THE RELATIONSHIP BETWEEN VERBAL-LINGUISTIC INTELLIGENCE, SELF EFFICACY AND STUDENTS’ SPEAKING
ABILITY
(A Correlational Study at the Third Semester Students of UIN Sultan Maulana Hasanuddin Banten)
Thesis
BY:
FARHAN MUHAMMAD 21190140000001
FARHAN MUHAMMAD 21190140000001
GRADUATE PROGRAM OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA
2022
ABSTRACT
Muhammad, F. The Relationship Between Verbal-Linguistic Intelligence, Self- Efficacy and Students’ Speaking Ability (A Correlational Study at the Third Semester Students of UIN Sultan Maulana Hasanuddin Banten), 2021
The purpose of this research was to examine and investigate the correlation between verbal-linguistic intelligence (X1), self-efficacy (X2), and speaking ability (Y).
During the academic year 2021/2022, this research was conducted at UIN Sultan Maulana Hasanuddin Banten's third-semester students' university. This research was conducted quantitatively, with correlation as the design. The following instruments were used to collect data: a verbal-linguistic intelligence test, a self-efficacy questionnaire, and a speaking ability test. Data analysis used the r product-moment and R multiple regression coefficient tests to determine the correlation value. The research reveals that: (1) there was a positive and significant correlation between students' verbal-linguistic intelligence (X1) and speaking ability (Y) with a correlation value 0.717 and R square 0.513; (2) there was a positive and significant correlation between students' self-efficacy (X2) and speaking ability (Y) with a correlation value 0.496 and R square 0.246; and (3) there was a positive and significant correlation between students' verbal-linguistic intelligence (X1), self- efficacy (X2), and speaking ability (Y) with the correlation coefficient r = 0.726, and the significant value is 0.00 < 0.0, H1 is accepted, whereas H0 is denied. The contribution of X1 and X2 to the Y variable is 52.7 percent, implying that students' verbal-linguistic intelligence and self-efficacy influence speaking ability. Based on the findings and conclusions of this study that verbal-linguistic intelligence and self- efficacy have a positive and significant correlation on speaking ability.
Keywords: Verbal-Linguistic Intelligence, Self-Efficacy, Speaking Ability
ABSTRAK
Muhammad, F. Hubungan Kecerdasan Verbal-Linguistik, Self-Efficacy dan Kemampuan Berbicara Mahasiswa (Studi Korelasi Pada Mahasiswa Semester III UIN Sultan Maulana Hasanuddin Banten), 2021
Tujuan penelitian ini adalah untuk menguji dan menyelidiki hubungan antara kecerdasan verbal-linguistik (X1), efikasi diri (X2), dan kemampuan berbicara (Y).
Selama tahun ajaran 2021/2022, penelitian ini dilakukan di universitas mahasiswa semester tiga UIN Sultan Maulana Hasanuddin Banten. Penelitian ini dilakukan secara kuantitatif, dengan desain korelasional. Instrumen berikut digunakan untuk mengumpulkan data: tes kecerdasan verbal-linguistik, kuesioner efikasi diri, dan tes kemampuan berbicara. Analisis data menggunakan uji r product-moment dan uji koefisien regresi berganda R untuk mengetahui nilai korelasinya. Hasil penelitian menunjukkan bahwa: (1) terdapat hubungan positif dan signifikan antara kecerdasan verbal-linguistik (X1) dan kemampuan berbicara (Y) siswa dengan nilai korelasi 0,717 dan R square 0,513; (2) terdapat hubungan positif dan signifikan antara efikasi diri (X2) siswa dengan kemampuan berbicara (Y) dengan nilai korelasi 0,496 dan R square 0,246; dan (3) terdapat hubungan positif dan signifikan antara kecerdasan verbal-linguistik (X1), efikasi diri (X2), dan kemampuan berbicara (Y) siswa dengan koefisien korelasi r = 0,726, dan nilai signifikansi 0,00 < 0,0, H1 diterima, sedangkan H0 ditolak. Kontribusi X1 dan X2 terhadap variabel Y adalah 52,7 persen, yang berarti bahwa kecerdasan verbal-linguistik dan efikasi diri siswa mempengaruhi kemampuan berbicara. Berdasarkan temuan dan kesimpulan penelitian ini, penelitian ini menyimpulkan bahwa kecerdasan verbal-linguistik dan efikasi diri berpengaruh positif dan signifikan terhadap kemampuan berbicara.
Kata kunci: Kecerdasan Verbal-Linguistik, Self-Efficacy, Kemampuan Berbicara
ACKNOWLEDGEMENT
Alhamdulillah. Praise be to Allah SWT for all His blessings and gifts. Sholawat and greetings may always be poured out to the presence of our lord Prophet Muhammad SAW along with his family and friends.
I would like to express my deepest gratitude to all lecturers, family, friends, and institutions who have helped and contributed to the process of conducting research and completing this thesis. Hence it becomes complete writing which can be presented to the Faculty of Educational Sciences in partial fulfillment of the requirement for a Master Degree in English Education.
The writer would like to thank advisors Dr. Fahriany, M.Pd., and Dr. Alek, M.Pd., who had given much of her time, attention, and support to guide the writer in preparing and finishing this thesis. The writer also was highly grateful for having Siti Nurul Azkiyah, M.Sc., Ph.D., and Kustiwan, S.Ag., M.A., Ph.D. as thesis examiners. They have helped the writer by giving insightful questions, comments, and suggestions during the thesis. Furthermore, I am extremely grateful to my parents for their love, prayers, caring, and sacrifices for educating and preparing me for my future. Also, I express my thanks to my sister and my brother. Finally, my special thanks go to my friends for their supports in completing this thesis and completing the study at State Islamic University Syarif Hidayatullah Jakarta.
The sincere gratitude also goes to:
1. Dr. Sururin, M.Ag., the dean of the Faculty of Educational Sciences.
2. Prof. Dr. Ratna Sari Dewi, M.Pd., the head of Graduate Program of English Education, Faculty of Educational Sciences.
3. All lecturers of Graduate Program of English Education, Faculty of Educational Sciences.
4. Dr. Abdul Muin, S.Ag., M.Pd., the head of the English education department of UIN Sultan Maulana Hasanuddin Banten, for permitting me to conduct the research.
5. My classmates of Graduate Program of English Education, Faculty of Educational Sciences.
6. And all of people who given motivation and contribution in the thesis completion.
Thank you very much for all your support and encouragement.
TABLE OF CONTENT
COVER ... i
ABSTRACT ... vi
ABSTRAK... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENT ... ix
LIST OF TABLES ... xii
LIST OF FIGURES ... xiv
CHAPTER I INTRODUCTION ... 1
A. Background of Study ... 1
B. Identification of Problems ... 5
C. Research Question ... 6
D. Objective of the Research ... 6
E. Limitation of the Problem ... 7
F. Significance of the Study ... 7
CHAPTER II LITERATURE REVIEW ... 8
A. The Nature of Intelligence ... 8
1. Intelligence Diversity ... 9
2. Verbal-Linguistic Intelligence ... 11
3. Factors Influence the Growth of Linguistic Intelligence ... 12
4. English Language Classroom Activities According to Linguistic Intelligence Theory ... 14
5. Indicators of Linguistically Intelligent People ... 16
B. Self-Efficacy ... 18
1. The Nature of Self-Efficacy ... 19
2. Sources of Self-Efficacy Beliefs ... 19
3. Speaking Self-Efficacy ... 23
C. Speaking Ability ... 24
1. The Nature of Speaking ... 25
2. Kinds of Speaking ... 27
3. The Components of Speaking ... 29
4. Assessing Speaking ... 31
D. Previous Study ... 31
E. Conceptual Framework... 33
F. Theoretical Hypothesis ... 34
CHAPTER III RESEARCH METHODOLOGY ... 35
A. Place and Time of the Research ... 35
B. Population and Sample ... 35
C. Research Method ... 35
D. Research Design ... 36
E. Instrument of the Research ... 37
1. Verbal-Linguistic Intelligence Test ... 37
2. Self-Efficacy Questionnaire ... 41
3. Speaking Ability Test... 44
F. Technique of Collecting Data ... 46
G. Technique of Data Analysis... 47
1. Normality Test ... 48
2. Homogeneity Test ... 48
3. Linearity Test ... 48
4. Testing of Hypothesis ... 49
H. Statistical Hypothesis ... 50
CHAPTER IV RESEARCH FINDING AND DISCUSSION ... 52
A. Research Finding ... 52
1. Descriptive Finding ... 52
2. Linearity Test ... 58
3. Hyphothesis Test Correlation Among Variables ... 64
4. The Relationship between Students’ Verbal-Linguistic
Intelligence (X1) and Speaking Ability (Y). ... 65
5. The Relationship between Students’ Self-Efficacy (X2) and Speaking Ability (Y). ... 66
6. The Relationship between Students’ Verbal-Linguistic Intelligence (X1), Self-Efficacy (X2) and Speaking Ability (Y). ... 67
B. Discussion ... 68
CHAPTER V CONCLUSION AND SUGGESTION ... 73
A. Conclusion ... 73
B. Suggestion ... 74
C. Implication ... 75
REFERENCES ... 78
APPENDICES ... 85
LIST OF TABLES
Table 3. 1. Blueprint of Verbal-Linguistic Intelligence Test ... 38
Table 3. 2. The Result of Verbal-Linguistic Intelligence Instrument Validity Test .. 39
Table 3. 3. Reliability Statistics of Verbal Linguistic Intelligence Test ... 41
Table 3. 4. Blueprint of Self-Efficacy Questionnaire ... 42
Table 3. 5. Speaking Performance Test Guideline ... 45
Table 3. 6. Speaking Performance Test Rubric ... 45
Table 3. 7. Interpretation of Coefficient Correlation Coefficient Interval Correlation Level ... 50
Table 4. 1. Descriptive Statistic of Verbal Linguistic Intelligence Score ... 53
Table 4. 2. Frequency of Verbal Linguistic Intelligence Score ... 53
Table 4. 3. Score Interpretation of Verbal Linguistic Intelligence ... 54
Table 4. 4. Descriptive Statistic of Self-Efficacy Questionnaire ... 54
Table 4. 5. Frequency of Self-Efficacy Questionnaire ... 55
Table 4. 6. Score Interpretation of Self-Efficacy... 56
Table 4. 7. Descriptive Statistic of Speaking Ability Score ... 56
Table 4. 8. Speaking Ability Score ... 57
Table 4. 9. Score Interpretation Speaking Ability Test ... 57
Table 4. 10. The Contribution of Independent Variable (X1) ... 59
Table 4. 11. Linearity Test between X1 and Y Variables (ANOVAa) ... 59
Table 4. 12. Coefficientsa of Correlation between X1 and Y ... 60
Table 4. 13. The Contribution of Independent Variable (X2) ... 60
Table 4. 14. Linearity Test between X2 and Y Varibles (ANOVAa) ... 61
Table 4. 15. Coefficientsa Correlation between X2, and Y Variables ... 61
Table 4. 16. The Contribution of Independent Variables (X1 and X2) ... 62
Table 4. 17. Linearity Test between X1, X2 and Y Variables (ANOVAa) ... 63
Table 4. 18. Coefficientsa Correlation between X1, X2 and Y Variables ... 63
Table 4. 19. Interpretation of Coefficient Correlation ... 64
Table 4. 20. Correlations X1 and Y Variables ... 65
Table 4. 21. Correlations X2 and Y Variables ... 66
Table 4. 22. Correlations Result between X1, X2 and Y Variables... 67
LIST OF FIGURES
Figure 3. 1. The Relationship among Variables ... 37
CHAPTER I INTRODUCTION A. Background of Study
English as a second language requires more than remembering patterns; it also requires the development of competencies that enable effective communication in real-world settings. Aydoğan and Akbarov (2014) assert that students must master four essential language abilities: listening, speaking, reading, and writing. Recognizing the significance of the English language, the Indonesian government considers English to be one of the required topics to teach. Speaking, along with listening, reading, and writing, is one of the four essential abilities of learning a foreign language in education. It has been taught to students ranging from elementary school to senior high school. As a result, it is an important skill for students to develop when studying English.
Furthermore, speaking is one compulsory subject mandated by the government in Indonesia. This is because speaking is one of the skills that play a role in self-development. Therefore, at the higher educational level, referring to a curriculum based on the National Education Qualifications Framework (KKNI) level 6, A graduate of the English Education Department is expected to possess the following general abilities: (1) Be able to think critically and creatively in the context of the development or application of science and technology, and (2) Be able to communicate orally and in writing in both the English and Arabic languages to advance the development of the academic world as well as in the professional world.
In line with that, all universities in Indonesia arrange speaking courses with the KKNI and independent learning as suggested by the Regulation of the Minister Education and Culture of the Republic Indonesia Number 3, 2020.
For example, in the third semester of the English Education Department - UIN Sultan Maulana Hasanuddin Banten, the students learn Speaking For Effective Communication which has several objectives: (1) Express themselves effectively using appropriate grammar, vocabulary, and pronunciation; (2)
Have speaking ability during active communication; (3) the ability to communicate their ideas and thoughts using acceptable terms; (4) the ability to set clear objectives for speaking and structure discussions coherently; and (5) Have strong self-confidence in speaking English (RPS Speaking For Effective Communication, 2021 UIN Sultan Maulana Hasanuddin Banten).
Based on the decision of the rector of state Islamic university of Sultan Maulana Hasanuddin Banten number 348 (Decree of the Rector of UIN Sultan Maulana Hasanuddin Banten, 2021), concerning the revision of guidelines for developing a semester learning plan. The purpose of speaking RPS is students are mainly expected to express themselves effectively using appropriate grammar, vocabulary, and pronunciation and have strong self-confidence in speaking English. Therefore, students are required to have verbal-linguistic intelligence and self-efficacy. In line with Shih and Chang (2018), In their opinion, speaking self-efficacy is incredibly crucial in the development of successful communication skills in students since speaking is a real-time activity that necessitates students to produce words throughout the course of communication. Aside from that, verbal-linguistic intelligence is essential for effective communication. According to Ahmadian and Ghasemi (2017), intelligence with a strong relationship with students' speaking ability is verbal- linguistic intelligence.
Furthermore, Khatib and Maarof (2015) also point out that speaking is one of the productive skills that students need to acquire to succeed at their tasks. It is crucial for students to have good communication skills because they enable them to have a better knowledge of the learning process by empowering them to ask pertinent questions and address their concerns.
Students require both cognitive and affective aspects to develop effective speaking skills. The affective factors influencing student speaking abilities include self-efficacy, self-confidence, anxiety, self-esteem, and other similar characteristics. Student self-efficacy can impact their speaking ability since students with high levels of self-efficacy also have high levels of confidence, which will inspire them to do public speaking even at the most challenging
levels (Asakereh & Dehghannezhad, 2015). According to Shih and Chang (2018), speaking self-efficacy is extremely important for students to develop effective speaking skills since speaking is a real-time activity that demands the students to generate words in order to communicate. In line with Putri et al.
(2020), Additionally, students should strengthen their abilities and confidence to converse effectively in English with others, mostly native speakers.
Besides that, one of the cognitive factors that affect the student’s speaking ability is intelligence. Verbal-linguistic intelligence includes the ability to communicate effectively through reading, writing, and speaking, as well as the ability to comprehend the sequence and meaning of words and the ability to use language appropriately. Armstrong (2009) argues that there are eight kinds of human intelligence. As cited in Gardner, Slavin (2019) said that there are no stupid children; in fact, all children have some intelligence, and only one is the most prominent. Every child is born with all this intelligence, but in varying degrees, only a few bits of intelligence can develop optimal because they have not been honed since childhood. In addition, According to Davoudi and Chavosh (2016), Language-Verbal Intelligence is described as the capacity to successfully use words in any situation, whether or not it is in speech or written form. It also possesses the capability of altering the structure of a given language. According to Gardner's theory, language-Verbal Intelligence is described as the ability to use language to achieve goals such as learning a foreign language (Skourdi & Rahimi, 2010). Therefore, individuals who possess verbal-linguistic intelligence are able to communicate through language. Language proficiency refers to the capacity to communicate and express oneself in one's own language as well as in other languages, whether or not one is fluent in the language in question. Furthermore, this intelligence encompasses the capacity to change the syntax, phonetics, pragmatics, and semantics of a language, among other things.
Besides that, based on pre-observational research at UIN Sultan Maulana Hasanuddin Banten, the writer found a low value in students' speaking scores.
The writer also found that some students are interested in English lessons,
especially speaking classes, but not many students want to speak English unless encouraged by the lecturer. According to the lecturer, the level of oral communication among students is relatively average; yet, some students appear to be frightened to express their opinions in English as a result of this.
When the writer inquired as to why certain students did not want to speak English in class, the majority of their replies indicated that they were scared and lacked the courage to speak. Other’s students even confess that they are unable to communicate before they attempt to do.
In line with Arifin (2017), His investigative study discovered factors that inhibit student participation in English speaking lessons, such as feeling worried, hesitant, and unconfident enough to speak in front of classmates, and students sometimes avoid participating in English speaking activities altogether. However, one aspect that can affect a person's self-confidence is self-efficacy. So, students who are low in confidence also have low self- efficacy. In addition, Juhana (2012) found that if students have low self- efficacy, lack of confidence, and lack of motivation, their linguistic intelligence will be lower. Therefore, it is clear that the student's level of self- efficacy and verbal-linguistic intelligence seems to correlate with their speaking ability.
Based on the explanation above indicates that verbal-linguistic intelligence and self-efficacy can contribute to students' speaking ability. In line with that, several studies have been conducted to investigate the relationship between verbal-linguistic intelligence and self-efficacy in students' speaking ability. Mohammed (2021) analyzed the students' speaking ability and self-efficacy theory. Based on his observation and data analysis utilizing qualitative methodologies. The research found that students with better speaking competency levels had stronger self-efficacy in speaking. In comparison, those who lacked self-efficacy had poorer speaking abilities. This indicates that self-efficacy is related to students' speaking skills. Meanwhile, Fariseh (2020) researched to investigate the correlation between verbal- linguistic intelligence and self-efficacy of senior high school students. His
research shows that the two variables have a positive and significant correlation between verbal-linguistic intelligence and students' speaking ability, indicating that students' verbal-linguistic intelligence increases their speaking ability.
Based on the previous study that was concerned with the issue of verbal- linguistic intelligence and self-efficacy on speaking ability and showed the relationship among those variables. Moreover, the previous study only uses two variables and does not involve them in one frame in their research.
Furthermore, this study presents research that involves three variables, namely verbal-linguistic intelligence, self-efficacy, and speaking ability. In addition, some studies stated that verbal-linguistic intelligence and self-efficacy positively affect students' speaking ability. Since the students have the same cases as the previous study, the students have problems in speaking, such as feeling worried, hesitant, not confident enough to speak in front of classmates, and having difficulty in using adequate words. Therefore, this present study wants to investigate the relationships between verbal-linguistic intelligence and self-efficacy of students' writing ability and involved a sample of students' university as the study sample.
Based on the background explanation above and related to the previous study, the writer is interested in conducting the research with the title "The relationship between verbal-linguistic intelligence, self-efficacy and students' speaking ability of English students in the third semester of UIN Sultan Maulana Hasanuddin Banten."
B. Identification of Problems
There are several problems based on the background explanation above, study as follow:
1. Most of the of students’ lack of motivation in learning English. This is evidenced by the pre observational research.
2. Lack of students’ self-efficacy in learning English. This is evidenced by the pre observational research.
3. Students are less enthusiastic when learning English. This is evidenced by the pre observational research.
4. Lack of students’ speaking ability. This is evidenced by the low value of students’ speaking score.
5. Students lack interest in speaking English. This is proven when in online class students should be forced or requested first so that they speak in English.
6. Lack of students’ vocabulary in speaking English. This is proven through pre observational research. Several students still mix English with Indonesian
C. Research Question
This study focused on the correlation between students’ verbal-linguistic intelligence, self-efficacy, and speaking ability at UIN Sultan Maulana Hasanuddin Banten. The following questions guided the study:
1. Was there any relationship between students’ verbal-linguistic intelligence and their speaking ability?
2. Was there any relationship between students’ self-efficacy and their speaking ability?
3. Was there any co-relationship between students’ verbal-linguistic intelligence, self-efficacy, and their speaking ability?
D. Objective of the Research
Following the formulation above, the objectives of the study were stated as follows:
1. To gain empirical investigation about the relationship between verbal- linguistic intelligence and students’ speaking ability.
2. To gain empirical investigation about the relationship between self- efficacy and students’ speaking ability.
3. To gain empirical investigation about the correlation between verbal-
linguistic intelligence and self-efficacy simultaneously on students’
speaking ability.
E. Limitation of the Problem
In line with the identification of the problem above and to make this study go to focus, the research problem was limited to be more specific and precise on the object of the study. Therefore, this study focused solely on verbal- linguistic intelligence, self-efficacy, and students' speaking abilities. Students in the fourth semester of UIN Sultan Maulana Hasanuddin Banten were the subjects of the study. The research will be carried out throughout the academic year 2021/2022.
F. Significance of the Study
This study offers an exciting chance to increase understanding of three variables included in this investigation, and it is significant in terms of theoretical and practical contribution. The theoretical contribution of this study is the validation of a simple and simultaneous relationship between verbal- linguistic intelligence and self-efficacy and students' speaking abilities.
Because few studies are investigating correlations among variables, this study is useful because it analyzes the correlation between independent and dependent variables by controlling another independent variable.
Furthermore, the results of this study give further context for future investigations that focus on verbal-linguistic intelligence, self-efficacy, and speaking ability, particularly among university students. Finally, this study provides valuable insights to students and researchers on the relationship between verbal-linguistic intelligence and self-efficacy on students' speaking abilities.
CHAPTER II LITERATURE REVIEW
In this chapter also reveals some previous related studies that have been done by other researchers as well as the hypotheses of the research.
A. The Nature of Intelligence
Gardner investigated human cognition from various disciplinary perspectives, including psychology, neurology, biology, sociology, anthropology, and the arts and humanities. As a consequence of his research, he could incorporate linguistic intelligence into his hypothesis of multiple intelligences. According to Hunt (2010), Gardner presented the notion of multiple intelligences, and it has since acquired broad support. As a consequence of this concept, it has been widely recognized as the essential variety of learners that should be acknowledged during the teaching-learning process. Garner believes that each learner contains a distinct collection of intelligences in varying degrees and distinct ways. Moreover, these intelligences affect their academic performance.
Before Gardner introduced Multiple Intelligence theory, intelligences were measured by linguistic intelligence and logical-mathematical intelligence. These two intelligences were used to identify "intelligence quotient", or IQ that's referring to the cognitive ability, which Alfred Binet proposed.
Alfred Binet, a pioneering figure in the measurement of intelligence with Theodore Simon, defines intelligence as the single side of a person's characteristics consisting of three components, namely:
1. The ability to direct thoughts or direct actions.
2. The ability to change the course of action when the action has been carried out.
3. The ability to self-criticize or carry out auto criticism.
In line with Jackson (2019), David Wechsler states that intelligence is
people's national or regional capacity to behave, reason, and efficiently control the environment. The term overall or global is used because it consists of elements or abilities which, although not entirely independent, are qualitatively differentiated.
According to Muthusami and Jayaraman (2013), none of the many intelligences is deemed to be superior to the others in terms of effectiveness.
Each of them makes a unique contribution to the success of language acquisition in a different way than the others. In contrast, linguistic intelligence is considered the most relevant of the several areas of multiple intelligences when it comes to language learning.
Based on the analysis of the experts' descriptions above, intelligence is a mental capacity that involves the critical thinking process. Intelligence cannot be specifically experienced but must be derived by several observable acts that embody essential thinking mechanisms. Furthermore, human intelligence is the ability to acquire knowledge, understanding, problem solving used in different situations. Intelligence is a general ability and a combination of humans' capabilities to survive in certain conditions or cultures. In other words, everyone's intelligence is not the same. Intelligence can be changed and developed. Furthermore, in the next sub-point, intelligence will be explained in more detail as a unified whole.
1. Intelligence Diversity
Gardner (2003) argued that the culture of our birthplace also influences range intelligence. Therefore, social and eco-cultural factors have a significant impact on intelligence. For example, individuals who face obstacles that need them to engage their mental capacity more frequently may have a higher assessed Level of intelligence. In contrast, those who are under stress caused by the nature of their environment have lower levels of intelligence. Gardner (2003) asserts that it is a major fallacy to believe that intelligence is a single item or a single figure that can be quantified with a pencil and paper. Gardner has restated his position on how human cognitive intelligence should be
defined. As a result of his work, we now understand that intelligence comprises a wide range of abilities, including Pierce's dimensional emotionality and spiritualism, which contain the ability to imagine new possibilities, be creative, and solve problems. Several recent studies have supported Gardner's stance on the concept of cognitive intelligence in humans.
According to Gardner's description, culture evolves through a process of learning, behavior, and reflection on one's life pattern and natural surroundings, all of which culminate in the habit of speaking a particular language (custom). In other words, intelligence is a pattern of action that repeats over time.
Additionally, we should recognize and respect the intricacy and mystery of the human brain, which stores the memories of our personalities and abilities. Intelligence is a gift from the All-Powerful Creator. Harvard University psychologist and neurologist Howard Gardner develops a categorization of intelligence that is based both on empirical facts and psychological investigation. Then, he replicated and published an intellectual work titled Intelligence Reframed. He asserts that the human brain preserves at least nine distinct forms of intelligence, with the remaining types being a mystery. Therefore, that every human being has a different intelligence that reflects different ways of interacting with the world, as well as the way they learn, speak, and communicate with others.
The linguistic quotient, also known as Verbal-Linguistic Intelligence, is one of Gardner's nine categories of intelligence, and it is one of the most difficult to measure. Consequently, this form of intelligence is related with the study of literature, which will be the focus of this thesis's discussion.
According to Halil (2017), babies often use language activity, as is smiling, flirting, and reacting to parents, resulting in developing attachment and emotional links between them. Therefore, when it comes to making a child's life more colorful, it is impossible to overestimate the role of language in a child's development. Even language is considered a social activity since children use their talents to create friendships, compromise, negotiate, and
resolve disagreements as a result of their language skills. Because language is frequently associated with a variety of areas of child development, it plays an important role in the development of children's emotional development as well as the development of the majority of beginning language learners.
McKenzie (2005) makes an argument for a different model of intelligence. He develops a new model of MI based on Gardner's concept of intelligence and adapts it to the changing requirements of the twenty-first- century workplace. The components of the model he offers are Information Technology Skills, Information Literacy Skills, Problem-Solving Skills, Collaboration Skills, and Problem-Solving Skills. Gardner's concept of intelligence corresponds to the talents listed below. Kinesthetic intelligence is a powerful tool for developing information technology abilities. Intrapersonal and naturalist intelligences are correlated with information literacy skills.
When it comes to problem-solving skills, logical intelligence is superior. To collaborate effectively, interpersonal and linguistic intelligences are essential.
In terms of adaptability, musical intelligence may be applied, while visual and existential intelligences can also make significant contributions to creative thinking. Furthermore, verbal-linguistic intelligence will be explained in the next sub-point. verbal-linguistic intelligence itself is one of the variables that will be the research variables of this thesis
2. Verbal-Linguistic Intelligence
Linguistic Intelligence (Word Smart) refers to an individual's capacity to comprehend both spoken and written language and their ability to communicate verbally and in writing. In a practical sense, linguistic intelligence refers to an individual's ability to utilize written and spoken language to accomplish goals (Fernández-Martínez et al., 2012).
Verbal-Linguistic intelligence is the ability of students to use words correctly and adequately. When students are reading, students tend to use verbal intelligence more often to process words. Verbal intelligence refers to students' ability to express their thoughts in speaking, reading, and writing.
Students' verbal intelligence can also be used to solve problems and analyze each lesson that contains language elements. Language-based inference requires students to interpret and hear words, converse, write, and think about learning in the classroom.
Many experts have a definition of verbal-linguistic intelligence. Gardner, as cited in Djuwita and Jamaris (2017), stated that verbal-linguistic intelligence is the capacity to use words, verbally, and in writing, easily.
Intelligence is often found to interpret the expression, semantic, or sense expression grammar or form of language, phonology or speech, and the functional aspect of practical usage of the word.
According to Campbell in Madyawati et al. (2015), verbal-linguistic intelligence is a person's capacity to interpret in terms of words and to use vocabulary to communicate and understand specific significances.
After reviewing all of the definitions provided by various experts, it can be stated that linguistic intelligence is the ability to use language clearly and correctly, whether in spoken or written form, which includes listening and speaking, or in written form, which includes reading and writing, and the ability to use it to accomplish goals, as well as the ability to learn new languages. In other words, linguistic intelligence is not limited to the capacity to use a language correctly; it also includes the ability to do so attractively.
Furthermore, it entails a thorough comprehension of language and sensitivity to literal and metaphorical meanings. Additionally, it requires highly developed writing and spoken communication skills, a thorough grasp of grammatical principles, and an eagerness to study new languages.
3. Factors Influence the Growth of Linguistic Intelligence
Developing linguistic intelligence and the other forms of intelligence may be accomplished to a satisfactory degree of competence (Armstrong, 2009).
According to Gardner (2011), intelligence is evolving. It can be cultivated or nourished. There is no such thing as intellect in and of itself. Musicians, for example, must have a highly developed musical intelligence, and linguists
must develop along specific developmental pathways in order to become fluent in their native language.
Biological endowment, personal life history, and cultural and historical backdrop are the three most important elements determining intelligence development (Armstrong, 2009). The first component is a biological endowment, which includes heredity or genetic variables and injury or lesions to the brain that occur before, during, and after birth. The second factor is a psychological endowment. The fact that certain people are born with extraordinary abilities cannot be refuted. On the other hand, some studies have discovered that intelligence may be developed via practice and exposure to various stimuli. Another factor that influences intelligence development is one's personal life history, which includes interactions with parents, teachers, peers, friends, and others who either awaken intelligence or actively suppress it, as well as those who prevent intelligence from developing or actively prevent it from developing. To put it another way, society and the environment have a substantial influence on the development of intellectual abilities.
Accordingly, children should interact with adults who are supportive of their skills and urge them to pursue their education and training. In addition to one's cultural and historical background, which includes the period and location in which they were born and raised, the type and stage of cultural or historical advances in many sectors, the third component is socioeconomic status. The social environment also has a significant impact on the development of intellect. For example, a society that considers smart children to be those who achieve well in math and science but believes that playing any musical instrument is a non-essential skill will encourage children to focus their efforts on developing math and science intelligence rather than music intelligence.
As previously mentioned, Gardner's proposed definition of intelligence lays a great focus on the role of cultural factors over human cognition, as can be seen in the passage above. In other words, some factors, like as the environment in which an individual lives, the culture that he or she acquires, and the others with whom he or she comes into touch, have a substantial
influence on the development of intelligence. The reason some elements of intellect are expanding while others are not in the same person, and vice versa, is because of this. Furthermore, the many bits of intelligence of a person can change and expand in response to biological and environmental experiences.
As a result, some people have a high degree of intelligence in some areas and a low level of intelligence in others.
Even though everyone is born with language intelligence, certain people may require more work to enhance it by participating in activities connected to linguistic intelligence. Moreover, Gardner believes that everyone can change or improve their bits of intelligence via training and practice (Richards &
Rodgers, 2014). Therefore, some activities that may be conducted in the English language classroom to increase students' linguistic intelligence will be discussed in further detail in the following subheading.
4. English Language Classroom Activities According to Linguistic Intelligence Theory
Multiple intelligences may be optimized in speaking courses by including creative and innovative learning tasks into the curriculum. More importantly, by taking into consideration student characteristics such as interests, talents, and intellect, learning resources may be merged into a single cohesive presentation theme, guaranteeing that each student has the chance to succeed depending on their own abilities.
According to Adityas (2016), the ideal way to use multiple intelligences is to follow the three concepts outlined in the following section. They are as follows:
First, the planning phase includes the following activities:
1. Determining the types of subjects to be taught.
2. Selecting materials that are aligned with competency standards and fundamental competence.
3. Determining the intelligence to be developed.
4. Formulating indicators of learning outcomes.
5. Preparing a syllabus and lesson plan.
Second, the implementation phase, which includes the three principles that must be considered while implementing theme learning, is divided into four parts:
1. The instructor should not be the center of attention during learning activities but rather function as a mentor and facilitator.
2. The instructor explains the duties associated with every given work to individuals and groups.
3. The instructor can include student suggestions that are not typically incorporated into the class plan.
4. The instructor is receptive to students' suggestions that are not always incorporated into the class plan.
Third, an assessment and evaluation phase is carried out consistently and comprehensively throughout the process and in the learning results. When determining the development of potential learners and reflecting on the success or failure of learning, it is utilized as a basis for evaluation by teachers.
Most of the time, linguistic intelligence interacts with the other types of intelligence in complicated ways (Armstrong, 2009). H. E. Gardner (2011) held that no intelligence exists in isolation from other bits of intelligence in life, according to this theory. When people are exposed to a variety of multi- sensory activities, they acquire a variety of bits of intelligence in a sophisticated manner.
Activating more than one of the multiple intelligences is commonplace in classroom exercises. Lunenberg (2014) provides several examples of classroom exercises that use some intelligence, including the following:
1. Writing a report or an essay stimulates the development of linguistic intelligence.
2. Composing a song encourages the development of musical and linguistic intelligence.
3. Group conversation stimulates the language and interpersonal intelligence of participants.
4. Writing in a journal improves both intrapersonal and linguistic intelligence.
5. Production of video engages logical-mathematical, musical- linguistic, interpersonal, and spatial intelligence and other areas of the brain.
6. Music, language, and interpersonal intelligence are all integrated into choreography (also known as dance).
7. Composing a song is beneficial to both musical and linguistic intelligence.
8. Interacting with professionals on the internet requires the use of language and interpersonal intelligence.
9. Making graphs engages logical-mathematical and spatial intelligence, among other things.
10. Putting on a play helps develop musical, verbal, interpersonal, and spatial intelligence, among other things.
11. Students designing posters blend both language and spatial intelligence into one activity.
12. Creating timelines encourages the development of logical- mathematical and spatial intelligence.
13. Kinesthetic and logical-mathematical intelligence is developed via hands-on experience and exploration.
Finally, the variety of English language school activities that are based on linguistic intelligence is noteworthy. Those tasks frequently include not just linguistic intelligence but also the activation of several other intelligences.
5. Indicators of Linguistically Intelligent People
Everyone has a certain level of linguistic intelligence. This is indicated by the fact that people have varying skills in listening, speaking, reading, and writing (H. E. Gardner, 2011; Lunenberg et al., 2014). A connection can be made between this and the first point of multiple intelligences, which claims that each individual possesses all eight intelligences to some degree and
demonstrates them in different ways (Armstrong, 2009). Each individual has a diverse blend of the eight intelligences, which causes individual differences.
When it comes to linguistic intelligence, everyone approaches it in their way.
Individuals do not operate in the same way, even identical twins (H. E.
Gardner, 2011).
Furthermore, according to Arifuddin (2018), deaf persons who do not damage the brain's language centre can still acquire a language through writing and sign language provided they do not damage the language area. It is supported by Gardner's research on aphasics, which demonstrates that injury to certain parts of the brain affected both speech and the capacity to write and other aspects of daily life. Because of this, linguistic intelligence may be observed in persons who can talk rhetorically (such as in debate and public speaking), as well as those who can write wonderfully (such as writing poems, journals, and novels).
According to As’ad (2019), students that have verbal-linguistic intelligence can communicate effectively in a variety of situations. They like learning new words, playing with language, and doing crossword puzzles.
They are enthralled by stories and are capable of narrating what has happened.
Aside from that, they are excited about the meaning of words as well as the lyrics of musical compositions. A strong verbal-linguistic intelligence may be used to begin conversations or discussions, for example, and students with strong verbal-linguistic intelligence are effective communicators both orally and in writing. In addition, they enjoy reading novels.
Furthermore, according to Abdallah (2008), A person with highly developed verbal/linguistic intelligence will often exhibit the following characteristics:
1. Listens to and reacts to the spoken word's tone, rhythm, colour, and diversity.
2. Acquires knowledge by hearing, reading, writing, and discussion.
3. Effectively listens, comprehends, paraphrases interpret, and recalls what is stated.
4. Reads and speaks clearly, comprehends, summarizes, interprets, or explains what is read, and recalls what is read.
5. Demonstrates the capacity to learn other languages and communicate, argue, explain, and convince through listening, speaking, writing, and reading.
The theories that have been developed have led to the conclusion that linguistic intelligence is the ability to use language, whether in spoken form (which includes listening and speaking) or written form (which includes reading and writing), in a clear, correct, and beautiful manner, as well as the ability to use language to achieve goals and to learn new languages as a result of these abilities. We can readily notice many people who display a high degree of this intelligence based on the characteristics listed above, such as authors, poets, journalists, scriptwriters, writers and novelists, attorneys and public speakers, politicians and instructors. In addition, those individuals have the ability to communicate well in both written and oral forms.
B. Self-Efficacy
Albert Bandura formulated the concept of self-efficiency. Self-efficacy is an individual's confidence in his or her abilities to take the required steps to develop such achievements (Stajkovic et al., 2018). Self-efficacy beliefs are an important component of human self-confidence and attitudes, and they have an influence on behaviors that may have a negative impact on a person's quality of life. Simply put, self-efficacy is what a person believes he will be able to do by using his or her abilities in certain conditions (Lopez et al., 2018).
Self-efficiency (the belief in a person's abilities to accomplish such tasks) determines what students choose to understand and the goals they create for themselves. Self-efficiency often influences the amount of dedication and patience of students to learn difficult topics (Lunenburg, 2011). Besides, Lunenburg (2011) suggests that self-efficacy influences the ability, motivation and effectiveness of an individual to learn since people always choose to learn and therefore perform those things that they believe would be successful. In
addition to setting a target, self-efficacy is one of the most powerful motivational predictors of how well an individual takes nearly any attempt.
According to the analysis, self-efficacy is a belief in a person's ability to arrange and carry out the actions necessary for accomplishment.
1. The Nature of Self-Efficacy
Bandura, widely regarded as the originator of self-efficacy theory, develops a social cognitive theory in which individuals' beliefs about their abilities are critical to their capacity to improve and master a skill. According to Bandura, people's perceptions of their abilities frequently predict how they behave in specific situations. Thus, how individuals evaluate their performance at particular tasks and their confidence in their ability to carry them out efficiently substantially impact how these individuals behave when presented with difficult situations. Additionally, self-efficacy relates to what a person believes they can accomplish via using their talents in a certain scenario. In other words, self-efficacy is a judgment about one's future potential and capacity to succeed made by individuals (Margolis & McCabe, 2006). Additionally, self-efficacy beliefs place a premium on one's perception of one's competence rather than on one's actual degree of skill (Tschannen- Moran & Hoy, 2007). Based on several explanations about the self-efficacy theory above, it can be concluded that self-efficacy is a person's confidence in performing a particular task. For example, someone believes that if we succeed in carrying out a job, a positive response will be obtained so that the person's self-confidence increases.
2. Sources of Self-Efficacy Beliefs
Stress, emotion, mood, pain, and weariness have all been shown to have an impact on one's sense of self-efficacy in the past. In general, there are four basic types of influence: enactive mastery experiences, vicarious experiences, verbal persuasion, and social influence (Hodges, 2008).
a. Socio-Economic Status
Sociologists classify individuals into four social classes: upper class, middle class, working-class, and lower class (Moreno‐Jiménez & Villodres, 2010). The socioeconomic status of pupils has an impact on their academic results. Students from better socioeconomic backgrounds outperform their counterparts from lower socioeconomic backgrounds (Barry, 2006). At the same time, parental resources and education impact children's feelings of self- efficacy and competence. Children from low-income families may exhibit signs of learned helplessness. As a result, many pupils may assume they will never be able to conquer their schoolwork. As a result, it is necessary to investigate the origins of self-efficacy among students from various socioeconomic backgrounds and strategies for increasing it.
b. Gender
Several researchers have looked at the link between gender differences and sources of self-efficacy, and the results have been mixed. According to Mills et al., (2007) Gender has been identified as one of the factors that impact the performance and motivation of foreign language students, and it has been recognized as such. Self-efficacy research has been conducted in a variety of academic fields, including science and mathematics, to address gender-related issues. In cultures where women are more likely than men to pursue FLs as an area of study, males tend to discount FLs because they perceive it is a female- only domain; they also display a better sense of confidence in their skills to conduct math and science than women. When male students participate in a language learning context, they develop feelings of unease and discontent as a result of this phenomenon. Male and female students were found to be equally self-efficacious in language arts, although female students were shown to be more so than their male counterparts (Usher & Pajares, 2008). Some research found a statistically significant link between the two variables (Joët et al., 2011)
c. Learning Style
According to Pritchard (2017) and Slavin (2019), Learning style refers to students' many approaches to learning a subject. Three learning styles have been proposed in the field of Neuro-Linguistic Programming (NLP). First, visual learners learn by viewing and using diagrams, tables, graphs, maps, and posters to aid their understanding. Second, auditory learners get knowledge by listening and conversation; lectures, interviews, hearing tales, and audio cassettes are all effective learning methods for these individuals. Finally, kinesthetic learners are those who learn via doing and who like physical exercise. To investigate the link between sources of self-efficacy and learning styles to make it easier for instructors to carry out their instructional responsibilities in order to increase students' self-efficacy.
d. Mastery Experience
The most effective source of self-efficacy is mastery experience, also known as enactive mastery, mastery learning, enactive attainment, or performance attainment (Joët et al., 2011). According to Zulkosky (2009), mastery learning develops high levels of self-efficacy beliefs when individuals confront new challenges based on prior accomplishments. On the other hand, patterns of failure in the past may result in lower self-efficacy views. They may have a detrimental effect on a person's decision-making when presented with new, future problems. Zulkosky (2009) observed that repeated failures might cause individuals to restrict their alternatives, degrees of success, and tenacity in future difficult or stressful situations, resulting in diminished effectiveness beliefs.
Raoofi et al. (2012) state that one's self-efficacy views are influenced more by direct experiences with tasks than by social comparisons when doing activities. When it comes to self-efficacy, students do not compare their perceived competence with the capacity of their peers in the same field of study. Instead, they make an assessment of their abilities to do a specific assignment successfully. In the area of academic self-efficacy, the research has
focused more on students' perceptions of their own abilities. Student engagement and learning are both influenced by their sense of self-efficacy.
Affective involvement is composed of three components: behavior, cognition, and motivation. When it comes to behavioral engagement, the instructor can quickly determine whether or not the students are putting out the effort, persevering, and requesting assistance. If they are unable to be effective on their own, they are more likely to quit.
On the other hand, teachers are unable to access students' cognitive involvement since it is contained within their minds. When students are more deeply engaged with the content, high efficacy students employ more cognitive methods than the other students. Personal interest (such as liking and disliking something), value (such as importance and utility), and emotion are all components of motivational engagement. It may be summarized that students' self-efficacy can motivate them to become more involved in their academic environments, resulting in improved learning outcomes. As a result, the greater the level of student engagement, the more students learn and the higher the level of performance.
e. Vicarious Experience
Through reliance on the talents of others, vicarious experience, also known as modeling, has the impact of diminishing self-efficacy. According to Wilde and Hsu (2019), behind direct experience, vicarious experience is regarded as the second most effective approach for improving self-efficacy. The capacity to watch others' experiences and make connections between their activities and the consequences they encounter is referred to as vicarious learning (Tufford et al., 2021). This can be performed in various ways, including viewing a model, symbolic modeling, watching self-portrait films, or cognitive self-modeling, which is visualizing oneself performing a certain activity while thinking about it. When individuals compare their future potential for success to that of another, observation can serve as either positive or negative reinforcement for their own self-efficacy beliefs, depending on how they interpret the
observation. Observers gather knowledge about other people's activities and judge how they should act in the future through vicarious learning.
3. Speaking Self-Efficacy
Several studies explain the relationship between speaking and self- efficacy. As is the case with Zarei and Sepehri (2018) discovered a statistically significant association between speaking skills accomplishment and satisfaction with speaking lessons, as well as a favorable relationship between self-efficacy beliefs and speaking skills achievement. Furthermore, it was observed that speaking self-efficacy was a more significant predictor of Iranian EFL students' progress in speaking abilities than previous research had shown.
It has been reported that students who have a greater self-efficacy regarding their speaking ability do better. The degree of effort, persistence, and flexibility was also classified according to the participants' self-efficacy views. Then, self-efficacy beliefs can influence the thinking patterns and mental feedback of an individual. Those students who had a strong sense of self-efficacy were more confident and optimistic about their skills to complete speaking activities that were of varied degrees of difficulty. Individuals who felt confident in their abilities were more likely to complete difficult projects.
Participants with a low feeling of self-efficacy, on the other hand, were more likely to view tasks as more challenging than they actually were. It is possible to get sensations of anxiousness and despair when you think like this.
Additionally, several studies looked at the link between EFL students' self- efficacy and their ability to communicate in a foreign language. It has been demonstrated that there is a favorable relationship between self-efficacy attitudes and reading comprehension success. Following an investigation into the relationship between self-efficacy and listening success in English language learning, it was discovered that there is a statistically significant positive relationship between EFL learners' self-efficacy belief and their listening achievement, as well as a statistically significant positive relationship
between listening comprehension self-efficacy and listening ability.
According to several studies, there has been a high association found between the usage of strategies and one's belief in one's ability to succeed.
Additionally, there was a significant association between learners' technique choices and their sentiments of self-efficacy, suggesting that learning methods had a significant relationship with feelings of self-efficacy. Researchers found that readers with a strong sense of self-efficacy used reading strategies more frequently than readers with lower levels of confidence in their ability to read..
Additionally, various research on self-efficacy in writing, reading, speaking, and listening have been undertaken. Additionally, communication strategies aid learners in developing confidence in their abilities to deal with stressful circumstances that arise as a result of their language deficiencies.
Finally, through the instruction of communication skills, teachers may lead students to promote the belief that they can achieve success.
C. Speaking Ability
Speaking was identified as one of the most critical components of foreign language learning (Gai & Dong, 2010). In general, speaking refers to conveying information via spoken language. It's simply a matter of putting concepts into words to assist you in expressing your message. The term
"speaking" refers to one of four language abilities that are critical for language teaching and learning (Al-Tamimi & Attamimi, 2014). According to Thornbury (2012), speaking is a form of growth that occurs due to daily activities that include communication. This means that speaking is any technique by which individuals exchange knowledge, views, and sentiments so that regardless of one's ability to communicate effectively, they may connect with a few people. Numerous items can be evaluated while evaluating a student's speaking abilities. The five components are fluency, pronunciation, grammar, vocabulary, and comprehension.
Additionally, analyzing speech is not straightforward because there is no perfect or incorrect way to communicate. Luoma (2004) asserts that speaking
assessment is tough because it entails several factors influencing the rating and ensuring that the score is trustworthy and consistent with the objectives. To provide an appropriate evaluation, the examiner must award not one but numerous scores to each response, each indicating one of several criteria (Brown, 2010).
Therefore, speaking is a skill that is viewed as the first step toward mastering a second or foreign language. Its success is determined by the capacity to communicate in that language. However, it becomes a more difficult talent to master than writing, to listen, or reading. Speaking is described in this study as students' capacity to communicate orally, clearly, fluently, and accurately while giving a meaningful context through the use of proper pronunciation, grammar, and vocabulary, as well as offering pragmatic guidelines and spoken language discourse.
1. The Nature of Speaking
The ability to communicate effectively is one of the essential abilities to acquire in teaching and learning English since the role of language is to enable people to exchange information. Speaking, among other abilities, serves an essential role as a means to communication (Rachmawati, 2013). To this end, improving one's English communication skills is essential for all language learners who want to communicate successfully in the target language.
Unfortunately, most language learners find it difficult to develop adequate English-speaking ability in order to converse in the language effectively.
Teachers and academics have attempted to assist students in this area by developing various tools. From what learners learn or the outcome of language acquisition to how learners acquire the language, or what is referred to as process orientation, there has been a shift in interest (Oxford, 2003)
The ability to communicate effectively is the most productive. Producing words or phrases on the spot is what this exercise is about. People may express their ideas, thoughts, and opinions about the world via this talent. People can communicate with one another either directly or indirectly via language (or
speech). According to Harmer (2001), speaking is a talent that has become an essential element of everyday life since it is the means through which people establish social relationships as human beings. Based on the definitions above indicate that speaking is a fundamental capacity of language and that it is about transmitting ideas, emotions, or feelings to other people via the use of words and sounds of articulation in order to educate, persuade, and entertain them.
Many experts have identified speaking as one of the most effective abilities in the workplace over the last few decades. However, as a foreign and second language learner, speaking is considered the most difficult skill to acquire because the speaker must be concerned with how the language is constructed and how the message can be delivered without causing misunderstanding. After all, speaking is essential to human communication.
According to Derakhshan et al. (2016), a challenging skill that should be taught everywhere is speaking, speaking is a talent that learners develop more quickly when they study in a group setting. Talking may be described as the relational function of language that enables meaning to be generated and transmitted to others via interaction with them. (Namaziandost et al., 2018).
According to Kayi (2006), speaking is an interactive activity in which individuals switch between speaker and listener roles and incorporate both verbal and nonverbal components. Consequently, he stated that the process of developing and transferring meaning in a variety of contexts through verbal and nonverbal symbols, it is defined as follows: The speaker and the listener are both involved in the communication process, which shows that communication is two-way. In addition to other activities, speaking is a collaborative process of meaning formation that involves the generation, receipt, and processing of data, among other things (Brown & Lee, 2015).
Speaking is critical for establishing communication with another person or social interaction to get information orally. As a result, everyone needs strong communication abilities. According to Ghufron (2017), speaking ability encompasses both the practice and production stages. The practice stage is
concerned with accuracy and focuses on spoken output's phonological, grammatical, and conversational components. The production stage is focused on one's ability to speak fluently. This means that learners who have completed the practice stage must move to the production stage.
Speaking is the active use of language to express meanings to other individuals. Leong and Ahmadi (2017) describe speaking as "the production of auditory signals to generate diverse verbal replies from listeners." Speaking is the verbal exchange of thoughts and information in various contexts.
Additionally, speaking is a complicated activity that requires the integration of numerous subsystems, all of which contribute to learning a new language.
Furthermore, speaking is a collaborative process of meaning production that comprises the generation, reception, and processing of information, all of which are employed in the development of effective communication techniques (Sayuri, 2016).
2. Kinds of Speaking
According to Brown (2010), there are six groups of speaking skill areas.
These are the six categories that are being discussed:
a. Imitative
This category includes the capacity to rehearse an intonation pattern as well as the ability to concentrate on certain components of a language's structure. In this case, the word, phrase, or sentence is directly copied. One of the most important things to remember in this situation is to keep a strong emphasis on pronunciation throughout. During the teaching and learning process, drilling is employed by the teacher. The reason for this is because when drilling is used in the classroom, students have the opportunity to listen and verbally repeat certain words.
b. Intensive
This performance serves as a phonological and grammatical practice session for the students, who are working on various components of the English language. The majority of the time, it entails students working together in groups (group work) to perform a task, such as reading aloud, which may include reading a piece or a conversation with a partner in turn, or reading information from a chart, among other activities.
c. Responsive
Interaction and test comprehension are included in the responsive performance, despite the fact that they are at a low level. These interactions and tests comprise of extremely brief discussions, normal greetings and small chat, simple requests and remarks, and other minor details. There are several types of quick
