation, self-confidence, and anxiety. Furthermore,
Thornbury noted in Juhana (2012) that anxiety or shyness, lack of
confidence, lack of motivation, and fear of making mistakes are
frequent psychological factors for English students. Furthermore,
Aouatef and Ariyanti (2016) claim that major psychological factors
such as motivation, self-esteem, and anxiety are possible influences on
students' oral performance. Furthermore, according to Juhana in
Ariyanti (2016), the fear of making mistakes, lack of confidence,
motivation, shyness, and anxiety that arise when students are required
to speak in front of a class are caused by the fear of making mistakes,
 23

lack of confidence, motivation, shyness, and anxiety. And the last

Brown in Ariyanti stated that it is critical to emphasize that
psychological or personality factors such as self-esteem, anxiety, and
motivation are critical in determining the effectiveness of students'
language learning. According to the study, motivation, self-confidence,
self-esteem, anxiety, and fear of making mistakes are all affective
factors that influence speaking performance, according to the study.
Each of these is detailed in particular below
1) Motivation
Motivation refers to the learners’ orientation with regard to
the goal of language learning. Brown in Minghe (2013:58),
motivation is an inner drive, impluse, emotion or desire that
moves one to a particular action. Motivation can arise students’
attention to interest with language learning and they are more
likely success in language learning. This is supported by
Harmer in Lathifah (2017:16), motivation is personal feeling
that force someone to do things in order to achieve something.
Motivation divide in two types, they are intrinsic
motivation and extrinsic motivation. The first is intrinsic
motivation. According to Brown (2000:164), states that
intrinsic motivation influenced by several factors, they are
follow:
a) The need for autonomy
Individual seek a quality of human functioning that
has as its core the desire to determine their own
behaviour, they have an innate need to feel autonomous
and to have control over their live
b) The need competence
An individual has a need to feel successful in their
attempt to understand and master their environment.
 24

This need for competence motives people to behave in

ways that allows them feels capable and effective.
c) The need for belonging and relatedness
The need to belong and to other has significant
influence on a student’s intrinsic motivation in
classroom. Having one’s being recognize and accepted
by peers is a psychological need of a student
d) The need for self-esteem
Self-esteem and personal social responsibility
defined self-esteem as appreciating one’s own worth
and importance, loving the character to be accountable
for one self.
e) The need for involvement and enjoyment
The need for fun is basic to all human being. The
need for involvement in learning is often lost when
educators are restrained when designing curriculum and
lesson plans

The second is extrinsic motivation. Brown (2007:172)

defines extrinsic motivation is fuelled by the anticipant of a
reward from outside and beyond the self. Then, Dimiyanti and
Mujiono in Anggriyani (2017:20) state that extrinsic
motivation is motivated to someone’s attitude that comes from
his or her outside activity. Extrinsic motivation is affected by
several factors, they are:
a) Success in its reward
Learners who have success in past task will be more
willing to engage whit the next one, more confident in
their chance of succeeding, and more likely to persevere
in their effort.
b) Failure and its penalties
 25

Failure is not just matter of wrong answer, but also

learners should be aware that they are failing if they
have done significantly progress, or nor taking care
c) Authoritative demands
Learners are often motivated by teacher pressure,
they may be willing to invest effort in task simply
because you have told then recognizing your authority
and right to make their demand a trusting the judgment
d) Test
The motivating power of test appear clear, learners
who know they are going to be tested on specific
material next week will normally be more motivated to
study it carefully than if they had simply told to learn it
e) Competition
Learners will often motivated to give of their best
not for the task of the learning itself but in order to best
their opponents a competition.

Sadirman (2011:83), states that, students’ who

have high motivation in learning are indicated by several
situation, they are; Doing the tasks seriously, Never give
up, High effort to get the better result than before, Prefer
works by himself or himself, Easy get bored to the
routinely task, in other words prefer with the something
new and different, Consistent with what her of his
believe about their opinion, Difficult to leave out their
believe, Like to find and solve the problems related with
their learning motivation.
Therefore, student who are lack of motivation
tend to often fail in acquiring the second language
because they don’t have desire to learn even for
 26

practicing the language through speaking. Gardner in

Juhana (2012) stated that students’ lack of motivation it
is caused by uninspired teaching, boredom, lack of
perceived relevance of material and lack knowledge
about the goals of the instructional program.

2) Self-esteem
Following Brown in Minghe (2013:59), no successful
cognitive or affective activity can be carried out without some
level of self-esteem, self-confidence, knowledge of oneself, and
belief in one's own abilities for that activity. One of the
affective factors that have a beneficial influence on speaking
performance is self-esteem. According to Coopersmith in
Lathifah (2015), self-esteem is a personal expression of self-
worthiness that the individual believes about oneself.
Furthermore, Minghe (2013:59) defines self-esteem as a self-
judgment of worth or value based on a sense of efficacy- a
sense of engaging effectively with one's own environment.
According to Brown in Mazouzi (2015), there are three levels
of self-esteem:
a) Global self-esteem
Global self-esteem is derived from the accumulation of
inter- and interpersonal experiences, as well as from
people's perceptions of the external world. It is the overall
assessment of oneself made through time and in a variety of
situations.
b) Situational self-esteem
Situational or specific self-esteem deals with one’s
personal appraisals in situations a person confronts. Social
interactions such as work, education, and home or traits
 27

such as oral ability, intelligence, or flexibility make up the

bulk of situational or specific self-esteem.
c) Task self-esteem
Task self-esteem is named after tis name because it is
connected to specific or particular tasks in particular
circumstances. Such as, in scholar education, task self-
esteem is related to one side of subject-matter, or in athletic
situations, a certain skill of sport is assessed in relation to
task self-esteem, in the language area is one’s self
evaluation of a particular aspect of the acquisition process
such as speaking, writing, reading, a specific ESL class, or
even a special kind of language drill.

Coopersmith in Syahesti (2017:27), suggests that there are

four source of self-esteem, they are:
a) Power
Power is the ability to influence and control the
behaviour of others characterized by the recognition and
respect, and the magnitude of the thoughts or opinions and
truths that individuals receive from others
b) Significance
Significance is the acceptance, caring, and a sense of
affection that individuals receive from other. It is an
expression of appreciation and attraction of other, and is the
acceptance and popularity of individuals.
c) Virtue
Virtue is the adherence of the individual to the standard
moral and ethical; characterized by individual adherence in
avoiding unauthorized behaviour and performing ethical,
moral, and religious conduct.
d) Competence
 28

Competence is the ability to succeed in meeting the

demands of achievement. This is characterized by
individual success in performing various tasks differently
for each level and age group.

Therefore who have self-esteem are potential to perform

speaking in more fluent way because they make the problem of
making mistakes becomes the last matter to think about. Self-
esteem represents the degree of one’s confidence and belief in
himself or herself. From the observation of classroom learning,
we can find that learners with high self-esteem manifest more
confidence and give more positive evaluations on themselves
which will promote their language learning. Some student fail
in oral English learning or feel less willing and confident in
speaking English in class because they have a low self-esteem.
They always keep silent or indifferent in oral English class.
Most of their problems are related to low self-esteem. They
usually feel unwanted, frustrated and confused because they
lack of confidence and give more negative statement on
themselves, which will in turn bring about negative effects on
their English learning.

3) Anxiety
Horwitz et all in Ariyanti (2016), argue that anxiety is
feeling of tension, apprehension and nervousness with the
situation of learning a foreign language. Supported by
Spielberger in Mazouzi (2013) stated that anxiety as the
subjective feeling of tension, apprehension, nervousness, and
worry associated with an arousal of the automatic nervous
system. Arnold in Lathifah (2015) said that physical sign of
anxiety such as breaking out in a cold sweat and nausea.
 29

Language anxiety caused by several factor according Horwitz

et al, they are communication apprehension, fear of negative
evaluation and test anxiety. Communication apprehension is
the people’s willingness to approach or avoid social interaction.
According to Horwitz communication apprehension is the fear
an individual experiences in oral communication. Fear of
negative evaluation according Watson in Mouzozi (2013), as
the apprehension of other’s evaluation distress over their
negative evaluations, avoidance of evaluation situations and the
expectations that others would evaluate one-self negatively.
Because that they less participation in classroom -interaction.
And test anxiety is a form performance anxiety, in which the
learner feel the fear of failure and doing badly in a text.
Horwitz stated that learners who experience text anxiety
consider the foreign languages process and especially oral
production, as a threatening situation, rather than an
opportunity to improve their communicative competence and
speaking skills.
There are several characteristics of anxiety according to
Muradet, et.al. They are
a) Physical characteristic of anxiety, such as: anxiety,
nervousness, trembling or shaking hand or limbs, sensation
of tight band around the forehead binding, firmness in the
skin pores abdomen or chest, sweating, sweaty palms,
dizziness or fainting, mouth or throat feel dry, hard to talk,
difficulty in breathing, short breathing, pounding heart or
pounding vibrating, the fingers or limbs become cool, feel
weak or numb, difficulty in swallowing, stiff neck or back,
there are disturbances or nausea, abdominal pain, chills,
frequent urination, the face feels flushed.
 30

b) Behavioral characteristics of anxiety, such as: avoidance

behavior embedded a dependent behavior and behavior
shake.
c) Characteristics of cognitive anxiety, such as: worried about
something, feeling of fear or apprehension be distributed
about something that happened in the future, fear of losing
control, fear of inability to solve the problem, worried
about trivial things, thinking about the same annoying over
and over again, think that should be able to escape from the
crowds, if not definitely going to pass out, the mind feels
jumbled or confused and it’s hard to concentrate or focus
the mind.

4) Fear of making mistakes

Fear of making mistake is one of the issues it’s faced by
English student while speaking performance. Ur in Loubazid
(2012), states the learners are often inhibited about trying to
say things in a foreign language in the classroom, worried
about making mistakes, fearful of criticism or loosing face, or
simply shy of the attention that their speech attracts. In addition
fear is linked to the issue of correction and negative evaluation,
and also much influenced by the students’ fear of being
laughed at by other students or being criticized by the teacher.
And the reason why the students fear of mistake because they
afraid of looking foolish in front of other people and they are
concerned about how other will see them.

Table 1: Affective Factors in Speaking performance

No Affective Indicator Sub Indicator
. Factors
1. Motivation a. Intrinsic a. Esteem needs such as
 31

motivation appreciation, status,

confidence, self-respect
b. The desire of a person to
determine their own
behaviour and act in ways that
make them feel capable and
effective.

b. Extrinsic a. Success in its reward

motivation b. Failure and its penalties
c. Authoritative demands
d. Test
e. Competition
2. Self- a. Power a. Respect from others
Esteem b. Is able to control his own
behavior
c. Is able to control the behavior
of others

b. Significance a. There is self-acceptance

b. Other people have a liking for
it
c. The attention of others
towards him
d. The existence of other
people's recognition of him

c. Virtue a. Obey the rules that apply

according to morals
b. Obey the rules that apply
according to religion
 32

c. Comply with applicable

regulations in accordance with
ethics

d. competence a. Able to complete the given

b. Able to make their own
decisions
3. Anxiety a. Physical a. Anxiety and nervousness
characteristic b. Trembling or shaking hands or
limbs
c. Sensation of tight band around
the forehead binding
d. Firmness in the skin pores
abdomen or chest
e. Sweating, sweaty palms
f. Dizziness or fainting
g. Mouth or throat feels dry
h. Hard to talk
i. Hard to breath and out of breath
j. Pounding heart or heart beats
quickly
k. Vibrating voice
l. The fingers or part of body
become cold
m.Feel weak or insensible
n. Difficulty in swallowing.
Throat feels insulated
o. There are disturbances or
nausea, abdominal pain
p. Chills and heat
q. Frequent urination
 33

r. The face feels flushed

b. Behavior a. Avoidance behavior

characteristics b. Embedded and dependent
behavior
c. Behavior shake

c. Cognitive a. Worried about something

characteristic b. Feeling of fear or
of anxiety apprehension be disturbed
about something that happened
in the future
c. Feeling of threatened by few
people and events or losing
attention
d. Thinking about the end of the
word
a. Thinking about everything
cannot handled
b. Thinking about everything is
confusing and it cannot be
solved
c. Fear losing control
d. Fear of inability to solve the
problems
e. Worried about trivial things
f. Thinking about the same
annoying thing over and over
again
g. Think that should be able to
escape from the crowds, it not
 34

definitely going to pass out

h. It is hard to concentrate or
focus the mind
4. Fear of Student’s a. The Students are often
making condition inhibited about trying to say
mistake things in a foreign language in
the classroom, worried about
making mistakes, fearful of
criticism or loosing face, or
simply shy of the attention that
their speech attracts (Ur)

B. Review of Relevant Studies

There are some researches about affective issues in speaking have been
conducted. The researcher chooses the researches as previous studies that
are close to the topic.
The first is a research about An analysis of factors influencing
learners’ english speaking skill conducted by Leong et al (2016). The
result of this study showed that learners with a low self-esteem, higher
anxiety and low motivation have serious difficulties in speaking skill.
And the students who have higher motivation and lower anxiety can
speak easily and affectively. It is supported by Henter (2013) about
Affective factors involved in learning a foreign language. The result of
the research showed that there are the correlation between affective factor
include motivation and axiaty are strongly linked to English performance.
It be clear that speaking performance has close relation with students
psychological condition.
This research has similarities and differences with the previous
researcher. The similarity among both Leong’s at.al (2016) and Henter’s
(2013) is this research research discusses about affective factors in
 35

speaking performance. And the difference is this research focused on

affective issue in speaking performance faced by English students
The second is a research entitled “Contributing Factors to the
Studens’ Speaking Ability” conducted by Irwan et.al (2017). It explored
several affective factors which is contributing students’ speaking ability
of twelfth-grade students in SMAN 3 Batusangkar in academic year
2017/2018. The first factor is Teacher. The second is Daily Practice. The
third is Listening English Music. The fourth is Family Support. The fifth
is Watching English Video and Movie. The sixth is Motivation to Learn.
The seventh is Classroom Environment. The eighth Learning Material.
The differences with this research is the researcher will take a place
at IAIN Batusangkar and the informance is the fifth semester of English
student at IAIN Batusangkar.
Futhermore, the research was done by Budiana and Nurwaliyah
(2018), with the title “The Affective factors Cousing Students to be
Passive During the speaking Class”. They found the result of
questionnaires, 70% of the students’ low participation is due to low self-
confidence, or fear to speak. The other factor which takes 20 % is lack of
motivation. Meanwhile the factor of introvert personality takes 10%. The
passive attitudes among the students emerge to be a failure of the
teaching learning activity if there is no attention from the teacher to
evaluate. Therefore, this invites a challenge for the teacher to cope with it.
This research has similarities and differences with the previous
researcher. The similarity between Budiana and Nurwaliyah (2018) is this
research focused on Affective factors in speaking class that coused
students passive in classroom. And the differences between Budiana and
Nurwaliyah (2018) and researcher is the place and object of the research
which they take place in Senior High School at Cirebon and the
researcher in English students at IAIN Batusangkar.
The researcher concludes that teaching speaking in Indonesia as
foreign language needs better preparation. In the teaching learning
 36

process, teachers not only have to concern on the linguistic factors, but
also the affective factors itselfsince the affective factor has strong
influence on the student‟s success in second language acquisition. As
facts shown above, EFL students face problem in speaking related to their
internal side and it can be derived from various causes and the
environment around the students as well. Therefore, a research about
affective issues and the cause of the issues in second language learning
need more attention as one way for teachers finding the effective solution
dealing with the quality of students’ speaking performance.
 CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This study used a descriptive quantitative research to investigate the
affective factors in speaking performance faced by English students at
IAIN Batusangkar. In this research, the researcher will collect, analyze of
numerical data to describe, explain, predict, or control phenomena about
the affective factors in speaking performance faced by English students.
This research will attempt to identify the affective factors in the speaking
performance of fourth semester English Teaching Department IAIN
Batusangkar students registered in 2020/2021.
B. Population and Sample
1. Population
Population on this research is the fourth semester Studens of English Teaching
Department at IAIN Batusangkar Registered in 2021/2022 Academic Year.
No. Class Population
1. TBI A
2. TBI B
3. TBI C
Total

2. Sample

The Researcher use simple random sampling to choose the Sample of this
Research.

C. Technique of Data collection

1. Research Instrumental

28
 29

a. Validity

b. Reliability
2. Research Procedures

D. Technique of Data Analysis

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