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claimed that “persons with a high motivation to achieve are….moderate, not high, risk-takers. These individuals like to be in control and like to
depend on skill. They do not take wild, frivolous risks or enter into no-win situations.”
4. Anxiety
Anxiety is the feeling of uneasiness, frustration, self-doubt, apprehension, or worry Scovel in Brown, 2000: 151. In addition, we can
differentiate anxiety into two levels: trait anxiety and state anxiety Oxford in Brown, 2000: 151. Trait anxiety is the level of anxiety which refers to
the deepest place in somebody’s personality and state anxiety is the level of anxiety which is related to certain situation in life. Furthermore, Alpert,
Haber, and Scovel in Brown 2000: 151 describes that based on its function, there are two kinds of anxiety: debilitative anxiety and
facilitative anxiety. Debilitative anxiety is a kind of anxiety which discourage learners to learn language because of the feeling of
incapability. Debilitative anxiety can be said as negative anxiety. Facilitative anxiety relates to the feeling of uneasiness when certain task or
situation is not accomplished or passed. Facilitative anxiety can be said as positive anxiety.
5. Empathy
People can be said have good empathy when they can see and feel the real situation from somebody else’s view. In addition, Guiora in Brown
2000: 153 defined empathy as “a process of comprehending in which a temporary fusion of self-object boundaries permits an immediate
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emotional apprehension of the affective experience of another.” The importance of empathy in communication is that we can identify, interpret,
and respond the main message correctly when we understand each other as a speaker and a hearer.
6. Extroversion
Extrovert people are the ones who need their environment support to arise their courage to step forward. Furthermore, Brown 2000: 155 states
that extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from
other people. However, extrovert people are always expressive. They are
sometimes silent individuals which needs friends to be more active. The feeling of together can raise their courage do more in learning language.
G. Teaching Speaking
Since the focus of teaching is to enable students’ communicative competence, communicative language teaching CLT is implemented. It is
because CLT has two main strands: the first is that language is functional and not just bits of grammar and the second strand is language takes care of
students who get sufficient opportunity exposures to use the language Harmer, 1998:32. Furthermore, a well-balanced language course should
consist of four equal strands NationNewton, 2008: 1: 1
Learning through meaning-focused input; in which the students focus to interpret meaning of texts during listening and reading activities.
2 Learning through meaning-focused output; in which the students focus to
convey meaning during speaking and speaking activities.
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3 Learning through deliberate attention to language items and features; in
which the students should pay attention to the use of language to interpret and convey meaning.
4 Developing fluent use of known language items and features over four
skills of listening, speaking, reading and writing. In addition, Harmer 2006:34 states that children and adults acquire
language because of having language exposure, motivation to learn language, and opportunities to learn language. Then he continues that ESA Engage,
Study, and Activate which are the basic building blocks for successful language teaching and learning suits CLT Harmer, 1998: 32. Engage means
the students can get meaningful connection to the materials when the topic is relevant to them. Study means that the students should evaluate their
language use in order to achieve effective and appropriate communication. Activate means the students can understand and absorb the materials better
when they are involved in a situation that demands the use of their knowledge and language.
Moreover applying Communicative Language Teaching in teaching speaking implies that the teacher should take into account the principles,
elements, and many other aspects of speaking in the teaching and learning process. Therefore, the activities are designed to cope with many aspects of
speaking. It means the activities bring opportunities to use language accurately, fluently, mechanically, meaningfully, and communicatively to the
students Richards, 2006: 14-16.
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Teaching speaking is represented in several activities. Brown 2001: 271-274 argues that there are six types of speaking activities. They are:
1. Imitative
This method employs learners as the tape recorders. So after the learners hear what the model says, they have to repeat it several times.
This means drilling takes important role in the success of this step.
2. Intensive
This method is aimed to practice some phonological or grammatical aspect of language.
3. Responsive
In responsive, the learners are demanded to answer in a simple way what the teacher asks to them. The questions should be also simple
questions.
4. Transactional dialogue
Transactional is the extended form of responsive. It is aimed to convey or exchange specific information.
5. Interpersonal dialogue
Interpersonal has almost a similar form if we compare it with transactional in terms of the length. What makes interpersonal different
from transactional is that in interpersonal, the speakers communicate in order to maintain social relationships than to transmit facts and
information.
