15 focus on the learning. The influence of this problem impacts the students’ feelings
then it also disturb the students in the learning process.
2.1.1.1.2 Feelings Can Create the Anxiety in the Schoolwork
Dobson Dobson 1981 and Cole 1991 as cited by Hammond et al. 2003 stated that a second way in which feelings can interfere with learning occurs
when students are anxious about their schoolwork p. 91. The students, who are depressed or anxious about learning, often do not feel competent academically.
They can lose their confident aspect. Afterward, the students might withdraw from classroom activities in order to avoid appearing incompetent in the classroom.
2.1.1.1.3 Feelings Trigger the Emotional Responses to Classroom Events
Graham 1997 and Weiner 1994 as cited by Hammond et al. 2003 say that the students can become upset by classroom events
—a failed test, a negative comment from the teacher or a peer
—and react in a way that impedes further learning. These reactions may play out in different ways, depending on what the
student attributes the problem to p. 91. The students can built negative responses. They can also become frustrated to the point of feeling helpless or incompetent.
2.1.2 Speaking
Speaking is one of productive skills. According to Nunan 2003 , “speaking
is the productive auraloral skill. It consists of producing systematic verbal utterance to convey meaning.” p. 48. Burns Joyce 1997 explain that speaking
16 is an interactive process of constructing meaning that involves producing and
receiving and processing information. Thus, speaking can be concluded as an oral skill to produce information.
Eckard Kearny 1981, Florez 1999 and Howarth 2001 as cited by Torky 2006, define that speaking as a two
–way process involving a true communication of ideas, information or feelings p. 33. Feelings, once again, take
the important role and they also happen in the speaking matters. In speaking, feelings should also be deemed to expound
students’ problems especially in everything which cause them having difficulties.
Based on the theories, the researcher concludes that speaking is also influenced by feelings. Students can speak fluently because they feel comfortable
when they are speaking. On the contrary, they will feel uncomfortable in speaking when they are depressed. The depression can be caused by fear or shyness. León
and Cely 2010 explains that when students speak with confidence, they can interact better in real daily situations p. 15. They also states that speaking is a skill
which mostly affected by shyness and fear of being humiliated p. 20.
2.2 Findings
This section is aimed to present and to explore the research findings. The first finding presents the feelings of SMK Sanjaya Pakem students in speaking English.
The second part appears the factors influence SMK Sanjaya Pakem students’
feelings in speaking English.
