CHAPTER 1

Introduction

This introductory chapter presents the background of the study for this descriptive research.
It explains the reason why this research conducts followed by research questions, objectives of
the study, significances of the study, scope and limitation of the study, and definition of key
terms.

1.1 Background of The Study

Language skills have been majoring the language learning. Since language which is used
in global scale gives great influence, English is taught in all over the world under many
different circumstances (Hebaish, 2012). The main aim of language learning is to enable the
learners communicate using English as the target language. Most L2 learners think that
speaking English is a complicated thing to do since speaking becomes the most basic means
of human communication. Nevertheless, speaking in a second or foreign language has often
been viewed as the most demanding of the four skills (Bailey and Savage as cited by Murcia,
2000). According to Murcia (2000), the most difficult aspect of speaking English is the
creating interaction with at least one other speaker. As mentioned by Campos (2010),
however, this aim has not been able to be achieved yet because most learners are using their
time only to listen in order to get as much as information without doing communication
activity.

The phenomenon nowadays which can be found easily is that the L2 learners still fail to
speak using target language properly. L2 learners may be good at learning other skills,
however, when they are asked to speak English, they claim to have such as a mental block
(Harmer, 2012). In this case, students feeling of impedes their language learning and
performance abilities. It seems that the L2 learners face the difficulties because of some
factors, which are influenced by affective and cognitive factors which constitute the main
source of individual differences in foreign language learning (Tallon, 2009). Each of these
factors are including, first, affective factors which actually builds an enjoyment to the
situation that can develop the activeness and confidence of the learners, hence, well behavior
can be covered by this factors (Schoep, 2001;Shen, 2009). Looking at this factor, some
learners have not got their enjoyment and confidence toward the learning process. Second,
the objectivity of learning language is fulfilled by the cognitive factor, whereas this factor is
used to raise young learners fluency of foreign language (Bingol, Mart, Celik, & Yildiz,
2014; Shen, 2009; Yousefi, 2011). Many L2 learners express their inability and sometimes
even acknowledge their failure to speak English. Thus, speaking becomes one of the
important skills among four skills which need a deep concern.

According to Young (1999), speaking which is considered as a complex skill requires

those two factors in order to avoid the disability understanding on how learners are able to
speak well. The affective factors which include the knowledge of language, ability to speak
under real constraints, such as confidence, self-esteem, anxiety, and enthusiasm become the
most significant factor. Among these personality aspects, self-confidence is the most
influential variables which affects the learning process of speaking. The previous study of
Philip (2012) showed that self influence (self-anxiety) relates to the oral performance, the
proof is that the more students anxious were, the lower performance they have. This can be
concluded that learners performance in oral presentation surely influences their speaking
achievement. Therefore, self- confidence is correlated with the L2 learners speaking
performance. The study will be thoroughly investigated to know about the influences of self-
confidence of L2 learners in oral performance of an oral presentation.
1.2 Research Questions

In terms of this issue, there are two questions of this research, including:

1. To what extend does self-confident influence the learners oral presentation in

speaking class?
2. Is there a statically significant relationship between self- confident and the oral
performance of L2 learners?

1.3 The Objective of the Study

Based on the research question that has been stated previously, the objectives of the study
are below:

1. To investigate how strong self-confident influences the learners oral presentation in

speaking class
2. To investigate whether there is a statically significant relationship between self-
confident and the oral performance of L2 learners

1.4 Scope and Limitation of Study

This study investigates the role of self- confidence toward learners

performance in oral presentation. It focuses on learners self confidence on speaking
ability to perform oral presentation of college L2 learners in the second year. The
research will be conducted in four academic speaking classes.

1.5 Significance of the Study

This study is meant to investigate the influences of self- confident of

learners oral performance in oral presentation. By knowing how strong self- confident
influences the learners performance, teachers can decide the best technique and
treatment in order to achieve the goal of the study, which is to enable learners, speak
English properly in an oral presentation. Besides, by understanding about the significance
 relationship between self- confident and oral performance of L2 learners, L2 learners can
improve their performance.

1.6 Definition of Key Term

A. Speaking Skill

Speaking is the production skill that is included in two main categories: accuracy
and fluency. Accuracy consists of using vocabulary, grammar and pronunciation through
some activities, fluency take into account the ability to keep going when speaking
spontaneously (Gower, Philips, & Walter, 1995). According to Bygate (1987), speaking
skill demands special care like the other skills, for both mother tongue and the foreign
language, as it requires a firm trust on ones own abilities to reach the goals.

B. Self-confident

Self-confidence is a personal factor that pays a supportive role in the achievement

of foreign language learning. Some studies claim that no language learning activities will
be carried out successfully without it (Huitt, 2004& Khodadad, 2003, cited in Hayati
2008,; Brown, 1994). It may facilitate or debilitate academic achievement. Foreign
language learners who possess general self-confidence perform well and most likely
believe themselves to be capable learners.

C. Oral Presentation

Oral Presentation is one of the courses in which learners should perform their
speaking ability to explain something. Learners describe it as one of the most stressful
courses they have ever had.

D. Students Performance

Students performance is the way of expressing meaning of the various texts.

Students performance are judged as the way to know students ability and also students
skill.