an analysis of students’ difficulties in
TRANSCRIPT
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN
SPEAKING ENGLISH AT SMK PLUS AL FATTAH ISLAMIC
BOARDING SCHOOL SINGKUT 2 SAROLANGUN
THESIS
AMELINDA MARIATUL QIPTIAH
NIM. 205172761
ENGLISH EDUCATION STUDY PROGRAM
FACULTY EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2021
AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN
SPEAKING ENGLISH AT SMK PLUS AL FATTAH ISLAMIC
BOARDING SCHOOL SINGKUT 2 SAROLANGUN
THESIS
Submitted as a partial fulfillment of requirements to obtain an
Undergraduate (S1) Degree in English Education
AMELINDA MARIATUL QIPTIAH
NIM. 205172761
ENGLISH EDUCATION STUDY PROGRAM
FACULTY EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2021
i
Jl. Jambi-Ma.Bulian Km.16.Sungai Duren Kab.Muaro Jambi 36363
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu‟alaikum wr.wb
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Amelinda Mariatul Qiptiah
NIM : 205172761
Department : English Education Study Program
Judul Skripsi : “An Analysis of Students‟ Difficulties in Speaking English at
SMK Plus AL Fattah Islamic Boarding School Singkut 2
Sarolangun”.
Could be submitted to munaqasah exam (munaqasah) as one of the
requirements for the undergraduate degree (S1) in English Education Program
Faculty of Education and Teacher Training, The State Islamic University of
Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for animmediate
process of final examination.
Jambi, August 2021
Advisor I
Amalia Nurhasanah, M.Hum
NIP. 198401122011012007
THESIS AGREEMENT / FINAL TASK
Document
code
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date
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KEMENTRIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
ii
Jl. Jambi-Ma.Bulian Km.16.Sungai Duren Kab.Muaro Jambi 36363
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
Sulthan Thaha Saifuddin Jambi
Assalamu‟alaikum wr.wb
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Amelinda Mariatul Qiptiah
NIM : 205172761
Department : English Education Study Program
Judul Skripsi : “An Analysis of Students‟ Difficulties in Speaking English at
SMK Plus AL Fattah Islamic Boarding School Singkut 2
Sarolangun”.
Could be submitted to munaqasah exam (munaqasah) as one of the
requirements for the undergraduate degree (S1) in English Education Program
Faculty of Education and Teacher Training, The State Islamic University of
Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for animmediate
process of final examination.
Jambi, August 2021
Advisor II
Reni Andriani, S.S, M.Pd
NIP. 199005262020122017
THESIS AGREEMENT / FINAL TASK
Document
code
Form code Date Valid Revision
Number
Revision
date
Page
- - R-0 1-1
KEMENTRIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
iii
KEMENTERIAN AGAMA REPUBLIK INDONESIA UNIVERSITAS ISLAM
NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH
DAN KEGURUAN
Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro
Jambi 36363 Telp/Fax : (0741) 583183 - 584118 website :
www.iainiambi.ac.id
THESIS APPROVAL/ FINAL TASK
The Thesis entitled “An Analysis of Students‟ Difficulties in Speaking English at
SMK Plus AL Fattah Islamic Boarding School Singkut 2 Sarolangun on:
Day : Thursday
Date : October 14th, 2021
Time : 09.00 – 10.00 WIB
Name : Amelinda Mariatul Qiptiah
Place : Online (Aplikasi Zoom)
Student‟s Number : 205172761
Title : “An Analysis of Students‟ Difficulties in Speaking
English at SMK Plus AL Fattah Islamic Boarding School
Singkut 2 Sarolangun”
Has been improved as the result of thesis defense above and has been accepted as part
of the thesis endorsement requirements.
No Name Signature Date
1 Dr. Tuti Indriani, M.Pd.I NIP. 1975501102009012006
(Chair)
01 November 2021
2 Desti Anggraini, M.Pd NID. 2031128901
(Secretary)
01 November 2021
3 Shynta Amalia, M.Pd
NIP. 1989062320015032003 (Examiner 1)
10 November 2021
4 Ayuliamita Abadi, S.Pd.I, M.Pd
NIP. 198602202015032004
(Examiner 2)
29 October 2021
5 Amalia Nurhasanah, S.Pd, M.Hum
NIP. 198401122011012007
(Advisor 1)
05 November 2021
6 Reni Andriani, S.S, S.Pd
NIP. 199005262020122017
(Advisor 2)
08 November 2021
Dean Education and Teacher Training Faculty The State of Islamic University
iv
KEMENTERIAN AGAMA REPUBLIK INDONESIA
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jalan Lintas Jambi-Muaro Bulian KM. 16 Simpang Sungai Duren Kab. Muaro Jambi 36363 Telp/Fax : (0741) 583183 – 584118 website : www.iainjambi.ac.id
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a requirement to
get under graduated degree which is entitled “An Analysis of Students’
Difficulties in Speaking English at SMK Plus AL Fattah Islamic Boarding
School Singkut 2 Sarolangun” is originally and truly my own work.
As certain parts of the thesis which I quoted from the work of other
people, I have written the source clearly in accordance with the norms, rules, and
ethics of scientific writing.
If later found that some parts of the thesis are not my own work or
indicated any element of plagiarism, I am willing to accept the consequences in
accordance with rules and regulation prevail. Therefore, in writing this statement, I
am in good health and mind.
Jambi, 05 October 2021
v
DEDICATION
In the name of Allah SWT for His blessing and the merciful, with deep
thanks and proud, Shalawat and Salam to Prophet Muhammad SAW for always
giving us inspire, this thesis I dedicate to:
1. My beloved parents, my beloved father Jasrul and my beloved mother Siti
Qodriyah who always give me the support, strength, motivation, prayer
and guidance.
2. My beloved brother Kholid Fathur Rozi for the support.
3. My beloved foster parents, Tarmizi and Imacik who always supporting me
and advised me.
4. My lovely foster sister Seffty Anggrelin for the support, cheer me up and
for the helped.
5. My close friends Deva Ratna Sari, Nurhasanah, Dian Purwaning Asri
always help each other and always cheer me up.
6. All of my friends in English Education Study Program, especially Class
TBI A 2017
7. I am very grateful to everyone who prayed and supported me during this
time
vi
MOTTO
(سىرة البقرة :۸۲٦) ا نافسا إله وسعاها لا يكال ف الله
“Allah tidak membebani seseorang melainkan sesuai kesanggupannya”.
(QS. Al-Baqarah : 286)
“God will not give temptations beyond the ability of his servants”
(QS. Al-Baqarah : 286)
vii
ACKNOWLEDGEMENT
By saying Alhamdulillahirabbil‟aalamin all veneration to Allah SWT. The
beneficence and merciful, who was given us the mercy, and blessing and guidance
to complete writing this thesis. May peace and salutation always be given to our
prophet Muhammad SAW who has given his life moral improvement and to be
mercy to universe.
The goal of this thesis is partial requirements for the undergraduate degree
(S1) in English Education Study Program at The State Islamic University Sulthan
Thaha Saifuddin Jambi which is entitled “An Analysis of Students’ Difficulties
in Speaking English at SMK Plus AL Fattah Islamic Boarding School
Singkut 2 Sarolangun”.
The writer is fully aware that this paper cannot be completed and finished
without other people‟s help. Therefore, in this opportunity the writer would like to
express his big thanks and deep gratitude to:
1. Prof. Dr. H. Su‟aidi Asy‟ari, MA., Ph.D as the Rector of UIN Sulthan
Thaha Saifuddin Jambi.
2. Dr. Hj. Fadillah, M.Pd as the Dean of Faculty of Education and Teacher
Training of UIN Sulthan Thaha Saifuddin Jambi.
3. Wahyuni Fitria, S.Pd, M.Pd as the Head of English Education department
of faculty of Education and Teacher Training of UIN Sulthan Thaha
Saifuddin Jambi.
4. My first advisor Amalia Nurhasanh, S.Pd, M.Hum for the support, advices
and patience on guiding me to finish this thesis.
5. My Second advisor Reni Andriani, S.S, M.Pd for the motivation,
correction, suggestion and guiding me in writing this paper.
6. All lecturers and staff in UIN Sulthan Thaha Saifuddin Jambi.
7. My parents for always being with me and guiding me, your prayers are
really powerful.
8. All friends who give me support and suggestion to finish this thesis.
viii
The writer expects that this thesis will assist good contribution in
the teaching of English. The writer recognizes this thesis is still far from
being perfect. For that reason, the writer hopes for constructive criticism
and suggestion from all readers in order to make this thesis excellent. May
Allah SWT always give guidance and blessing us. Aamiin Ya
Robbal’Alamin.
Jambi, 09 August 2021
The Writer
Amelinda Mariatul Qiptiah
205172761
ix
ABSTRACT
Name : Amelinda Mariatul Qiptiah
Study Program : English Education Study Program
Title : An Analysis of Students’ Difficulties in Speaking
English at SMK Plus AL Fattah Islamic Boarding
School Singkut 2 Sarolangun
This study aims to find out the difficulties that students‟ experienced in
speaking English. This research was conducted at SMK Plus Al Fattah Islamic
Boarding School especially tenth grades. The design of this research was
descriptive qualitative. The researcher collected the data by using observation,
interview and documentation. The result showed that the students have difficulties
in speaking English which consist of linguistic problems and psychological
problems. In linguistic problems, the students have difficulty in pronunciation and
lack of vocabulary. While in psychological problems, the student experienced
difficulty in lack of confidence, anxiety and shyness. From these difficulties, the
most common difficulties experienced by the students are pronunciation and
vocabulary.
Key words: Students‟ difficulties, speaking skill
x
ABSTRAK
Name : Amelinda Mariatul Qiptiah
Study Program : English Education Study Program
Title : An Analysis of Students’ Difficulties in Speaking
English at SMK Plus AL Fattah Islamic Boarding
School Singkut 2 Sarolangun
Penelitian ini bertujuan untuk mengetahui kesulitan-kesulitan yang dialami
Siswa dalam berbicara bahasa inggris. Penelitian ini dilakukan di SMK Plus Al
Fattah khususnya Siswa kelas 10. Desain penelitian ini adalah menggunakan
metode deskriptif kualitatif. Data penelitian ini dikumpulkan melalui observasi,
Wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa Siswa
mengalami kesulitan dalam berbicara bahasa inggris yang terdiri dari masalah
linguistic dan masalah psikologi. Dalam masalah linguistik, Siswa mengalami
kesulitan yaitu pengucapan dan kurangnya kosa kata. Sedangkan dalam masalah
psikologi Siswa mengalami kesulitan seperti kurang percaya diri, cemas dan malu.
Dari kesulitan-kesulitan tersebut, kesulitan yang paling sering dialami Siswa
adalah kesulitan pengucapan dan kosa kata.
Kata Kunci: Kesulitan-kesulitan Siswa, kemampuan berbicara
xi
TABLE OF CONTENT
COVER
OFFICIAL NOTE ..................................................................................... i
THESIS APPROVAL ............................................................................. iii
ORIGINALITY THESIS STATEMENT ............................................... iv
DEDICATION .......................................................................................... v
MOTTO ................................................................................................... vi
ACKNOWLEDGEMENT ..................................................................... vii
ABSTRACT ............................................................................................. ix
ABSTRAK ................................................................................................ x
TABLE OF CONTENT .......................................................................... xi
CHAPTER I INTRODUCTION
A. Background of the Research .............................................................................. 1
B. Limitation of the Problem .................................................................................. 3
C. The Formulation of Research Problem ............................................................... 3
D. The Purpose of the Research.............................................................................. 3
E. Significance of the Research .............................................................................. 3
CHAPTER II THEORITICAL REVIEW
A. The Definition of Speaking................................................................................ 5
B. Teaching Speaking ............................................................................................ 6
C. Principles of Teaching Speaking ........................................................................ 7
D. Aspect of Speaking............................................................................................ 7
E. The Element of Speaking................................................................................... 8
F. Difficulties in Learning Speaking English ....................................................... 10
G. Indonesian Students Speaking Problems .......................................................... 17
H. Previous Research ........................................................................................... 19
CHAPTER III RESEARCH METHODOLOGI
A. Research Design .............................................................................................. 21
xii
B. The Setting of the Study .................................................................................. 21
C. Subject of the Research ................................................................................... 21
D. Data Sources ................................................................................................... 21
E. Technique of Collecting the Data .................................................................... 22
F. Technique of Data Analysis ............................................................................. 23
G. Trustworthiness of Data................................................................................... 24
CHAPTER IV RESEARCH FINDINGS
A. Finding ............................................................................................................ 26
B. Discussion ....................................................................................................... 33
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................................................... 39
B. Suggestion ....................................................................................................... 39
REFERENCES ......................................................................................................... 40
APPENDICES ........................................................................................................... 43
CURRICULUM VITAE ........................................................................................... 86
xiii
LIST OF APPENDICES
Appendix 1 Observational Checklist and Field Note ................................................... 43
Appendix 2 Scripts of Students‟ Speaking Ability ....................................................... 58
Appendix 3 Question of Interview .............................................................................. 62
Appendix 4 Interview‟s Script..................................................................................... 65
Appendix 5 Research Documentation ......................................................................... 80
1
CHAPTER I
INTRODUCTION
A. Background of the research
Speaking is an interactive skill. It is process of extending the meaning
that implicates producing, receiving and processing information. Using
English language is not a simple process because the speaker should know
about the aspect of speaking skill. According to Brown (2001) speaking has
several aspects. The first aspect is vocabulary. Vocabulary is the words that
can help in speaking activity. The second aspect is grammar. Grammar is the
rules that setting the sentence structure in order to make easier for listeners to
understand what is being said. Fluency is the third aspect. In the learning
English, Speaking skill is an activity to speak orally. It is means that fluency
is very important in speaking ability because someone can be said to be good
or not in speaking ability by seeing their fluency and accuracy. The last
aspect is pronunciation. Pronunciation is a way of saying a word in English. It
is very important in communication.
In Indonesia, speaking is one of the most important talents for English
language learners to develop since it encompasses a wide range of skills and
helps them to interact with people. Harmer (2007) expresses his viewpoint on
speaking, stating that good spoken communication requires not only language
features understanding, but also the ability to process information. Not all the
learners are able to practice the language orally due to the demand for both
language elements and social processing. While Nunan (2003) said that
speaking occurs when people make an utterance in order to convey a
message.
Speaking is the most difficult for students in learning English as a
foreign language. That is because speaking English is not convenient for
students, there are several factors that make speaking English is very difficult.
First, the students have to know that language first. Second, the students have
to understand about grammar. The third factor is the students should have a
lot of vocabulary. Thus, when the students want to talk they are lost their
2
words. The students normally have difficulty in learning English, for example
they cannot make sentences. Therefore, the students should have the ability to
speak English in order to easily communicate with others.
The aspect of speaking does not require students' to speak English with
precise grammar; rather, they must first gain confidence in their ability to
speak English. However, many students still struggle to communicate in
English. The most problems that the students find out in learning speaking
skill are lack of vocabulary, poor pronunciation, just keep silent, less
confidence to speak and afraid of making mistakes when speaking (Maulana
et al., 2016). Furthermore, when the students want to speak English and
convey their opinions or their ideas they feel embarrassed to do so. They also
feel afraid to make mistake in pronouncing the words, so it makes the student
is not confidence to speak. Another argument is from Penny Ur (1996) as
cited by Fitri (2019) said that there are many factors that cause difficulty in
speaking, they are inhibition, nothing to say, low or uneven participation and
mother – tongue use.
According to various real-life facts, it demonstrates several phenomena
of speaking itself, particularly in students' areas. Most of the students have
difficulties in learning speaking English. Based on the preliminary study that
researcher did before at SMK Plus Al Fattah on Thursday, December 24,
2020, teacher said that the quality of the students‟ mastery of English is very
low, especially in speaking. The most common difficulties that encountered
by the students is less confidence when practicing to speak, so it make the
students did not improve their speaking. They also felt anxiety when
practicing to speak in front of the class. It is because they are afraid of being
laughed with their friends. Even they have lack of vocabulary in learning
speaking. In fact, they did not know simple words used in daily conversation
in English.
Because of this school is a majoring school, it is very important for the
students to learn English, especially computer majors. That is because the
language that used in computer is English language, it would be better if they
3
understand English fisrt. Besides that, because this school is boarding school,
the second lesson that is often taugt is religious lessons. Therefore this
research needs to be done in this school so that later it can be reference in the
future in dealing with difficulties in speaking English, it is very important in
communication. In addition the students have to improve their speaking skill.
Based on the background above, the researcher was interested in
learning more about the students' speaking difficulties. In this case, researcher
would like to carry out a research to find out the students difficulties in
speaking English at SMK Plus AL Fattah.
Therefore, the researcher proposes a research entitled, “An Analysis of
Students’ difficulties in Speaking English at SMK plus Al Fattah Islamic
Boarding School Singkut 2 Sarolangun”.
B. Limitation of the Problem
In this Research, the researcher limits the problem about the difficulties
of the students in speaking English, the teaching and learning process at SMK
Plus Al Fattah Islamic Boarding School.
C. The Formulation of Research Problem
Based on the background above, the researcher of this thesis wants to
formulate the problem as following question “ what are difficulties in
speaking English experienced by the students’ of SMK Plus Al Fattah
Islamic Boarding School Singkut 2 Sarolangun?
D. The Purpose of the Research
Based on the research question above, the main purpose of this research
is to identify what difficulties in speaking English experienced by the
students‟ of SMK Plus Al Fattah Islamic Boarding School Sarolangun Jambi.
E. Significance of the Research
After doing study, the researcher expects that the research will benefit
not only the researcher but also SMK Plus Al Fattah students, English
teacher, and other researchers.
4
1. Students
The researcher hopes that the students increase their learning
English after they know about their ability and their difficulties to
speak. By knowing the difficulties in practicing or studying English
expected the students able to solve their problem and develop their
abilities to speak English.
2. Teacher
When a teacher is aware of a student's difficulties in speaking, she
can devise a better plan and produce engaging medium for learning
English in order to help the student attain success in speaking.
3. Other Researcher
The result of this research can give new knowledge for other
researcher as guidance in the future because the researcher will be an
English teacher.
5
CHAPTER II
THEORITICAL REVIEW
The most important thing in doing the study is the theoritical review.
This part gives the explanation about the theories used in this study. The
theories used in this study must be able to answer the problem of the study.
A. The Definition of Speaking
There are many definitions about speaking that have been indicated by
the researchers in learning language. Gert & Hans (2008) in Efrizal (2012)
defined that speaking is a way to convey what the people want to say with the
goal, such as ideas, opinions, information and knowledge. It means that
speaking is an expression with the goals that have the meaning. The people
can share about their ideas, opinions, information and knowledge that they
have. Therefore, speaking ability has several functions in daily life such as to
deliver ideas or opinions and inform about something orally. The people can
understand about speaking English if they use English language in real
situation. For example, they can try to speak in daily activity and make the
simple conversation.
One of the language skills that very important in social life is speaking
ability (direct communication). Based on Tarigan (2008) speaking is a
language skill that develops in a child‟s life which is only preceded by
listening skills, and at that time the ability to speak or speak is learned. It can
be said that someone want to deliver what is on his/her mind as a form of
social behavior and as natural communication. Speaking is a process of
thinking and reasoning so that one‟s speech can be well received and
understood by listeners or others. Speaking skills are closely related to
listening skills, both of them are unified whole ( Ramlannarie, 2011).
Another means, according to Rivers (1968) as cited by Akhmad &
Amiri (2018) speech develops from the first situation with the language. So,
when the teaching learning process the teacher should make understand about
the material to be studied. Thus, the students‟ speaking ability is very
important in teaching learning English in the classroom. Speaking can be
6
formal or informal. Formal expression is used in formal situation, such as
meeting at work and when meets people for the first time. In the formal
expression it can be found in books, official document, new reports and
others. Informal expression is used in daily life, such as when talking to
family, friends, or the people closest to us. Speaking is probably a language
skill that students want to master as quickly as possible in order to speak
English fluently.
Based on the definition above it is clear that speaking is ways to
communicate by talking orally in order to share information, make a request
among communicators. As regards to this research, speaking is ways
communication used by the English Study Program to Share the meaning of
information through class activity.
B. Teaching Speaking
In Indonesia, the aim of teaching and learning English is to build
communicative skills such as listening, reading, speaking and writing. Thus,
the teacher should give the task for the students about speaking skill. For
example the teacher can give opportunities for students to practice of
speaking English in front of class or to speak with their friends. According to
Al - Sibai (2004) using English as a second language or foreign language
there will be no doubt. That is because English language is an international
language. When teaching English, direct communication is needed in
teaching and learning process. It is because we live where the ability to speak
English is required to be perfect, especially those who want to increase in
certain fields.
Speaking is the most important skill among four skills (listening,
reading, speaking, and writing) because the people who know about language
regarded as speakers of that language. It means that the use of a language
directly is more important thing than just know it. It is because if the people
just understand about that language and cannot use it in daily life then the
ability is of no use for their selves or anyone else. Therefore, the teacher
should focus in teaching speaking skill to enhance students‟ speaking ability.
7
Then the language teaching activities in the class should make the students
easier to speak English.
C. Principles of Teaching Speaking
According to Nunan (2003) there are several principles of teaching
speaking. Firstly, in learning a foreign language or second language it must
be considered. This is to identify the context of the second language as the
language of communication in the community because people always use the
first language when communicating. So, when learning a foreign language
people feel challenged to learn and practice it. Secondly, the teacher must
provide the opportunities for the students to speak English in order to make
them improve their ability in speaking especially fluency and accuracy. Next,
the teacher should give opportunities for students to practice speaking in pairs
and groups. These activities will help the students to improve their speaking
English. Then, the teacher must consider about meaning. That is because in
order to know whether the students already understand each other or not. This
activity can be done by asking students to repeat or give an explanation when
in conversation. Last, teacher should create the classroom activities involve
guidance and practice in both transactional and interactional speaking
D. Aspects of Speaking
The people who want to learn about speaking, they should master about
the aspects of speaking English first. According to Syakur in Ramyani (2019)
there are four aspects in speaking skills. The first is Pronunciation.
Pronunciation is one of the most important thing that students should be
master in order to speak fluently. According to Thornbury (2008) relates to a
student‟s capacity to make coherent utterances in order to complete the
assignment. Therefore, when learning second language the students should be
understand about English language especially pronunciation. The second is
grammar. Grammar is the rules that explain how words are combined,
arranged, or changed to show certain kinds of meaning. In addition, grammar
is how the words are put together to make correct sentence. The third is
fluency. Koizumi (2005) mentions that fluency is that students can speak
8
fluently without making mistake, such as repetition there is a pause while
speaking, and self-corrections. Fluency is also defined as the quality of
students speaking confidently. The last aspect is vocabulary. This aspect is
also important in teaching and learning language. Nation (2001) as cited in
Salam & Nurnisa (2021) explains that knowledge of vocabulary and
acquisition about that have a major influence on language proficiency and
use. As a result, the vocabulary that students employ in language output
reveals their proficiency level. Thus, the vocabulary that students used can be
a quality of their ability.
And also Brown (2001) claimed that there are four aspects of speaking
that students could consider in speaking, the first is pronunciation.
Pronunciation is how to pronounce or produce the words in English, which
includes intonation, rhythm, emphasis, articulation and so on. Second, one of
the most important components in learning English is grammar. That is
because speaker and writer who already understand and master grammar will
easily to communicate and deliver their messages. Next, Fluency is also
important aspect in speaking. According to Riddle as cited in Irianti (2011)
fluency is ability to speak a person without too much pause. It means that
someone can speak English fluently and accurately. Fluency usually refers to
someone who wants to explain their knowledge orally without interruption.
The last is vocabulary. Vocabulary is essential for successful second language
use because without an extensive vocabulary, we will be unable to use the
structure and function we may have learnt for comprehensible
communicative.
E. The Element of Speaking
According to Harmer (2003) there are two elements needed in speaking.
Those are language features and social processing.
a. Language Features
Language features is how we act and arrange the word when we express
the language depend on our word. There are several important elements in
using the language, those are:
9
1. Connected Speech
In connected speech, speaker should use fluent connected speech that
related to assimilation or omitted, added, and weakened. It is for this
reason that the students should provide learning about connected speech
and create special activities for students so that they can improve their
connected speech.
2. Expressive Device
Expressive device is a speaker‟s tone or intonation that produces the
sentences or speech that has the meaning and is used to share what speaker
wants to talk about. It is consist of the volume and speed of speech. By
using expressive device the speakers can show how they feeling when
talking to others.
3. Lexis and Grammar
The teacher should give the lessons about phrase and their functions to
students in the speaking class. For example, how to express agreement and
disagreement, expression of surprise, expressions of offering and receiving
and so on. After the students know about this lesson they can use various
phrases at the right time.
4. Negotiation Language
The benefits of the negotiation language are to clarify the conversation or
what people have to say. Sometimes there are people who do not listen or
understand what other people are talking about. Consequently, the people
should need a clarification when they are listening other people‟s talk and
it is very important for students too.
b. Mental / Social Processing
Mental or social processing comes from the inner-self. There are three
aspects of social processing, those are:
1. Language Processing
This language processing is done when someone try to make the
participant understand what a speaker said so the participant can
participate and get involved in the communication very well.
10
2. Interacting with Other
In speaking English people communicate with other. So in this case,
interaction will happened between speaker and participant. The different
item will influence the way to interaction with other.
3. (On the spot) Information Processing
The information processing stress to the ability to catch up the speaker‟s
information toward what the speaker said.
F. Difficulties in Learning Speaking English
According to Nurjan (2015) learning difficulties is a disorder or
obstacle in one or more of the basic physical and psychological factors which
include understanding or using language, spoken or written which appears as
an imperfect ability to listen, think, speak, read, write. It can be make
mathematical calculations; these include minor motor impairment, emotional
distress or the result of unfavorable economic, cultural or environmental
conditions. The difficulties can also be interpreted as a problem that requires
more effort and skill to deal with it. Therefore, the meaning of difficulties in
this research is the obstacle or problem experienced by students when
learning speaking English. To faces the difficulties, it requires effort both
mentally and physically for the something to be successfully done and does
not negatively affect in the learning process.
Students face a number of challenges when learning English,
particularly in terms of speaking skills. According to Nauli (2014) in
Desmayani (2019) there are three problems in speaking English: cultural
difficulties, English language issues and communication difficulties.
Speaking is a difficult skill to master since it requires knowledge of grammar,
vocabulary and pronunciation among other things (Syakur, 1987 as cited in
Ramyani, 2019). Academic considerations are the most significant challenge
that teachers confront when teaching English. When it comes to studying
English, students face two issues: a lack of enthusiasm to learn and a lack of
basic abilities. Students find it difficult to learn English since they must study
diligently in order to speak properly memorize a large amount of vocabulary,
11
comprehend grammar and pronunciation. The desire of the pupils themselves
to study English is the most critical factor to consider. According to Chen
(2009) the difficulties students‟ experience are they lack of self-confidence,
they are not fluent when speaking English and they do not memorize
vocabulary.
Based on Inayah & Lisdawati (2017) the students understand about
English very well but they still get difficulties and uncomfortable when
practicing to speak. Fitri (2019) mentioned in her thesis that there are several
difficulties that students experienced when learning English, they are
inhibition, nothing to say, low or uneven participation and mother tongue. As
for the factors that make students difficulties in speaking are linguistics
obstacle, speech processing difficulties, academic and conversational English
skills, negative effect and access to speaking performance.
Other problems that make the students difficulty in speaking is
psychological problems. Psychological problems, according to Xinhua (2007)
are those that frequently interfere with people‟s emotional and physical
health, relationships, work productivity, or life adjustment, such as
nervousness, lack of self confidence, and fear of speaking. These problems
may have an impact on a students‟ ability to talk. In his study, Khan (2005)
says that some of the individuals have psychological problems with speaking.
This illustrates how psychological problems might impair the students‟
abilities to speak.
Based on Sadtono (1997) as quoted in Husnawati (2017) there are two
problems in language learning and these problems divided into linguistic
problems and non linguistic (psychological) problems. Ramyani (2019) in her
thesis, she also said that among the various problems surrounding learning to
speak English, there are a few that can be found in practically every journal
and study article describing challenges or problems when learning speaking,
they are:
12
1. Linguistic Problems
Linguistics is a scientific study of language such as the study of
language structure (grammar), words, and phonology. In general, linguistics
comprises the detailed of vocabulary, grammar, and pronunciation (Spolsky
& Hult, 2008 as cited in Fitriani et al., 2015). Linguistic problems are those
that impair a student's capacity to communicate effectively. According to
Richards (2008) there are some common issues that learners have when it
comes to speaking, those are:
a. Lack of Pronunciation
Lack of pronunciation often found it by the students. The students
cannot pronounce English very well. It is because the students do not know
how to pronounce English words. In learning English if there are differences
in pronunciation, the meaning of the word will be different. Therefore, if
students cannot pronounce a word well, it will change the meaning of the
topic being discussed and it will make misunderstanding with other people.
Gilakjani (2012) mentioned that pronunciation must be paid more
attention when learning speaking. It is because pronunciation is very
important in speaking English and it must be taught in learning English.
Sometimes the students do not want to speak English because they cannot
pronounce some words correctly. It will make the students choose silence
rather than speaking or they will use their mother tongue when speaking
practice. Almost all of the students still have difficulties when speaking
English. It is because the students did not have enough vocabulary, poor
pronunciation, afraid of making mistake and did not want to speak English
(Widyasworo, 2019).
Speaking is a complex skill that includes grammar, vocabulary, and
pronunciation. The problem of pronunciation is also often experienced by
students because the pronunciation and writing are very different. Based on
Hinkel (2006) many students argue that success in learning speaking English
is observed from correct grammar and good pronunciation. Speaking skill is
difficult skill for the students because this skill is very complicated.
13
Moreover, when learning a language, the skill that must be mastered is
speaking skill because it will show the students achievement in learning
language.
From those statements, the most important thing to overcome the
difficulties in learning English is the desire of the students themselves. It is
because the problem that often arises when learning foreign language is the
mindset of the students. They think that learning English is not important
because English is not their language and English is not used in their daily
life. Therefore, it is the students‟ desire to learn that can solve the problems in
learning foreign language.
b. Lack of Vocabulary
Vocabulary is a difficulty often experienced by the students. The
students do not memorize the vocabulary in English, and it will make them
often use Indonesian when speaking English. In fact, students are often not
confident when speaking because they are afraid to make mistake, especially
choose the wrong words. This is proof that vocabulary must be mastered by
the students because vocabulary is needed in communication (Afisa, 2015).
The people who do not have or know about vocabulary, they will not be
able to communicate well. Even they will not be able to convey their message
orally or in writing. Therefore, vocabulary is an important thing in learning
English especially speaking. If the students did not have enough vocabulary,
it will make it difficult for them in learning English at the next level. So,
before starting to learn English, students should always add new vocabulary
even if it is only a few words a day.
Indah (2017) claimed that English have many vocabulary with various
meanings as well. It means that one word in English can have different
meanings. Vocabulary refers to the words that will be used when
communicating. So, the students must know a lot of vocabulary that is often
used in communication so that they are fluent when talking to others. For
example, when the students speak English and they do not know much about
vocabulary, they will not be able to share what they want to say well. In
14
conclusion, if the students want to speak fluently they have to memorize a lot
of vocabulary that is often used when communicating.
c. Lack of Grammar
Grammar is an important component in learning English (Tasmia,
2019). By understanding about grammar the speaker and writer will easily
deliver the message and other people can understand it. Grammar is a set of
rules that explain how words are combined, arranged or changed to show
different types of meaning. Grammar also can help people to know the correct
sentence structure that have meaning (Swan, 2005).
According to Dykes (2007) grammar is a language to talk about
language. It is because from grammar, people can learn how to communicate
properly and correctly, and it cannot be separated from grammar; starting
from vocabulary and functions, sentence patterns, expressions and meaning.
Grammar also serves to determine how words are arranged to form
meaningful language units. In fact, the students always make an error in
speaking skill because they mostly use the wrong grammar when expressing
something, then followed with the diction they chose and the way they
pronounce the words (Afshar & Asakereh, 2016).
From the definition above, we can conclude that when learning any
language, not only English, learning the structure of the language itself is
very important, especially if we want to master of writing skills. Grammar is
a material that must be studied specifically. Pronunciation of English using a
good grammar gives a more impression to the speaker.
2. Psychological Problems
Psychology comes from the Greek word “psyche” which means soul
and “logos” which means science. In term of psychological etymology,
psychology is the study of the soul, both regarding the kinds of symptoms,
the process and the background (Nurjan, 2015). Psychology can be
interpreted as the knowledge of human or animal behavior in the
environment. Psychological problems will have a negative impact on the
health of students such as physical and emotional students; it will reduce
15
students‟ performance in speaking. Many people have a problem like this
especially in self-confidence, they do not believe in their own abilities. Elliot
(1998) as cited in Desmayani (2019) claims that a person‟s lack of self-
confidence is due to several aspects such as feeling shy, unrealistic perfect
expectations, afraid of making mistake, depression and so on. Haidara (2014)
also mentioned in her thesis that one of the big problems that affected of the
students is psychological problems.
Richards (2008) claims that there are some typical learner problems in
speaking, those are:
a. Lack of Confidence
The students are difficult to speak English because they have lack of
confidence. Based on Nunan as cited in Desmayani (2019) the students who
have lack of confidence will get difficult when they want to communication.
It shows that self-confidence is an important part that must be attention by the
teacher. It means that the teacher should learn more about how to build
students „confidence. The students always feel that they do not have skill to
speak English, so they just keep silent while others do talking and it show that
the students are lack of confidence to communicate. Even though, self-
confidence may be a thing the foremost critical thing in talking English
(Fatmawati et al., 2020).
Lack of confidence becomes a big problem for the students. It is
because lack of confidence can affect students‟ speaking performance. It is
difficult for the students to master their speaking English, if they do not have
self-confidence with their speaking skill.
Tridinanti (2018) claimed that the improvement of speaking skills is
linked to someone confidence in achieving the aim of language acquisition.
Many students think that they are not able to speak English properly.
Therefore, it will make the students unable to believe in their own abilities.
Another problem that can cause students to be discouraged in learning
English is the lack of motivation from the teacher (Brown,2001).
Consequently, the most important thing for students to be successful in
16
learning English is motivation from the teacher. The teacher must also build
students‟ confidence so that they believe in their own abilities and give advice
for them that they can communicate properly and correctly in English if they
want to study hard.
b. Anxiety
Anxiety is a mental health disorder characterized by feeling of worry,
anxiety or afraid about something that can interfere with daily activities.
According to Alfazari (2020) anxiety over speaking and performing the
language learned in a foreign language class is known as speaking anxiety.
The students‟ anxiety problem in learning English can reduce students‟
learning performance. This problem can make the students not fluent when
speaking. Therefore, the teacher must make the learning atmosphere as
comfortable as possible so that the students can learn. The teacher must
design learning media that is interest for students so that they do not get bored
when learning English. The material that will be studied by the students can
also make them felt anxious. It is because the level of difficulty of the
material being studied greatly affects students‟ concerns in speaking activities
in the class.
c. Shyness
Shyness is when someone feels awkward or anxious when they are in a
new place or in a new situation. Like Ayu (2018) said in her thesis that
shyness is one of the difficulties students often experience in the learning
process. When learning English they feel embarrassed to practice speaking.
That is because English is a new language for students; therefore they feel
reluctant to practice speaking in class due to this factor. Munir (2018) claimed
that shyness is an emotional condition that many students experience when
they are forced to speak in English class. This suggests that shyness may be a
cause of difficulty in students‟ classroom learning activities, particularly in
speaking classes. Therefore, paying attention this aspect is very important for
the teacher because it can become a serious problem. It can be traumatizing
17
for students who experience it. In this case, the students are unable to show
their ability to speak in front of a crowd due to embarrassment.
d. Lack of Motivation
Motivation is a critical component of students‟ learning in order to
reach the goal (Nijat et al., 2019). Motivation can easily influenced students‟
aversion to speaking in English. In this regard, motivation is as an important
aspect that leads to effective communication (Nunan, 1999 as cited in Nijat et
al., 2019). There are a lots of research that have shown that the students who
have high and strong motivation to succeed are more likely to continue in
their studies and obtain decent and better results than the students who have
lack of motivation. Lack of motivation caused of several reasons. They are
feel boring when the teaching-learning-process, the students do not have
enough knowledge about English, there is no competitiveness; the material is
not interest and so on. According to Babu (2010) students‟ reluctant to speak
English in the classroom can make they are lack of motivation in learning
English. He mentions that the basis of this problem because the students are
not motivated by the teacher in English communication.
In this research, the researcher interested to analyze students‟
difficulties in speaking English. The difficulties are from linguistic problems
and psychological problems. In linguistic problems, the researcher wants to
analyze about lack of pronunciation, lack of vocabulary and lack of grammar.
While in psychological problems, the researcher wants to analyze about lack
of confidence, anxiety, shyness and lack of motivation.
G. Indonesian Students speaking problems
In Indonesia, English lesson is the subject that must be studied by the
students at the university, senior high school, junior high school and
elementary school level. To learn a foreign language, students must learn
about the four skills that exist in English such as listening, reading, speaking
and writing. One of the skills that are often used in social life is speaking
skill. That is because the people can communicate directly from the ability to
speak. While Tarigan (2008) claimed that speaking is a language skill that
18
develops in a child‟s life which is only preceded by listening skills, and at
that time the ability to speak or speak is learned.
Most of the students in Indonesia are not native speaker they definitely
have a lot of problems when learning speaking English. For instance, they
always use Indonesian in their daily activities and it will affect their speaking
skill. Most of the students are also not interested in learning English and it
make them cannot understand and know about English especially in speaking.
Therefore, the development of their speaking skill can influence their
abilities.
According to Noprival (2016) in his research, the students in Indonesia
still have not mastered English speaking skill even though they have learned
English at school. There are several reasons why students have not mastered
speaking skill in English. First, the time to learn English is very limited.
Second, when the teacher teaching English always use Indonesian. Third,
English is not used as a teaching medium in other subjects. That is why the
level of English usage is not so frequent in education.
Indonesian students who learn speaking English still have the problems.
One of the problems that are very affected in their speaking skill is their
motivation. Most of the students in Indonesia always shows low motivation
when they learning English. It is because they argue that English language is
not their mother language. They come to the class only to fill the
absenteeism. When practicing speaking only a few people dared to speak
while the others just remained silent in their seats. They feel embarrassed
when speaking in front of the class because they are afraid to make the wrong
choices of words when speaking, and they are afraid that other people will
laugh at them. Almost all of the students in school do not want to practice
English in the classroom or outside. They learn English just want to get
grades in English subject. They do not think about the benefits they get when
learning speaking skill in English because the most important thing is that
they have got a grade.
19
Another problem like Heriansyah (2012) explained in his research that
the students of the English department of Syiah Kuala often have problems
when learning speaking. First, the students have no ideas about what they
want to say, so they just keep silent. Second, the students feel shyness when
they practice to speak and they often not confident if they make mistake.
Third, the students felt afraid if they choose the wrong word because they
were afraid that their classmates will laugh at them. Last, the students do not
want to learning speaking because their pronunciation is very bad and only
memorized a few vocabularies.
Based on explanation above, the researcher concluded that most of
Indonesian students have problems that often experienced in the class; there
are inhibition, nothing to say, mother tongue and uneven participation. The
students also think that speaking is very difficult to learn. Besides that there
are also factors that influence students speaking skill, they are internal factor
and external factor.
H. Previous Research.
In making this research appropriate, the researcher took some
references from another research. The first is the study from Nurhadiah Fitri
(2019). The purpose of this research was to analyze on students‟ difficulties
in speaking English at Islamic Senior High School Kota Baru Seberida. This
research used quantitative research. The writer in this research took several
difficulties and the factors cause it. Those difficulties are inhibition, nothing
to say, low or uneven participation and mother-tongue use. And the factors
cause it are linguistics obstacle, speech processing difficulties, academic and
conversational English skill, negative affect, and access to speaking
opportunities.
The next research comes from Siti Ratna Ayu (2018), the title is An
Analysis Of The Students‟ Problem In Learning Speaking At The First
Semester Of The Eleventh Grade Students of SMKN 6 Bandar Lampung In
The Academic Year 2018. The technique of analyzing data is qualitative that
used observation and interview. This research explain that there are two main
20
factors that students faced in speaking, they are knowledge factors and skill
factors. The writer also took several psychological problems such as lack of
motivation, anxiety self-confidence, shyness and students „fear of ridicule or
laughter. The causes of problem in learning speaking are inhibition, nothing
to say, low or uneven participation and mother tongue use.
Another research has been conducted by Ainul Yaqin (2011). The aim
of this research was to find out students‟ difficulties in English speaking at
eleventh grade Islamic Senior high School Muara Bulian Jambi. This research
used descriptive qualitative research design. The researcher described and
analyzed the students‟ difficulties in English speaking. The researcher took
some difficulties in learning speaking English. They are less or limited
vocabulary, afraid to do mistake in speaking, did not have partner to practice,
bad environment for learning, and nothing facility to support the learning
speaking English.
The similar thing between the previous research and this present
research is in the focus of speaking. But in this research the writer more
explain about the students‟ difficulties in learning speaking English. They are
lack of pronunciation, lack of vocabulary, lack of grammar, lack of
confidence, anxiety, shyness and lack of motivation.
21
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
This research method in this research was used qualitative with
descriptive approach. Qualitative method was chosen because this study aims
to give information about the difficulties in learning speaking. According to
Sugiyono (2005) the descriptive method is a method used to describe or
analyze research result but is not used to make broader conclusions.
Therefore, the researcher used descriptive method to analyze the students‟
difficulties in speaking English at SMK Plus Al Fattah Islamic Boarding
School.
B. Setting of the Study
The research of this study was conducted at SMK Plus Al Fattah
Islamic boarding school. It is located on Jl. Lintas Sumatera KM 22, Desa
Bukit Tigo, Kec. Singkut, Kab. Sarolangun, Prov. Jambi. The researcher
chose this school for several reasons. First, the students of Smk Plus Al
Fattah had problems in speaking and they rarely practice to speak English
when learning speaking. Second, in this school the students learn more about
majors such as mechanical engineering and computer.
C. Subject of the Research
The subject of this research was the students of tenth grade at SMK
Plus Al Fattah Islamic Boarding School to find out the information about
their difficulties in speaking. The students who were selected are the students
that have lowest score in speaking test who are suggested by English teacher
at SMK Plus Al Fattah. The researcher chose 6 students from 26 who were in
the classroom. The researcher choosed students with purposive sampling,
where it looked by the lowest score of students‟ speaking test.
D. Data Sources
The researcher concluded that the data sources were all sources
obtained from the research. The main source of the data in this research was
taken by researcher from observation, interview and documentation of
22
students and English teacher at Smk Plus Al-Fattah Islamic Boarding School.
The data sources of this research are the teaching and learning process of
speaking in the class. The researcher observed how the teacher taught English
and the students‟ action during the learning process of speaking in English
class. The researcher would be interviewed the students who have the lowest
score in speaking.
E. Technique of Collecting the Data
1. Observation
Observation is a complex process and a process composed of
variouys biological and psychological process (Sugiyono, 2016). In this
technique of collecting data, the researcher used observation to get more
information about difficulties students‟ speaking English in learning
process. Thus, the researcher observed to find the data.
In this study, the researcher did not teach students directly but only
observe the students activity in the classroom while learning to speak. The
researcher used observational checklist to collecting the data in observing
participants in the classroom in the teaching and learning process. The
observational checklist is adopted by Ayu (2018) In her thesis she found
the problems of students‟ in speaking and she knew the students‟ condition
in the class while learning process. The researcher observe the class in
order to know the process of teaching and learning in speaking and to
know what are the difficulties that students experienced in speaking. The
researcher did take a note during the learning speaking process. In this
case, the researcher wrote, analyze and make the conclusions about the
object under study. The researcher observed the participants during the
process of learning and teaching English in the class for 4 times.
2. Interview
According to Riyanto (2010) the interview is a data collection
method that requires direct communication between the investigator and
the subject or respondent. In this research, the researcher used unstructured
interview. Unstructured interview are chosen because the researcher is not
23
sure that the data would obtained from the participant, therefore the data
would obtained from participant tells about. The researcher also has
opportunity to ask another question to get some information to make sure
the data. The researcher interview the students who have lowest score in
speaking test that suggested by English teacher. This is done in order to
find out the students‟ difficulties in speaking English. The researcher was
also interview an English teacher who taught at Al Fattah to know her
opinion about difficulties of students speaking English during the learning
process. In this interview, the question for the teacher is adopted by
Ramyani (2019).
3. Documentation
The last technique is documentation. Sugiyono (2015) said that
documentation is a way used to obtain the data and information in the
forms of book, archives, documents, written numbers and pictures in the
form of reports and information that can support the research. In this
research, the researcher was take document from the teacher and the
students while teaching and learning process, included the students‟
achievement in speaking English. Then, the researcher was also took some
photo as a documentation which means a proof of this research.
F. Technique of Data Analysis
Data analysis a technique of collecting the data that is carried out in an
interactive way and continues until the data is complete and results are
obtained. Data analysis have three steps such as data reduction, data display,
and conclusion (Miles and Huberman,1994 in Sugiyono 2014).
1. Data Reduction
Data reduction is summarizing or selecting important points in a
data. In this study, researcher was selected the data that come from
observation on the teaching and learning process, interview to the students
and the teacher. The researcher was chosen the data carefully, so if there is
irrelevant data it would be discarded and enter the relevant data.
24
2. Data Display
Data display is the second step which presents the data, it can be in
the form of narrative, tables, graphs, pictograms to make it easy and
implemented. In this study, the researcher tried to collect the relevant data
that was concluded and has a certain meaning.
In the process of displaying data, the researcher created the narrative
from the data that has been reduced by the students‟ difficulties of
speaking English by the interview and information before. A good data
display is an important part to achieve a valid qualitative analysis.
3. Drawing Conclusions
Conclusion is the last of procedure of analyzing the data of the
study. Drawing conclusions involve stepping back to consider what the
analyzed data mean and assessing its implications for the question.
In this research, the researcher made a conclusion from the study to
direct answer the problem statement of this research. The writer drew the
conclusion in the last research. The researcher was used descriptive
qualitative analysis, describing the data that has been obtained using
sentences to get clear and detailed information about the students‟
difficulties in speaking English at SMK Plus Al-Fattah. The data obtained
in this study from observation and interview. Then the results are
identified by looking in detail. It possibly changes if there are other valid
evidences supporting for another data collection. However, the initial
conclusions which are supported by valid and consistent evidences make
the conclusions are strongly believed to be incredible.
G. Trustworthiness of Data
Sugiyono (2016) says that triangulation is a data collection technique
that combines various data collection techniques and existing data sources. In
this research, the researcher used data triangulation to verify the collected
data from observation and interview to know the students‟ difficulties in
speaking English at tenth grade of SMK plus Al Fattah Islamic Boarding
School. The purpose of triangulation is to increase the credibility and validity
25
of the research. The variety of sources can refer to time, place, and person. In
the present study the sources of data are referred to the teacher and the
students. The researcher was used a methodological triangulation as a
techniques to get trustworthiness in this research. Methodological
triangulation is process in which various method are used to measure the
same unit. Methodological triangulation is done by employing different
methods of collecting data, namely observation, interview and
documentation.
26
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, the researcher explained the research finding about students‟
difficulties in learning speaking at SMK plus AL Fattah Islamic Boarding
School. Each finding is described and provided with supporting the data.
Based on the researcher observation, the researcher observed about teaching
and learning process in the classroom and interview with 6 students who was
suggested by English teacher who have lowest score and interview with
English teacher who taught there. The last supporting data is documentation
to produce strong evidence.
A. Findings
Findings of this research are based on the interview, observation and
documentation that the researcher did from April until July, 2021. The
researcher did the research at SMK Plus AL Fattah Islamic Boarding School.
From the result of observation and interview, the researcher found that the
students have difficulties in learning English especially in speaking because
there are many problems that make the students difficulty in speaking.
a. The result of observation
Researcher made observations to determine students‟ difficulties in
speaking English. Researcher conducted research on SMK Plus Al Fattah at
tenth grade Saturday, April 24, 2021 at 10.00 a.m. to 11.30 a.m. Monday,
April 26, 2021 at 08.00 a.m. to 10.30 a.m. and Saturday, June 5 at 10.00
a.m. to 11.30 a.m. Monday, June 7 at 08.00 a.m. to 09.30 a.m.
In the observation process, the researcher have previously asked
permission from the teacher who teach English to conduct research at tenth
grade to analyze the students‟ difficulties that they experienced in speaking
English. During the teaching and learning English process, the researcher
would take a note to get the data. The researcher asks the teacher to review
the previous lesson.
In the teaching and learning process, the teacher doing free before
starting the lesson, such as warming up, giving some greetings and ask the
27
students‟ condition and also check the attendance list. Then, the teacher
explained the lesson according to the material that has been prepared about
speaking. After that, the teacher asked the students to come to in front of the
class to tell about the material that has been learnt in group, pairs or
individual. After that, the teacher gave the task for the students to enhance
the students‟ ability in speaking English. The researcher was see and
analyze the students‟ speech skills with their performance in front of the
class.
The researcher found that the students always get difficulties when they
were practicing to speak English. For example when the students tried to
speak English, most of the students had difficulties when they want to
pronounce the word. When they were speaking English they still
mispronounce of the words. The students also rarely bring dictionary when
studying English. Certainly, it made difficult for students to pronounce a
word because in the dictionary there are ways to pronounce a word
correctly.
The students also did not have enough vocabulary and they did not
recognize the meaning of the words, so it made them confuse when practice
to speak. The researcher found that teacher always gives some vocabularies
for the students to memorize it. Then the students only memorize the
vocabulary but they did not try to use it to practice speaking English with
their friends in the class. Thus, the students would be got the difficulties in
speaking English if they did not apply their vocabulary in their
communication.
Another problem that students experienced is the researcher got that the
students did not self-confidence when they were ordered to practice in front
of the class with theirselves or their partner. They were like that because
they were afraid of being laughed at by other friends if they say something
wrong. The students who have lack of confident will get difficulty when
they want to deliver something. Moreover there is a student who did not
want to practice in front of the class because he is embarrassed to be seen by
28
his friends. Only some students were confident to speak English even
though they do not know if it is right or wrong. The result explained that the
students who have lack of self-confidence will be a barrier to their speaking
ability. It was because students were concerned that they would make
mistakes when speaking and that they would be ridiculed at if they did not
speak correctly.
The students also felt anxiety when practicing to speak. In learning
speaking, the students always feel afraid of making mistake whent they are
did speaking performance in front of the class. It is because thay are afraid
of being laughed with their friends if the studnets cannot speak English
fluently. So, it make the students did not want to try to practice speaking
English.
The researcher got the result from saw the students‟ condition while
they learning English. For instance, when the students get the task from the
teacher such as speaking performance with their partner or group, the
students actually feel embarrassed, nervous and afraid of making mistake
while practicing. Almost all of the students have shyness when speaking
performance. This fact is also found in the data of this research that the
students did not believe about their own abilities. In this case, they were
afraid of being laughed at by their classmate because their ability is low.
Another problems that researcher found when did observed with the
students, when practicing to speak the students are often not fluent in
speaking English, students often seem to think in advance what to talk
about, they always use first language in the class and when asked to practice
in front of the class they appoint each other.
After the researcher finished observing during the teaching and learning
process, and the students also show their speaking performance, it makes the
researcher can conclude the result of observation that has been done. It is
show that the students found several difficulties in speaking English.
29
b. The result of interview
The researcher did interview to determine the students‟ difficulties in
speaking English. The researcher interview with 6 students and English
teacher to found the difficulties that students‟ experienced. Researcher
conducted interview with students on Thursday, June 10 at 11.00 a.m. to
11.30 a.m. And interview with the teacher on Monday, June 14 at 13.00 p.m
to 13.30 p.m. The interviews were conducted during break time in the
school.
In the interview process, the researcher asked about the teaching and
learning process first in the classroom to know the condition of the students
when learning speaking. The interview with an English teacher about
teaching and learning process:
”In the process of teaching and learning speaking, I need more
patience to teach the students and need a little coercion to the students
because all of them did not understand English well. Sometimes they get
confused when they are asked to practice speaking. Therefore, I personally
always force the students to practice speaking even though they are assisted
and have to be guided one by one. But, that is the process to train the
students to be a little confident in speaking. Before starting the lesson I will
refresh their brains by playing a simple game. When starting the lesson I
will guide them to be more active. For the last activity, I will give
assignments or homework with the aim that students more understand and
can practice speaking not only in the class but also outside of the class.”
(Interview, 14th June 2021)
Based on the result of interview above, it is clear that English teacher
always prepare to teach English especially in speaking by giving warming
up, describe the material, giving instruction for the students to practice it in
front of the class, repeating the material then ask the students about the
lessons. The teacher was also gave some vocabulary so that the students can
easily understand about the material. In fact, the teacher was often had to
translate English to Indonesian so that the students are not confused.
Besides, from the process of interview with the students, most of the
students said that English language is very difficult for them. Several
30
students were also admitted that they often have difficulty when
pronouncing words in English. Like one of them said:
“English words are difficult, the writing and pronunciation are
different so it makes me confused.” (Interview 1, June 10th
2021)
From this interview above, the researcher found that most of the
students have difficulty when pronouncing the words in English. When they
were trying to speak English, they still did not know how to pronounce
some words in English. Even though the words that often encountered in
daily life, the students still cannot pronounce it. Another thing that the
students rarely bring a dictionary when learning English, so it makes the
students did not know about the pronunciation a word properly.
The students also report that they are feel embarrassed when practice
to speak in front of the class because according to them when they make
some mistakes in English pronunciation, they will be laughed at by their
friends.
“I am afraid of making mistake when speaking English and afraid of
being laughed at by my friends.” (Interview 2, June 10th 2021).
An English teacher who taught there mentioned that there are students
who are very confident when practicing in front of the class but still often
makes mistakes in pronunciation. There are also the students who are fluent
in pronunciation because the students often learning English from their
previous school. In the interview sessions, almost all of the students agreed
that speaking English is difficult because the way to write and pronounce
the language differs, so it makes the students was so confused. To improve
pronunciation become good the students must study hard to learn the ways
of pronounce a word in English correctly based on the dictionary.
Another problem that students‟ experienced is they still did not have
enough in mastery of vocabulary. When the researcher attempted a simple
English discussion with some students, they appeared to find it difficult to
respond to the questions. An English teacher also mentioned that when she
explained about the lesson, the students always ask the meaning of the
words. Therefore, the teacher must translate it the word into Indonesian.
31
“Vocabulary is one of the aspects that greatly influence students in
the process of learning English, especially speaking. That is because some
students still have not mastered English vocabulary, so I have to translate
first when teaching speaking.” (Interview teacher, 14th
June 2021)
Similarly in the interview sessions with the students, they said that
English vocabulary is too difficult to understanding. Like one of the
students said:
“English vocabulary is very difficult to understand as well as in
writing.” (Interview 2, 10th June 2021)
After made the interview with the students and teacher, the main
problem that students experienced was vocabulary. It is because vocabulary
is a word that many people will use when speaking. So in this point, the
students must master a lot of vocabulary to get fluent in communication.
Not only that but also most of the students have lack of confidence
when speaking performance. They were afraid of making mistake in
speaking English, so it makes them being laughed at by their classmate.
Therefore, the students did not want to speaking performance anymore in
front of the class because of this problem.
“When I practice speaking I do not know what to say in English.”
(Interview 1, 10th
June 2021)
“I am afraid if I practice to speak I will be laughed at by my friends.”
(Interview 3, 10th
June 2021)
Furthermore, the one of difficulties that students have from inner
themselves is shyness. Almost all of them said that they felt shyness when
try to speaking English. Furthermore, the students also felt nervous and
afraid of making mistakes while speaking. As they said:
“When practicing to speak, I felt shy and also nervous because I do
not know what to say.” (Interview 5, 10th June 2021).
“I am nervous when I practice speaking English and I am also felt shy
with my friends.” (Interview 6, 10th June 2021).
The teacher also mentioned that when she taught and give a task such
as practice to speak in front of the class, the students always felt shy when
32
they want to practicing speaking. Moreover, they also afraid of making
mistakes while they were speaking performance and they were afraid of
being scolded when they make a mistake. Consequently, the teacher should
pay attention to this aspect because it will help improve the students‟
speaking performance. It is because this problem can cause very serious
trauma for students who experience it.
c. The result of documentation
After make observation the researcher directly take the documentation
when doing this research. The researcher took the documentation while
making observation at the same time.
In the documentation process, the researcher used the teacher‟s
documentation of speaking score and the researcher also recorded the
students‟ ability during speaking practice by using mobile phone. Before
that, the teacher would give a text for the students about describing place
then the students tell about it in front of the class. Next, the researcher
recorded the students‟ speaking performance to get information about their
difficulties in speaking.
The researcher found that the students often make some mistakes
when they are practicing to speak. In fact, when the students tell about the
material that has been learnt they often mispronounce words in English. For
instance, they mispronounced the word of “one” to be “on”, “province” to
be “provinsi”, “known” to be “knoun”, “city” to be “siti”, “six” to be “sik”
and so on. The words that are often encountered in students‟ daily life they
are still mispronounced.
Besides, the students did not have a lot of English vocabularies.
Indeed, when the teacher ask the meaning about some word in English the
students still did not know about the meaning. For example, the words of
“village”, “famous”, “paradise”, “large” and so on. In this case, the students
often get the difficulties to understand about the lesson that has been
explained by the teacher.
33
B. Discussion
In this part, the researcher would like to discuss about the finding of the
students‟ difficulties in learning speaking as the first formulation of the
problem in this study. The researcher also discuss about several problems that
make the students difficulty in speaking English and the teaching and
learning English process. This research was arranged by the participants of
the research. They are the students of tenth grade at SMK Plus AL Fattah
Islamic Boarding School that had been observed. The researcher used an
observation, interview and documentation to analyze the students‟ difficulties
in speaking English.
a. The Teaching and Learning English Process at SMK Plus Al Fattah
According to Burns (2017) teaching speaking is a challenging for the
teacher because speaking is a complex skill that must be acquired and must be
practiced from time to time. The teacher also felt that speaking is a
challenging lesson for students because there are many difficulties that
students‟ experienced when learning speaking. Based on observation result at
tenth grade of SMK Plus AL Fattah Islamic Boarding School, the researcher
observed the teaching and learning process in speaking lesson. In the teaching
and learning process, the teacher doing free before starting the lesson, such as
warming up, giving some greetings and ask the students‟ condition and also
check the attendance list. Then, the teacher explained the lesson according to
the material that has been prepared about speaking. After that, the teacher
asked the students to come to in front of the class to tell about the material
that has been learnt in group, pairs or individual. After that, the teacher gave
the task for the students to enhance the students‟ ability in speaking English.
According to Harmer (2007) speaking is the ability to speak fluently
and presupposes not only knowledge of language features, but also the ability
to process information and language on the spot. While Tarigan (2008)
claimed that speaking is a language skill that develops in a child‟s life which
is only preceded by listening skills, and at that time the ability to speak or
speak is learned. Speaking is a process of thinking and reasoning so that one‟s
34
speech can be well received and understood by listeners or others. Speaking
skills are closely related to listening skills, both of them are unified whole (
Ramlannarie, 2011).
When someone talks to other people, this condition will become a
relationship called communication. Communication is a process when
someone or some person, groups, organization and societies create and use
information to connect with the environment and other people.
Communication itself is very significant for human life in interacting in daily
life. That is why the teacher has a big challenge to enable their students to
master English well, especially speaking in the classroom or outside the class.
b. Students’ Difficulties in Speaking English
The researcher analyzed the students‟ difficulties in speaking English at
tenth grade at Smk Plus AL Fattah Islamic Boarding School. According to
Inayah & Lisdawati (2017) the students understand about English language
very well but they get difficulties and uncomfortable when practicing to
speak. They are in doubt to express their sentences in English.
Fitri (2019) mentioned that there are several difficulties that students
experienced when learning speaking English, they are inhibition, nothing to
say, low or uneven participation and mother tongue. As for the factors that
make students difficult in speaking, those are linguistics obstacles, speech
processing difficulties, academic and conversational English skills, negative
effect and access to speaking opportunities. There are the differences between
the researcher and previous researcher that studied same case. Nevertheless,
from the data that researcher had been collected from the observation and
interview that researcher did in SMK Plus AL Fattah Islamic Boarding
School, the researcher found the difficulties that students experienced at tenth
grade such as in linguistic problems and psychological problems. They are
lack of pronunciation, lack of vocabulary, lack of confidence, anxiety and
shyness. Besides in the documentation, the researcher wants to analyze about
linguistic problems that can be found in students‟ speaking ability by using a
text or script of students‟ speaking performance.
35
1. Linguistic Problems
Linguistics problems are those problems which make the students‟
speaking ability become poor. In general, linguistics comprises the detailed of
vocabulary, grammar and pronunciation (Spolsky & Hult, 2008 as cited in
Fitriani et al., 2015). But in this research, the researcher only found two
difficulties that students experienced.
a. Lack of Pronunciation
To mastering speaking is not easier for Indonesian students because
English as a foreign language. Based on Gilakjani (2012) pronunciation must
be paid more attention when learning speaking. It is because pronunciation is
very important in speaking English and it must be taught in learning English.
Almost all of the students still have difficulties when speaking English. It is
because the students did not have enough vocabulary, poor pronunciation,
afraid of making mistake and did not want to speak English (Widyasworo,
2019).
If the students did not good in pronunciation it will make them cannot
increase their speaking abilities. It can be a big problem for the students if
they did not mastering pronunciation because if they have bad pronunciation
it make other people did not understand about what they want to say. Even
though it made misunderstanding to other people about the meaning. It is also
stated by Ghrib (2002) the first problem that make students difficulty in
speaking English is pronunciation. The pre-service English teachers for
learners English pronunciation is very important, from the wrong
pronunciation it will form a vague vocabulary also. Some of these English
students find it difficult to pronunciation what they learn, how to pronounce
with the correct spelling or correct emphasis intonation. The other reason why
pronunciation is difficult is because pronunciation in English language is
different from other language. There are a lot of words that have similar
pronounce, for example “buy” with “by” and “write” with “right”, these
words is same in pronunciation but different meaning. Thus, it makes difficult
for students to determine the true meaning. The pronunciation will also be
36
more difficult to understand when the students hear it from Americans and
English British because of the difference in accents.
b. Lack of Vocabulary
The second problem is vocabulary. Indah (2017) claimed that English
have many vocabulary with various meanings as well. Some of the English
students find it difficult when dealing with vocabulary, they find it difficult
how to fit the vocabulary so that the other person will understand and connect
with what is being said. When asked about the student difficulty in speaking
English, they said that most of their problems stem from lack of knowledge of
vocabulary and meaning.
From the result of interview with students, almost all of the students
said that vocabulary in English language is very difficult. It is because their
knowledge about vocabulary is low. They also said that vocabulary in English
is difficult to memorize. That finding is in the same line with Desmayani
(2019) in her thesis that the students did not have knowledge about the
vocabulary. They always use Indonesian language when practicing to speak
for several times. Sometimes, students felt difficult when they were speaking
because they had limited vocabulary. Same with her, based on the researcher
observation, she also found that when teacher give some vocabularies for the
students then the students have to memorize it, they only memorize that word
and did not try to use it in speaking with their friends.
2. Psychological Problems
Haidara (2014) in her thesis mentioned that one of the big problems that
affected of the students is psychological problem. It is because psychology
can be the key to success for the students in speaking ability. Therefore, not
only from linguistic that the students get difficulties but also in psychology
they have several difficulties such as lack of confidence, anxiety, shyness and
lack of motivation. Those have similarity with the research by Desmayani
(2019) about the psychological problems that the students felt anxiety, lack of
confidence and shyness when practicing to speak. Based on the interview and
observation, the researcher found four problems that students‟ have.
37
a. Lack of Confidence
The students were difficult to speak English because they have lack of
confidence. Self-confidence may be a thing the foremost critical thing in
talking English (Fatmawati et al., 2020). There are a lot of things areas a
background of self-confidence such as afraid of making mistake and afraid of
making other people did not understand about what the people want to say.
Many students tend to be professional in confidence, but when they have to
participate in a speaking performance, they suddenly start to lose confidence
and afraid of making a mistake. Tridinanti (2018) claimed that someone‟s self
confidence in realizing the goal of language learning is related to one‟s
development of speaking skills. There are various factors that make the
people have low confidence. For instance, a person who want to do
something but she/he felt hesitant to begin it, we can conclude that the person
who felt like this can be said that she/he has low self-confidence because the
person did not believe her/his abilities.
b. Anxiety
Anxiety is a major difficulty that can hinder student ability in learning
English. According to Alfazari (2020) anxiety over speaking and performing
the language learned in a foreign language class is known as speaking
anxiety. Speaking anxiety has a significant impact on one‟s self-confidence
because it frequently leads to feelings of failure when someone is unable to
speak up and demonstrate what someone understands. It is because their
afraid of public speaking, students lack of confidence in their ability to
perform in front of others. From the result of the interview with the students,
almost all of them felt anxiety when practicing to speak in front of the class.
It is because almost all of them said that they felt afraid of making mistake
and afraid of being laughed at by their friends. The material that will be
studied by the students can also make them felt anxious. It is because the
level of difficulty of the material being studied greatly affects students‟
concerns in speaking activities in the class.
38
c. Shyness
Munir (2018) claimed that shyness is an emotional condition that many
students experience when they are forced to speak in English class. This
suggests that shyness may be a cause of difficulty in students‟ classroom
learning activities, particularly in speaking classes. Therefore, paying
attention to this aspect is very important for the teacher because it can become
a serious problem. It can be traumatizing for students who experience it. This
argument is also confirmed by the findings of this study, which show that the
majority of the students do not deliver their greatest speaking performance.
As they explain, their incapacity to demonstrate their speaking ability is
heavily influenced by their feelings of shyness. In other words, shyness might
be said to play a significant effect in pupils‟ speaking performance.
39
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the data analysis it was from that the researcher concludes
that the students‟ difficulties in SMK Plus Al Fattah Islamic Boarding School
at tenth grade is come from the students themselves. The difficulties that
students experienced include linguistic problems and psychological problems.
In linguistic problems there are several aspects such as lack of pronunciation
and lack of vocabulary. Likewise in psychological problems there are four
aspects which include lack of confidence, anxiety and shyness.
B. Suggestion
Based on the conclusion above, it is suggested that the students should
have more confidence in speaking. Then, as one of the students was
pronouncing, it would be great if the students program joined the English
course so that they could practice regularly and speak fluently. The students
should study hard in the class and practice speaking because it is the point to
being able to communicate in English. The students should not be scared to
share their opinions or ideas and they should not be afraid of making
mistakes. The students should also focus on improving their English speaking
skills. After that, it was proposed to the teacher. A teacher‟s role in
motivating and inspiring students‟ opinion is critical in increasing students‟
interest in learning English, particularly speaking. The teacher must be able to
make the teaching and learning process enjoyable and not tedious for the
students to enjoy and easier to understand in learning English.
40
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43
APPENDIX 1
OBSERVATIONAL CHECKLIST
OBSERVATION I
Table 1.1
Observation Sheet in the First Meeting
Date: April 24th
2021
Place: Class 10
Topic: Announcement
NO Aspects Yes No Explanation
A. Process : Planning, doing, evaluation
1. Teacher giving some
greetings to the students
and take the attendance
list.
Before starting the learning
process the teacher greets the
students. It is because giving
greetings includes literacy that
must be applied in the K13
curriculum. The teacher also
asked about students‟ condition
and checks the attendance list to
see the students who are not
present in the class.
2. The teacher explains
about the purpose of
learning.
The teacher conveyed the
purpose of studying the
material.
3. The teacher gives the
example of the material
to be studied.
The teacher gave the example of
the material about
announcement. The teacher
gives a text for the students.
4. The teacher explained
the material and asks
the question related to
the material which they
going to learn.
The teacher explained the
material, the meaning of
announcement, kinds of
announcement, announcement
section and generic structure of
announcement.
Then the teacher asked them
about that
5. The teacher divides the The teacher divided the students
44
students into some
groups to arrange the
example related to the
material
into 3 groups that consisted 5
students, then the teacher asked
them to found another example
of the material.
6. The teacher ask
randomly group to read
in front of the class.
The teacher asked one student
that was chosen randomly from
the group to read the example of
the material that they get in
front of the class and next the
other group was also read in
front of the class.
7. Evaluation, the teacher
gives evaluations if any
mistake about the
students‟ activity.
The teacher gave assessments to
the students, because the teacher
also want to know what are the
problems that the students faced
when learning English and what
kind of lessons that they want.
B. Students’ Problem:
8. Do the students know
the aspects of language
that enable production
in learning speaking?
The students did not know about
aspect of language that enables
production in learning speaking.
9. Do the students have
enough vocabulary to
speak in English?
The students did not have
enough vocabulary because they
still ask about the meaning of
the word.
10. Do the students use
grammar when they are
speaking English?
The students still confused to
understand about grammar and
when they speak English they
did not use grammar.
11. Do the students practice
English more to
improve their speaking
proficiency?
Almost of the students not
interested in in English so they
never practice to speak to
improve their speaking skill.
However, they want to try even
though they have a little
difficulty while practicing
English.
12. Do the students have a Only some students that were
45
good confidence in
learning speaking?
very confident to speaking
English although they did not
know whether it was true or not.
And for other students they feel
embarrassed when they want to
practice speaking, afraid of
making mistake and afraid of
being laughed at by their
friends.
13. Do the students have a
good pronunciation in
speaking English?
Most of the students had
difficulties when they want to
pronounce the word. When they
speaking English they still often
mispronounce of the words.
14. Do the students feel
anxiety when speaking
English?
Almost all of the students in the
class felt anxiety when speaking
English, because they afraid of
making mistakes and also
nervous especially when asked
one by one.
15. Do the students feel
embarrassed when
speaking in front of the
class?
When the students practicing in
front of the class most of them
felt embarrassed to speak
English because they did not
know what they want to speak.
C. The Cause of the Problem:
17. Are the students often
inhibited about trying to
say things in foreign
language in the
classroom?
They are often felt embarrassed
when speaking or stating
something in English, which
they doubt were just afraid of
making mistakes and being
laughed at by their friends.
18. Do the students have
difficulties to express
themselves beyond the
guilty feeling that they
should be speaking?
Some students had low
motivation to express something
that used foreign language, so
when they learnt speaking
process some of them just keep
silent or passive.
19. Do the students have There were only some students
46
low or uneven
participation in the
classroom?
who were able to participate
well when in the class; it is
because there are students who
are active and the students who
are less active.
20. Do the students use
mother tongue in the
classroom?
Most of the students used their
mother tongue when in the
classroom because it was natural
for them when trying to speak
foreign language.
47
OBSERVATIONAL CHECKLIST
OBSERVATION II
Table 1.2
Observation Sheet in the Second Meeting
Date: April 26th
2021
Place: Class 10
Topic: Announcement
NO Aspects Yes No Explanation
A. Process : Planning, doing, evaluation
1. Teacher giving some
greetings to the students
and take the attendance
list.
The teacher asked about
students‟ condition and checks
the attendance list to see the
students who are not present in
the class.
2. The teacher explains
about the purpose of
learning.
The teacher conveyed the
purpose of studying the
material.
3. The teacher asked the
students about the
material that had been
discussed in last
meeting.
The teacher gave the
brainstorming what the material
that the students have been
learnt and give more examples
about the material for students
related to the first meeting.
4. The teacher asks the
question related to the
material which they
have been learnt.
The teacher explained again of
the material about
announcement
5. The teacher divides the
students into some
groups to arrange the
task related to the
material.
The teacher divided the students
into some group to arrange the
material such as kinds of
announcement section and
generic structure of
announcement.
6. The teacher ask
randomly group to read
in front of the class.
The students were difficult to
read the example of
announcement but they did not
48
confident to read in front of the
class.
7. Evaluation, the teacher
gives evaluations if any
mistake about the
students‟ activity.
The teacher gave assessments to
the students, because the teacher
also want to know what are the
problems that the students faced
when learning English and what
kind of lessons that they want.
B. Students’ Problems:
8. Do the students know
the aspects of language
that enable production
in learning speaking?
The students did not know about
aspect of language that enables
production in learning speaking.
9. Do the students have
enough vocabulary to
speak in English?
The students did not have
enough vocabulary because they
still ask about the meaning of
the word.
10. Do the students use
grammar when they are
speaking English?
The students still confused to
understand about grammar and
when they speak English they
did not use grammar.
11. Do the students practice
English more to
improve their speaking
proficiency?
Almost of the students not
interested in in English so they
never practice to speak to
improve their speaking skill.
However, they want to try even
though they have a little
difficulty while practicing
English.
12. Do the students have a
good confidence in
learning speaking?
Only some students that were
very confident to speaking
English although they did not
know whether it was true or not.
And for other students they feel
embarrassed when they want to
practice speaking, afraid of
making mistake and afraid of
being laughed at by they friends.
13. Do the students have a Most of the students had
49
good pronunciation in
speaking English?
difficulties when they want to
pronounce the word. When they
speaking English they still often
mispronounce of the words.
14. Do the students feel
anxiety when speaking
English?
Almost all of the students in the
class felt anxiety when speaking
English, because they afraid of
making mistakes and also
nervous especially when asked
one by one.
15. Do the students feel
embarrassed when
speaking in front of the
class?
When the students practicing in
front of the class most of them
felt embarrassed to speak
English because they did not
know what they want to speak.
C. The Cause of the Problem:
17. Are the students often
inhibited about trying to
say things in foreign
language in the
classroom?
They are often felt embarrassed
when speaking or stating
something in English, which
they doubt were just afraid of
making mistakes and being
laughed at by their friends.
18. Do the students have
difficulties to express
themselves beyond the
guilty feeling that they
should be speaking?
Some students had low
motivation to express something
that used foreign language, so
when they learnt speaking
process some of them just keep
silent or passive.
19. Do the students have
low or uneven
participation in the
classroom?
There were only some students
who were able to participate
well when in the class, it is
because there are students who
are active and the students who
are less active.
20. Do the students use
mother tongue in the
classroom?
Most of the students used their
mother tongue when in the
classroom because it was natural
for them when trying to speak
foreign language.
50
OBSERVATIONAL CHECKLIST
OBSERVATION III
Table 1.3
Observation Sheet in the Third Meeting
Date: June 5th
2021
Place: Class 10
Topic: Descriptive Text
NO Aspects Yes No Explanation
A. Process : Planning, doing, evaluation
1. Teacher giving some
greetings to the students
and take the attendance
list.
Before starting the learning
process the teacher greets the
students. It is because giving
greetings includes literacy that
must be applied in the K13
curriculum. The teacher also
asked about students‟ condition
and checks the attendance list to
see the students who are not
present in the class.
2. The teacher explains
about the purpose of
learning.
The teacher conveyed the
purpose of studying the
material.
3. The teacher gives the
example of the material
to be studied.
The teacher gave the example of
the material about describing
people, thing and historical
places, for example he is
famous, I have a pen the color is
blue, this building is so big and
so on.
4. The teacher explained
the material and asks the
question related to the
material which they
going to learn.
The teacher explained the
material, the meaning of
descriptive, generic structure of
descriptive and characteristics
of descriptive. Then the teacher
asked them about descriptive
and the students must answer it.
51
5. The teacher divides the
students into some
groups to arrange the
example related to the
material
The teacher divided the students
into 3 groups that consisted 5
students and then the teacher
asked them to found another
example of the material.
6. The teacher ask
randomly group to read
in front of the class.
The teacher asked one student
that was chosen randomly from
the group to read the example of
the material that they get in
front of the class and next the
other group was also read in
front of the class.
7. Evaluation, the teacher
gives evaluations if any
mistake about the
students‟ activity.
The teacher gave assessments to
the students, because the teacher
also want to know what are the
problems that the students faced
when learning English and what
kind of lessons that they want.
B. Students’ Problem:
8. Do the students know
the aspects of language
that enable production
in learning speaking?
The students did not know
about aspect of language that
enables production in learning
speaking.
9. Do the students have
enough vocabulary to
speak in English?
The students did not have
enough vocabulary because they
still ask about the meaning of
the word.
10. Do the students use
grammar when they are
speaking English?
The students still confused to
understand about grammar and
when they speak English they
did not use grammar.
11. Do the students practice
English more to
improve their speaking
proficiency?
Almost of the students not
interested in in English so they
never practice to speak to
improve their speaking skill.
However, they want to try even
though they have a little
difficulty while practicing
English.
52
12. Do the students have a
good confidence in
learning speaking?
Only some students that were
very confident to speaking
English although they did not
know whether it was true or not.
And for other students they feel
embarrassed when they want to
practice speaking, afraid of
making mistake and afraid of
being laughed at by they
friends.
13. Do the students have a
good pronunciation in
speaking English?
Most of the students had
difficulties when they want to
pronounce the word. When they
speaking English they still often
mispronounce of the words.
14. Do the students feel
anxiety when speaking
English?
Almost all of the students in the
class felt anxiety when speaking
English, because they afraid of
making mistakes and also
nervous especially when asked
one by one.
15. Do the students feel
embarrassed when
speaking in front of the
class?
When the students practicing in
front of the class most of them
felt embarrassed to speak
English because they did not
know what they want to speak.
C. The Cause of the Problem:
17. Are the students often
inhibited about trying to
say things in foreign
language in the
classroom?
They are often felt embarrassed
when speaking or stating
something in English, which
they doubt were just afraid of
making mistakes and being
laughed at by their friends.
18. Do the students have
difficulties to express
themselves beyond the
guilty feeling that they
should be speaking?
Some students had low
motivation to express something
that used foreign language, so
when they learnt speaking
process some of them just keep
silent or passive.
53
19. Do the students have
low or uneven
participation in the
classroom?
There were only some students
who were able to participate
well when in the class, it is
because there are students who
are active and the students who
are less active.
20. Do the students use
mother tongue in the
classroom?
Most of the students used their
mother tongue when in the
classroom because it was
natural for them when trying to
speak foreign language.
54
OBSERVATIONAL CHECKLIST
OBSERVATION IV
Table 1.4
Observation Sheet in the Fourth Meeting
Date: June 7th
2021
Place: Class 10
Topic: Descriptive Text
NO Aspects Yes No Explanation
A. Process : Planning, doing, evaluation
1. Teacher giving some
greetings to the students
and take the attendance
list.
The teachers asked about
students‟ condition and check
the attendance list to see the
students who are not present in
the class.
2. The teacher explains
about the purpose of
learning.
The teacher conveyed the
purpose of studying the
material.
3. The teacher asked the
students about the
material that had been
discussed in last
meeting.
The teacher gave the
brainstorming what the material
that the students have been
learnt and give more examples
about the material for students
related to the third meeting.
4. The teacher asks the
question related to the
material which they
have been learnt.
The teacher explained again of
the material about
announcement
5. The teacher divides the
students into some
groups to arrange the
task related to the
material.
The teacher divided the students
to work in pair and make the
dialogue about descriptive.
6. The teacher ask
randomly group to
practice in front of the
The students felt shy when they
practicing in front of the class
and did not confidence.
55
class.
7. Evaluation, the teacher
gives evaluations if any
mistake about the
students‟ activity.
The teacher gave assessments to
the students, because the teacher
also want to know what are the
problems that the students faced
when learning English and what
kind of lessons that they want.
B. Students’ Problems:
8. Do the students know
the aspects of language
that enable production
in learning speaking?
The students did not know about
aspect of language that enables
production in learning speaking.
9. Do the students have
enough vocabulary to
speak in English?
The students did not have
enough vocabulary because they
still ask about the meaning of
the word.
10. Do the students use
grammar when they are
speaking English?
The students still confused to
understand about grammar and
when they speak English they
did not use grammar.
11. Do the students practice
English more to
improve their speaking
proficiency?
Almost of the students not
interested in in English so they
never practice to speak to
improve their speaking skill.
However, they want to try even
though they have a little
difficulty while practicing
English.
12. Do the students have a
good confidence in
learning speaking?
Only some students that were
very confident to speaking
English although they did not
know whether it was true or not.
And for other students they feel
embarrassed when they want to
practice speaking, afraid of
making mistake and afraid of
being laughed at by the friends.
13. Do the students have a
good pronunciation in
Most of the students had
difficulties when they want to
56
speaking English? pronounce the word. When they
speaking English they still often
mispronounce of the words.
14. Do the students feel
anxiety when speaking
English?
Almost all of the students in the
class felt anxiety when speaking
English, because they afraid of
making mistakes and also
nervous especially when asked
one by one.
15. Do the students feel
embarrassed when
speaking in front of the
class?
When the students practicing in
front of the class most of them
felt embarrassed to speak
English because they did not
know what they want to speak.
C. The Cause of the Problem:
17. Are the students often
inhibited about trying to
say things in foreign
language in the
classroom?
They are often felt embarrassed
when speaking or stating
something in English, which
they doubt were just afraid of
making mistakes and being
laughed at by their friends.
18. Do the students have
difficulties to express
themselves beyond the
guilty feeling that they
should be speaking?
Some students had low
motivation to express something
that used foreign language, so
when they learnt speaking
process some of them just keep
silent or passive.
19. Do the students have
low or uneven
participation in the
classroom?
There were only some students
who were able to participate
well when in the class, it is
because there are students who
are active and the students who
are less active.
20. Do the students use
mother tongue in the
classroom?
Most of the students used their
mother tongue when in the
classroom because it was
natural for them when trying to
speak foreign language.
57
Field Note Observation
Date: April, 24th
, 26th, June, 05
th, 07
th
Class: 10
REAL
REFLECTIVE NOTE
Lack of Pronunciation Most of the students had difficulties
when they want to pronounce the word.
When they speaking English they still
often mispronounce of the words.
Lack of Vocabulary The students did not have enough
vocabulary because they still ask about
the meaning of the word. The students
also were so difficult to speak by using
English even in very simple sentences.
Lack of Confidence The students did not believe their own
ability. They thougt that their ability is
not good. They also felt embarrassed
when they want to practice speaking,
afraid of making mistake and afraid of
being laughed at by the friends
Anxiety Almost all of the students in the class
felt anxiety when speaking English,
because they afraid of making mistakes
and also nervous especially when asked
one by one.
Shyness When the students practicing in front of
the class most of them felt shyness to
speak English because they did not
know what they want to speak.
58
APPENDIX 2
Scripts of students’ speaking ability
Student I
“Tanjung Setia Beach” Lampung is not only (onlai) famous (famos) for its Way Kambas National
Park. One of the best tourist attractions of this province (provinsi) is Tanjung
Setia Beach. This beach is located in the village of (op) Tanjung Setia, West
Lampung district, Lampung province (provinsi). It is about 273 (273) km or
about six to seven-hour (hor) driving (driving) from (prom) Bandar Lampung,
the capital city (citi) of Lampung province (provinsi).
This beach has not been well known (known) by the citizens of Indonesia yet,
but for the world surfers, this beach is a hidden paradise (paredis) for surfing.
This beach is exactly (eksekli) laid on the track of large (lej) Indian Ocean
currents (kuren) that make this beach have waves which are quite (kuit) perfect
for surfing. The perfect wave of this beach usually (usueli) lasts from June (juni)
to August (agus) with the height (heij) which can reach (raic) up to six to seven
meters with 200 (200) meters length.
Student II
“Tanjung Setia Beach” Lampung is not only famous for its Way Kambas National Park. One (on) of
the best tourist attractions of this province (provinsi) is Tanjung Setia Beach
(bet). This beach (bet) is located (loket) in the village (vileg) of Tanjung Setia,
West Lampung district, Lampung province (provinsi). It is about 273 (273) km or
(of) about six (sik) to seven-hour (hor) driving (driving) from Bandar Lampung,
the capital city of Lampung province (provinsi).
This beach (bet) has not been well known (known) by the citizens of
Indonesia yet, but for the world surfers (surfer), this beach is a hidden paradise
(paredis) for surfing. This beach is exactly (eksekli) laid on the track of large
(lej) Indian Ocean currents (kuren) that make this beach (bet) have waves (waif)
which are quite (kuit) perfect for surfing (surfing). The perfect wave (waif) of
this beach (bet) usually lasts from June (juni) to August (agustus) with the height
(heij) which can reach (rec) up to six (sik) to seven meters with 200 (200) meters
length.
59
Student III
“Tanjung Setia Beach” Lampung is not only famous (fames) for its Way Kambas National Park (pak.
One of the best tourist attractions of this province is Tanjung Setia Beach. This
beach is located (lokesion) in the village of Tanjung Setia, West Lampung
district, Lampung province. It is about 273 km or about six to seven-hour (hour)
driving from Bandar Lampung, the capital city of Lampung province.
This beach has not been well known by (bei) the citizens of Indonesia yet, but
for the world surfers (surfef), this beach is a hidden paradise for surfing (surfing).
This beach is exactly laid on the track of (or) large (leg) Indian Ocean currents
that make this beach have waves (waif) which are quite perfect for surfing
(surfing). The perfect wave (waif) of this beach usually lasts from June to August
(agus) with the height (heig) which can reach up to six to seven meters with 200
meters length.
Student IV
“Tanjung Setia Beach” Lampung is not only famous (famos) for its Way Kambas National Park. One
of the best tourist attractions (attraksion) of this province (prafens) is Tanjung
Setia Beach. This beach is located (lokatit) in the village of Tanjung Setia, West
Lampung district (distret), Lampung province (profans). It is about (ebot) 273
km or (of) about (ebot) six to seven-hour (hour) driving from Bandar Lampung,
the capital city of Lampung province (prefains).
This beach has not been well known (knoun) by the citizens of Indonesia yet,
but for the world surfers (sarfer), this beach is a hidden (haiden) paradise for
surfing (sarfing). This beach is exactly (ekstrali) laid (lait) on the track of large
Indian Ocean (ocen) currents that make this beach have (haf) waves (waf) which
are quite (kuit) perfect (perfef) for surfing (surfing). The perfect wave (waf) of
this beach usually lasts from June to August (agus) with the height (heig) which
can reach (rel) up to six to seven meters with 200 (tu hendret) meters length.
60
Student V
“Tanjung Setia Beach” Lampung is not only famous (famos) for its Way Kambas National Park. One
of the best tourist (touris) attractions of this province (profais) is Tanjung Setia
Beach. This beach is located (lokais) in the village (vilei) of Tanjung Setia, West
(weis) Lampung district, Lampung province (profais). It is about 273 km or about
six to seven-hour (hour) driving from Bandar Lampung, the capital city of
Lampung province (profais).
This beach has not been well known (knou) by the citizens of Indonesia yet,
but for the world surfers (sarfer), this beach is a hidden paradise (paradis) for
surfing (sarfing). This beach is exactly (ekskli) laid on the track (trik) of large
(lerj) Indian Ocean currents that make this beach have waves (waf) which (waic)
are quite perfect for surfing (surfing). The perfect wave (waf) of this beach
usually lasts (lets) from June to August (augus) with the height (heig) which
(waic) can reach (rel) up to six to seven meters with 200 meters length (lej).
Students VI
“Tanjung Setia Beach” Lampung is not only famous (famos) for its Way Kambas National Park. One
of the best tourist attractions (atreksion) of this province is Tanjung Setia Beach.
This beach is located (loket) in the village of Tanjung Setia, West (weis)
Lampung district, Lampung province. It is about 273 km or about (abot) six (sik)
to seven-hour (hour) driving from Bandar Lampung, the capital city of Lampung
province.
This beach has not been well known (knoun) by the citizens of Indonesia yet,
but for the world surfers, this beach is a hidden paradise (paredis) for surfing.
This beach is exactly (ekskli) laid on the track (trak) of large (laj) Indian Ocean
currents that make this beach have waves (waf) which are quite perfect for
surfing. The perfect wave (waf) of this beach usually lasts (lets) from June to
August (augus) with the height which can reach (rec) up to six to seven meters
with 200 meters length (leg).
61
62
Appendix 3
INTERVIEW GUIDELINE
Purpose Theory Question
To know the
students‟ reason
when learning
speaking.
According to Harmer (2007)
speaking is the ability to
speak fluently and
presupposes not only
knowledge of language
features, but also the ability
to process information and
language on the spot.
1. Hal apa yang
mengganggumu ketika
belajar berbicara?
2. Hal apa yang membuat
kamu enggan belajar
berbicara dalam bahasa
inggris?
To know the
students‟ difficulties
in speaking
According to Betty (2002) as
cited in Nurjan (2015)
learning difficulties is a
disorder or obstacle in one
or more of the basic physical
and psychological factors
which include understanding
or using language, spoken or
written which appears as an
imperfect ability to listen,
think, speak, read, write.
3. Apa yang sering kamu
alami ketika praktek
berbicara bahasa inggris
didepan kelas?
4. Apa yang menjadi
hambatan disaat kamu
praktek berbicara bahasa
inggris didepan kelas?
5. Apa yang membuat
kamu takut ketika ingin
memulai pembicaraan?
6. Apa yang membuat
kamu enggan untuk
berbicara bahasa inggris
dikelas?
7. Apa yang membuat
kamu lupa ketika
berbicara bahasa inggris?
63
To know the
linguistics problems
In general, linguistics
comprises the detailed of
vocabulary, grammar, and
pronunciation (Spolsky &
Hult, 2008 as cited in
Fitriani et al., 2015).
8. Hal apa yang membuat
kamu tidak bisa
menyusun ataupun
membuat kalimat dalam
bahasa inggris?
9. Apa yang membuat
kamu terdiam ketika
sedang praktek
berbicara?
To know the
psychological
problems
In term of psychological
etymology, psyclogy is the
study of the seoul, both
regarding the kinds of
symptoms, the process and
the background (Mahfud,
1992 as cited in Nurhan,
2015).
10. Apa yang membuat
kamu cemas saat
speaking performance?
11. Hal apa yang membuat
kamu tidak percaya diri
ketika berbicara
didepan kelas
64
INTERVIEW GUIDELINE
No Question
1 Bisa ibu ceritakan bagaimana proses mengajar dan belajar Siswa dalam
speaking?
2 Bagaimana kemampuan berbicara siswa dalam bahasa inggris?
3 Dalam pelajaran speaking terdapat empat aspek yaitu tata bahasa, kosa
kata, pengucapan, dan kelancaran. Aspek yang mana yang menjadi
masalah utama siswa dalam belajar speaking?
4 Apa saja kendala yang dihadapi siswa ketika praktek berbicara dalam
bahasa inggris?
5 Saat proses belajar mengajar speaking, apakah yang sering dialami Siswa
ketika melakukan praktek/percakapan?
6 Apakah lingkungan berpengaruh terhadap berbicara siswa?
7 Apa penyebab Siswa mengalami kesulitan dalam speaking?
8 Apa dan bagaimana cara meminimalisir masalah siswa dalam speaking
English?
9 Bagaimana cara ibu memancing siswa untuk berbicara bahasa inggris?
10 Bagaimana cara memotivasi siswa agar mereka semangat untuk belajar?
Source: Ramyani, F. (2019)
65
APPENDIX 4
INTERVIEW RESULT
Interview I
Name : AMS
Status : Student
Class : X SMK
Date : June 10th
2021
Text interview
R Assalamu‟alaikum, wr.wb? Selamat Pagi dek
S Wa‟alaikumussalam wr.wb, selamat pagi kak
R Oke langsung aja ya dek kakak nanya, pertama, hal apa yang
mengganggumu ketika belajar berbicara? Apa yang mengganggu adek saat
belajar berbicara itu apa kira-kira?
S Malu
R Malu? Selain malu apa lagi?
S Takut salah perkataan
R Kemudian hal apa yang membuat kamu enggan belajar berbicara dalam
bahasa inggris?
S Susah memahami bahasa inggris
R Apa yang sering kamu alami ketika praktek bahasa inggris didepan kelas?
S Sering ditertawakan oleh teman
R Apa yang menjadi hambatan disaat kamu praktek berbicara bahasa inggris
didepan kelas ? apa hambatannya?
S Susah menghafal kosa kata
R Kemudian, apa yang membuat kamu takut ketika ingin memulai
pembicaraan? Apa yang membuat adek takut ketika mau berbicara itu apa
kira-kira?
S Gengsi
R Apa yang membuat kamu enggan untuk berbicara bahasa inggris dikelas?
Kenapa adek nggak mau berbicara bahasa inggris dikelas?
66
S Nggak terlalu paham kak
R Apa yang membuat kamu lupa ketika berbicara bahasa inggris?
S Grogi kak, karena saat mau berbicara tiba-tiba ngeblank gitu kak
R Hal apa yang membuat kamu tidak bisa menyusun atau membuat kalimat
dalam bahasa inggris?
S Kata-katanya susah kak, penulisan sama pengucapannya juga beda jadinya
sering bingung
R Apa yang membuat kamu terdiam ketika sedang praktek berbicara? Kenapa
kok diam gitu nggk bisa ngomong?
S Nggak tau kak mau ngomong apa
R Apa yang membuat kamu cemas saat speaking performance atau ketika
praktek?
S Kadang-kadang hilang hafalannya
R Hal apa yang membuat kamu tidak percaya diri ketika praktek didepan
kelas?
S Malu karena dilihatin banyak orang
R Nah sebelumnya kakak mau tanya ni, menurut adek mata pelajaran bahasa
inggris itu bagaimana?
S Membingungkan dan susah untuk dihafal
R Bagaimana perasaan adek ketika belajar bahasa inggris?
S Biasa aja kak
R Oke baik, terimakasih sebelumnya
S Iya kak, sama-sama
67
Interview II
Name : HP
Status : Student
Class : X SMK
Date : June 10th
2021
Text interview
R Assalamu‟alaikum, wr.wb? Selamat Pagi dek
S Wa‟alaikumussalam wr.wb, selamat pagi kak
R Oke langsung aja ya dek kakak nanya, pertama, hal apa yang
mengganggumu ketika belajar berbicara? Hal apa yang mengganggu adek
ketika berbicara itu apa kira-kira?
S Suka ditertawakan sama teman-teman
R Kemudian hal apa yang membuat kamu enggan belajar berbicara dalam
bahasa inggris?
S Bingung dan tidak paham
R Apa yang sering kamu alami ketika praktek bahasa inggris didepan kelas?
S Saat ingin berbicara terkadang saya kesulitan kak
R Kesulitan yang bagaimana maksud adek?
S Karena penulisan dan pengucapannya beda kak
R Apa yang menjadi hambatan disaat kamu praktek berbicara bahasa inggris
didepan kelas ? apa hambatannya?
S Malu dan tidak percaya diri
R Kemudian, apa yang membuat kamu takut ketika ingin memulai
pembicaraan? Apa yang membuat adek takut ketika mau berbicara itu apa
kira-kira?
S Suka ditertawakan kan, jadinya malu gitu
R Apa yang membuat kamu enggan untuk berbicara bahasa inggris dikelas?
Kenapa adek nggak mau berbicara bahasa inggris dikelas?
S Karena nggak tau mau ngomong apa kak, soalnya kosa katanya masih
kurang menguasai
68
R Apa yang membuat kamu lupa ketika berbicara bahasa inggris?
S Kosa katanya susah dipahami dan juga penulisannya
R Hal apa yang membuat kamu tidak bisa menyusun atau membuat kalimat
dalam bahasa inggris?
S Nggak paham kak
R Apa yang membuat kamu terdiam ketika sedang praktek berbicara? Kenapa
kok diam gitu nggk bisa ngomong?
S Grogi
R Apa yang membuat kamu cemas saat speaking performance atau ketika
praktek?
S Takut salah ngomong kak, takutnya nanti diketawain sama teman-teman
R Hal apa yang membuat kamu tidak percaya diri ketika praktek didepan
kelas?
S Malu kak
R Nah sebelumnya kakak mau tanya ni, menurut adek mata pelajaran bahasa
inggris itu bagaimana?
S Sangat membosankan kak?
R Kenapa bisa membosankan?
S Karena rasanya nggak seru kak belajar bahasa inggris itu
R Bagaimana perasaan adek ketika belajar bahasa inggris?
S Biasa aja kak
R Oh ya udah, terimakasih waktunya
S Iya kak, sama-sama
69
Interview III
Name : M
Status : Student
Class : X SMK
Date : June 10th
2021
Text interview
R Assalamu‟alaikum, wr.wb? Selamat Pagi dek
S Wa‟alaikumussalam wr.wb, selamat pagi kak
R Oke langsung aja ya dek kakak nanya, pertama, hal apa yang
mengganggumu ketika belajar berbicara? Apa yang mengganggu adek kira-
kira ketika belajar speaking?
S Susah dan tidak terbiasa
R Yang kedua hal apa yang membuat kamu enggan belajar berbicara dalam
bahasa inggris?
S Malu dan takut salah
R Apa yang sering kamu alami ketika praktek bahasa inggris didepan kelas?
S Gugup
R Kalau misalnya sedang praktek didepan kelas sering ditertwakan nggak
sama teman-teman?
S Jarang kak
R Yang keempat apa yang menjadi hambatan disaat kamu praktek berbicara
bahasa inggris didepan kelas ? apa hambatannya?
S Membacanya sulit kak
R Sering nggak disuruh praktek seperti berdialog didepan kelas?
S Pernah tapi jarang kak
R Kemudian, apa yang membuat kamu takut ketika ingin memulai
pembicaraan? Apa yang membuat adek takut ketika mau berbicara itu apa
kira-kira?
S Takut ditertawakan kan sama teman-teman
R Apa yang membuat kamu enggan untuk berbicara bahasa inggris dikelas?
70
Kenapa adek nggak mau berbicara bahasa inggris dikelas?
S Susah kak dan nggak ada yang berbicara bahasa inggris
R Apa yang membuat kamu lupa ketika berbicara bahasa inggris?
S Nggak fokus kak
R Hal apa yang membuat kamu tidak bisa menyusun atau membuat kalimat
dalam bahasa inggris?
S Susah kak, kadang juga nggk sesuai penulisan sama pengucapannya jadi
membingungkan
R Apa yang membuat kamu cemas saat speaking performance atau ketika
praktek?
S Takut salah ngomong kak
R Apa yang membuat kamu terdiam ketika sedang praktek berbicara? Kenapa
kok diam gitu nggk bisa ngomong?
S Nggak bisa berbicara kak
R Hal apa yang membuat kamu tidak percaya diri ketika praktek didepan
kelas?
S Takut ada yang ngomongin kak kalau nggak bisa
R Nah sebelumnya kakak mau tanya ni, menurut adek mata pelajaran bahasa
inggris itu bagaimana?
S Seru sih kak cuman cara mengucapkannya yang susah
R Ketika belajar bahasa inggris pernah nggk menggunakan media game?
S Pernah kak tapi ya jarang
R Bagaimana perasaan adek ketika belajar bahasa inggris?
S Nggk terbiasa kak, karena saya jarang menggunakan bahasa inggris
dipercakapan
R Oh baik, terimakasih atas waktunya
S Iya kak, sama-sama
71
Interview IV
Name : RAS
Status : Student
Class : X SMK
Date : June 10th
2021
Text interview
R Assalamu‟alaikum, wr.wb? Selamat Pagi dek
S Wa‟alaikumussalam wr.wb, selamat pagi kak
R Oke langsung aja ya dek kakak nanya, pertama, hal apa yang
mengganggumu ketika belajar berbicara?
S Malu kak
R Yang kedua hal apa yang membuat kamu enggan belajar berbicara dalam
bahasa inggris?
S Susah
R Apa yang sering kamu alami ketika praktek berbicara bahasa inggris
didepan kelas?
S Malu kak
R Ketika belajar bahasa inggris sering dikasih kosa kata nggak?
S Sering kak
R Yang keempat apa yang menjadi hambatan disaat kamu praktek berbicara
bahasa inggris didepan kelas ? apa hambatannya?
S Kalau kagi praktek sering diketawain sama teman-teman kak
R Apa yang membuat kamu takut ketika ingin memulai pembicaraan? Apa
yang membuat adek takut ketika mau berbicara itu apa kira-kira?
S Takut di ketawain kak
R Apa yang membuat kamu enggan untuk berbicara bahasa inggris dikelas?
Kenapa adek nggak mau berbicara bahasa inggris dikelas?
S Cuman malu tadi kak
R Apa yang membuat kamu lupa ketika berbicara bahasa inggris?
S Kata-katanya susah kak
72
R Kalau bealajar bahasa inggris sering bawa kamus?
S Nggak pernah kak, minjam sama teman
R Hal apa yang membuat kamu tidak bisa menyusun atau membuat kalimat
dalam bahasa inggris?
S Nggak tahu artinya
R Apa yang membuat kamu terdiam ketika sedang praktek berbicara? Kenapa
kok diam gitu nggk bisa ngomong?
S Grogi
R Apa yang membuat kamu cemas saat speaking performance atau ketika
praktek?
S Takut diketawain
R Hal apa yang membuat kamu tidak percaya diri ketika praktek didepan
kelas?
S Takut salah
R Terimakasih atas pratisipasinya
S Iya kak
73
Interview V
Name : HE
Status : Student
Class : X SMK
Date : June 10th
2021
Text interview
R Assalamu‟alaikum, wr.wb?
S Wa‟alaikumussalam wr.wb
R Oke langsung aja ya dek, kakak mau Tanya seputar bahasa inggris
S Iya kak
R Yang pertama, hal apa yang mengganggumu ketika belajar berbicara?
S Kawannya pada rebut jadi nggak fokus, terus pikirannya kemana-mana
R Yang kedua hal apa yang membuat kamu enggan belajar berbicara dalam
bahasa inggris?
S Ucapannya susah dan susah di hapal
R Apa yang sering kamu alami ketika praktek berbicara bahasa inggris
didepan kelas?
S Ketika saya praktek berbicara saya merasa malu kak karena saya nggak
tahu harus ngomong apa
R Ketika belajar bahasa inggris sering dikasih kosa kata nggak?
S Sering kak
R Yang keempat apa yang menjadi hambatan disaat kamu praktek berbicara
bahasa inggris didepan kelas ? apa hambatannya?
S Kalau kagi praktek sering diketawain sama teman-teman kak
R Apa yang membuat kamu takut ketika ingin memulai pembicaraan? Apa
yang membuat adek takut ketika mau berbicara itu apa kira-kira?
S Takut di ketawain kak
R Apa yang membuat kamu enggan untuk berbicara bahasa inggris dikelas?
Kenapa adek nggak mau berbicara bahasa inggris dikelas?
S Cuman malu tadi kak
74
R Apa yang membuat kamu lupa ketika berbicara bahasa inggris?
S Kata-katanya susah kak
R Kalau bealajar bahasa inggris sering bawa kamus?
S Nggak pernah kak, minjam sama teman
R Hal apa yang membuat kamu tidak bisa menyusun atau membuat kalimat
dalam bahasa inggris?
S Karena saya tidak memahami bagaiman membuat kaliamt dalam bahasa
inggris yang benar
R Apa yang membuat kamu terdiam ketika sedang praktek berbicara? Kenapa
kok diam gitu nggk bisa ngomong?
S Grogi
R Apa yang membuat kamu cemas saat speaking performance atau ketika
praktek?
S Saya takut membuat kesalahan kak saat ngomong didepan kelas, dan saya
malu jika gagal takut ditertawakan sama teman-teman
R Hal apa yang membuat kamu tidak percaya diri ketika praktek didepan
kelas?
S Takut salah
R Terimakasih atas pratisipasinya
S Iya kak
75
Interview VI
Name : DIS
Status : Student
Class : X SMK
Date : June 10th
2021
Text interview
R Assalamu‟alaikum, wr.wb?
S Wa‟alaikumussalam wr.wb
R Oke langsung aja ya dek, kakak mau Tanya seputar bahasa inggris. Yang
pertama, hal apa yang mengganggumu ketika belajar berbicara?
S Susah menyebutkan kosa katanya dan takut salah
R Yang kedua hal apa yang membuat kamu enggan belajar berbicara dalam
bahasa inggris?
S Susah
R Apa yang sering kamu alami ketika praktek berbicara bahasa inggris
didepan kelas?
S Saya grogi kak ketika praktek bahasa inggris dan malu sama teman-teman
R Yang keempat apa yang menjadi hambatan disaat kamu praktek berbicara
bahasa inggris didepan kelas ?
S Susah pengucapannya dan rumit
R Yang kelima, apa yang membuat kamu takut ketika ingin memulai
pembicaraan?
S Tidak tahu mau ngomong apa
R Apa yang membuat kamu enggan untuk berbicara bahasa inggris dikelas?
S Karena nggak bisa kak
R Apa yang membuat kamu lupa ketika berbicara bahasa inggris?
S Kalimatnya lupa
R Hal apa yang membuat kamu tidak bisa menyusun atau membuat kalimat
dalam bahasa inggris?
S Susah dalam penulisannya
76
R Apa yang membuat kamu terdiam ketika sedang praktek berbicara?
S Susah penyebutannya
R Apa yang membuat kamu cemas saat speaking performance atau saat
praktek berbicara?
S Saya takut tidak bisa ngomong kak ketika udah maju kedepan kelas karena
saya nggak berani ngomong didepan orang banyak.
R Hal apa yang membuat kamu tidak percaya diri ketika praktek didepan
kelas?
S Malu dilihatin kawan
R Kakak mau Tanya menurut adek mata pelajaran bahasa inggris itu
bagaimana?
S Susah dimengerti dan juga rumit kak
R Terimakasih
S Iya kak
77
INTERVIEW RESULT
Teacher’s Interview
School Name : Smk Plus Al Fattah
Date : June 14th 2021
Time : 9.02 a.m
Name : Suwarsiyah
Text Interview
R Assalamu‟alaikum wr. wb? selamat pagi buk?
T Waalaikumussalam wr.wb, selamat pagi
R Bagaimana kabarnya hari ini buk?
T Maaf hari ini ibuk kurang enak badan jadi harus memakai makser
R Oh iya buk tidak apa-apa. Oke langsung saja ya bu, saya ingin bertanya
mengenai proses mengajar dan belajar siswa dalam materi bahasa inggris.
Jadi bisa ibu ceritakan bagaimana proses mengajar dan belajar Siswa
didalam kelas terutama dalam materi speaking?
T Kalau saya sendiri itu membutuhkan kesabaran dan sedikit pemaksaan
kepada anak-anak karena hampir semua Siswa kurang memahami bahasa
inggris. Terkadang mereka bingung apa yang mau diucapkan ketika disuruh
praktek. Maka dari itu saya pribadi selalu memaksa anak ayo nak ucapkan
meskipun dengan cara dibantu. Tapi itulah proses untuk melatih anak
menjadi sedikit percaya diri dalam berbicara. Dan sebelum memulai proses
belajar mengajar biasanya saya akan memberikan pemenasan terlebih
dahulu agar murid-murid bisa fokus dalam belajar dikelas. Terkadang saya
juga akan memberikan sebuah game agar merefresh otak meraka karena
kadang-kadang mereka sering ngantuk ketika sedang belajar. Ketika sudah
memasuki materi, saya akan memberikan sebuah contoh terlebih dahulu
kemudian saya baru menjelaskan materinya secara detail. Saya memberikan
contoh terlebih dahulu agar Siswa bisa mengenal lebih dulu materi yang
akan dipelajari karena kalau tidak memberikan contoh terlebih dahulu
mereka akan kebingungan. Ketika disuruh praktek pun saya harus
menuntun pelan-pelan karena ada sebagian Siswa yang masih rendah
kemampuannya dalam speaking. Saya juga akan menyelipkan beberapa
kosa kata yang harus mereka hafalkan tentang materi yang akan dipelajari
atau kosa kata yang lain. Karena kosa kata yang mudah saja ada beberapa
Siswa yang belum mengetahuinya. Ketika sedang mengajar pun saya harus
mentranslatekannya juga agar mereka paham dengan materinya. Setelah
kegiatan dikelas sudah selesai, saya akan menjelaskan kembali dan
memberikan penilaian terhadap Siswa. Saya juga memberikan PR tentang
materi yang dipelajari bertujuan agar Siswa lebih memahami tentang materi
tersebut. Ya walaupun saya harus ekstra sabar ketika mengajar didalam
kelas.
R Selanjutnya, bagaimana kemampuan berbicara Siswa dalam bahasa inggris?
78
T Setiap Siswa mempunyai kemampuan dan pemahaman tersendiri dalam
dirinya, tapi sejauh ini hanya beberapa Siswa yang mampu atau bisa
mengucapkan dalam bahasa inggris. Itupun hanya beberapa kata saja seperti
kata umum dan yang sering mereka dengarkan. Ketika praktek pun mereka
jadi kebingungan karena kurangnya kosa kata yang mereka miliki.
R Dalam pelajaran speaking terdapat empat aspek yaitu tata bahasa, kosa kata,
pengucapan, dan kelancaran. Aspek yang mana yang menjadi masalah
utama dalam bealajar speaking?
T Sebenarnya semua aspek menjadi masalah bagi Siswa namun aspek yang
sangat mempengaruhi Siswa adalah pengucapan. Pengucapan menjadi
masalah utama bagi Siswa karena saya seringkali mendengar anak ketika
belajar bahasa inggris mereka mengucapkan dengan bahasa atau logat
daerahnya masing-masing. Kemudian mengucapkannya seperti ucapan
bahasa Indonesia.
R Apa saja kendala yang dihadapi Siswa ketika praktek berbicara dalam
bahasa inggris?
T Kendalanya yaitu kurangnya rasa percaya diri, malu-malu, takut
ditertawakan dan takut dimarahi. Untuk masalah yang lain yaitu tidak
mempunyai kosakata yang cukup. Jadi itu membuat Siswa kesulitan untuk
berbicara, dan mereka hanya bisa diam ketika disuruh praktek.
R Saat proses belajar mengajar speaking, apakah yang sering dialami Siswa
ketika melakukan praktek atau percakapan?
T Ketika melakukan praktek berbicara secara langsung sebenarnya anak-anak
merasa senang. Akan tetapi mereka merasa malu kalau sudah ditunjuk
untuk praktek kedepan kelas karena mereka takut ditertawakan. Bukan
hanya itu, saat praktek didepan kelas mereka juga gugup untuk
mengutarakan sesuatu karena malu dilihatin banyak orang.
R Apakah lingkungan berpengaruh terhadap berbicara Siswa?
T Lingkungan sangat berpengaruh terhadap Siswa, ketika berada didalam
kelas saja ada Siswa yang ingin belajar bahasa inggris dengan serius
terutama dalam keterampilan berbicara dan ada Siswa lain yang tidak
serius, maka itu jadi berpengaruh untuk anak-anak yang lain.
R Apa penyebab Siswa mengalami kesulitan dalam speaking?
T Ada beberapa penyebab yang membuat Siswa itu kesulitan dalam speaking
seperti kurang memahami kosakata dalam bahasa inggris, rasa ingin
membacanya sangat kurang padahal membaca itu sangat penting untuk
menambah kosakata. Selain itu, ketika disuruh praktek mereka sering
merasa cemas katanya takut nggak bisa ngomong, jadi sering saling tunjuk
dengan teman-temannya. Ketika berbicara pun mereka tidak menggunakan
grammar jadinya sering terbalik penyebutannya. Bahkan untuk kepercayaan
diri terhadap kemampuan berbicara mereka masih kurang, mereka tidak
percaya dengan kemampuan nya sendiri.
R Apa dan bagaimana cara meminimalisir masalah Siswa dalam speaking
79
English?
T Cara meminimalisir masalah yang dihadapi Siswa dalam speaking yaitu
dengan cara terus menerus mengajarkannya dengan kesabaran dan
ketelatenan pada setiap Siswa dengan melatih satu persatu. Dan saya akan
menuntun Siswa pelan-pelan ketika berbicara dalam bahasa inggris.
R Bagaimana cara ibu memancing Siswa untuk berbicara bahasa inggris?
T Yaitu dengan cara memberikan apresiasi dalam bentuk nilai plus yang
membuat mereka senang dan tertantang. Seperti ketika aktivitas belajar
mengajar sudah selesai saya akan memberikan kuis untuk praktek berbicara
dan akan mendapatkkan nilai tambahan.
R Bagaimana cara memotivasi Siswa agar mereka semangat untuk belajar?
T Kalau menurut saya pribadi, saya selalu menceritakan pengalaman saya ke
anak-anak. Dan saya memberikan dukungan yang positif agar anak-anak
selalu semangat belajar, jangan pernah malas belajar dan lain sebagainya.
R Baik bu, terimakasih banyak atas waktunya
T Iya sama-sama.
80
APPENDIX 5
1. Nilai Siswa
81
1. Teaching and Learning Process
82
2. Interview with the Students
83
84
85
3. Interview with Teacher
86
CURRICULUM VITAE
Name : Amelinda Mariatul Qiptiah
Gender : Female
Date of Birth : Semarang, January 23rd
1999
Address : Meranti Baru, Mandiangin, Sarolangun
E-mail : [email protected]
Phone : 082282069020
Education Program
No Education Graduate Year Place
1. SDN 179 Meranti Baru 2011 Mandiangin
2. MTS AL Fattah 2014 Singkut
3. SMKS AL Fattah 2017 Singkut
4. UIN STS Jambi 2021 Jambi Luar Kota
Jambi, 10 November 2021
The Researcher
Amelinda Mariatul Qiptiah
NIM.205172761