1

A. PROPOSED TITLE OF THE STUDY : “The Use of Socio-

Affective Strategies on the Students’ Motivation in Speaking”.

B. INTRODUCTION

a. Background of the Study

To make the students get ready facing globalization era, the

government always try to create appropriate curriculum in education

(i.e. teaching English). Davies and Pearse (1998) stated in Tuan, et. al

(2015, 8) the main purpose of teaching English as foreign language

(TEFL) is to make the learners be able to speak well in

communication. Learning speaking English needs so many practises in

learner’s daily, such as make a short conversation, asking question,

and give an answer (Derakhshan et al, 2016, 177). Learning how to

speak English fluently and accurately is always a grand task for every

student, but there are so many difficulties to practice. For some

Indonesian students, they are not only shy to speak but also shy to ask

everything that they are not understand. Furthermore they lack of

speaking competence. Some researchers stated that there is no practice

in speaking, almost Asian students are difficulties to show their

opinions, uncomfortable, and almost no questions in the class (Brice &

Roseberry – Mackibbin, 1999; Lim 2003) in Tajzadeh, et. al (2013,

670).
 2

Habte – Gabr (2006) proposed in Hamzah, et.al (2009, 690)

socio-affective strategies are strategies that using feeling in teaching

learning process include empathy between the learners and the

instructors to build a positive effect because the relationship between

of them is important. They also stated that socio-affective strategies are

the most effective strategies to increase student’s learning. Therefore,

the teacher and the learner should know how to applied socio-affective

strategies to increase the learners’ speaking ability and to make them

actively in the classroom activities.

Unfortunately several studies reported the same reports that

socio-affective strategies seldom used by researcher. (Chamot and

kupper, 1989; Goh and Kwah, 1997) assert in Tajzadeh, et. al (2013,

670) that the most frequently used in research are cognitive and meta-

cognitive strategies but rarely use socio-affective strategies in research.

To face the globalization era, Indonesian’s young

generation should well prepare in speaking ability because in the

outside of the classroom they waited by a million of people who ready

facing globalization era with good in speaking ability. They should not

shy to speak, shy to ask a question, and actually they should active in

the classroom to increase their speaking competence. Related to those

problems, it is urgent to conduct the study about the Use of socio-

affective strategies to motivate the students’ speaking.

 3

b. Research Question

The research questions of this study are:

1. How do the students use socio-affective strategies to their

motivation in speaking?

2. How do the students perceive of use socio-affective strategies on

their motivation in speaking?

c. Purpose of the Study

The purposes of this study are:

1. To describe how do the students use socio-affective strategies to

their motivation in speaking.

2. To describe how do the students’ perceive of use socio-affective

strategies on their motivation in speaking.

d. Significance of the Study

Theoretically, the result of the research can be used as the

references for those who want to conduct a research in English

teaching especially about the use of socio-affective strategies on

students’ motivation in speaking.

Practically, it can improve the student’s speaking ability

and students’ motivation to speak English well.

Professionally, it can give alternative strategies for the

teacher in teaching using socio-affective strategies on students’

motivation in speaking.
 4

e. Scope of the Study

Based on the study:

1. The researcher only considers on one class at 10th grades of

Boarding school in Ciamis.

2. The study will be conducted within a specified time-period, about a

month. It will be held on February.

3. The study only considers the use of socio-affective strategies in

teaching speaking skill.

f. Definition of key terms

1.Socio-Affective Strategies:

Socio-affective strategies are the strategies that can help the

learners in learning process, because these strategies can help

regulate their emotion and attitudes in interaction not only with the

other learners but also with the instructor/teacher (Parra, 2010, 147).

2. Motivation:

Motivation in an affective variable that can establish the

extent of people’s emotion, impulse, and desire to do the activities.

There are two possibilities when the people facing some choices is to

accept or to avoid (Ziahosseini, et.al, 2008, 86).

3. Speaking :

Speaking is skill which has 2 main categories: accuracy

(consists of vocabulary, grammar, and pronunciation) and fluency

(the ability of speaking spontaneously). Related to that definition

 5

almost of the learners arguing it is hard to mastery speaking skill

because speaking has a high risk in practice that can create anxiety,

nervous, and worry to make a mistake, Derakhshan, et al. (2016,

178).

g. Research Report Organization

The research will be divided into five chapters as follows:

Chapter 1: INTRODUCTION: It consists of background of the study,

research question, purpose of the study, significance of the study,

scope of the study, definition of key terms, and research report

organization.

Chapter 2: LITERURE RIVEW: It consists of socio-affective

strategies, learning/teaching steps in socio-affective strategies, the

advantages of socio-affective strategies, speaking, and motivation.

Chapter 3: RESEARCH METHODOLOGY: It consists of research

design, research participants, research site, research procedure,

research instrument, and data analysis technique.

Chapter 4: RESULT AND DISCUSSION: It consists of the data, data

analysis, interpreting the result, research findings, and discussions.

Chapter 5: CONCUSSIONS AND SUGGESTIONS: It consists of

conclusion, suggestion, and also ethical consideration.

 6

C. LITERATURE RIVIEW

a. Socio-Affective Strategies

Socio-affective strategies are appropriate strategies

to approach the student in teaching learning process. It can help

develop student’s achievement. Ata (2016, 170) argued that socio-

affective strategies are about the different of mental and

behavioural of learners which can improve their learning.

O’Malley and Chamot (1990) in Parra (2010, 151) give a

definition that socio-affective strategies are the strategies that help

learners regulate and control emotions, motivations, and attitudes

toward learning, as well as help learners learn through contact and

interaction with others. Besides, some researchers (Oxford (1990)

in Parra (2010, 151) and Tse, 2011, 30) said that affective

strategies have a duty to control the learner’s feeling and attitudes

such as anxiety. Furthermore, socio strategies have a duty to build

an interaction with the other to learn language such as asking

question and becoming awareness. Based on those definitions it

can be concluded that socio-affective strategies have an important

role in teaching learning process that can make the learners

improve their emotion and knowledge.

 7

b. Teaching Learning Steps in Socio-affevtice Strategies

Oxford (1990) in Parra (2010, 151-152) divided language

learning strategies into two main categories, which are further

divided it again in 6 subcategories, as follow:

1. Direct strategies: cognitive strategies, memory strategies,

and compensational strategies.

2. Indirect strategies :

 Metacognitive strategies

 Affective strategies (consists of Lowering your

anxiety, encouraging yourself, and taking your

emotional temperature).

 Social strategies (consists of asking questions,

cooperating with others, and empathising with

others).

Hamzah, et. al (2009, 692) make some steps of teaching

listening using socio-affective strategies as follow:

1. Pre listening: the students writing about their feeling and

talking about their feeling to pears, after that they

lowering anxiety, relaxation, deep breathing, and

stretching, and finally repeating positive statement.

2. While teaching: Explanation of the task, asking for

clarification, helping peers to do the task exchanging

ideas group and pair work.

 8

3. Post listening: Checking the answers within groups, self

reward and encouragement, and commenting on the task

getting feedback from teacher and peers.

Besides, Ata (2016, 183) has a different way in make a step

in teaching English textbook and official programs using socio-

affective strategies, as follow :

1. Make the learners to overcome their shyness.

2. Let the learners interact and try to speak fluently without

worry make a mistake.

3. Make the learners enjoy while learning process and enjoy

the humorous aspect.

4. Let the learners express their opinion, compare, and

respond to the different attitudes.

5. Encourage learners to ask for help.

Similar with Ata (2016, 183) and Hamzah, et al (2009, 692)

Bakar (2014, 730) also proposed some steps in teaching speaking

which improve learning motivation of the students:

1. Create an interest of student’s in new atmosphere before

start the lesson.

2. Develop a positive emotional not only in giving the

material but also a value to the students.

3. Let the students make an interaction with other &

cooperate to solve the problem, for example: make a

 9

prepare before shoe their performance in front of the

class.

4. Create an image in foreign things to be an ordinary, it

aimed to decrease the student’s anxiety.

5. Make a students belief with their own/develop their

self-confidence when they should speak in front of the

class/show their performance.

Based on explanation above about teaching steps that

whatever the teacher teach, socio-affective strategies can used by

teacher and improving all the aspects that can help to developed its

process.

c. The Advantages of Socio-affective Strategies

Tajzadeh, et.al (2013, 670-673) explained that the

advantages in using socio-affective strategies are can lower anxiety

by using some mental technique and solves the problems through

teacher-student or peer interaction. Besides, socio-affective

strategies can lead a better performance in speaking ability.

In addition, Hamzah et al(2009, 695) stated that socio-

affective strategies give a positive effect to the learners such as

lead the learners to better comprehension in listening class, risk

taking, self confident, and more interaction with other to solve the

problems.
 10

Similar with Hamzah et.al (2009, 695), Ata (2016, 184)

also concluded that socio-affective strategies give the advantages

in his study. He stated that socio-affective strategies can help the

learners when the teacher can improve the material. The learners

will enjoy the material, there is good interaction with others, and

they will enjoy the humorous while teaching /learning process.

d. Speaking

Speaking is one of difficult skill, it has not only hard to do

but also difficult to practise. Speaking skill not only need to

prepare about grammar, vocabulary, comprehension, fluency, and

pronunciation but also the learners should know what they will say,

they should have ideas in their mind (Gani et al, 2015, 17).

Furthermore, Behtash (2016, 210) stated that speaking fluently and

accurately is the most important skill in learning language, and it

has a main role in learning English because learning foreign

language without speaking practice is nothing.So, several strategies

and techniques are used in teaching speaking skill due to its

importance.

However, speaking is an important skill which can support

by the other skills such as listening, reading, and writing (Richard

& Renandya (2002) in Behtash et al (2016, 209); Celce-Murica

(2001) in Derakhshan et al (2016, 177)) ) but also grammar,

vocabulary, comprehension, fluency, and pronunciation

 11

(Khamkhien (2010) in Behtash et al (2016, 210)). Speaking plays

an important role in learning foreign language. This condition

creates an image that speaking is hard to do. Based on this problem

this study will change an image that speaking is not scary as the

learner’s thinking with increasing student’s motivation.

e. Motivation

Bakar (2014, 723-724) argued that motivation is an

intricate part of human psychology and behaviour which can give

influences to the individual choice include how they think and feel

about the task, how they solve the problems of the task, how

consistent they learn in the class and do all the tasks. Furthermore,

Ryan and Deci (2000) stated in Saeed et al (2012, 253) when the

learners motivated it means they will do something, but different

with unmotivated learners, they will have no inspiration to act.

Motivation give many effects to the people, how they learn as well

as their performance Pintrinch & Schunk (1996) in Ziahossaeini et

al (2008,90) and Student’s motivation refers to the degree of

student’s effort and focus in learning process Saeed et al (2012,

253-254). Motivation is important aspect in learning process which

determine what the learners do in the class between avoid or accept

the goals.

The learner’s activity depend their motivation, it can be

extrinsic motivation or intrinsic motivation. Sukmadinata (2003)

 12

in Bakar (2014, 724) and Babaee (2012, 2) stated that motivation

get an effect from intrinsic and extrinsic factors. The intrinsic

factors such as attitudes, interests, and intelligence; extrinsic

factors such as environmental factors (family, school, or

community environment) Bakar (2014, 724).

There are many studies have indentified the students’

motivation in learning process between motivated and

unmotivated. Bakar (2014, 723-724) argued that motivated learners

will be more successful than unmotivated, it can be seen from their

behaviour. He said that motivated learners will learn diligently,

interesting in solving the problems of the task, no bored while

teaching learning process, self-confident in doing the task, focus

and pay attention to the lesson and having fun in learning process.

Furthermore, Baron and Donn (2000)stated in Bakar (2014, 724)

that students who have high motivation can be seen from their

characters such as initiative, diligent and active, always try to get

the best result, disciplined, and not easy to satisfy. Similar with

Bakar (2014, 723-724) and Baron & Donn (2000) in Bakar (2014,

724), Rian & Deci (2000) in Saeed (2012, 253) also identified

between to be motivated and unmotivated. He said that to be

motivated means there is an action to do something and

unmotivated prefer a person without inspiration and no impetus to

act. However, the other researchers (wigfield & Eccles, 2002;

 13

Wigfield & Waguer, 2005) also stated in Saeed ( 2012, 254) that

Intrinsic motivated students have high of achievement levels, low

in anxiety levels, & high perception of competence in learning than

unmotivated students.

However, the role of motivation in learning process is

really important to achieve the goals. Without high motivation,

although the learners with a good notable abilities they cannot

achieve the goals Babaee (2012, 1).

D. RESEARH METHODOLOGY

a. Research Design

In this study, the researcher will use a case study. A case

study is a kind of qualitative research and it focuses just in a single

unit such as in one individual, one group, one organization, or one

program Ary, et al (2010, 29). The researcher will use this research

design because she just focuses in one phenomenon. It is the effect of

socio-affective strategies in increasing students’ motivation in

speaking.

b. Research Participants

The population of this study is the 10th grades of Boarding

school in Ciamis. The researcher will use nonprobability sampling

which there is non-random procedures in selecting the member of

sample. Ary, et al (2010, 155) stated that nonprobability sampling is

method of selection sample which elements are not chosen by chance

 14

procedures. The advantages of nonprobability sampling are

convenience and economy.

There are so many kinds of nonprobability sampling, but

the researcher will use purposive sampling. It is a sample which judge

to be typical or representative that chosen from the population Ary, et

al (2010, 155-156).

c. Research Site

The research site will be taken in El-Bas Boarding school.

Because based on the English teacher’s information in this school, they

are already start use socio-affective strategies in teaching.

d. Data Collection

In this study the researcher will use questionnaire which

adopted from Kahraman (2013) to collect data. A directly

administered questionnaire is given to a group for a specific purpose,

Ary, et al. (2010, 387). The researcher will use behaviour classroom

questionnaire to the students in the first meeting and it consist 15

questions with using never use it, very difficult to use, use it very

often, and very easy to use answer.

The second instrument in this study is Observation.

Observation is a basic method for collecting data in qualitative

research. It usually use narrative or words to describe the setting. The

goals of this data collection is to understand complex interaction in

natural setting, Ary, et al (2010, 431).

 15

There are so many devices for recording observation, and in

this study the researcher will use checklist in her observation.

Checklist is device for recording observation which present a list of

the behaviours that are to be observed and the observer then checks

whether each behaviour is present or absent, Ary, et al. (2010, 217).

The researcher will observe in each meeting and using observation

checklist while teaching learning process in the class, and it will

conduct for 6 meetings.

e. Data Analysis

To increase the validity of research result, the researcher will

use data triangulation in her study. It is using different sources of data

collections. Data triangulation method using some of data sources to

evaluate the same outcomes, Ghrayeb et al (2011, 96).

Ary, et al. (2010, 481) stated that data analysis will begin after

collecting data and data analysis in qualitative research is a complex

steps and difficult process, it need much time because the researcher

should organize so much data which they get in collecting data, it can

be field notes, interview transcripts, audio recordings, video data,

reflections, on irformation from documents and all of it must be

organize so the researcher will get a conclusion to interprate.

He also stated that to analys of qualitative data is a different

with quantitative data, but there are 3 strategies that can describe the

analysis of qualitative data. The first is familiarizing and organizing.

 16

The researcher should become familiar with the data that they get and

put it into form and ready to analys. After familiarizing it will continoue

with organizing the data. It start with creating a complete list copies of

the original data and researcher can work from the copy.

The second steps is coding and reducing. This step is the core of

qualitative analysis, it consist identification of categories and themes

and their purity. The researcher should read and reread all of the data

and sort the data in some aspects/categories. After the researcher

subdivided the data in each categories then try to find the relationship

among them.

The last step is interpreting and representing. In this step there

are no rules to follow. Interpreting is an inductive that can make

generalization the data based on the connections and common aspects

among the categories. In interpreting qualitative data, the researcher

will confirm what she already know which supported by the data.

However, representation involves how the data are presented. In case

studies present a detailed view of a case using narrative, tables, and

figures.
 17

f. Ethical Consideration

The writer will carry out the research comprising some steps as

follows:

1. Asking for permission to the headmaster of El-Bas Boarding

School.

2. Conducting the questionnaire to one class of 10th grades students

of El-Bas Boarding School.

3. Conducting the observation during the teaching learning process in

the class.

4. Generalizing the data of questionnaire and observation.

5. Making conclusion.
 18

E. TIME SCHEDULE

NO. Task Dece Janu Febr Mar Apri May June

mbe ary uary ch l

1. Writing Research

proposal

2. Seminar Proposal

3. First consultation

to supervisor and

collecting book

resources

4. Consulates to the

supervisor

5. Conducting

research

6. Collecting data

7. Making analysis of

data

8. Finishing and

refinement of the

paper

9. Paper Examination
19
 20

F. REFERENCES

Ary,D. Jacobs, L, C. Scrensen, C. (2010). Introduction to Research in

Education Eight Edition. Canada: Nelson Education, Ltd.
http://www.modares.ac.ir/uploads/Agr.Oth.Lib.12.pdf
Allah, T, A. (2016). Social-Affective Strategy Instruction in EFL Material:
The Case of English Textbook and Official program in Tunisia.
International of Humanities and Cultural Studies ISSN 2356-5926.
2(4). 169-192.
http://www.journals.aiac.org.au/index.php/IJALEL/article/view/19
77
Babaee, N. (2012). Motivation in Learning English as a Second Language;
A Literature Review. Canadian Journal for New Scholars in
Education. 4(1). 1-7
Bakar, R. (2014). The Effect of Learning Motivation on the Student’s
Productive Competencies in Vocational High School, West
Sumatra. International Journal of Asian Social Science. 4(6). 722-
732.
http://www.journals.aiac.org.au/index.php/IJALEL/article/view/19
77
Behtash, E, Z. Saed, A. Sajjadi, F. (2016). The Effect of Storytelling
Technique on Speaking Ability of Female Iranian Intermediate
EFL Learners. International Journal of Applied Linguistics &
English Literature. 5(1). 209-214.
http://www.journals.aiac.org.au/index.php/IJALEL/article/view/19
77
Derakhshan, A. Khalili, A, N. Beheshti, F. (2016). Developing EFL
Learner’s Speaking Ability, Accuracy and Fluency. English
Language and Literature Studies. 6(2). 177-186.
http://webcache.googleusercontent.com/search?q=cache:cX-
s0xZp3E4J:www.ccsenet.org/journal/index.php/ells/article/viewFil
e/60070/32159+&cd=1&hl=en&ct=clnk&gl=id
Gani, S, A. Fajrina, D. Hanifa, R. (2015). Students’ Learning Strategies
for Developing Speaking Ability. Studies in English Language and
Education. 2(1). 16-29.
http://www.jurnal.unsyiah.ac.id/SiELE/article/view/2232
Ghrayeb, O. Damodaran, P. Vohra, P. (2011). Art of Triangulation; an
Effective Assessment Validation Strategy. Global Journal of
Engineering Education. 13(3). 96-101.
www.wiete.com.au/journal/GJEE/publish/vol.13no3/07-Vohra
P.pdf
Hamzah, M, S, G. Shamshiri, K. Noordin, N. (2009). Effect of Socio-
Affective Strategy training on Listening Comprehension. European
Journal of Social Sciences. 11(4). 690-697.
http://repository.lasalle.edu.co/bitstream/handle/10185/1536/85051
205.pdf?sequence=1
 21

Kahraman. F,G. (2013). The Effective of Socio-Affective Language

Learning Strategies and Emotional Intelligence Training on
English as a Foreign Language (EFL) Learners’ Foreign
Language Anxiety in Speaking Classes. Bilkent University.
http://www.thesis.bilkent.edu.tr/0006387.pdf
Parra, Y. J. F. (2010). Explicit Teaching of Socio-Affective Language
Learning Strategies to Beginner EFL Students. Ikala, Sevista De
Lenguage & Cultuza. 15(24). 145-169.
http://repository.lasalle.edu.co/bitstream/handle/10185/1536/85051
205.pdf?sequence=1
Saeed, S & Zyngier, D. (2012). How Motivation Influences Student
Engagement: A Qualitative Case Study. Journal of Education and
Learning. 1(2). 252-267.
http://www.multidisciplinaryjournals.com/wp-
content/uploads/2015/03/FACTORS-AFFECTING-
STUDENTS%E2%80%99-SPEAKING.pdf
Tajzadeh, P. Khodabandehlou, M. Jahandar, S. Najafi, M. (2013). The
Impact ofSocio-Affective Strategies on Iranian Intermediate EFL
Learner’s Speaking Ability. Indian Journal of Fundamental and
applied Science. 3(3). 670-674. http://www.cibtech.org/J-LIFE-
SCIENCES/PUBLICATIONS/2013/Vol_3_No_3/JLS-80-023-
POUYA-THE-ABILITY.pdf
Tse, A. Y. (2011). A Comparison of Language Strategies Adopted by
Secondary and University Students in Hong Kong. International
Journal of Business and Social Science. 2(11). 29-34.
http://ijbssnet.com/journals/Vol._2_No._11_%5BSpecial_Issue-
June_2011%5D/5.pdf
Tuan, N, H & Mai, T, N. (2015). Factors Affecting Students’ speaking
Performance at Le ThanhHien High School. Journal of
Educational Research. 3(2). 8-23.
http://www.multidisciplinaryjournals.com/wp-
content/uploads/2015/03/FACTORS-AFFECTING-
STUDENTS%E2%80%99-SPEAKING.pdf
Ziahossaeini, S,M & Salehi, M. (2008). An Investigation of the
Relationship between Motivation and Language Learning
Strategies. Special Issue, English. 41. 85-107.
https://jor.ut.ac.ir/article_19141_556204a46b665b0ab0778eda4ba1
3780.pdf

ANOTASI
 22

Ary, et al. (2010). Introduction to Research in Education Eight Edition.

Canada: Nelson Education, Ltd.

A case study is a kind of qualitative research and it

focuses just in a single unit such as in one individual, one group,
one organization, or one program Ary, et al (2010, 29).

Ary, et al (2010, 155) stated that nonprobability sampling

is method of selection sample which elements are not chosen by
chance procedures.

It (purposive sampling) is a sample which judge to be

typical or representative that chosen from the population Ary, et al
(2010, 155-156).

A directly administered questionnaire is given to a group

for a specific purpose, Ary, et al. (2010, 387).

The goals of this(observation) data collection is to

understand complex interaction in natural setting, Ary, et al (2010,
431).

Checklist is device for recording observation which

present a list of the behaviours that are to be observed and the
observer then checks whether each behaviour is present or absent,
Ary, et al. (2010, 217).

Ary, et al. (2010, 481) stated that data analysis will begin
after collecting data, and data analysis in qualitative research is a
complex steps and difficult process, it need much time because the
researcher should organize so much data which they get in
collecting data, it can be field notes, interview transcripts, audio
recordings, video data, reflections, on irformation from documents
and all of it must be organize so the researcher will get a
conclusion to interprate. He also stated that to analys of qualitative
data is a different with quantitative data, but there are 3 strategies
that can describe the analysis of qualitative data.
 23

Ata, T. (2016). Social-Affective Strategy Instruction in EFL Material: The

Case of English Textbook and Official program in Tunisia.
International of Humanities and Cultural Studies ISSN 2356-5926.
2(4). 169-192.

Ata (2016, 170) argued that socio-affective strategies are

about the different of mental and behavioural of learners which can
improve their learning.

Besides, Ata (2016, 183) has a different way in make a

step in teaching English textbook and official programs using
socio-affective strategies, as follow :
1. Make the learners to overcome their
shyness.
2. Let the learners interact and try to speak
fluently without worry make a mistake.
3. Make the learners enjoy while learning
process and enjoy the humorous aspect.
4. Let the learners express their opinion,
compare, and respond to the different
attitudes.
5. Encourage learners to ask for help.

Ata (2016, 184) also concluded that socio-affective

strategies give the advantages in his study. He stated that socio-
affective strategies can help the learners when the teacher can
improve the material.

Babaee, N. (2012). Motivation in Learning English as a Second Language;

A Literature Review. Canadian Journal for New Scholars in
Education. 4(1). 1-7
 24

Babaee (2012, 2) stated that motivation get an effect from

intrinsic and extrinsic factors.

Without high motivation, although the learners with a

good notable abilities they cannot achieve the goals Babaee (2012,
1).

Bakar, R. (2014). The Effect of Learning Motivation on the Student’s

Productive Competencies in Vocational High School, West
Sumatra. International Journal of Asian Social Science. 4(6). 722-
732.

Bakar (2014, 730) has some steps in teaching speaking

which improve learning motivation of the students:
1. Create an interest of student’s in new
atmosphere before start the lesson.
2. Develop a positive emotional not only in
giving the material but also a value to the
students.
3. Let the students make an interaction with
other & cooperate to solve the problem,
for example: make a prepare before shoe
their performance in front of the class.
4. Create an image in foreign things to be
an ordinary, it aimed to decrease the
student’s anxiety.
Make a students belief with their own/develop their self-confidence
when they should speak in front of the class/show their
performance.

Bakar (2014, 723-724) argued that motivation is an

intricate part of human psychology and behaviour which can give
influences to the individual choice include how they think and feel
about the task, how they solve the problems of the task, how
consistent they learn in the class and do all the tasks.

Sukmadinata (2003) in Bakar (2014, 724) stated that

motivation get an effect from intrinsic and extrinsic factors.
 25

Bakar (2014, 723-724) argued that motivated learners

will be more successful than unmotivated, it can be seen from their
behaviour. He said that motivated learners will learn diligently,
interesting in solving the problems of the task, no bored while
teaching learning process, self-confident in doing the task, focus
and pay attention to the lesson and having fun in learning process.

Baron and Donn (2000)stated in Bakar (2014, 724) that

students who have high motivation can be seen from their
characters such as initiative, diligent and active, always try to get
the best result, disciplined, and not easy to satisfy.

The intrinsic factors such as attitudes, interests, and

intelligence; extrinsic factors such as environmental factors
(family, school, or community environment) Bakar (2014, 724).

Behtash, et al. (2016). The Effect of Storytelling Technique on Speaking

Ability of Female Iranian Intermediate EFL Learners. International
Journal of Applied Linguistics & English Literature. 5(1). 209-214.

Behtash (2016, 210) stated that speaking fluently and

accurately is the most important skill in learning language, and it
has a main role in learning English because learning foreign
language without speaking practice is nothing.So, several strategies
and techniques are used in teaching speaking skill due to its
importance.

Derakhshan, et al. (2016). Developing EFL Learner’s Speaking Ability,

Accuracy and Fluency. English Language and Literature Studies.
6(2). 177-186.

Speaking is skill which has 2 main categories: accuracy

 26

(consists of vocabulary, grammar, and pronunciation) and fluency

(the ability of speaking spontaneously). Related to that definition
almost of the learners arguing it is hard to mastery speaking skill
because speaking has a high risk in practice that can create anxiety,
nervous, and worry to make a mistake, Derakhshan, et al. (2016,
178).

Gani, etal. (2015). Students’ Learning Strategies for Developing Speaking

Ability. Studies in English Language and Education. 2(1). 16-29.

Speaking is one of difficult skill, it has not only hard to

do but also difficult to practise. Speaking skill not only need to
prepare about grammar, vocabulary, comprehension, fluency, and
pronunciation but also the learners should know what they will say,
they should have ideas in their mind (Gani et al, 2015, 17).

Ghrayeb, O. Damodaran, P. Vohra, P. (2011). Art of Triangulation; an

Effective Assessment Validation Strategy. Global Journal of
Engineering Education. 13(3). 96-101.

Data triangulation method using some of data sources to

evaluate the same outcomes, Ghrayeb et al (2011, 96).

Hamzah, et al. (2009). Effect of Socio-Affective Strategy training on

Listening Comprehension. European Journal of Social Sciences.
11(4). 690-697.

Habte – Gabr (2006) proposed in Hamzah, et.al (2009,

690) socio-affective strategies are strategies that using feeling in
teaching learning process include empathy between the learners
and the instructors to build a positive effect because the
relationship between of them is important. They also stated that
socio-affective strategies are the most effective strategies to
increase student’s learning.

Hamzah, et. al (2009, 692) make some steps of teaching

listening using socio-affective strategies as follow:
 27

1. Pre listening: the students writing about

their feeling and talking about their feeling
to pears, after that they lowering anxiety,
relaxation, deep breathing, and stretching,
and finally repeating positive statement.
2. While teaching: Explanation of the task,
asking for clarification, helping peers to do
the task exchanging ideas group and pair
work.
3. Post listening: Checking the answers
within groups, self reward and
encouragement, and commenting on the
task getting feedback from teacher and
peers.

In addition, Hamzah et al(2009, 695) stated that socio-

affective strategies give a positive effect to the learners such as
lead the learners to better comprehension in listening class, risk
taking, self confident, and more interaction with other to solve the
problems

Kahraman. F,G. (2013). The Effective of Socio-Affective Language

Learning Strategies and Emotional Intelligence Training on
English as a Foreign Language (EFL) Learners’ Foreign
Language Anxiety in Speaking Classes.

The researcher adopted Kahraman’s Questionnaire for

data collection.

Parra, Y. J. F. (2010). Explicit Teaching of Socio-Affective Language

Learning Strategies to Beginner EFL Students. Ikala, Sevista De
Lenguage & Cultuza.15(24). 145-169.

Socio-affective strategies are the strategies that can help

the learners in learning process, because these strategies can help
regulate their emotion and attitudes in interaction not only with the
other learners but also with the instructor/teacher (Parra, 2010,
147).
 28

O’Malley and Chamot (1990) in Parra (2010, 151) give a

definition that socio-affective strategies are the strategies that help
learners regulate and control emotions, motivations, and attitudes
toward learning, as well as help learners learn through contact and
interaction with others.

Oxford (1990) in Parra (2010, 151-152) divided language

learning strategies into two main categories, which are further
divided it again in 6 subcategories, as follow:
1. Direct strategies: cognitive strategies, memory strategies, and
compensational strategies.
2. Indirect strategies :
 Metacognitive strategies
 Affective strategies (consists of Lowering your anxiety,
encouraging yourself, and taking your emotional
temperature).
 Social strategies (consists of asking questions,
cooperating with others, and empathising with others).

Saeed, et al. (2012). How Motivation Influences Student Engagement: A

Qualitative Case Study. Journal of Education and Learning. 1(2).
252-267.

Furthermore, Ryan and Deci (2000) stated in Saeed et al

(2012, 253) when the learners motivated it means they will do
something, but different with unmotivated learners, they will have
no inspiration to act.

Student’s motivation refers to the degree of student’s

effort and focus in learning process, Saeed et al (2012, 253-254).

Rian & Deci (2000) in Saeed (2012, 253) also identified

between to be motivated and unmotivated. He said that to be
motivated means there is an action to do something and
unmotivated prefer a person without inspiration and no impetus to
act.

the other researchers (wigfield & Eccles, 2002; Wigfield

& Waguer, 2005) also stated in Saeed ( 2012, 254) that Intrinsic
 29

motivated students have high of achievement levels, low in anxiety

levels, & high perception of competence in learning than
unmotivated students.

Tajzadeh, et al. (2013). The Impact of Socio-Affective Strategies on

Iranian Intermediate EFL Learner’s Speaking Ability. Indian
Journal of Fundamental and applied Science. 3(3). 670-674.

Some researchers stated that there is no practice in

speaking, almost Asian students are difficulties to show their
opinions, uncomfortable, and almost no questions in the class.
(Brice & Roseberry – Mackibbin, 1999; Lim 2003) in Tajzadeh, et.
al (2013, 670).

Unfortunately several studies reported the same reports

that socio-affective strategies seldom used by researcher. (Chamot
and kupper, 1989; Goh and Kwah, 1997) assert in Tajzadeh, et. al
(2013, 670) that the most frequently used in research are cognitive
and meta-cognitive strategies but rarely use socio-affective
strategies in research.

Tajzadeh, et.al (2013, 670-673) explained that the

advantages in using socio-affective strategies are can lower anxiety
by using some mental technique and solves the problems through
teacher-student or peer interaction.

Tse, A. Y.(2011). A Comparison of Language Strategies Adopted by

Secondary and University Students in Hong Kong. International
Journal of Business and Social Science. 2(11). 29-34.

Besides, some researchers (Oxford (1990) in Parra (2010,

151) and Tse, 2011, 30) said that affective strategies have a duty to
control the learner’s feeling and attitudes such as anxiety.

Tuan, et al. (2015). Factors Affecting Students’ speaking Performance at

Le ThanhHien High School. 3(2). 8-23.
 30

Davies and Pearse(1998) stated in Tuan, et. al (2015, 8)

the main purpose of teaching English as foreign language (TEFL)
is to make the learners be able to speak well in communication.

Ziahossaeini, et al. (2008). An Investigation of the Relationship between

Motivation and Language Learning Strategies. Special Issue,
English. 41. 85-107.

Motivation in an affective variable that can establish the

extent of people’s emotion, impulse, and desire to do the activities.
There are two possibilities when the people facing some choices is
to accept or to avoid (Ziahosseini, et.al, 2008, 86).

Motivation give many effects to the people, how they

learn as well as their performance Pintrinch & Schunk (1996) in
Ziahossaeini et al (2008,90)

G. APPENDICES

Questionnaire

No. Behaviour in the classroom Never Very Use it Very

 31

use it difficult often easy

to use to use

1. try to relax whenever I feel 1 2 3 4

afraid of using English
encourage myself to speak
2. English even when I am afraid 1 2 3 4
of making a mistake
3. give myself a reward or treat 1 2 3 4
when I do well in English
notice if I am tense or nervous
4. when I am studying or using 1 2 3 4
English
5. write down my feelings in a 1 2 3 4
language-learning diary
talk to someone else about how
6. I feel when I am learning 1 2 3 4
English
ask the other person to slow
7. down or say it again if I don‟t 1 2 3 4
understand something in
English
8 ask English speakers to correct 1 2 3 4
me when I talk
9. practice English with other 1 2 3 4
students
10. ask for help from English 1 2 3 4
speakers
11. ask questions in English 1 2 3 4

12. try to learn about the culture of 1 2 3 4

English speakers
13. Express an opinion or a belief 1 2 3 4
14. Volunteer for activities 1 2 3 4
15. Work successfully in a group 1 2 3 4
Adopted from Kahraman (2013)

Observation Checklist

Behaviors Classroom Observation Checklist

Teacher : Date :
 32

Class :

Skill(s) to be observed :

Name
Lowering Asking Cooperating Controlling Encouraging
No. of
anxiety questions with others emotional herself/himself
students