CHAPTER II LITERATURE REVIEW LITERATURE REVIEW
B. Speaking ability
1. Definition of speaking ability
e. Comprehension
Comprehension is the final aspect of communication. Both speakers talk about how understanding one another helps people find the information they need. Understanding is defined as the ability to reason about a subject or to know exactly what a situation is like.
combination of ability and speech. That is, the ability to tune sounds to express or convey the thoughts, opinions, and desires of others.
Djiwandono (Munir, 2005, p. 16) defines speaking as "an activity in which the thoughts and feelings that arise from a message or idea are verbally expressed in order to give a speech."
Brown (Florez, 1999) defines speech as an interactive process of meaning construction that involves the generation, reception, and processing of information. Speaking can occur in linguistic and nonverbal communication, as well as in information exchange.
Speech, as previously defined, is a productive ability to construct meaning that includes the generation, reception, and processing of information using common
linguistic or nonverbal signs. People take turns speaking according to the speaking principle, and each language has a specific socially written phrase. Speaking abilities are defined in this study as students' ability to benefit from self-efficacy in conversation and communication by using English fluently.
It is used in spoken language to convey meaning. Every day in class, students must practice speaking English. Bandura, Barbaranelli, Caprara, and Pastorelli are of the opinion that (1996),
• Limitation Speaking requires some live audience exposure. When asked to speak a foreign language in class, students frequently hesitate. Concerned about making a mistake, fearful of being criticized or losing face, or simply
embarrassed that their speech is drawing attention
• Nothing more to say Students frequently complain about forgetting what to say, even when they are not inhibited. You have no reason to express yourself besides feeling bad about what you're saying.
• Participation is completely inadequate and uneven. If everyone wants to hear, only one participant can speak at the same time, and there isn't enough time in large groups for everyone to speak. This problem is exacerbated by the tendency of some students to take the initiative while others say little or nothing.
• Using mother tongue In classes where all or some of the students are native speakers who prefer to speak in their native
language. You feel less "vulnerable" when you speak in their native language because it is easier and because speaking in a foreign language seems unnatural. When speaking in small groups, it can be difficult to get students to stick with the language they're learning in some classes, especially if they're disorganized or unmotivated.
• Vocabulary deficit Students are unable to construct good sentences word for word.
The information provided by the teacher influences the problems that arise in the classroom. Many factors can influence a student's ability to speak. As a result, each aspect of spoken language has distinct characteristics, such as pronunciation, grammatical features for tense analysis, fluency, and vocabulary. For example, the
errors that students make in everyday speech are not all the same. Needless to say, there is inhibition, low and unequal participation, native languages such as Acehnese, English as a non-native foreign language, and, finally, a lack of vocabulary.
C. Anxiety and Speaking English 1. Speaking Anxiety
Language characteristics have their own terminology. The terms alert and foreign language alert are frequently interchanged.
Foreign language anxiety is a fear of learning and using a foreign language. According to (Brown, 1997), this is a threat to the future of foreign language learning and is meaningless.
Foreign Language Problems' Conceptual Foundations (Horwits, 1986).
Building on these anxieties, the preoccupation
with the foreign language manifests itself in the form of communication, concerns, and negative evaluations. Communication anxiety is a type of shyness characterized by apprehension or fear of communicating with others.
According to Jason S. Wrench, communication anxiety is a person's fear or anxiety associated with actual or anticipated communication with another person or people.
Communication awareness is important in reducing foreign language anxiety because interpersonal relationships are important in foreign language classes. In foreign language classes, students must communicate in their target language by speaking and listening.
Another common fear associated with learning a foreign language is the fear of receiving
negative feedback Fear of negative evaluations was defined by Horwitz (1986) as
"fear of others" evaluations, avoidance of evaluation situations, and the expectation that others will evaluate them negatively.
When it comes to learning a foreign language, students are often afraid of receiving negative feedback from their peers and teachers, who are the only proud speakers in the classroom. Horwitz and Cope, on the other hand, believe that foreign language anxiety is more than just academic performance anxiety related to learning a foreign language. They also proposed that "language anxiety as an individual set of self-awareness, beliefs, emotions, and behaviors associated with classroom language learning stems from the
uniqueness of the language learning process"
(Passer and Smith, 2009).
Based on the above description, the researcher can conclude that English speaking skills are important in college. Speaking Ability refers to the ability that students use in terms of self-efficacy in conversation and communication by using English fluently in this study. As a result, students can speak and communicate effectively in front of a class and a large group of people.
In which,english speaking skills at college have some indicators such as: a.producing sounds (using intonation,stressed,etc), b.correctly using grammar, c.assessing audience characteristics (interest level and differences in perspectives), and d.using
gestures and body languages to attract audience attention.
D. TikTok Application with Project-Based Learning 1. Definition of TikTok
Tiktok is a social network that is used as a
learning environment due to its large user base, extensive features, and rich content. TikTok is a video-based social networking platform founded in 2016 by Zhang Yiming and owned by ByteDance.
This application,However, TikTok was also blocked by the Indonesian government in July 2018. The app was blocked at the time because it contained a lot of negative content. After a week, however, the TikTok app was re-sold on the App Store and Google Play Store. Naturally, it began as a collaboration between TikTok and the Ministry of Women's Rights and Child Protection.
TikTok, as previously stated, is a video- based social network. From there, you can record a 15-second video with a special filter and use songs that are currently popular. You can also share videos from other apps, such as Twitter or Instagram. For some reason, such applications are extremely popular among teenagers. The main reasons for using social networking apps were four: entertainment, communication, information provision, and academic activities (Yang, 2020).
According to the text above, the researcher can conclude that "academic" has gradually become a major factor in this contexts to improve learners' language proficiency. Take, for example, Tik Tok, where language- learning videos were ranked second among the most popular knowledge-sharing videos in
2019. In fact, numerous studies have looked into the effects of using social media to help language learners improve their language skills and proficiency. However, only a few studies have looked into the viability of using Tik Tok to learn English.