Advisor 1: Risnawati,M.Pd Advisor 2: Anita, M.Hum Banyak pelajar EFL Indonesia menunjukkan kecemasan saat berbicara
A. Theoretical Review
1. Definition of Speaking
In the Big Indonesian Dictionary, it is written that speaking is saying, speaking, speaking, or giving birth to opinions (in words, writing, etc.) or negotiation. Speaking can be defined as transmitting one's intentions (ideas, thoughts, hearts) to others through spoken language so that the meaning is perceived by others.
There are numerous definitions of speaking proposed by language learning professionals. (Kaharuddin & Rahmadana, 2020, p. 247) According to the definition, speaking refers to a scenario in which the emphasis is on what is said or done. The main attention is on the messages, as well as how they socially interact with one another. Another definition states that speaking is the use of speech to express oneself meaning to others.
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Speaking is one of the most crucial parts of language learning. Because of its enormous effect on the process of language learning, speaking anxiety has played an essential role in efl classrooms and Second Language Acquisition (SLA). As stated by (Becker et al., 2015, p. 37), Speaking is the most stressful aspect of learning for students. One of the most significant emotional variables impacting foreign language acquisition is speaking anxiety, which typically has a detrimental influence on students' oral English ability (Anwari, 2019, p. 10).
It has a detrimental influence on pupils' learning environment adaptability and success (Becker et al., 2015, p. 37). Many students may be terrified of speaking a foreign language orally.
(Becker et al., 2015, p. 38) The reasons for speaking fear were divided by personal motivations, classroom teacher conduct, learner beliefs, and testing and teaching methodologies are divided into four groups. To be effective in language acquisition, speaking anxiety must be addressed.
Another definition is from (Zyoud, 2016, p. 2) Speaking necessitates the ability to collaborate in determining who gets to speak first. It is also frequently done in real time. As a result, he claimed that speaking had three stages: conceptualization, formulation, articulation, and self-monitoring. Some of these criteria lead to the conclusion that speaking abilities are skills that a person has to convey his thoughts orally to his interlocutor, in practice speaking skills are an important component that must be done because after all, practicing speaking skills continuously can facilitate English speaking skills.
a. Aspect of Speaking
Speaking skills may appear difficult to acquire for some people, particularly those who do not know what to focus on when acquiring them. A language user must grasp what components of speaking skills he or she must acquire and how to do so. It will assist him/her in mastering the target language and conveying the intended message. Typically, specialists in
language training emphasize fluency and correctness in their talks about speaking.
Fluency is defined as the capacity to transmit ideas without having to stop and think about what the speakers are saying (Lickley, 2015, p. 445), or, in other words, our communication is seamless, rapid, and immediate. Associating speech fluency and pauses as follows: Pauses are generally filled, occur at significant transition points, and there are long trains of syllables and sentences between them.
Accurate speaking is defined as speaking without grammatical or vocabulary errors. To assess the fluency of one's speaking abilities, the speed of access or production, as well as the number of hesitations, are commonly utilized, whereas the quantity of error is used to assess accuracy.
The ability to speak a non-native speaker's accuracy is required since native speakers of the language will struggle to understand the ideas if their speaking partners do not follow the rules of the language. Paying too much attention to this element,
on the other hand, may have some negative consequences. One disadvantage of avoiding mistakes during practice is that it makes a language user reluctant to speak English, and as a result, his/her speaking fluency may not increase. This is why many people know English yet are unable to communicate in it.
Aside from fluency and accuracy issues, vocabulary and pronunciation appear to be problematic. These two issues are linked to the previous ones. The amount of a second language user's working memory in that language is affected by their knowledge of patterns of pronunciation and grammar in that language. It demonstrates how crucial pronunciation and grammatical knowledge is for language users. Mastering pronunciation and grammar aids a second language learner's ability to master the target language. To improve his or her pronunciation, pay attention to unique sound articulation as well as sound differentiating characteristics such as voicing and aspiration, voice-setting qualities, and stress and dialogue.
Finally, as previously said, a language user must master the four
parts of speaking skills. Paying too much attention to one component, on the other hand, can prevent the user from communicating properly.
b. Micro and Macro skills of Speaking
According to (Kurniawan, 2006, p. 2), Micro-skills are the ability to produce smaller language pieces such as phonemes and morphemes. The micro-skills for speaking are mentioned below:
1) Creating linguistic pieces of varying lengths.
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2) Producing changes in English phonemes and allophonic variations orally.
3) Generating English patterns, stressed and unstressed words, rhythmic structure, and intonational outlines.
4) Creating abbreviated variants of words and sentences.
5) Using an appropriate quantity of lexical units (words) to achieve a pragmatic goal.
6) Delivering fluent speech at various rates of delivery.
7) Monitor your oral production and utilize various strategic devices to improve message clarity, such as pauses, fillers, self-corrections, and backtracking..
8) Making use of grammatical word classes (nouns, verbs, and so on), systems (such as tense, harmony, and cultural pluralism), word structure, patterns, rules, and elliptical forms.
9) Producing improper phrases, pause groups, breath groups, and sentences in natural constituents.
10) Using diverse grammatical forms to express a specific concept.
11) Using coherent devices in verbal communication.
The macro skills refer to the larger elements such as fluency, discourse, function, and style. The list of macro skills is presented as follows:
1) Carrying out suitable communicative functions based on the context, participants, and goals.
2) In face-to-face talks, use suitable registers, implicative, pragmatic conventions, and other sociolinguistic elements..
3) Communicating relationships such as the main idea, supporting thought, fresh information, supplied information, generalization, and exemplification via communicating links between occurrences.
4) In addition to spoken discourse, use facial features, kinematics, body language, and other nonverbal indicators to convey meaning.
5) Create and employ a battery of speaking methods, such as emphasizing keywords, rephrasing, offering context for interpreting word meanings, requesting assistance, and accurately measuring how well the interlocutor understands you. There are micro and macro talents that must be acquired in order to be a good speaker. These abilities must be attained as the goals of classroom speaking instruction.
c. Difficulties of speaking
Speaking, along with writing, is regarded as one of the most challenging language abilities. Brown (2001) mentions some potential challenges that a language user can face:
Clustering (how well a speech is merged into phrasal and not word by word), redundancy (expressing more than what is required), and destruction . to a small (shortened version, ambiguity, lowered vowel sounds, etc.), variables (how a bilingual performs the language skills without doubt), colloquial
language (unofficial words, idiomatic expressions, and gestures that are more suitable for speaking than writing), rate of delivery (speaking at the appropriate speed), English pronunciation and (stress, rhythm, and intonation), the presence of which is required to apply language acquisition. In short, an English language user must comprehend how native speakers act and speak in addition to understanding the grammatical item. Adequate practice is required for this. The exercise should allow him/her to improve his/her speaking abilities.