Lupita's An Undergraduate Thesis - Perpustakaan Iain Metro

AN UNDERGRADUATE THESIS
AN ANALYSIS OF PSYCHOLOGICAL FACTORS AFFECTING
ENGLISH SPEAKING PERFORMANCE AT THE TENTH GRADERS OF
SMK N 1 METRO
By:
LUPITA NOR ALIFIA

Student Number Id: 1501070269
Tarbiyah and Teacher Training Faculty
English Education Department
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441H / 2020M
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AN UNDERGRADUATE THESIS
SMK N 1 METRO
Presented as a Partial Fulfillment of the Requirements

for the Degree of Sarjana Pendidikan (S.Pd)
in English Education Department
By:
LUPITA NOR ALIFIA
Student Number: 1501070269
Tarbiyah and Teacher Training Faculty
English Education Department
Sponsor : Ahmad Subhan Roza, M.Pd
Co-sponsor : Trisna Dinillah Harya, M.Pd
STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441H / 2020M
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SMK N 1 METRO
ABSTRACT
By:
LUPITA NOR ALIFIA
The objective of this study was to analyze whether Psychological Factors

play a role in the speaking ability of tenth grade students of SMK N 1 Metro,
Metro City. Psychology is the study of the nature of the soul and its process to
the end. Therefore, psychology deals with the study of external behavior using
objective observation methods for stimulation. In addition, there are some
psychological factors that hinder students from speaking in English classes
such as fear of making mistakes, shyness, anxiety, lack of confidence and lack
of motivation. Those factors, like fear of making mistakes, were commonly
caused by their fear of being laughed at by their friends. Some psychological
factors such as shyness and anxiety are considered as the main causes of
students' reluctance to speak.
This research is quantitative research. The population of this research was

class X students. The sample consisted of 36 students. In this study,
researchers determined two sources, namely primary sources and secondary
sources. Primary sources are original materials that are from the base of
research and secondary sources analysis based on primary sources. To collect
data the researchers used 4 techniques namely observation, documentation,
field notes and interviews. Researchers use tests and documentation as data
collection methods.
In this study, I found the result that psychological factors play a role in
students' speaking abilities. Students who have a fear of making mistakes,
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shame, anxiety, have low self-confidence, have low motivation will make
students reluctant to speak in English because they feel unable to speak
English well.
Keywords: Psychological Factors, Speaking, Fear of making mistakes,

Shyness, Anxiety, Low of confidence, Low of motivation and Unwillingness
to communicate.
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ANALISIS FAKTOR-FAKTOR PSIKOLOGI YANG MEMPENGARUHI
KEMAMPUAN BERBICARA BAHASA INGGRIS KELAS 10 SMK N 1
METRO
ABSTRAK
Oleh:
LUPITA NOR ALIFIA
Tujuan dari penelitian ini adalah untuk menganalisis apakah Faktor

Psikologis berperan dalam kemampuan berbicara siswa kelas X SMK N 1
Metro, Kota Metro. Psikologi adalah studi tentang sifat jiwa dan prosesnya
sampai akhir. Oleh karena itu, psikologi berkaitan dengan studi tentang
perilaku eksternal menggunakan metode observasi objektif untuk stimulasi.
Selain itu, ada beberapa faktor psikologis yang menghalangi siswa untuk
berbicara di kelas bahasa Inggris seperti takut melakukan kesalahan, malu,
cemas, kurang percaya diri, dan kurang motivasi. Faktor-faktor itu, seperti
ketakutan melakukan kesalahan, umumnya disebabkan oleh ketakutan mereka
ditertawakan oleh teman-teman mereka. Beberapa faktor psikologis seperti
rasa malu dan kecemasan dianggap sebagai penyebab utama keengganan
siswa untuk berbicara.
Penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah

siswa kelas X. Sampel terdiri dari 36 siswa. Dalam penelitian ini, peneliti
menentukan dua sumber, yaitu sumber primer dan sumber sekunder. Sumber
primer adalah bahan asli yang berasal dari dasar penelitian dan analisis sumber
sekunder berdasarkan sumber primer. Untuk mengumpulkan data para peneliti
menggunakan 4 teknik yaitu observasi, dokumentasi, catatan lapangan dan
wawancara. Peneliti menggunakan tes dan dokumentasi sebagai metode
pengumpulan data.
Dalam penelitian ini, saya menemukan hasil bahwa faktor psikologis

berperan dalam kemampuan berbicara siswa. Siswa yang takut membuat
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kesalahan, malu, cemas, memiliki rasa percaya diri yang rendah, memiliki
motivasi yang rendah akan membuat siswa enggan berbicara dalam bahasa
Inggris karena mereka merasa tidak mampu berbicara bahasa Inggris dengan
baik.
Kata kunci: Faktor Psikologis, Berbicara, Takut melakukan kesalahan,

Rasa malu, Kecemasan, Rendahnya kepercayaan diri, Rendahnya motivasi dan
Tidak bersedia untuk berkomunikasi.
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MOTTO
“The most forgiving person is one who wants to forgive even if he can get
revenge.”
(Imam Husain)
I did not fail, but I found 10,000 ways that are not right.
(Thomas A Edison)
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DEDICATION PAGE
This undergraduate thesis is specially dedicated to:
My beloved parents, almarhum Mr. Oni Suryono (my beloved papi) and Mrs.
Sarwi Utami (my beloved mommy ) also mr. Umyanto (my father) always pray
and support in their endless love.
My all beloved brothers and sisters.
My wonderful class, TBI F, E and D (every class with special types of students)
My beloved people, Fauzi Nur Hidayat, Ferdian D.P, Acha, Tari, always
support me.
My beloved Almamater of State Institute for Islamic Studies of Metro.
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ACKNOWLEDGEMENT
First of all, thanks to Allah, the Most Gracious and the Most Merciful,
because of His amazing blessings, researchers can complete this undergraduate
thesis. The blessings and gifts are the only reason researchers have not given up
today. Then, peace and greetings are always with our beloved prophet
Muhammad, a person who has taught us how to live in harmony, may peace
always accompany him. "An Analysis Of Psychological Factors Affecting English
Speaking Performance At The Tenth Graders Of SMK N 1 Metro" is the title of
this thesis. This research cannot be achieved without the motivation, help and
support of many people.
Secondly, on this good occasion, the researcher wants to pay a deep
respect, and wants to thank you for:
1. Dr. Hj. Akla, M.Pd., as the Dean of Tarbiyah and the Teaching Faculty
of Metro Islamic State Institute (IAIN).
2. Mr. Ahmad Subhan Roza, M.Pd., as the Head of the English
Department and also the first advisor who has motivated researchers to complete
this research as soon as possible, and spent the time available to guide and provide
good suggestions for researchers.
3. Ms. Trisna Dinillah Harya, M.Pd., as the second advisor, for criticism,
correction, suggestions and valuable time to complete this undergraduate thesis.
4. All my lecturers, who have given me knowledge and information.
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TABLE OF CONTENTS
COVER ............................................................................................................ i
TITLE PAGE .................................................................................................... ii
APPROVAL PAGE ......................................................................................... iii
NOTA DINAS .................................................................................................. iv
NOTIFICATION LATTER ..............................................................................v
RETIFICATION PAGE ................................................................................. vi
ABSTRACT .................................................................................................... vii
ABSTRAK ...................................................................................................... viii
STATEMENT OF RESEARCH ORIGINALITY ........................................ ix
ORIGINALITAS PENELITIAN .....................................................................x
MOTTO ............................................................................................................ xi
DEDICATION PAGE .................................................................................... xii
ACKNOWLEDGEMENT ............................................................................ xiii
TABLE OF CONTENTS .............................................................................. xiv
LIST OF TABLE............................................................................................xv
LIST OF APPENDICES................................................................................xvi
CHAPTER I INTRODUCTION ......................................................................1

A. Background of the Study..............................................................................1
B. Research Question........................................................................................8
C. Objective of the Study..................................................................................9
D. Prior Research ............................................................................................10
CHAPTER II REVIEW OF THE LITERATURE ......................................13

1. The Concept of Speaking Performance......................................................13
a. The Nature of Speaking .......................................................................13
b. The Nature of Factors Performance .....................................................14
c. The Components of Speaking Performance.........................................15
d. The Assessment of Speaking Performance..........................................16
2. The Concept of Psychological Factors .......................................................19
a. The Nature of Psychological Factors ...................................................19
b. The Importance of Psychological.........................................................19
c. Kinds of Psychological Factors............................................................20
d. Kinds of Affective Domain..................................................................25
e. Psychological Factors that Affect Speaking Performance...................27
f. The Solutions to Overcome the Psychological Factors that Influence
Negatively the Speaking Performance.................................................31
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CHAPTER III RESEARCH METHOD ......................................................34
A. Types and Characteristics of Research ......................................................34
B. Data Resources ...........................................................................................35
C. Data Collecting Technique .........................................................................36
D. Data Analysis Techniques ..........................................................................39
E. Research Approach ....................................................................................41
CHAPTER IV RESEARCH AND DISCUSSION ......................................43

A. Research Result ..........................................................................................43
a. The History of SMK N 1 Metro ...........................................................43
b. Vision and Mission of SMK N 1 Metro ...............................................44
B. Discussion ..................................................................................................55
CHAPTER V CONCLUSION AND SUGGESTION .......................................61

A. Conclusion..................................................................................................61
B. Suggestion ..................................................................................................62
BIBLIOGRAPHY
APPENDICES
BIOGRAPHY
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LIST OF TABLES
Table 1.1 Speaking Ability of the Tenth Graders at Vocational High School 1
Metro....................................................................................................................... 2
Table 2.1 Categorization of Speaking Ability of the Tenth Graders at Vocational
School 1 Metro ........................................................................................................ 6
Table 3.1 Analytic Speaking Criteria.....................................................................16
Table 4.1 Precentage Main Psychological Factors that Influence Negatively The
Speaking Performance ......................................................................................... 46
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LIST OF APPENDICES
Appendix 1 Pre-Survey Letter ............................................................................64
Appendix2 Letter of Reply to the Pre-Survey Letter ..........................................65
Appendix3 Thesis Guidance Latter .....................................................................66
Appendix4 Thesis Guidance Consultation Card .................................................67
Appendix 5 Letter of Assignment .......................................................................68
Appendix 6 Research Letter ................................................................................69
Appendix 7 Letter of Reply to the Research Letter ............................................70
Appendix 8 Documentation ................................................................................71
Appendix 9 Biography ........................................................................................72
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CHAPTER I
INTRODUCTION
A. Background of the Study
English is an international language that is used to communicate in the
globalization era. English implementation is very beneficial in fulfillment of
needs both verbally and in writing in all aspects of life that cover the fields of
education, economics, politics, social culture, and security. In Indonesia,
English is a foreign language that has not been obtained by Indonesian people
since the time of birth. In the daily life, Indonesian people do not use English
in their daily communication.
In addition, English instruction plays an important role that should be
done in formal and informal institutions. Teaching English is a very
meaningful effort that aims not only to transfer English knowledge but also to
familiarize language learners to communicate using English in their daily
lives. Teaching English includes four language skills which include listening,
speaking, reading and writing.
As one of the language skills, speaking is an important productive
language skill in sending information orally. Speaking is ability to spell
articulation sound or word for express, stated, and sending thought, idea, or
feeling. Speaking is one of the four basic competences that student have to
get very well. This has an important role in communication. In the other
words, speaking can be found in the oral cycle, especially in the text.
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Moreover, speaking is described as activities and ability for
expression self in the situation, or activities to report actions, or situations
with the right words or the ability to speak or to express the sequence of ideas
smoothly. Speaking is an interactive process of constructing meaning that
involves producing, receiving and processing information.
Furthermore, ability to speak English has many benefits in various
aspects of life. The benefit of speaking is as an advantageous language skill in
delivering idea or thought to many people effectively and responsibly. By
speaking, the speakers have a wide opportunity to actualize all potential in
front of anyone. The ability of speaking can support leadership. The ability of
speaking can foster self confidence.
The quality of one's speaking ability is influenced by various aspects
which include the linguistic aspects and non linguistic aspects. The linguistic
aspects needed in speaking skills include of vocabulary mastery,
pronunciation skills, grammar mastery, reading and listening skills. The
amount of English vocabulary that is significant will make it easier for the
speakers to express anything they want to express without obstacles.
Furthermore, the good pronunciation mastery improves one‟s
speaking quality is easy to understand. Mastery of English grammar helps the
speaker to construct speech information with the right language structure. The
ability to read and listen well enriches the speaker's input of knowledge so
that the weight of the conversation is very high quality.

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In addition, speaking ability is influenced by non-linguistics aspects
that involve teaching media, teaching technique, support from society, and
psychological factors. Teaching media effectively supports the process of
speaking ability improvement because the media improves the students‟
motivation in speaking English.
Moreover, the appropriate technique teaching speaking supports the
goals of the speaking target. Environmental support that is obtained from
parents, friends, teacher, and society contributes significantly towards the
progress of the quality development of students. Psychological factors also
influence the quality of speaking sourced from motivation, interest, self-
confidence, self esteem, and self efficacy.
However, speaking is not an easy thing to master. There are many
problems got by many students in the process of improving their speaking
skills. These problems are caused by low linguistic and non-linguistic aspects
that influence their speaking abilities. Student‟s speaking problems are caused
by some aspects that include of limited English vocabulary and low mastery
of pronunciation and fluency.
The limited English vocabulary had by the students will make the
students difficult for them to produce words that contain the message they
will say. Low English grammar will affect the low quality of spoken
sentences that are not in appropriate with the correct structure and grammar.
In addition, the low grammar mastery causes misunderstanding in capturing
the contents of the message being said. The low quality of English
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pronunciation worsen the quality of speaking because it leads to boredom and
misunderstanding in capturing the contents of the message.
Moreover, students' speaking problems are also caused by the low
contribution of non-linguistic aspects. These problems include of the limited
use of appropriate media speaking, inconsistencies in the application of
teaching strategies, low environmental support and low psychological factors.
Inaccuracies in the selection of media speaking will hinder the fulfillment of
the needs of students' speaking concepts or theories. For example the
inaccuracy of the selection of audio models in accordance with the correct
pronunciation rules will be the source of the wrong model so that problems
arise in the students‟ speaking quality.
Furthermore, the inaccurate application of teaching speaking strategy
hinders the achievement of the target theory and speaking application that
students need. Limited environmental support for speaking English affects the
sustainability of students' speaking progress. Therefore, parents, siblings,
classmates and teachers should always try to provide positive support to
students to speak English. The low psychiatric factors of students hamper the
development of students' speaking. It is in the form of low of confidence, low
of motivation, low of interest, low mood to speak in English, and
nervousness.
In line with the speaking problems above, the researcher conducted a
pre-survey that was done on the date April 15th 2019 at Vocational High
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School 1 Metro. Pre-survey was conducted to find out students' problems in
speaking English. The pre-survey results are illustrated in the table below:
Table 1.1
Speaking Ability of the Tenth Graders at Vocational High School 1 Metro
No Student‟s Name Grade Criteria
1 AG 70 Complete
2 BR 70 Complete
3 EI 60 Incomplete
4 MD 55 Incomplete
5 MF 50 Incomplete
6 RY 55 Incomplete
7 RJ 50 Incomplete
8 SF 55 Incomplete
9 SS 55 Incomplete
10 WA 50 Incomplete
Total of the student (n) = 10 students
The results of pre-survey of students can be categorized based on the
English MMC at Vocational High School 1 Metro which is 70. The results of
the categorization of pre-survey grade are summarized in the following table:

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Table 2.1
Categorization of Speaking Abilty of the Tenth Graders at Vocational High
School 1 Metro
No. Grade Frequency Percentage Criteria
1. ≥ 70 2 20% Complete
2. < 70 8 80% Incomplete
Based on the results of the pre-survey above, it is known that the
number of students whose speaking grade is able to achieve Minimum
Mastery Criteria (MMC) is less than the number of students who are unable
to achieve MMC. That is because the number of students whose speaking
grades are able to complete MMC is only 10 students (25%). Meanwhile, 30
students are unable to complete MMC (75%). Therefore, it is concluded that
the tenth graders of Vocational High School 1 Metro have low speaking
performance.
Speaking problems in the tenth grade students of Vocational High
School 1 Metro are caused by the limited English vocabulary they have.
Furthermore, they also have limited grammar mastery. Therefore, they are
difficult to express messages in the process of speaking. In addition, the tenth
graders of Vocational High School 1 Metro have difficulty in pronouncing
English words so that the quality of their speaking is not good.

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Besides that, students also have difficulty in developing ideas from a
topic into interesting oral communication patterns. In addition, the speaking
problem of students in class 10 of Vocational High School 1 Metro was also
caused by the low psychological factors that hampered the fluency of
speaking. In the process of speaking students feel nervous because they feel
insecure about their speaking abilities. Vocational High School 1 Metro have
low self efficacy and self esteem.
In line with speaking problems got by the tenth graders of Vocational
High School 1 Metro, it can be seen that psychiatric factors play an important
role in the process of speaking English. Psychology is science that studies
open and closed behavior in humans both as individuals and groups, in
relation to the environment. Open behavior is a psychomotor behavior that
includes acts of speaking, sitting, walking and others, while closed behavior
includes thinking, thinking, feeling and so on.
In addition, psychology is the study of the nature of the soul and its
process to the end. Therefore, psychology deals with the study of external
behavior using objective observation methods for stimulation. There are some
psychological factors that hinder students from speaking in English class such
as fear of making mistake, shyness, anxiety, low of confidence and low of
motivation. Those factors, like fear of making mistakes, were commonly
caused by their fear of being laughed at by their friends. Some psychological
factors such as shyness and anxiety are considered as the main causes of
students‟ reluctance to speak.

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Furthermore, low-confidence, speech anxiety, and low self-esteem are
almost common problem in classroom, and occur on both teachers and
students. Students who have low of self-confidence are often hardly able to
control themselves for public speaking in the classroom, such as., governing
his/ her behavior on that his/her peers think, losing belief on self, thinking
that his/her friends disappraising, afraid of getting mistakes, etc. All these
indicate the importance for teachers to help students reduce those feelings to
maximize their learning to speak in English.
Based on all the illustrations above, it can be concluded that
psychological factors play an important role in the students‟ speaking ability.
Psychological factors that can hinder students' speaking abilities should be
minimized in order to improve or improve students' speaking abilities. In this
case, the researcher analyzed the psychological factors that affect the
speaking ability of students in tenth graders at Vocational High School 1
Metro. Therefore, researcher conducted a qualitative research entitled “An
Analysis of Psychological Factors Affecting English Speaking Performance
among the tenth graders at Vocational High School 1 Metro.”
B. Research Question
The research questions are stated, as follows:
A. What are the main psychological factors that influence negatively the
speaking performance of the tenth graders at Vocational High School
1 Metro?
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B. What are the solutions to overcome the psychological factors that
influence negatively the speaking performance of the tenth graders at
Vocational High School 1 Metro?
C. Objective and Benefits of the Study
1. Objective of the Study
Based on the research questions above, the research objectives are as
follows:
a. To investigate the main psychological factors that influence negatively
the speaking performance of the tenth graders at Vocational High
School 1 Metro.
b. To know the solutions to overcome the psychological factors that
Vocational High School 1 Metro.
2. Benefits of the Study
This research is expected to have benefits not only for researcher
but also for students Vocational High School 1 Metro, English teacher and
agency Vocational High School 1 Metro.
a. For the students
This study aims to analyze the psychological factors of the tenth
graders vocational school students that affect their performance in
English. The students can optimize their abilities in speaking English

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fluently and confidently. Therefore, the students are more motivated in
learning English.
b. For the teachers
It is expected that this study will be beneficial for English teachers
who might use this technique when they teach English especially
speaking. As the teachers, they should plan their teaching program.
c. For the Other Researchers
It is hoped that this research will be beneficial for the other
researchers who want to conduct the research in the same topic of
research. This research can become one of the foundation to be
considered by the researcher.
C. Prior Research
This research was conducted by considering several previous studies.
The first prior research is done by Youssouf Haidara with the research title
“Psychological Factor Affecting English Speaking Performance For The
English Learners in Indonesia.”1 The language skill studied in the first prior
research is speaking. Her research analyzes psychological factors in speaking.
The research method used in that research is a qualitative research method.
Samples of her research are applied linguistics master program students in
English at Yogyakarta State University (YSU).
The first prior research has similarities and differences with this study.
The similarity between the first prior research and research is about the
1
Youssouf Haidara,”Psychological Factor Affecting English Speaking Performance for
the English Learners in Indonesia” Universal Journal of Educational Research, no.4 (2016): 1501.
11
language skills studied. That is related to the analysis of psychological factors
in speaking. Another similarity is in the form of a research method similarity,
namely the qualitative research method. Both of the researches have different
research sample. The first prior research involves a sample of students in the
college schools of YSU; while this study involved the tenth grade students of
Vocational High School 1 Metro. Another differentiation is in the research
objective. That research has aims at describing the psychological factor that
affect negatively the English speaking performance for the English learners in
Indonesia. Meanwhile this research has 2 aims that are :
1. To investigate the main psychological factors that influence negatively
the speaking performance of the tenth graders at Vocational High School 1
Metro.
2. To know the solutions to overcome the psychological factors that
In addition, the second prior research is done by Juhana with the
research title “Psychological Factors That Hinder Students from Speaking in
English Class”.2 The language skill studied in her research is speaking. That
research analyzes psychological factors in speaking. The research method
used in that research is a qualitative research method. Samples of that prior
research are students Senior High School in South Tangerang, Banten,
Indonesia.
2
Juhana,”Psychological Factors That Hinder Students from Speaking in
English Class (A Case Study in a Senior High School in South
Tangerang, Banten, Indonesia)” Journal of Education and Practice, no.12 (2012): 101.
12
The second prior research has similarities and differences with this
study. The similarity is about the language skills studied. That is related to the
analysis of psychological factors in speaking. Another similarity is in the
form of a research method similarity, namely the qualitative research method.
Meanwhile, the difference of both research is the research sample. That
research involves a sample of students senior high school schools in South
Tangerang, Banten. Meanwhile, this study involved the tenth graders of
vocational school Vocational High School 1 Metro.
This research was conducted by taking a perspective from the two
previous studies. From the first and second research, researcher took a
perspective on the similarity of research methods and the similarity of the
variables studied, namely qualitative research methods in the analysis of
psychological factors in speaking.
This research was conducted by taking a perspective from the two
previous studies. From the first and second research, researcher took a
perspective on the similarity of research methods and the similarity of the
variables studied, namely qualitative research methods in the analysis of
psychological factors in speaking. That is because the researcher obtained
information that psychological factors that could be examined in speaking
included: the first study examined several psychological factors in speaking
consisting of fear of making mistakes, feeling shy, feeling hesitated, and lack
of confidence while speaking English and the second study examines shyness,
anxiety, low of confidence, and low of motivation.

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CHAPTER II
REVIEW OF THE LITERATURE
A. General Description
1. The Concept of Speaking Performance
a. The Nature of Speaking
Speaking properly means using language that adapts to the
needs, interests, knowledge, and attitudes of the audience and avoids
language that alienates audience members.3 In the field of
communication, people use the term verbal closeness to describe the
language used to reduce psychological distance between the speaker
and the audience. In other words, speaking correctly means choosing
words that enhance the relationship between the speaker and audience
members.
Furthermore, the speaker wants to convey a positive ethos so
the listener will pay attention and remember the speaker and the
message positively. Speaking is a process during which speakers rely
on all the available information (background and linguistic) to create
messages that will be understandable and meaningful to the intended
audience.4
3
Rudolph F. Verdeber, Deanna D. Sellnow, Kathleeen S. Verdeber, The Challenge Of
Effective Speaking, (Boston, USA : Wadsworth, Cengage Learning : 2012, 2008, 2006), 191.
4
Miroslaw Pawlak, Ewa Waniek-Klimczak, Jan Majer, Speaking And Instructed Foreign
Language Acquisition, (Canada : Multilingual Matters : 2011), 149.
14
Speaking is language skill that involves both a command of
certain skills and several different types of knowledge. 5 In addition,
performance is everywhere, and the word is often used as an umbrella
term to describe the behavior of humans or animals or even larger
entities, such as a country or an organization. 6 A reliable speaker must
have good speaking performance supported by high self-esteem.
b. The Nature of Speaking Performance
Speaking performance is defined by J.C Richards as referring
to public talk, i.e., talk that transmits information before an audience,
which follows a recognizable format and is close to written language
rather than conversational language.7 Each person has his own way and
nature in conveying messages to others. Delivering messages can be in
the form of writing such as correspondence or talking such as chatting
or telephone.
Moreover, there are people who are very good at
communicating in terms of speaking, usually people like this tend to be
expressive, confident and like to engage in conversation but there are
also people who have difficulty communicating in this case talking or
chatting usually people who have difficulty speaking or chatting are
those who are quiet or shy and tend to be less expressive.
5
Scott Thornbury, How To Teach Speaking, (Amazon : Pearson Education ESL : 2005),
1.
6
Markus Raab, Babett Lobinger, Sven Hoffmann, Alexandra Pizzera, Sylvain Laborde,
Performance Psychology Perception, Action, Cognition, and Emotion, (UK : Elsevier Inc. All
rights reserved : 2016), 15.
7
J. C. Richard (2006). Developing classroom speaking activities: From theory to practice.
Guidelines, (RELC, Singapore), 28.
15
c. The Components of Speaking Performance
The kinds of knowledge that speakers bring to the skill of
speaking comprise extra-linguistics knowledge, such as background
knowledge of topic and culture, and linguistics knowledge, including
discourse knowledge, speech act knowledge, and knowledge of
grammar, vocabulary and phonology.8
Moreover, kinds of extra-linguistic knowledge are knowledge
of the context, and familiarity with other speakers. In the dinner-party
conversation about kedgeree, the speakers share considerable,
background knowledge at all these levels, and this is reflected in the
assumption they are able to make. Kath, for example, doesn‟t have to
explain what domestic science is, and the other speakers throw in
reference to spotted dick, as if these concepts were part of their
common experience. These all constitute topic and cultural knowledge.
Linguistic knowledge is often ranged along a cline from “the big
picture” such as knowledge of the way an anecdote typically unfolds,
to the “fine print” such as knowledge of grammar and vocabulary. In
the fact, the boundaries between categories are blurred, and they work
interdependently, such that in reality is difficult to account for particular
features of speech event by reference to any single knowledge system.9
Discourse knowledge, within the structure of a specific genre,
its individual elements need to be connected so as to form coherent

8
11.
9
Ibid, 13.
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stretches of discourse. Knowing how to organize and connect individual
utterances, as well how to map this knowledge on the turn-taking
structures of interactive talk, is called discourse competence.10
d. The Assessment of Speaking Performance
To test speaking performance, there are some indicators that
should be scored. According to Weir, he classified into five analytic
speaking criteria as follows:11
Table 3.1
Analytic Speaking Criteria
Aspect Category Indicators
Fluency 4 (excellent) Generally natural delivery, only
occasional halting when searching
for appropriate words/expressions.
3 (good) The students hesitates and repeat
himself at times but can generally
maintain a flow of speech,
although/he may need an occasional
prompt.
2 (adequate) Speech is slow and hesitant,
maintains speech in a passive manner
and needs regular prompts.
10
14.
11
Weir, Language Testing and Validation (United States: Palgrave Macmillan, 2005),
195-196.
17
1 (fair) The students speak so little that no
„fluent‟ speech can be said to occur.
Pronunciation 4 (excellent) Occasional errors of pronunciation a
few inconsistencies of rhythm,
intonation, and pronunciation but
comprehension is not impeded.
3 (good) Rhythm intonation and pronunciation
require more careful listening; some
errors of pronunciation which may
occasionally lead to
incomprehension.
2 (adequate) Comprehension suffers due to
frequent errors in rhythm, intonation
and pronunciation.
1 (fair) Words are unintelligible.
Vocabulary 4 (excellent) Effective use of vocabulary for the
task with few inappropriateness.
3 (good) Fir the most part, effective use of
vocabulary for the task with some
examples of inappropriateness.
2 (adequate) Limited use of vocabulary with
frequent inappropriateness.
18
1 (fair) Inappropriate and inadequate
vocabulary.
Grammatical 4 (excellent) Very few grammatical errors evident.
Accuracy
3 (good) Some errors in use of sentence
structures and grammatical forms but
these do not interfere with
comprehension.
2 (adequate) Speech is broken and distorted by
frequent errors.
1 (fair) Unable to construct comprehensible
sentences.
Interactional 4 (excellent) Interacts effectively and readily
Strategies participates and follows the
discussion.
3 (good) Use of interactive strategies is
generally adequate but at times
experiences some difficulty in
maintaining interaction consistently.
2 (adequate) Interaction ineffective. Can seldom
develop an interaction.
1 (fair) Understanding and interaction
minimal.
19
2. The Concept of Psychological Factors
a. The Nature of Psychological Factors
Psychological properties, psychological behaviors such as being
able to evaluate performance effectively, set realistic goals, and strengthen
oneself are very important to enable players to develop to overcome the
unstable periods they will face as they progress in and across the four
stages of development (initiation, development, mastery and maintenance)
highlighted by previous research. 'Psychological behavior' as a transition
mechanism that can guide a person to a more effective and stable level of
performance and consequently supports the potential of individuals to be
successful and consistent elite players. 12
b. The Importance of Psychological Factors
Three clear strands to the importance of psychology in long-term
development: first, its role in learning and development, second, its role in
performance and third, its usefulness in lifestyle management. In terms of
performance, it is clear to see that mental skills are very important for
success at the highest level. People all know examples of top-level sports
men and women who were on the verge of winning a major tournament
only to crumble when most under pressure or when approaching the
winning line. The „mental toughness‟ and the associated psychological
skills have long been identified as factors that discriminate between the
very good and the very best. In other words, they are often the dividing
12
Dave Collins, Angela Button, Hugh Richards, Performance Psychology A
Practitioner’s Guide, (UK : Elsevier Limited. All rights reserved : 2011), 16.
20
line between winning and losing on the day, particularly when skills and
physical attributes are very similar.13
c. Kinds of Psychological Factors
Kinds of psychological factor for developing are dedication,
commitment, motivation, desire, „coach ability‟, confidence, planning,
reviewing and goal setting. 14 Psychological characteristics of developing
excellence are as follows:15
1) Commitment
A commitment needs to be given to an increase in dedication,
sacrifice, discipline and quality (i.e. the constituent parts of athlete
responsibility).
Commitment behaviors:
a) Arrives early to training
b) Keeps going hard in practice
c) Trains independently away from the rest of the team
d) Shows a consistent effort and good preparation
e) Works hard at their own level
f) Understands and is responsible for both training and rest where
appropriate
g) Is resilient when faced with obstacles and setbacks during
development
13
Dave Collins, Angela Button, Hugh Richards, Performance Psychology A
Practitioner’s Guide, (UK : Elsevier Limited. All rights reserved : 2011), 71.
14
Ibid,
15
Ibid, 54-111.
21
2) Focus and distraction control
There are a number of clear and observable behaviors that are
indicative of focus and distraction control across performance
domains.
Focus and distraction control behaviors:
a) Remains focused under distraction
b) Stays calm under pressure
c) Blocks out distractions
d) Displays a consistent pre-performance routine
e) Maintains a focus on appropriate cues during competition
f) Shows an understanding of when distraction is likely
3) Imagery
In fact, imagery has been called the Swiss army knife of mental
skills–it can help almost anything! Imagery allows an athlete to
practice skills perfectly even when they are injured and unable to
physically train.
Imagery behaviors:
a) Using imagery to rehearse new skills
b) Using imagery to cope with difficult situations and negative
emotions
c) Using imagery to mentally prepare for games or competitive
situations
d) Using imagery to simulate novel environments

22
4) Realistic performance evaluations
The ability to make realistic evaluations of performance is crucial
if to remain motivated in pursuit of excellence despite poor
performances or slumps in progress.
Realistic performance evaluation behaviors :
a) The ability to analyze what you do well and what you don‟t
b) The ability to realistically evaluate performance regardless of
win/loss outcome
c) The ability to attribute success and failure appropriately
5) Quality practice
Intentional training is difficult, easy and unpleasant, but is needed
to develop the necessary skills that effectively help develop someone.
Quality behaviors:
a) Ability to maximize understanding in training
b) Demonstrate understanding of why they do what they do
c) Ability to evaluate their progress in training
d) Ask questions to clarify understanding of the exercise
6) Goal setting
The ability to set realistic goals but challenge and adhere to
these targets is one of the main psychological behaviors associated
with elite players. In fact, goal setting is also an important part of
being elite because goals provide direction and goals for training and
competition.
23
Goal setting behaviors:
a) The ability to independently set goals
b) The ability to set goals for both training and competition
c) The ability to independently reinforce achievements
d) The ability to set short, medium and long-term goals
e) The ability to set appropriate goals
7) Coping with pressure
There is no doubt that the ability to perform at the elite level, at
least in part, depends on one's ability to overcome competitive
psychological pressures. In fact, the ability to deal effectively with the
performance environment and to regulate arousal has long been
associated with high levels of performance.
Coping with pressure behaviors:
a) Respond positively to training and competitive situations
b) Show confidence to thrive under pressure
c) Confident to do their best in competitive situations
d) React appropriately to mistakes and criticism
8) Planning and organizational skills
If someone wants to maintain stable progress, they must plan and
manage their lifestyle in training and the demands of their competition.
Planning and organizational skills behaviors:
a) Arrive early for training and matches
b) Be appropriately prepared for training and matches

24
c) The ability to balance lifestyle commitments
d) The ability to prioritize different activities
e) The ability to plan effectively for competition
9) Self awareness
The fundamental starting point for perceiving emotions is self-
awareness. Individuals who are self-aware are neither overly self-
critical nor especially hopeful – they are honest with themselves about
their strengths and development areas. The decisions of self-aware
people are often consistent with their values and they recognize how
their emotions affect what they are doing. If people lack this
competence, they are vulnerable to being sidetracked by emotions that
are out of control. It is not difficult to find stories of technically
competent managers who could not handle stress, or scientifically able
coaches who did everything well except get along with people.
Self-awareness is invaluable in many aspects of performance
practitioner work. It helps individuals to:
a) Maximize individual contributions
b) Manage unruly feelings
c) Maintain motivation
d) Improve the attention of others around them to build social
relations related to good work

25
d. Kinds of Affective Domain16
1) Self esteem
Self esteem probably the most pervasive aspect of any human
behavior. It could easily be claimed that no successful cognitive or
affective activity can be carried without some degree of self esteem, self
confidence, knowledge of yourself, and self-efficacy-belief in your own
capabilities to successfully perform that activity.
2) Attribution Theory and Self Efficacy
Attribution theory focuses on how people explain the causes of
their own successes and failures. This is where self-efficacy comes in.
If a learner feels he or she is capable of carrying out a given task, in
other words, a high sense of self-efficacy, an appropriate degree of
effort may be devoted to achieving success.
3) Unwillingness to Communicate
Willingness to communicate may be defined as “an underlying
continuum representing the predisposition toward or away from
communicating, given the choice”. Emerging from studies and
assertions about language learners‟ unwillingness to communicate and
what we in common lay terms sometimes label as “shyness”,
researchers have now been examining the extent to which willingness to
communicate is a factor not just in second language acquisition, but one
16
H. Douglas Brown, Principles of Language Learning And Teaching, (San Francisco
State University : Pearson Education, Inc, All Right Reserved : 2007), 154.
26
that may have its roots in a learners first language communication
patterns.
4) Inhibition
Yet another variable that is closely related to, and in some cases
subsumed under, the notion of self esteem and self efficacy is the
concept of inhibition. All humans beings, in their understanding of
themselves, builds sets of defense to protect the ego.
5) Risk Tasking
Impulsivity was also described as a style that could have positive
effects on language success. And we have just seen that inhibitions, or
building defenses around our egos, can be a detriment. These factors
suggest that risk talking is on an important characteristic of successful
learning of a second language. Learners have to be able to gamble a bit
be willing to try out hunches about the language and take the risk of
being wrong.
6) Anxiety
Intricately intertwined with self esteem, self efficacy, inhibition,
and risk taking, the construct of anxiety plays a major affective role in
second language acquisition. Even though we all know what anxiety is
and we all have experienced feelings of anxiousness, anxiety is still not
easy to define in a simple sentence.
7) Empathy
27
The human being is a social animal, and the chief mechanism for
maintaining the bonds of society language. Some approaches to
language teaching fail accomplish the goal of communicability in the
learner by overlooking the social nature of language.
8) Extroversion
Extroversion and its counterpart, introversion, are also potentially
important factors in the acquisition of a second language. The term are
often misunderstood because of a tendency to stereotype extroversion.
e. Psychological Factors that Affect Speaking Performance
There are many psychological factors that affect a person's
speaking skills such as low of confidence, fear of mistakes, shame, and
so on. Here, it is referred to as a feeling of low of confidence is a
feeling of low of confidence when speaking, fear of being wrong in
speaking especially if speaking a foreign language such as low of
vocabulary and shame because someone tends to be introverted, very
quit and less proficient in socializing.
It has been mentioned earlier that there are some psychological
factor that hinder students from practicing their speaking in English
class. Each of them is explained below.
1. Fear of Mistake17
As argued by many theorists, fear of mistake becomes one of the
main factors of students‟ reluctance to speak in English in the

17
Juhana, “Psychological Factors That Hinder Students from Speaking in
Tangerang, Banten, Indonesia),” Journal of Education and Practice, no.12 (2012): 101.
28
classroom. The primary reason of fear of mistake is that students are
afraid of looking foolish in front of other people and they are concerned
about how other will see them. In terms of possible solution to overcome
students‟ fear of mistakes, gives several suggestions.
First, that emotional bonds between students and teachers should be
build. This way, the students are expected to feel comfort with their
teacher and believe that the teacher will help them if they make mistake.
Second, that the teacher should improve the students' concentration
when learning English. This can be done, as she suggests, by creating a
supporting learning atmosphere. Finally, the last suggestion is that the
teacher creates a harmonious atmosphere that can reduce students‟
nervousness. In this context, how to deal with errors in conversational
English of students is worth discussing and emphasizes that mistakes in
communication are keys to carry out a communication.
2. Shyness18
Shyness is an emotional thing that many students suffer from at
some time when they are required to speak in English class. This
indicates that shyness could be a source of problem in students‟ learning
activities in the classroom especially in the class of speaking. With
regard to the cause of shyness, that some shy learners are caused by their
nature that they are very quiet. In this case, the students are not very
18
29
confident and tend to be shy because most of them find it very
intimidating when speaking English in front of their friends and teacher.
In terms of possible solution to overcome shyness, it is urgent that
teacher creates a friendly and open classroom environment. By doing
this, shy students are hoped to feel fine of making mistakes in their
learning. This way, students will not worry of their imperfect
pronunciation and grammar. As a result, they dare to speak in their
speaking class. Solving the shyness problem, in order to help students to
be more confident in their speaking that convince students to look upon
shyness as a thing to overcome and do not fear failure or success.
3. Anxiety19
Anxiety is a feeling of tension, apprehension and nervousness
associated with the situation of learning a foreign language. Regarding
the causes of anxiety, based on the findings of their study, found out
three main causes of students‟ anxiety i.e communication apprehension,
test anxiety and fear of negative evaluation. In order to overcome
anxiety, about improving students‟ speaking skills suggests that teachers
should be more careful about anxiety which can be intense in students
and find techniques that allow students to participate more in oral
activities.
19
30
4. Low of Confidence20
It is commonly understood that students‟ low of confidence usually
occurs when students realize that their conversation partners have not
understood them or when they do not understand other speakers. In this
situation, they would rather keep silent while others do talking showing
that the students are low of confidence to communicate. The main cause
of students‟ confidence is their low ability in speaking English. In this
case, as they add, many students think that their English is bad and feel
that they cannot speak English well. With regard to possible solution to
overcome the students‟ low of confidence.
5. Low of Motivation21
It is mentioned in the literature that motivation is a key to students‟
learning success. With regard to the issue of motivation in learning,
stresses that motivation is important to notice in that it can affect
students‟ reluctance to speak in English. In this sense, motivation is a
key consideration in determining the preparation of learners to
communicate.
With respect to the causes of low of motivation, elaborates the causes
of the students‟ lack of motivation such as uninspired teaching,
boredom, lack of perceived relevance of materials and low of knowledge
about the goals of the instructional program. To encourage students‟
20
21
Ibid: 103.
31
motivation, teachers should provide constant encouragement and
support as well ask questions that reveal the basis of a students‟
problems. Doing this becomes very important because encouragement
also gives students a feeling of secure and welcome in their learning.
f. The Solutions to Overcome the Psychological Factors that Influence
Negatively the Speaking Performance22
The solutions to overcome psychological factors that influence
negatively the speaking performance are as follows :
1) Possible Solution to Overcome Fear of Mistake
First, the emotional bond between students and teachers must be
established. In this way, students are expected to feel comfortable with
their teacher and believe that the teacher will help them if they make a
mistake. Both teachers must improve student concentration when
learning English. This can be done by creating a supportive learning
atmosphere. Finally, the last suggestion is that the teacher creates a
harmonious atmosphere that can reduce student nervousness.
2) Possible Solution to Overcome Shyness
The teacher creates a friendly and open classroom environment. By
doing this, shy students are expected to feel fine making mistakes in
their learning. In this way, students will not worry about their
imperfect pronunciation and grammar. As a result, they dare to speak
in class talking. Solving the problem of shyness to help students

22
32
become more confident in their speaking convinced students to
consider shyness to be overcome and not be afraid of failure or
success. The solution above to reduce shyness is worth doing.
3) Possible Solution to Overcome Anxiety
To deal with anxiety, teachers must be more careful about anxiety
that can be intense in students and find techniques that allow students
to participate more in oral activities. In addition, providing students
with positive reinforcement, motivating students and creating an easy
environment in the classroom is important for teachers to pay attention
to because it can reduce student anxiety, increase their confidence, and
encourage their willingness to communicate.
4) Possible Solution to Low of Confidence
With respect to possible solutions to overcome the lack of student
confidence, maximizing student exposure to English is a good way to
build student confidence. In line with this, to build students' confidence
in speaking English, the teacher can provide regular opportunities to
practice proper pronunciation and intonation, and to communicate
freely.
5) Possible Solution to Low of Motivation
To encourage student motivation, teachers must provide ongoing
encouragement and support and ask questions that reveal the basis of
students' problems. Doing this is very important because
encouragement also gives students a feeling of security and welcome

33
in their learning. Teachers can also carry out activities such as
promoting student awareness about the importance of English,
increasing students' interest in English, and developing their
confidence.
34
CHAPTER III
RESEARCH METHOD
A. Types and Characteristics of Research
The researcher conducted a qualitative research. According to Robert K.
Yin , the qualitative research is the study that is interested in the interviewees‟
words and ideas, not in arraying the responses numerically. 23 In addition,
Kikwawila Study Group states that qualitative research does not refer to so
specific a set of methods as analog of statistics for qualitative research;
disciplines of anthropology, psychology, sociology and other social sciences
each elaborate their own particular orientation towards qualitative research.24
In addition, qualitative research is research that aims to describe, study,
and explain the phenomenon. Understanding of phenomena can be achieved
by describing and exploring through narration. This means that research
procedures produce written or spoken descriptive data from participants and
observed behavior. It also includes descriptive studies that propose to gather
current information, to identify problems, to make comparisons or evaluations
and to learn from the experiences of others to make decisions.
In this case, the researcher considers the importance of psychological
factors that influence the performance of speaking English to be explored.
The researcher decides to use qualitative research to analyze the importance
23
Robert K. Yin, Qualitative Research From Start to Finish, (THE GUILFORD PRESS
New York London : 2011), 32.
24
Kikwawila Study Group, Qualitative Research Methods, (UNDP/WORLD
BANK/WHO Special Programme for Research and Training in Tropical (TDR) :1994), 4.
35
of psychological factors that affect the performance of speaking English in
the tenth grade students at Vocational High School 1 Metro.
The characteristics in this study focus on descriptive qualitative research.
The researcher took surveys that can be used to describe phenomena and
summarize. The purpose of using surveys for descriptive research is to get a
good step for certain things. Descriptive qualitative analysis involves
describing the general characteristics of the data. Descriptive qualitative
research is useful because it can provide important information about the
average group member.
In line with the explanation above, the purpose of this study is to find out
psychological factors that influence the speaking performance of English
students in the tenth grade at Vocational High School 1 Metro.
B. Data Resources
In this study, the researcher divides the source into two items. They are
primary and secondary.
1. Primary sources
Primary sources are original materials that form the basis of
research. It is testimony or direct evidence on a topic being considered.
The primary sources present information in its original form, not
interpreted or compacted or evaluated by other authors. The main source
of this research is psychological factors that influence students' speaking
ability at Vocational High School 1 Metro. The total number of students is
36 students. In this research, the researcher analized 10 students‟ speaking

36
performance in order to know the psychological factors that affcet
students‟ speaking performance.
2. Secondary sources
Secondary sources offer interpretation or analysis based on primary
sources. The secondary sources can explain primary sources and often use
them to support certain theses or arguments or to convince readers to
accept certain points of view. Secondary sources in this study are from
interviews, documentation, journals, e-books and articles related to
research.
C. Data Collecting Technique
Qualitative research usually follows an inductive process. This means that
the collection of data taken from the process of data analysis becomes a
theory or interpretation. Creswell said that "in many qualitative studies,
questions collect various forms of data and send a considerable amount of
time in natural information collection arrangements." Data collection is the
accumulation of specific evidence enable the researcher to correctly analyze
the results of all activities with their research designs and procedures.
The data is needed in a research work to present the raw materials used in
data production. This provides definitive direction and definite answers to
research investigations. Any question must provide a definitive answer to an
investigation. Data is very important for scientific research. In addition, data
are needed to support various arguments in the research findings.

37
The researcher also has toolboxes for data collection techniques, including
in-depth interviews, participant observation, and document analysis.the
researcher in this study use documents to collect data. The researcher took
documents from psychological factors that affect students' speaking ability. In
the process of collecting data, the researcher collects psychological factors
that affect the ability to speak, to analyze and identify psychological factors
that affect students' speaking abilities.
In this study, the researcher used four techniques to collect data. There are
observations, documentation field notes and interview.
1. Observation
Observation is the process of gathering information directly
without end by observing people and places at the research location. As a
form of data collection, observation has advantages and disadvantages.
Benefits include the opportunity to record information when it occurs in an
arrangement, to learn actual behavior, and to study individuals who have
difficulty voicing their ideas (for example, preschoolers). Some
disadvantages of observation are that you will be limited to sites and
situations where you can get access, and on those sites, you may have
difficulty developing relationships with individuals. This can happen if the
individual is unfamiliar with formal research (eg, non-university settings).
2. Documentation
The researcher can use written documents or other artifacts to get
an understanding of the phenomenon under study. In this study, the

38
researcher used document techniques to collect data. Documents can be a
valuable source of information in qualitative research. Creswell quotes that
documents represent public and private documents. Public documents are
given in the form of minutes of meetings, official memos and newspapers.
Examples of personal documents are personal journals and diaries, letters,
and personal notes. Thus, the secondary data needed is documented as a
source of data in the form of documentation. Furthermore, the researcher
obtains data from the results of students' speaking tests.
3. Field Notes
An important part of research studies is analyzing data, because the
results are the conclusions of all studies. Data analysis means studying
tabulated material to determine the facts or meaning of characters. This
involves breaking down existing complex factors into simple parts and
bringing together the parts in the arrangement for interpretation purposes.
Qualitative data are generally in the form of words (descriptions,
observations, impressions, recordings, and the like). The researcher must
organize and categorize or encode large masses of data so that it can be
deciphered and interpreted. In qualitative research, data analysis includes
two aspects, aspects consisting of text analysis and involves the
development of descriptions and themes.

39
4. Interview
Interview is a conversation, whose purpose is to gather description of the
interview with the respect to interpretation of the described phenomena.
D. Data Analysis Technique
The important part in research study is analyzing data, because the result
becomes a conclusion from all of the research. Analysis of data means
studying the tabulated material in order to determine character facts or
meanings. It involves breaking down existing complex factors into simple
parts and putting the parts together innew arrangements for the purpose of
interpretation. Qualitative data generally take the form of words (descriptions,
observations, impressions, recordings, and the like). The researcher must
organize and categorize or code the large mass of data so that they can be
described and interpreted. In qualitative research, data analysis includes of
two aspects, the aspects consists of text analysis and involve developing a
description and themes.

40
The researcher would apply Miles and Huberman model to analyze the
data.25 The componets of this analysis model are pictured by this figure.
Figure II. Analysis Components of Miles and Huberman Model
Data analysis by Miles and Huberman model conducts the following
steps:26
1) Data collection is the step when the researcher gather all data which are
used to complete the research.
2) The researcher reduces the data he had gotten by summarizing and
choosing specific things.
3) To display the data, the researcher usually uses graphics, figures, or
charts. The display should be able to describe the content entire the data.
4) Lastly, the researcher verifies his research by making conclusion of data
findings.
Therefore, it is concluded that the analysis of data has somefunctions in
analyze research data that include into make the meaningful raw data, to test
null hypothesis, to get the significant results, to describe inferences or to
make generalization, and to calculate parameters.
25
Michael Huberman M. and Miles, Data Management and Analysis Methods, In N. K.
Denzin and Y.S Lincoln (Eds.): Thousand Oaks, CA: Sage, 1994), 429.
26
Ibid,
41
E. Research Approach
In this research the researcher use six steps in the process of research, as
follows:27
1. Identifying a Research Problem
The researcher begins a research study by identifying a topic to
study typically an issue or problem in education that needs to be resolved.
Identifying a research problem consists of specifying an issue to study,
developing a justiﬁcation for studying it, and suggesting the importance of
the study for select audiences that will read the report.
2. Reviewing the Literature
Skills required for reviewing the literature develop over time and
with practice. The researcher can learn how to locate journal articles and
books in an academic library, access computerized databases, choose and
evaluate the quality of research on your topic, and summarize it in a
review. Library resources can be overwhelming, so having a strategy for
searching the literature and the review is important.
3. Specifying a Purpose for Research
If the research problem covers a broad topic of concern, writer
needs to focus it so that writer can study it. A focused restatement of the
problem is the purpose statement. This statement conveys the overall
objective or intent of the research. As such, it is the most important
statement in your research study.
27
John W. Creswell, Educational Research Planning, Conducting and Evaluating
Quantitative and Qualitative Research (New York: Pearson Education, 2002 ), 7.
42
4. Collecting Data
Evidence helps provide answers to the research questions and
hypotheses. To get these answers, the researcher engages in the step of
collecting or gathering data. Collecting data means identifying and
selecting individuals for a study, obtaining their permission to study them,
and gathering information by asking people questions or observing their
behaviors.
5. Analyzing and Interpreting the Data
During or immediately after data collection, the researcher needs to
make sense of the information supplied by individuals in the study.
Analysis consists of “taking the data apart” to determine individual
responses and then “putting it together” to summarize it.
6. Reporting and Evaluating Research
After conducting the research, the researcher developed a written
report and distributed it to select audiences (such as fellow teachers,
administrators, parents, students) that can use the information.

43
CHAPTER IV
RESEARCH RESULT AND DISCUSSION
A. Research Result
In this chapter, the researcher presents the result of this research that
explains the answer of research question.
1. Description of SMK N 1 Metro
Before presenting the result of this research, the researcher describes
SMK N 1 Metro that consists of:
a. The History of SMK N 1 Metro
SMK Negeri 1 Metro is located on Jalan Kemiri, Iring Mulyo
Subdistrict, Metro East District, Metro City. With borders: north is
bordered by residential land, south is bordered by kemiri road, west is
bordered by SMK Negeri 3 Metro.
A brief history of the founding of SMK Negeri 1 Metro,
originally named the Preparatory SMEA, and began to be established
on 1 August 1965, supported by the SMEA 1 Metro Metro
Committee.
Students began studying on August 1, 1965 and the place of study
was SMEP Negeri Metro, which is now SMPN 3 Metro. Then the
Preparatory SMEA was formalized as Metro State 1 SMEA on 1
August 1965 by the Office of the Directorate General of National
Education and Middle Lampung Province, Mr. Ismangun (late). In

44
1970 the place of learning moved to SMEA Negeri 1 Metro, located
on Jalan Kemiri Metro Lampung Tengah and the school was in an
unfinished state of the art building.
The land for the building was given by the Level II Regional
Government of Central Lampung Regency at the end of 1967 and was
built by the Central Government, at a cost of Rp. 139,000,000.00 (One
hundred thirty-nine million rupiah). While the chartering by CV. Get
together with Director Mr. Zen Datu, who handed over administrative
information in 1973 with the Regional Office of the Directorate
General of Lampung Province.
In 2013 since the issuance of government policy on the 2013
curriculum, SMK Negeri 1 Metro was appointed as one of the pilot
schools for the implementation of the 2013 curriculum and was
endorsed by a Decree of the Head of the Research and Development
Agency of the Ministry of Education and Culture of the Republic of
Indonesia Number: 022 / H / Kr / 2015 Concerning the Establishment
of the 2013 Curriculum Implementing Education Unit (Lamp 1. Page
328, No. 5935).
b. Vision and Mission of SMK N 1 Metro
1) Vision of the School
"Being an excellent vocational school based on IMTAQ
and high science and technology, noble character, environmentally

45
friendly, producing competent graduates and becoming a center of
community service"
2) The mission of the School
a) Implementing a Quality Management System
b) Implementing a Professional and IT-Based Learning Process
c) Implementing a Clean Culture
d) Developing School Infrastructure
e) Producing highly competitive graduates
f) Being an Education and Training Center for other Schools in
the vicinity of Metro
g) Providing services to students and the community
2. Description of result research
The results of this research are presented by focusing on the research
questions of this research that consist of: What are the main psychological
factors that influence negatively the speaking performance of the tenth
graders at Vocational High School 1 Metro? and What are the solutions to
overcome the psychological factors that influence negatively the speaking
performance of the tenth graders at Vocational High School 1 Metro?
Descriptions of the results of this research include of, as follows:

46
a. The Main Psychological Factors that Influence Negatively the
Speaking Performance of the Tenth Graders at Vocational High
School 1 Metro
Based on observation on speaking performances and interviews
with the marketing students of the tenth grade at Vocational High
School 1 Metro, the percentage of each psychological factors that
influence negatively the speaking performance are presented in the
following table:
Table 4.1
Percentage Main Psychological Factors
that Influence Negatively the Speaking Performance
No. Psychological Factors Percentage
1. Fear of Mistake 50%
2. Shyness 40%
3. Anxiety 40%
4. Low Confidence 60%
5. Low Motivation 70%
6. Unwillingness to Communicate 0%
Based on the above research, the researcher ranked the main
psychological factors that influence negatively on the speaking
performance from the highest percentage to the lowest ones including
low motivation, low confidence, fear of making mistakes, anxiety,
shyness and unwillingness to communicate. A description of the results
of the interview on each psychological factor, including of:
1) Fear of Making Mistake

47
Based on interviews with the students of the tenth grade
at Marketing Class 1, they feel afraid of making mistakes in
speaking English in public the most important because of their lack
of vocabulary mastery, and pronunciation that is not good enough to
speak in English from these two factors cause the ability of students
to speak English is low.
The students are also worry about how their classmates
see them doing wrong and are considered stupid. Therefore, it is
necessary to build conducive and comfortable classroom conditions
so that the teaching-learning process becomes smoother and things
like the above are no longer a concern of students.
2) Shyness
Based on the results of interviews with the students of
the tenth grade at Marketing Class 1, they feel ashamed when
asked to speak in English in front of the class because some people
have a shy innate nature plus if they are asked to speak English
which incidentally is a foreign language in Indonesia.
The students have more problems when they have to
control their shyness when they speak English in low quality.
Therefore, many efforts are needed to build a conducive and
comfortable atmosphere in the classroom so students feel confident
and are not worried about being embarrassed when speaking in
front of the class.

48
3) Anxiety
the tenth grade at Marketing Class 1, they also felt uneasy when
asked to speak in English first in public because of their lack of
ability. They feel uneasy about what they have to say and how to
say it in English.
Anxiety is also felt more by some students when they
speak in public such as in front of the class. The students‟ speaking
performance is not good enough and becomes a joke by classmates
who see it and also nervous if their speaking performance is not
good enough to produce bad grades in English subjects.
4) Low Confidence
Based on interviews with the students of the tenth grade
at Marketing Class 1, they have low confidence to speak English in
public because students previously felt insecure if they were asked
to speak English with their low women. This insecure feeling
makes students feel insecure.
To speak English, especially with students who are
basically lacking in confidence become the difficulty. If students
have a good sense of self-confidence at least they will try without
much doubt to practice speaking English in public such as in front
of the class.
5) Low Motivation
49
the tenth grade at Marketing Class 1, they have weak motivation to
speak English in public because they do not master English itself.
One reason is students are not familiar with English, making
students' motivation to speak English weak.
Another factor that makes students' motivation low in
speaking English is the limited vocabulary of students so students
have difficulty conveying messages when speaking in English. The
lack of students' ability to pronounce English is also one of the
obstacles. Incorrect pronunciation in communicating using English
also causes miss communication.
6) Unwillingness to communicate
the tenth grade at Marketing Class 1, student almost completely
gives attention and is willing to interact in English subjects such as
listening when in the teaching-learning process pay attention and
try to speak in English when asked to do so with limited language
skills their English.
Speaking English in front of the class makes them
actually feel reluctant and confused to speak English with their
limited abilities, but still needs to be appreciated by the attitude of
students who still want to try. This attitude can actually be one of
the assets to learn to speak in English.

50
b. The Solutions to Overcome the Psychological Factors that
Influence Negatively the Speaking Performance of the Tenth
Graders at Vocational High School 1 Metro
Based on interview with the teacher of tenth graders at
marketing class 1 of Vocational High School 1 Metro, the solutions
to overcome the psychological factors that influence negatively the
speaking performance of the tenth graders at Vocational High
School 1 Metro are presented in the following explanation:
1) Solutions to Overcome Solution Fear of Mistake
Based on interview with the English teacher of tenth
graders at marketing class 1 of Vocational High School 1 Metro,
the solution when the teacher found the students‟ problem in
making mistake was to get closer to the students to make them
believe and not be afraid when making mistakes while learning
to speak English. When the students feel comfortable they will
not hesitate to express any obstacles they encounter when
learning to speak English and the teacher can help them in
finding the right solution for the obstacles encountered.
The English teacher of tenth graders at marketing
class 1 stated that the students must be given an understanding
that making mistakes is part of the learning process. The teacher
stated that when students learn anything, including talking,
especially speaking English, mistakes are a natural thing to

51
happen. Therefore, the fear of making mistakes is not something
that should be over-thought so that it inhibits the learning
process. It is precisely from mistakes to understand, the most
important thing is to try. This understanding needs to be
emphasized in students.
2) Solution to Overcome Shyness
shyness was to help students overcome the obstacles and
obstacles encountered by students in the learning process.
Maybe not all students feel embarrassed when they have to
appear in public speaking but still there are some people who
feel embarrassed and need help to overcome their
embarrassment.
The teacher stated that to overcome the shyness when
speaking in front of the class experienced by students the
teacher usually do a role play when speaking in class practice.
Therefore, the teacher will treat the students first to advance
with their friends to practice speaking English and when they
are used to advancing in front of the class. In the future it is
hoped that students will no longer be ashamed when speaking to
themselves in front of the class.

52
3) Solution to Overcome Anxiety
anxiety is by practicing dialogue in speaking activity in class.
The teacher asks what makes the students nervous and helps
them relieve their anxiety after knowing the cause by providing
understanding.
The teacher states that creating conducive classroom
conditions is also needed so that students feel relaxed so that
when they appear to speak in front of the class students get
peace because they feel the environment is supportive. When a
conducive classroom atmosphere is created, the students are
expected to feel calm and minimize excessive anxiety.
4) Solution to Overcome Low Confidence
having low confidence is by giving them time to prepare the text
in Indonesian before it would be translated into English because
they were constrained when they had to write directly in
English. With their limited ability to recognize vocabulary every
day along with its meaning, pronunciation of English words

53
with correct pronunciation, helping them as they form sentences
makes them feel self-confident to practice speaking English
verbally if they feel their preparation is good enough.
The teacher states that to create a class that has a
supportive atmosphere, the teacher should give understanding to
students in class to support each other when the learning process
towards each other even when their friends try and make
mistakes no mocking or laughing.
5) Solution to Overcome Low Motivation
having low motivation is by motivating the students to be more
interested in learning English and by overcoming obstacles as
well as obstacles encountered by students. The teacher stated
that she opens up the consulting services whenever students
need when getting difficulties while learning English, especially
speaking in English because this is one of the crucial problems
in this class.
In addition, the teacher stated that to opening
consulting services for students, she is not stingy about giving
praise to students when they show little progress in the process
of learning to speak English. This method works to increase

54
students' motivation in learning English because students feel
what they do is appreciated.
6) Solution to Overcome Unwillingness to Communicate
unwillingness to communicate is by building up a good
relationship to overcome the problem of students' reluctance in
speaking English. The teacher stated that it is important to
communicate directly with students what makes them reluctant
to learn to practice speaking English. After listening to their
complaints, the teacher and students discuss solutions to
solutions and she also provides understanding to students. Most
students are reluctant to practice speaking English because they
have blocked themselves from feeling they cannot speak English
and making them dislike it.
In addition, the teacher stated that it is important to
give an understanding if they did not try to learn and like
English how could they possibly speak English. The most
important point here that the teacher emphasized to them is to
try to learn to speak English before convicting themselves,
hopefully after that students will start to like English and no
longer feel reluctant to speak English.

55
B. DISCUSSION
The results of this research are discussed by focusing on the research
questions and the related theories. Discussion of the results of this research
include of, as follows:
1. The Main Psychological Factors that Influence Negatively on the
Speaking Performance of the Tenth Graders at Vocational High
School 1 Metro
The main psychological factors that influence negatively the speaking
performance are taken from the theories stated by Juhana and H. Douglas,
including of fear of mistakes, shyness, anxiety, low confidence, low
motivation and unwillingness to communicate. Furthermore, based on
observation on speaking performances and interviews with the marketing
students of the tenth grade at Vocational High School 1 Metro, the main
psychological factors that influence negatively on the speaking
performance of the tenth graders at vocational high school 1 metro are as
follows:
a. Fear of Making Mistakes
The percentage of fear of making mistake is 50%. These difficulties
are because of low English vocabulary, the insufficient pronunciation,
and fear of being laughed at by classmates when making mistakes. Low
English proficiency such as limited English vocabulary and bad

56
pronunciation make students feel afraid to make mistakes in the process
of speaking English.
Furthermore, the students tend to be silent or do not produce words
smoothly because they feel confused about the vocabulary that will be
spoken and feel afraid when the pronunciation is wrong. In addition, the
students also feel traumatized to speak in English because some of them
are ridiculed by their classmates.
b. Shyness
The percentage of shyness is 40%. The difficulty of shyness is in the
form of feeling ashamed because of having low English ability. The
students who had low English ability tend to be shy in speaking English.
Shyness that prevents students from speaking English is caused by their
low English skills. That is because the students tend to feel insecure
when they find out that their English skills are not good so that they are
very embarrassed to speak in front of the class.
c. Anxiety
The percentage of anxiety is 40%. The difficulties of anxiety are
feeling uneasy about what they have to say and how to say it in English
with their low ability; feeling uneasy if the appearance isn't good enough;
and feeling worry of getting a bad grade in English.
Moreover, the students tend to feel afraid to speak English in front of
the class because they feel difficult to express what they want to express
on the basis of their low English skills. Besides, the students also have
57
errors in orientation because their orientation tends to get good grades
whereas when they get the bad grades they tend to feel hopeless and
afraid to speak English in front of the class.
d. Low Confidence
The percentage of low confidence is 60%. The difficulty of low
confidence is in the form of feeling insecure in previous areas has felt
insecure to speak English if with low ability. Low English abilities also
cause students to feel insecure about speaking English in front of the
class. That was caused by the experience of previous students who felt
uncomfortable to express themselves in English with their limited
English skill.
e. Low Motivation
The percentage of low motivation is 70%. The difficulties of low
motivation are feeling not having the motivation to speak English
because of not being able to speak English; and feeling not having the
motivation to speak English because they are not used to it in the daily
communication.
In addition, the students tend to have low motivation in speaking
English because they do not have good habit in speaking English that is
applied in everyday life. Therefore, they feel awkward to pump their
motivation to speak English with their peers at school or in front of the
class other than that low motivation is also caused by their weak English
ability.
58
f. Unwillingness to communicate
The percentage of low motivation is 0%. The difficulty of
unwillingness to communicate is in the form of feeling reluctant to speak
English because English is difficult and confusing. The unwillingness of
students to communicate in English is because they feel doubtful and also
feel that English is a frightening subject that makes them difficult to
practice it in daily life, especially in public.
2. The Solutions to Overcome the Psychological Factors that Influence
Negatively the Speaking Performance of the Tenth Graders at Vocational
High School 1 Metro
The solutions to overcome the psychological factors that influence
negatively the speaking performance of the tenth graders at Vocational High
School 1 Metro are taken from the theories stated by Juhana and H. Douglas,
among others, solutions to fear of mistakes, shyness, anxiety, low confidence,
low motivation and unwillingness to communicate. Based on interview with
the teacher of tenth graders at marketing class 1 of Vocational High School 1
Metro, the solutions to overcome the psychological factors that influence
negatively the speaking performance of the tenth graders at Vocational High
School 1 Metro are presented in the following explanation:
a. Fear of Making Mistakes
The solutions when the teacher found the students‟ problem in
making mistake are getting closer to the students makes them believe and
not be afraid when making mistakes while learning to speak English.

59
Another solution is giving the students an understanding that making
mistakes is part of the learning process.
b. Shyness
The solution when the teacher found the students‟ problem in
shyness is by doing role play when practicing speaking in class. Role play
can minimize the students‟ shyness by optimizing their talent in speaking.
c. Anxiety
anxiety are conducting dialogue when speaking practice in class asking what
makes their nervous; helping the students relieve their anxiety after knowing
the cause by providing understanding and creating the conducive classroom
conditions.
d. Low Confidence
The solution when the teacher found the students‟ problem in having
low confidence is by providing the teacher‟s assistance. By assisting the
students in speaking, the teacher can guide the students in practicing the
speaking activity. Therefore, the students‟ confidence can be increased.
e. Low Motivation
having low motivation are providing the consulting services whenever
students need when experiencing difficulties while learning English; and
giving the praise to students when they only show progress.
f. Unwillingness to Communicate
60
unwillingness to communicate are building good relationships to overcome
students' problem in speaking English; communicating directly with
students what makes them reluctant to learn to practice speaking English;
and discussing with students about solutions.

61
CHAPTER V
CONCLUSION AND SUGGESTION
A. CONCLUSION
The conclusion of this research is presented by focusing on the research
questions of this research. The main psychological factors that influence
negatively the speaking performance from the highest percentage to the lowest
include of low motivation, low confidence, fear of making mistakes, anxiety,
shyness and unwillingness to communicate.
The solutions to Overcome Solution Fear of Mistake at Vocational High
School 1 Metro are by being close with the students to make them comfortable
and not feel afraid when making mistakes while learning English; by doing a role
play when speaking in class practice; by practicing the English dialogue when
speaking; by preparing the text in Indonesian before it would be translated in
English; by giving the good model of pronunciation of English words with correct
pronunciation due to their limited ability, by helping them when they compose
sentences in English if it is not right before they appear in front of the class to
practice speaking verbally so that they feel self-confident if they feel their
preparation is good enough; by establishing good communication with students to
motivate students to be more interested in learning English such as providing
consulting services whenever students need when experiencing difficulties while
learning English; and by building a good relationship to overcome the problem of

62
students' reluctance in speaking English, and by giving an awareness of the
importance of English in the future.
B. SUGGESTION
This research is expected to have benefits not only for researcher but also
for students Vocational High School 1 Metro, English teacher and agency
Based on the conclusion above, there are some suggetions intended to the
quality of learning process, as follows:
1. For English Teacher
It is advisable for the teachers to motivate the students to be active in
speaking using English. It is suggested for the teachers to help the students to
minimize the psychological factors that contribute negatively. Therefore, the
teacher should be able to create the enjoyable teaching learning process.
2. For the Students
It is suggested to the students to be more active in speaking using English
and improve their ability in speaking ability so they can be successful in
English learning.
3. For Headmaster
It is suggested for the headmaster to support the English teacher such as
providing a forum for developing English language skills so that students are
active in speaking using English. It is recommended for the headmaster to
build a friendly environment for the use of English so that students are
63
accustomed to use English. Therefore, the headmaster should contribute to
create a school environment.

64
BIBLIOGRAPHY
Youssouf Haidara. Psychological Factor Affecting English Speaking Performance

for the English Learners in Indonesia. Universal Journal of Educational
Research. no.4 (2016): 1501. 2016.
Juhana. Psychological Factors That Hinder Students from Speaking in

Tangerang, Banten, Indonesia). Journal of Education and Practice, no.12
(2012): 101. 2012.
Rudolph F. Verdeber, Deanna D. Sellnow, Kathleeen S. The Challenge Of

Effective Speaking. Boston, USA : Wadsworth, Cengage Learning. 2006,
2008, 2012.
Miroslaw Pawlak, Ewa Waniek-Klimczak, Jan Majer. Speaking And Instructed

Foreign Language Acquisition. Canada : Multilingual Matters. 2011.
Scott Thornbury. How To Teach Speaking. Amazon : Pearson Education ESL.

2005.
Markus Raab, Babett Lobinger, Sven Hoffmann, Alexandra Pizzera, Sylvain

Laborde. Performance Psychology Perception, Action, Cognition, and
Emotion. UK : Elsevier Inc. All rights reserved. 2016.
J. C. Richard. Developing classroom speaking activities: From theory to practice.

Guidelines RELC : Singapore. 2006.
Dave Collins, Angela Button, Hugh Richards. Performance Psychology A

Practitioner’s Guide. UK : Elsevier Limited. All rights reserved. 2011.
H. Douglas Brown. Principles of Language Learning And Teaching.

San Francisco State University : Pearson Education, Inc, All Right
Reserved. 2007.
Robert K. Yin. Qualitative Research From Start to Finish. THE GUILFORD

PRESS New York London. 2011.
Kikwawila Study Group. Qualitative Research Methods. UNDP/WORLD

BANK/WHO Special Programme for Research and Training in Tropical
(TDR). 1994.
Michael Huberman M. and Miles. Data Management and Analysis Methods, In

N. K. Denzin and Y.S Lincoln (Eds.): Thousand Oaks, CA: Sage. 1994.
65
John W. Creswell. Educational Research Planning, Conducting and Evaluating

Quantitative and Qualitative Research. New York: Pearson Education.
2002.
66
APPENDICES
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
Blue Print of Observation Sheet
Aspect Sub Aspect References
The main psychological factors Fear of Mistake Juhana. “Psychological

Factors That Hinder Students
that influence negatively the from Speaking in
English Class (A Case Study
speaking performance of the in a Senior High School in
Shyness South Tangerang”. Journal
tenth graders at Vocational of Education and Practice 13,
Anxiety no.12 (2012): 101-
High School 1 Metro
Low Confidence
Low Motivation
Willingness to Communicate H. Douglas Brown.

Principles of Language
Learning and Teaching.
San Francisco State
University : Pearson
EducationmInc All Right
Reserved, 2007.
82
Observation Sheet
The Main Psychological Factors that Influence Negatively The Speaking
Performance
of The Tenth Graders at Vocational High School 1 Metro
The Students’ Speaking Assignment Given by English
Fear of Shyness Anxiety Low
Mistake Confidence Mo
No Name
Yes No Yes No Yes No Yes No Yes
1 AR √ √ √ √ √
2 BR √ √ √ √
3 DA √ √ √ √ √
4 EI √ √ √ √ √
5 HN √ √ √ √ √
6 MA √ √ √ √ √
7 MF √ √ √ √ √
8 RA √ √ √ √
9 SR √ √ √ √ √
10 YW √ √ √ √ √
Percentage 50% 40% 40% 60% 70%

(Source: Adapted from Juhana and H. Douglas Brown)
83
The formula to figure out the percentage of each psychological factor is as

follows:28
P=
(Source: Neil A Weiss, Introductory Statistics (Boston : Addison-Wesley, 2012)
Notes:
P = percentage of psychological factor
F = Frequency of psychological factor
N = Number of student
(28 Neil A Weiss, Introductory Statistics (Boston : Addison-Wesley, 2012), 41

84
Blue Print of Interview Sheet
(student)
The main psychological Fear of Mistake Juhana.

“Psychological
factors that influence Shyness Factors That Hinder
Students from
negatively the speaking Anxiety Speaking in
English Class (A Case
performance Low Confidence Study in a Senior
High School in South
of the tenth graders at Low of Motivation Tangerang”. Journal
of Education and
Vocational High School 1 Practice 13, no.12
(2012): 101-
Metro Willingness Communicate H. Douglas Brown.
Principles of
Language Learning
and Teaching.
San Francisco State
EducationmInc All
Right Reserved,
2007.
85
Blue Print of Interview Sheet

(teacher)
The solutions to overcome Possible solution to Juhana.

“Psychological
the psychological factors that overcome fear of mistake Factors That Hinder
Students from
influence negatively the Possible solution to Speaking in English
Class (A Case Study
speaking performance of the overcome shyness in a Senior High
School in South
tenth graders at Vocational Possible solution to Tangerang”. Journal
of Education and
High School 1 Metro overcome anxiety Practice 13, no.12
(2012): 101-
Possible solution to
overcome low confidence
Possible solution to
overcome low of
motivation
Possible solutionto H. Douglas Brown.

Principles of
overcome an willingness Language Learning
and Teaching. San
communicate Francisco State
EducationmInc All
Right Reserved,
2007.
86
Interview Sheet (student)
The Main Psychological Factors that Influence Negatively

The Speaking Performance of The Tenth Graders
at Vocational High School 1 Metro
1. Do you feel fear of making mistake when speaking in front of the class?
Why do you feel it?
2. Are you shy to deliver the speaking topic in front of the class?
Why do you feel it?
3. Do you feel anxiety when speaking in front of the class?
Why do you feel it?
4. Do you feel confidence when speaking in front of the class?
Why do you feel it?
5. Do you have high motivation to speak in English in front of the class?
Why do you feel it?
6. Do you have willingness to communicate in front of the class?
Why do you feel it?

87
Interview Sheet (teacher)
The Solutions to Overcome The Psychological Factors

that Influence Negatively The Speaking Performance
of The Tenth Graders at Vocational High School 1 Metro
1. What are the possible solutions to overcome solution fear of mistake?
2. What are the possible solution to overcome shyness?
3. What are the possible solution to overcome anxiety?
4. What are the possible solution to overcome low confidence?
5. What are the possible solution to overcome low motivation?
6. What are the possible solution to overcome an willingness communicate?

88
Task!
Describe one of the historic sites or tourist attractions orally at least 3
minutes, in front of the class !
89
DOCUMENTATION
Researchers provide exercises to students
The conditions when explaining the material to stuents

90
Interview process with the students
Interview process with the teacher

91
CURRICULUM VITAE
The name of the writer is Lupita Nor

Alifia, born in Magelang, on March 24th, 1994.
Daughter of the couple, Mr. Umyanto and Mrs.
Sarwi Utami. In 2006, she graduated from SDN
Jamus 1, Ngluwar, Magelang. In 2009, she
graduated from SMP N 10 Metro. Then, she
continued her studies at SMK N 1 Metro and
graduated in 2012.
In 2015, she entered the S1 English

Education Program from the Metro Islamic Studies Union (IAIN Metro). If you
have something to ask about this bachelor thesis, consider contacting me at
[email protected].

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AN UNDERGRADUATE THESIS

AN ANALYSIS OF PSYCHOLOGICAL FACTORS AFFECTING

ENGLISH SPEAKING PERFORMANCE AT THE TENTH GRADERS OF

LUPITA NOR ALIFIA

Tarbiyah and Teacher Training Faculty

English Education Department

STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO

AN ANALYSIS OF PSYCHOLOGICAL FACTORS AFFECTING

ENGLISH SPEAKING PERFORMANCE AT THE TENTH GRADERS OF

Presented as a Partial Fulfillment of the Requirements

LUPITA NOR ALIFIA

Student Number: 1501070269

Tarbiyah and Teacher Training Faculty

English Education Department

Sponsor : Ahmad Subhan Roza, M.Pd

Co-sponsor : Trisna Dinillah Harya, M.Pd

STATE INSTITUTE FOR ISLAMIC STUDIES OF METRO

ENGLISH SPEAKING PERFORMANCE AT THE TENTH GRADERS OF

The objective of this study was to analyze whether Psychological Factors

This research is quantitative research. The population of this research was

Keywords: Psychological Factors, Speaking, Fear of making mistakes,

Tujuan dari penelitian ini adalah untuk menganalisis apakah Faktor

Penelitian ini adalah penelitian kuantitatif. Populasi penelitian ini adalah

Dalam penelitian ini, saya menemukan hasil bahwa faktor psikologis

Kata kunci: Faktor Psikologis, Berbicara, Takut melakukan kesalahan,

This undergraduate thesis is specially dedicated to:

My all beloved brothers and sisters.

My beloved Almamater of State Institute for Islamic Studies of Metro.

because of His amazing blessings, researchers can complete this undergraduate

always accompany him. "An Analysis Of Psychological Factors Affecting English

Speaking Performance At The Tenth Graders Of SMK N 1 Metro" is the title of

support of many people.

Secondly, on this good occasion, the researcher wants to pay a deep

respect, and wants to thank you for:

of Metro Islamic State Institute (IAIN).

2. Mr. Ahmad Subhan Roza, M.Pd., as the Head of the English

good suggestions for researchers.

correction, suggestions and valuable time to complete this undergraduate thesis.

4. All my lecturers, who have given me knowledge and information.

CHAPTER I INTRODUCTION ......................................................................1

CHAPTER II REVIEW OF THE LITERATURE ......................................13

CHAPTER IV RESEARCH AND DISCUSSION ......................................43

CHAPTER V CONCLUSION AND SUGGESTION .......................................61

Table 2.1 Categorization of Speaking Ability of the Tenth Graders at Vocational

School 1 Metro ........................................................................................................ 6

Table 3.1 Analytic Speaking Criteria.....................................................................16

Speaking Performance ......................................................................................... 46

Appendix 1 Pre-Survey Letter ............................................................................64

Appendix2 Letter of Reply to the Pre-Survey Letter ..........................................65

Appendix3 Thesis Guidance Latter .....................................................................66

Appendix4 Thesis Guidance Consultation Card .................................................67

Appendix 5 Letter of Assignment .......................................................................68

Appendix 6 Research Letter ................................................................................69

Appendix 7 Letter of Reply to the Research Letter ............................................70

Appendix 8 Documentation ................................................................................71

Appendix 9 Biography ........................................................................................72

A. Background of the Study

English is an international language that is used to communicate in the

globalization era. English implementation is very beneficial in fulfillment of