students’ difficulties to speak english of ninth grade
TRANSCRIPT
STUDENTS’ DIFFICULTIES TO SPEAK ENGLISH OF NINTH GRADE
STUDENTS OF MADRASAH TSANAWIYAH
LABORATORIUM KOTA JAMBI
THESIS
FATMA RAMYANI
NIM. TE140987
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2019
STUDENTS’ DIFFICULTIES TO SPEAK ENGLISH OF NINTH GRADE
STUDENTS OF MADRASAH TSANAWIYAH
LABORATORIUM KOTA JAMBI
THESIS
Submitted as a Partial Fulfillment of the Requirements to Obtain
S. Pd Degree (S.1) in English Education
FATMA RAMYANI
NIM. TE140987
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN JAMBI
2019
DEDICATION
In the name of Allah SWT the most gracious and the most merciful,
who has given the researcher mercy and blessing, health and ability to finish
thesis. Sholawat to the Prophet Muhammad SAW his coming really change the
world.
Special Thanks to:
My Parents, my beloved father Muhamad Sapar and my beloved mother
Siti fatimahwho always give me everlasting love, guidance, motivation,
always praying for me and supporting me to finish this thesis and to be
successful in the future.
My beloved young brothers,myfirst youngerbrotherFaishol Khusaini, my
second youngest brother Fanji Alfarizi who always supporting, motivation
and praying for me.
My first advisor Mahyuzar Rahman, M.Ag and My second Advisor Faiqah
Mahmudah, M.Pd who guided me, advised me and supported me to finish
this thesis.
My Close friendsDian DwiAtmaPutriAmin,Dian mustika,ErniYusnita, Ires
Sepri Yesi andEmma Mariska special thanks for you all who always
guidance, always besides me when happiness, sadness and all condition.
My beloved sister Wilda Rusmawati Tumanggor Amd.Kebthat always
give me support, and never bored listen my complain to finish this thesis.
All of my beloved classmate in D class of English Department, I thank
them for the spirit, motivation and togetherness thanks for your sharing
and participant.
All of my lecturer who teach me since i don‟t know anything till i
graduated.
All of people who keep supporting me wherever you are.
May Allah SubhanahuWaTa‟ala bless us.
Aameen.
MOTTO
وٱلزسخون فى ٱلعلم يقولون ءامنا وما يعلم تأويلهۥ إلا ٱلله
بهۦ كل من عند ربنا وما يذكز إلا أولوا ٱلألبب
“And no one knows its [true] interpretation except Allah. But, those firm in
knowledge say, "We believe in it. All [of it] is from our Lord." And no one will be
reminded except those of understanding”(Q.S Ali Amran : 7)
ACKNOWLEDGEMENTS
Alhamdulillah, firstly, the researcher expresses to Allah SWT the
greatest gratefulness for all the blessing and chances given so that I could finally
finish this thesis as one of the requirements to get undergraduate degree
(S.1).secondly, sholawat and salam always be given to my prophet Muhammad
SAW.
The researcher realizes that this thesis would have not been completed
without the help, advice and guidance frommany people. Therefore, in this
opportunity the researcher would like to express thanks and gratitude the
following paties and their contribution:
1. Dr. H. HadriHasan, MA., as the Rector of the State Islamic University of
SulthanThahaSaifuddin Jambi.
2. Dr. Hj.Armida, M. Pd as the Dean of Faculty of Education and Teacher
Training of TheStateIslamic University of SulthanThahaSaifuddin Jambi.
3. Dr. H. Lukman Hakim, M.Pd. as the Vice of Academic Affair Dean Faculty of
Education and Teacher Training, Dr. ZawaqiAfdhalJamil, M. Pd.Ias the Vice
of General Administration Dean Faculty of Education and Teacher Training,
and Dr. H. KemasImronRosadi, M. Pd.,asthe Vice of Students Affair Dean
Faculty of Education and Teacher Training.
4. AmaliaNurhasanah, M.Hum as the Chairwoman of English Education
Program.
5. Mahyuzar Rahman M.Pd my first advisor, thank you for your guidance
6. Faiqah Mahmudah M.Pd my second advisor, thank you for your guidance.
7. All lecturer of the English Department for teaching precious knowledge,
sharing philosophy of live and giving wonderful experience.
8. The headmaster and all of teacher in Madrasah Tsanawiyah Laboratorium,
thank you for your guidance.
It is expected that this thesiswill give contribution to the Students of
English Education Program especially in learning process. Then, the researcher
realized that this thesis is still far from being perfect.
For that reason, the researcher hope constructive critics and suggestion
from readers for the perfection of this thesis. May Allah SWT always gives
guidance and blessing to us. Amin YaRabbalAlamin.
ABSTRAK
Nama : Fatma Ramyani
Jurusan : PendidikanBahasaInggris
Judul: Students‟ Difficulties To Speak English Of Ninth Grade Students‟ Of
Madrasah Tsanawiyah Kota Jambi.
Kata Kunci :kesulitan, kemampuan berbicara
Penelitian ini tentangSiswa mengalami kesulitan dalam
berbicarabahasainggris. Penelitian ini dilakukan di Laboratorium Madrasah
Tsanawiyah Kota Jambi. Tujuan dari penelitian ini adalah untuk mengetahui
kesulitan siswa dalam belajar keterampilan berbahasa Inggris. Desain penelitian
ini adalah dengan menggunakan metode deskriptif kualitatif. Subjek penelitian ini
adalah siswa kelas sembilan (Kelas A) di Madrasah Tsanawiyah Laboratorium
Kota Jambi. Data penelitian ini dikumpulkan dengan menggunakan observasi,
wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa siswa
mengalami kesulitan dalam berbicara bahasa Inggris seperti: Rendahnya
penguasaan kosakata, rendahnya grammar, kesulitan pengucapan, Rasa Malu Rasa
takut dan takut membuat kesalahan, Kurang percaya diri, Terbatasnya latihan,
Peluang minimum, Faktor Lingkungan, bahasa ibu dominan, Motivasi rendah dan
Buruk strategi mengajar bahasa Inggris. Dari masalah, kesulitan yang paling
dominan adalah pengucapan. Kebanyakan dari mereka menyatakan bahwa mereka
takut berbicara karena tidak bisa mengucapkannya. Sebagian besar dari mereka
takut jika mereka melakukan kesalahan dalam mengucapkan kata-kata.
ABSTRACT
Name : Fatma Ramyani
Study Program : English Education Program
Title : Students‟ Difficulties To Speak English Of Ninth Grade Students‟
Of Madrasah Tsanawiyah Kota Jambi.
This research is about Students‟ have difficulties to speak English. This
research was conducted inMadrasah Tsanawiyah Laboratorium Kota Jambi. The
objective of this research is to find out students‟ difficulties in learning English
speaking skill. The design of the research is by using descriptive qualitative
method. The subject of this research is the Students‟ ninth grade (Class A) at
Madrasah Tsanawiyah Laboratorium Kota Jambi. The data of this research were
collected by using observation, interview and documentation. The result showed
that students have difficulties in speaking English such as : Low of vocabulary
mastery, Grammar as a stumbling block, Pronunciation trouble, Shyness
Nervousness and fear of making mistake, Lack of confidence, Limited of practice,
Minimum opportunities, Environment Factors, Mother tongue dominantly, Low
motivation and Poor of teaching English strategy.From the problems the
dominantly difficulties is pronunciation. Most of them stated that they afraid to
speak because they do not know how to pronounce word. Most of them were
afraid if they made a mistake in term of pronouncing the words.
Key words : Speaking skill, Difficulties.
CONTENTS
TITLE COVER .......................................................................................... i
PAGE TITLE .............................................................................................. ii
OFFICIAL NOTE ....................................................................................... iii
ORIGINAL THESIS STATEMENT ........................................................ iv
DEDICATION ............................................................................................. v
MOTTO ....................................................................................................... vi
ACKNOWLEDGEMENT .......................................................................... vii
ABSTRAK ................................................................................................... ix
ABSTRACT ................................................................................................. x
TABLE OF CONTENTS ............................................................................ xi
LIST OF TABLE ........................................................................................ xiii
LIST OF PICTURES ..................................................................................
LIST OF APPENDICES ............................................................................
CHAPTER I : INTRODUCTION
A. Background of Problem .......................................................... 1
B. Limitation of Problem .............................................................. 4
C. Research Question ................................................................... 4
D. Objective of the Study .............................................................. 4
E. Significances of the Study ........................................................ 4
CHAPTER II : REVIEW OF RELATED LITERATURE
A. The Definition of Speaking ...................................................... 6
B. Teaching Speaking .................................................................. 9
C. Principles of Teaching Speaking .............................................. 10
D. Aspect of Speaking .................................................................. 11
E. The Elements of Speaking ...................................................... 13
F. Difficulties in Learning to Speak ............................................. 14
G. Review of Related Literature ................................................... 18
CHAPTER III : METDHOLOGY OF RESEARCH
A. Design of Research .................................................................. 21
B. Setting and Subject of Research .............................................. 21
C. Source and Kinds of Data ....................................................... 22
D. Data Collection Techniques ..................................................... 22
E. Technique of Data Analyzed .................................................... 23
CHAPTER IV : FINDING AND DISCUSSION
A. Research Finding ...................................................................... 25
B. Discussion ................................................................................ 33
CHAPTER V : CONCLUSION AND SUGGESTION
A. Conclusion ............................................................................... 41
B. Suggestion ................................................................................ 41
C. Schedule of Research ............................................................... 43
BIBLIOGRAPHY ....................................................................................... 44
COLSULTATION CARDLIST OF TABLE
APPENDIXES
CHAPTER I
INTRODUCTION
A. Background of Study
In learning english, there are four skills of language that actually reality must
be mastered by all of the students. There are listening, speaking, reading and also
writing. All of this skills cannot be saparated each other. Among these skills,
speaking is one of the most important skill that become the focus of the study
since the students learn English. Fitriani, et.al (2015) stated that speaking is one of
language major skills. Speaking is regarded as the most demanded skill on
learning a language. In addition, speaking is one elements of communication.
Speaking is communication skill that enable students to expresses their ideas.
Melia (2011) stated that speaking is an oral communication that expresses the
meaning of words between two or more persons which can be observed direcly. In
addition, speaking is the active use of language to verbalize meanings so that
other people can make the sense of them. Alhosni (2014) state that speaking is the
active use of language to express meaning, and for young learners, to spoken
language is the medium through which a new language is encountered,
understood, practiced and learnt. Rather than oral skill being simply one aspect of
learning language, the spoken form in the young learner‟s classroom acts as the
prime source of language.
Mastering a speaking english is important in our modern society and global
area. Fitriani, et.al (2015) stated that speaking skill is important aspect to acquire
when learning a second or foreign language, and the success of learning the
language is measured from the performance of learners to speak the language
learned. In addition, speaking is an interactive process of constructing meaning
that involves, producing, receiving and processing information. Brown (2004:140)
stated that speaking is the product of creative constrution of linguistic strings, the
speaker makes choices of lexicon, structure, and discourse.
Speaking is important in students areas. Beacause, if the students have a
good compentecy in speaking skill it this can make them easy to communicate
with other. Al-Roud (2016) state that speaking is considered as the most means of
communication. In addition, speaking skill is the ability in using oral language to
explore ideas, intentions, thoughts and feelings to other people as a way to make
the massage clearly delivered and understood by the listeners.
Speaking is the most difficult for english foriegn language. To use an
english speaking is not easy, there are many factors that cause difficulty in
speaking. Paakki (2013) stated that speaking english is a difficult task, understand
the language and knows a lot about its grammar and lexicon, but when to speak,
seems to be at a loss of words. Students usually get difficulty in learning english
speaking, they get to difficulty to make setences. The students should have the
ability of english speaking in order that they can communicate with other.
The element of speaking is not about to speak english with appropriate
grammar, beyond everything is to build students‟ confidence firts to speak.
Maulana, et.al (2016) stated that the most problems that they faced in learning
speaking skill are lack of vacabulary, poor pronunciation, less confidance to speak
and afraid of making errors while speaking. In addition, students felt shy to speak
english and to express opinions and ideas because they were afraid of making
mistake in pronouncing to words. So, that students became not confidance.
Floriasti (2013) stated that students faced some obstacles, which came from
internal problems, such as anxiety, worried about making mistakes and lack of
self confident, and external ones, lack of speaking practice and input from
receptive materials listening and reading.
According to some facts which found in the real life, it shows some
phenomena of speaking itself especially in the students‟ areas. Most of the
students have difficulties in learning english speaking. After doing grand tour at
Madrasah Tsanawiyah Laboratorium Kota Jambi the researcher found that most of
them are unable to speak english well because of many factors included. In
addition according to the short interview with students, the researcher got the
admission that they were too shy to make permission by using english. Moreover,
they have to speak it in front of the class and it is watched by their friends that
reflexively will laugh to them if they made a mistake.After the researcher made an
observation to the students of Mts Laboratorium Kota Jambi at ninth grade,
which conducted on october 24th
2017 until december 18th
2017, the researcher
found that most of the students were unable to speak english although in very
simple phrases or sentences.
Infact, Madrasah Tsanawiyah Laboratorium Kota jambi is one of
favorite schools in the Kota jambi. It proved by some achievement they get
especially in english. such as, 1st
runner up story telling in Al-Azhar 2017, 3rd
Runner up winner spelling bee 2016, 4th
runner up winner story telling in SMAN
01 2015, Etc. And also in this school has been supported by some complete
facilities, like mosque, 12 classes, MIPA laboratory, computer multimedia, library
and so on. Althought it is a favorite school but they still have problems, especially
in the learning of English. Many of students at the ninth grade consider that
English is a boring and uninteresting subject to learn. This situation will influence
the student‟s speaking ability. Looking at the fact in the first year student of
Madrasah Tsanawiyah Laboratorium Kota jambi, many students can not speak
English fluently. There are lot of reasons why they have bad ability in English
speaking.
Taking into consideration what the researcher has described, the researcher
would like to conduct a research entitled “ STUDENTS‟ DIFFICULTIES TO
SPEAK ENGLISH OF MADRASAH TSANAWIYAH LABORATORIUM KOTA
JAMBI “
B. Limitation of the Problem
The Limitation of The Problem In this research, the researcher limits the
study deal with the title, “ Students’ Difficulties to Speak English of ninth Grade
Students’ of Madrasah Tsanawiyah Laboratorium Kota jambi” into some points.
First, the researcher limit the study based on the learning process. Learning
process it at least consists of listening, speaking, reading and writing. But here,
the researcher limits the study only for speaking process.
C. Research Question
Based on the background above, the researcher formulates the research
question as follow “ What Difficulities of Speaking English face by Students of
ninth grade of Madrasah Tsanawiyah Laboratorium Kota Jambi?”
D. Objective of the Study
The purpose of this research is to identify students‟ difficulties to Speak
English speaking skill at Madrasah tsanawiyah laboratorium kota jambi .
E. The Significance of the Study
1.The Student
The student would be evaluate themselves after they know about their ability
in learning speaking English and its difficulties then develop their ability in
speaking English.
2. The Teacher
After the teacher knows about the students‟ difficulties in learning
speaking English, she/ he can use better strategy of learning speaking
English to make the students get the good achievement.
3. The School
The school can plan the new programs exactly the new English program as
a solution of the students‟ difficulties especially in speaking English.
4. For the Researchers
This finding can be used as a reference and other considerations to
investigate the problems in further research.
CHAPTER II
THEORETICAL FRAMEWORK
The next significant thing in doing the study was the theoretical
framework. 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
Speaking is one way to communicate where people can share knowledge,
information and ideas. Melia (2011) stated that speaking is an oral communication
that expresses the meaning of words between two or more persons which can be
observed direcly. Alhosni (2014) stated that Speaking is the active use of language
to express meaning, andfor young learners, the spoken language is the medium
through which a new language is encountered, understood, practiced, and learnt.
Rather than oral skills being simply one aspect of learning language, the spoken
form in the young learner‟s classroom acts as the prime source of language
learning.
Speaking is an activity in which someone is talking about something or tells
others about something that interested. Morris (2011) stated that talk serves as a
natural way of communication between member of the communinity , both for the
expression of te mind as a form of socialk behavior and as a natural way of
communication. Talk can be done if there are two or more peopkle in the field of
communication. In speaking, the speaker is not only known about the
compentence of speaking but also performance os speaking so that other people
can catch the idea of the speaker ( Melia.2011).
Speaking the language is a skill that is developed in a child‟s life, which is
produced by the skills of listening, the speaking skills of the period studied. In
speaking, students find it difficult to talk evev though they have a lot of
pronunciation. The problem is that students are not familiar in speaking english,
however speaking is a productive skill. It is part of listening. When speaking, it
will produce text that should be meaningful. In the nature of communication, there
must be a speaker, listener, massage and feedback. Speaking of pronunciation
cannot be sparated because it encourages leaners to learn English voice. In Englis
teaching and learning, speaking is a crucial skill, since it required more than
knowing. Its grammar and vocabulary (Khameis, 2006). Thornbury (2005:4) also
stated that speaking is an interactive and requires the ability to cooperative in the
management of speaking turns. It implied the speaking in an interactive activity
where the speakers have to be able to manage te speaking turns, when to speak
and when stop. In general, speaking can be defined as the process of the ability to
say the sounds of language to express or receive idea orally.
So, in short Speaking is one of the most demanding skills in the daily life.
Every person needs to communicate with others through speaking. Speaking plays
an important role in making a social interaction with another people in order to
gain information. Thus, it is necessary for every people to have a good speaking
skill.
The succes of speech is measured by one‟s ability to conduct a conversation
in the language. We recognize that there are many contributing factors that
influence the succes of teaching speaking and there are many factors why
obstacles are not going well. According to Bailey (2005), speaking is the
productive oral skill. It consists of production systematic verbal to convey
meaning. Brown (2001) defined speaking ability in language class is the ability to
express ideas, fellings, opinions, and whishes in carrying out speaking task in the
classroom.
When someone talk to someone else, there will be a relationsip. Relationship
it self is known as communication. Hayriye (2006) stated that speaking is to select
appropriate words and sentences according to the proper social setting, audience,
situation, and subject matter. being a fluent speaker requires many knowledge
towards the language learnt itself and its usage in the real communication.
Learning to speak is considered more difficulty by the students than learning
to understand the spoken language. This simply that in learning to speak the
students not only listen to speakers but also practice their speaking ability in real
communication. There are three main reasons for getting students to speak in the
classroom. The first is, speaking activities provide rehearsal opportunities, chance
to practice real-life speaking in the safety of the classroom. Secondly, speaking
tasks in which students try to use any or all of the language they know provide
feedback for both teacher and students. Harmer(2007:123).
Speaking is related to communication. Through speaking, people can get many
kinds of information from many kinds of sources. So, it needs good ability in
speaking to get succeed communication. Related to thecommunication,speaking is
expressing something in words. While ability is the mental or physical capacity,
power or skill required to do something. In other words,speaking ability Is the
capacity of someone o express his feeling, his thought to others. The important of
speaking ability is not only in daily life, but also takes important roles in the
process of language learning. According to the Oxford Advanced learner‟s
Dictionary (2008: 426), speak means to say words; to say or to talk something
about something, to have a conversation with somebody; to address somebody in
word etc. People do communication for some reasons.
According to the Oxford Advanced learner‟ s Dictionary (2008: 426), speak
means to say words; to say or to talk something about something, to have a
conversation with somebody; to address somebody in word etc. People do
communication for some reasons. Jeremy Harmer (2002: 46) states the reasons
why everyone need to speak, as follows:
a. They want to say something
What is used here is general way to suggest that the speakers make definite
decisions to address other people. Speaking may, of course, be forced upon them,
but we can still say that they feel the need to speak, otherwise theywould keep
silent.
b. They have some communicative purpose
Speakers say things because they want something happen as a result of what they
say. They may want to charm their listeners; to give some information, to express
pleasure; they may decide to be rude or flatter. To agree or complain in each of
these cases they are interested in achieving this communicative purpose what is
important the message they wish to convey and the effect they want it to have.
c. They select from their language store
Speakers have an infinite capacity to create new sentences. In order to achieve this
communication purpose they will select (from the “store” of language they
posses) the language they think is appropriate for this purpose.
B. Teaching Speaking
The goal of teaching and learning English in Indonesia is to develop
communicative skills that include the skill of listening, speaking, reading and
writing proportionately. Therefore, the teacher should provide the students with
speaking task and give them opportunities to use the target language to
communicate with others. Al-Sibai (2004) stated that The use of English as a
second language (ESL) or foreign language (EFL) in oral communication is,
withouta doubt, one of the most common but highly complex activities necessary
to be considered when teaching the English language especially because we live
at a time where the ability to speak English fluently has become a must,
especially who want to advance in certain fields of human endeavor.
The focus of teaching speaking, of course, is to improve the oral
production of the students. Therefore, language teaching activities in the
classroom should aim at Maximizing individual language use . Speaking as the
most important skill among four skills (listening, speaking, reading, and writing)
because people who know a language are referred to as speakers of that language.
This indicates that using a language is more important than just knowing about it
because there is no point knowing a lot about language if you can‟t use it
(Scrivener, 2005).
C. Principles of Teaching Speaking
Nunan (2003) stated that there are five principles of teaching speaking such
as:
1. Consider about second and foreign language learning context. It is to
clarify about the target language of second language context is language of
communications in the society since they use the target language almost
every day. Whereas in the foreign language context, the target language is
not in the language of communication in the society. So that learning
speaking in this context is very challenging.
2. Give the opportunities for the students to develop both fluency and
accuracy. Fluency is the extent to which speaker uses the language quickly
and confidently with few hesitation or unnatural pauses. Accuracy is the
extent to which student‟s speech matches what people actually say when
they use the target language.
3. Give the opportunity for the students to talk by using pair and group work.
Those activities used to increase the time of students‟ speaking practice
and to limit the teacher to talk.
4. Consider about the negotiating for meaning. It is to clarify and confirm
whether the student have understood each other or not. It can be done by
asking for clarification, repetition, or explanation during conversation to
get the understanding.
5. Design the classroom activities involve guidance and practice in both
transactional and interactional speaking. Transactional speaking involves
communication to get something done, including the exchange of goods
and services. Interactional speaking is communication with someone for
special purpose. It includes both establishing and meaning social
relationship.
D. Aspects of Speaking
A speaker should determine some aspects of speaking when they want to
speak. Syakur in mora (2010 : 3) say that there are at least four components of
speaking skills, namely pronunciation, grammar, fluency and vocabulary.
1. Pronunciation
Pronunciation is the way for people to produce clearerlanguage when they
speak. It deals with the phonological process that refers to the component of a
grammar made up of the elements and principles that determine how sound vary
and pattern in a language. Pronunciation includes the segmental features
of vowels, consonants, stress and intonation patterns. The speaker is required to
pronounce english word correctly.
2. Grammar
Grammar and speaking have a close relationship. In addition to the sound
system learners must be taught by using a structuren system of language.
Learners must be given insight into word order. Infelction and derivation into the
other meaningful features of the english language. It will help students to speak
fluently.
3. Fluency
Wolfe-quinter in koizumi (2005 : 46) defines that fluency is how fast and
how much a learner speaks without frequent pause because of fuctionless
repetitions, self corrections, and false starts in coping with the real
timeprocessing. Fluency is as the quality of being capable to speak without
hesitation.
4. Vocabulary
Vocabulary is range of words known or used by a person in a trade,
profession, etc. If students have many vocabularies, it will be easier they to
express his ideas.
And also Brown (2001) stated there are four aspects of speaking that the
student could consider in speaking, they are :
1. Pronunciation
Pronunciation refers to the problem of sounds that we used to make
meaning. It includes attention to the particular sounds of a language (segments),
aspects of speech beyond the level of the individual sound. Such as intonation,
phrasing, stress, timing , rhythm (suprasegmental aspects), how the voice is
projevtive (voice quality), and in its broadest definition, attention to gesture and
expressions that are closely related to the way we speak a language.
2. Grammar
Grammar is one of the important language component in learning languae.
Speakers and writer can communicate and convey their messages clearly and
meaningfully because of their ability and understanding of grammar.
3. Fluency
Fluency is the area of language ability which related to the speed and ease
with which a language learners perfomers in one of four core language skills of
speaking , listening, reading, and writing. Altought the concept of fluency relates
to all four language skills, it tends to be most closely associated with speaking.
4. Vocabulary
Vocabulary is knowledge of words and word of meaning. However,
vocabulary is more complex than this definition suggests. First, words come in
two forms : oral and print. Oral vocabulary includes those words tat we recognize
and use in listening and speaking. Print vocabulary includes those words that we
recognize and use in reading and writing. Second, word knowledge also come in
two forms, receptive and productive. Receptive vocabulary includes word that we
recognize when we hear or see them. Productive vocabulary includes words that
we used when we speak or write. Receptive vocabulary is typically larger than
productive vocabulary, and may include many words to which we assign some
meaning, even we don‟t know their full definitions and connotations or ever use
them ourselves as we speak and write.The researcher use the speaking aspect
above in assesing students‟ perception in speaking skill.
E. The Elements of Speaking
Jeremy Harmer (2003:269) states that the ability to speak English
presupposes the elements necessary for spoken production as follows:
a. Language features
The elements necessary for spoken production, are the following:
1. Connected speech
In connected speech sounds are modified (assimilation), omitted
(elision), added (linking r), or weakened (through contractions and stress
patterning). It is for this reason that we should involve students in
activities designed specifically to improve their connected speech.
2. Expressive devices
Native speakers of English change the pitch and stress of particular parts
of utterances, vary volume and speed, and show by other physical and
non-verbal (paralinguistic) means how they are feeling (especially in face
to– face interaction). The use of these devices contributes to the ability
toconvey meanings.
3. Lexis and grammar
Teachers should therefore supply a variety of phrases for different
functions such as agreeing or disagreeing, expressing surprise, shock, or
approval.
4. Negotation Language
Effective speaking benefits from the negotiator language we use to seek
clarification and show the structure of what we are saying. We often need
to ask for clarification when we are listening to someone else talks andit
is very crucial for students.
b. Mental/ social processing
Success of speaker‟ s productivity is also dependent upon the rapid
processing skills that talking necessitates:
1. Language processing
Language processing involves the retrieval of words and their assembly
into syntactically and propositionally appropriate sequence.
2. Interacting with other
Effective speaking also involves a good deal of listening, an understanding
of how the other participants are feeling, and knowledge of how
linguistically to take turns or allow others to do so.
3. ( On the spot) impormation processing
Quite apart from our response to other‟ s feelings, we also need to be able
to process the information they tell us the moment we get it.
F. Difficulties in Learning to Speak
Students are lack on English usually because they have low motivation in
learning English. It was carried out by Nauli (2014) that there are three parts of
difficulties in speaking English. They are cultural difficluties, English difficulties
and communication problems. According to Syakur (1987 as cited in Nauli 2014)
explained that speaking is complex skill because at least it is concerned with
components of grammar, vocabulary and pronunciation. Like Nuraini (2013)
indicated that the main challenges factor that English teacher faced in teaching in
this research are academic factors they are students demotivating and low
students‟ basic English ability. English speaking is also not easy for students,
because they must study hard if they want fluency and good comprehension to
speak therefore they must learn more about Vocabulary, Pronunciations,
Grammars and they must have willingness. Based on Chens‟ research (2009)
entitled: A Pilot Study of some ROCMA Cadets‟ Difficulties in English
Speaking‖ students‟ common difficulties are they did not confident, limited
fluency and limited vocabulary.
In addition, Raba‟ah (2005:15) pointed out that there are many factors that
cause difficulties in speaking English. Some of these factors are related to the
learners themselves, the teaching strategies, the curriculum, and the environment.
For example, many learners lack the necessary vocabulary to get their meaning
across, and consequently, they cannot keep the interaction going. Inadequate
strategic competence and communication competence can be another reason as
well for not being able to keep the interaction going.
Among many problems related to learning speaking English, there are
some of them that can be found in almost all journals and research discussing
about difficulties or problems in learning speaking English. Here are some of
them.
a. Lack of pronunciation
Many students think that good english spaeker assessed by the correct
grammar and good pronunciation. Speaking is the most important language skills
that need to be controlled, and it assess learning achievement based on mastery of
speaking skills. Speaking skill is considered as a hard skill to master-the most
complex and difficult skill to master. Hinkel (2005:485). According to Syakur
(1987 as cited in Nauli 2014) explained that speaking is complex skill because at
least it is concerned with components of grammar, vocabulary and pronunciation.
A speaker who constantly mispronounces a range of phonemes can be
extremely difficult for a speaker from another language community to understand.
Gerard (2000:11). In addition, the problem which is often faced by the students is
about pronunciation. They felt difficult to pronounce certain words because in
English, between pronunciation and writing are different.
Pronunciation refer to the production of sounds that includes attention to
the particular sound of language (segment), such as intonation, phrasing, stress,
timing, and rhythm. Centre (2012). Students‟ lack of pronunciation also can
effects students problem in speaking. In English pronunciation, it has some
components that students should understand such as vowel and consonant sounds,
timing and stress pattern, intonation and rhythms and also spelling. For instance,
learners with goiod pronunciation in English are more likely to be understood
even if they makew errors in other areas, where as learners whose pronunciation is
difficult to understand will not be understood, even if their grammar is perfect.
b. Lack of Vocabulary
The students‟ difficulties when speaking English were vocabulary.
According to Sheila (2015), the students do not know the vocabulary, then they
use Indonesian language when they have to speak English. It is too pity because
they will use Indonesian language for several time. It is an evidence that
conversation requires vocabulary mastery. A students have not confidence in
speaking English because they are afraid if they choose the wrong word.
According to Rohmatillah (2017), Vocabulary plays important role in
language learning. Vocabulary is also an essential skill for learning to read, speak,
write and listen. Without sufficient vocabulary, people cannot communicate and
express their feeling both in form of spoken and written effectively. The more
people master vocabulary the more they can speak, write, read and listen as they
want.
Nauli (2014) said that without having a sufficient vocabulary, one cannot
communicate effectively or express their ideas in both oral and written form.
Nirana (2015) explained on her thesis that the difficulty which participants found
in learning English, such as English translation, pronunciation, vocabulary,
speaking even one of them admitted she did not like arranging the words and
English formula because it is difficult to understand. The majority of the
participants admitted that they have difficulties in translation and vocabulary.
Vocabulary refers to te words that speakers used when speaker want to
talking. So in this case, the students should habe much vocabulary to get
successful communication. For instance, when student talking and then get stuck
caused she/he do not know what words that they should to say, so the point of
communication cannot deliver to listener. In conclusion, in other to get
conversation run well, the speaker should must much vocabulary.
c. Lack of Grammar
Grammar and speaking have a close relationship. Grammar is the system
of language. People sometimes describe grammar as “rules” of a language.
Grammar is one of the important language component in learning languae.
Speakers and writer can communicate and convey their messages clearly and
meaningfully because of their ability and understanding of grammar. Coghill and
magendanz (2003) stated that the grammar of a language is the set of rules that
govern its structure. Grammar determines how are arranged to form meaningful
units. Swan (2005) stated that the rules that show how words are combined,
arranged or change to show certain kinds of meaning.
d. Lack of Confidence
Dina A & Ghadeer A (2014) in the analysis of their study entitled an
investigation of the difficulties faced by EFL Undergraduates in speaking skills
that used qualitative method reveals that the 566 undergraduate students in the
sample possess low self-efficacy perspectives, which means they have low self-
confidence in their ability to communicate in English. Similarly, Nauli (2014) in
his thesis explained that students feel inferior when people don‟t welcome them if
they speak English they also think that mockery coming from people around them
reduces their desire to speak and practice English, especially speaking skill. They
said that self-confidence becomes the important thing of having passion to
practice and speak English outside the classroom.
Chang & Cho (2003) state that they reported that the demotivating factors
in English language learning were learning difficulties, threats to self-worth,
monotonous teaching, poor teacher-student relationship, punishments, general and
language-specific anxiety, lack of self-determination and poor classroom
management.
Being a shy will influences students confident in speaking. Students who
lack of confident will get difficulty to delivered a sentence. It might cause, they
afraid to make a mistake. Besides, the students afraid get mockery from friends.
Students‟ mockery also influences students confidents in talking. One example, a
student master linguistic knowledge in speaking, but she/he shy to speak in
English because she/he always get mockery from their friend.
Anxiety appears from te students‟ inner felling spontaneously when they
are speaking English. For instance, the students believe that other students are
smarter than him/her. This phenomenon will disturb their psychology, as a result,
student‟s wilingness in speaking will be down. Attitude in speaking activity is
very important, based on context students have to choose the appropriate attitude
in other to get the good speaking situation. Attitude involves evaluation by which
to attack good or bad qualities to a topic, an organization or a person. Attitude
contain the way expressing felling. For one example, the students give
information about bad news but the information without expressiveness of sad, in
this case, the information is not too convicing.
To sum up, language need expressiveness in other the listener easy to
understand what the speaker says. Emotion refers on students‟ mood to speak up
at particular time. If the condition of students is un-mood, it also influenced
students‟ willingness to say someting or short conversation will be happen.
Sometimes, short conversation cannot create clear message to the listener. So, in
conclusion, not only shyness, anxiety and attitude that influence effective
communication, but also „mood‟.
G. Review of Related Literature
There have been many studies that have investigated the difficulties in
English speaking skill that the students face. One of them is conducted by Swary
(2014). With his research entitled “ A study of students‟ problems in learning
speaking english at the second grade of smpn 1 Telaga” her research is about
students‟ problems in learning speaking english. The speaking English ability of
the students of SMP Negeri 1 Talaga was in low level and need to be increase.
Most of the students were unable to speak English clearly and they also were
difficult to produce words, phrases and sentences in English. In learning speaking
English, most or even all of the students have problems. Those problems make
them feel so difficult to say everything by using English. That problems itself can
be caused by many factors. It can be caused of the teacher‟ s factors, the class
factors, the environment factors, or even their own factors.
The same research is carried out by Nauli (2014). With his research
entitled “Speaking practice problems: an investigation of last semester students‟
perspective in a public university”. Found that there are three parts of difficulties
in speaking English. They are cultural difficulties, English difficulties and
communication problems. The first part is divided into two, social acceptance and
the English status. The second part, English difficulties are divided into English
elements problem and personal problem. The last part is communication
problems, it divided into two. They are self-confidence and speaking opponent.
His participants are the eighth semester university students in one of national
university in Jambi. The way he collected the data.
Another research has been conducted by Yunita (2014). With her research
entitled “Speaking problems of students non english course and english course at
one senior highschool in jambi city. Jambi University”. She indicated the
problems that students face in learning English speaking skill were grammar;
vocabulary; pronunciation; shy; anxiety; emotion, students‟ motivation. From the
finding the researcher conculed all the participant faced some problems in
learning speaking but students who take english course more had problem in
speaking than students who don‟t take english course. So, student who take
english course doesn‟t gurantee students could fluently in speaking. was through
interview.
Compare to the previous researches discussed above. This research has
different participants, which is junior high school students. They might face
different difficulties than university students. And geographically, with they way
the teacher teach the students, the situations, the result that will be gotten in this
research might also be different. The researcher tend to not only found the
students‟ difficulties but also to give suggestions that can improve or at least
encounter those difficulties itself.
In this research, about speaking English difficulties are really wide, the
difficulties that the researcher might be found can be more than three discussed
above because the circumstance, facility and other external factors of the students
as the target in this research are different with them in other researches
worldwide.
CHAPTER III
RESEARCH METHOD
A. Design of Research
This research used qualitative descriptive as a design of research.
Sugioyono (2015:40) stated that Qualitative descriptive is presupposition
cause/effect relationship between behavior and outcome, however this method
will only let you hypothesize about problem and describe them. The purpose of
qualitative descriptive is to identify and provide evidence to support the fact that
certain part/variables exist.
Therefore, researcher used qualitative descriptive design to identify the
students‟ difficulities in learning english especially in speaking skill at the second
grade of Madrasah Tsanawiyah Laboratorium Kota Jambi based on evidences.
B. Setting and Subject the Research
1. Setting
Setting of the research of Madrasah Tsanawiyah Laboratorium which is
located in Telanai Pura Kota Jambi. This research is conducted at this place
because the students at the ninth grade of Madrasah Tsanawiyah Laboratorium
can‟t learning english well especially speaking skill. They were sometime
confused to speak english because they can‟t make a sentences.
2. Subject
Subject of the research will be conducted at the students of the ninth grade
students‟ (class A) Madrasah Tsanawiyah Laboratorium Kota Jambi that consist
of 30 students‟ . Researcher takes 12 students who interview with purposive
sampling technique. Suders (2012:288) stated that Purposive sampling is a
sampling technique in which research relies on his/her own judgment when
choosing members of population to participate in the study. It is for making time
more effective.
C. Source and Kind of Data
1. Source of Data
The researcher have collected the source of data to this research from some
sources. There are the interview of second grade students‟ Madrasah Tsanawiyah
Laboratorium Kota Jambi and the observation of students‟ in learning and
teaching activity.
2. Kinds of Data
First data aretaken by the researcher from respondent and irformant. The
problem is about dificulties that happen in learning english especially speaking
skill by second grade students‟ Madrasah Tsanawiyah Laboratorium Kota Jambi.
In first data researcher uses observation of student in learning and teaching
activity.
In the second data researcher used students‟ interview. Researcher asks all
about difficulties in learning speaking english and the researcher will record to
easy the reseaecher identify about the difficulties in learning speaking english by
second grade students‟ Madrasah Tsanawiyah Laboratorium Kota Jambi.
D. Data Collection Techniques
1. Observation
In this research the researcher used observation to known the applying of
practicing English in difficulities in speaking skill. For collecting this data
researcher used observation non participant. Sugiyono (2012:204) stated that
nonparticipant observation of the researcher is not involved and only as an
indepent observers. The reseracher noted, analyze and then can make conclusions
about learning English.
Field note is a records used by researcher to describe the recording of
events occurring in the field. In qualitative research, researcher is the main
instrument in research. At the time, the researcher conduct the research by
observing or conducting the interview, researcher will be as soon as possible to
record all events in the form of description into the field notes.
In observation process, the observer filled the field note to appear the problem at
the reserach. In this observation, researcher observer the learning activity students
in the class because it can support this research in order to find what the
difficulites in speaking skill.
2. Interview
Latief (2015:201) stated that interview is a data gathering instrument that
involves direct verbal interaction between individuals. In addition interviews are
used for researchers to know the things of the respondents more deeply. this data-
gathering technique based itself on self-report, or at least on personal knowledge
and beliefs.
In interview, researcher took 12 students at third grade (class A) students‟
Madrasah Laboratorium Kota Jambi. Researcher chose them in order to represent
30 students at class A third grade students‟. Then it also make the time of
interview more effective. Here, researcher used indonesian because it can prevent
the misunderstanding when the interview is going on.
3. Documentation
The last technique is documentation. Documentation is used to know the
accurate data about location, profile of school, and photos.
E. The technique of Data Analyzed
The research used qualitative data, so it will be analyzed by using
technique of analysis of descriptive qualitative. The analysis of descriptive
qualitative gives predicate to reseacrhed variable according to real condition.
1. Data Reduction
Sugiyono (2016:92) stated that reducing data means summarizing,
choosing the essentials, focusing on the things that matter, looking for the
themeand the pattern. In addition in reducing the data, each researcher will be
guided by the goal to be achieved. the main purpose of qualitative research is on
finding.
1. Data Display
Data display is the second major activity which the researcher should go
through, and this means making the reduced data and displaying it in organized,
compressed way so that conclusion can be more easy drawn. Sugiyono (2016:95)
stated that by displaying the data it will make it easy to understand what is
happening, plan the next work based on what has been understood. performing
data displays, besides to narrative text can also be graphics, matrices, network,
and chart. the presentation of the data in this research was using formal method
based on problem, concept and theoretical framework presented using tables or
graphs to classify the data.
2. Conclusion
Conclusion drawing and verification is the the final analytical activity for
the qualitative researcher. Here researcher begins to decide what things mean.
Researcher attempt to draw conclusion and verifies by searching for the meaning
of each symptom is derives from the field, recording the possible order and
configuration, the causal flow of the phenomena, and preposition.
In one study, data analysis was done on the statement or statement presend
by the informants. This is done in a way. The researcher read the entire transcript
of the interview and describes all the experiences found in the field.
So, the researcher takes a conclusion and verification based in the result
from the research. Researcher takes the conclusion and verification from the flied
note ob observation and students‟ interview, then researcher will compare the data
with some previous studies about difficulties in learning english especially
speaking skill at second grade students‟ Madrasah Tsanawiyah Laboratorium Kota
Jambi.
BAB IV
FINDINGS AND DISCUSSION
A. Research Findings
In this chapter the researcher explained the research finding about “students
difficulties tospeaking English”. The researcher used depth observation and depth
interview to collect the data.
In the previous chapter, the researcher has explained about the ability of
Madrasah Tsanawiyah Laboratorium which in low level. Most of them were
unable to speak English. So from the previous finding the researcher has been
known that there were some problems among the students. The are some
difficulties of students in speaking English from this research there are : Low of
vocabulary Mastery, Grammar as a stumbling block, Pronunciation trouble,
Shyness Nervousness and fear pf making mistakes, Lack of confidence, Limited
of practice, Mininum oppoturnities, Enviroment factors, Mother tongue
dominantly, Low motivation and Poor of teaching english strategy. Difficulties
have found :
1. Low of Vocabulary Mastery
According to the depth observation and the depth interview about 1 months,
the students were so difficult to speak by using English even in very simple
sentence. There are some problems that the researcher found during the
observation. When the researcher tried to make a conversation in English withs
ome respondences, they were looked so difficult to answered questions by
questions. When the researcher tried to ask them about their difficulties, they
answer that they did not knew how to say a word in English that actually they
want to say. And after made some depth interview with some core despondences
students or teacher, the main problem that faced by most of the students were the
vocabulary mastering. Their knowledge in English vocabulary was needed to be
increase.
“ In my opinion their speaking skills are still lacking because the average students
here still lacks mastery of vocabulary” (Interview teacher). The teacher of English
states that generally the students vocabulary mastering was limited. Its mean that
most of them in low ability in English speaking too. “One or two of them are still
difficult. There are only one and two people who can ” (interview teacher). Of
course that was not only the duty of themselves (students) but also the big duty
for the teacher, especially their English teacher how to make them got any kinds
of vocabularies as much as possible.When the researcher tried to make short
conversation with the students the researcher also found that their vocabulary was
limited. Most of them just use a little of vocabulary when they were speak in
English. Actually,it was not only the problems in vocabulary but also in other
elements of speaking namely pronunciation, fluency and grammar. It would be
logic when they were in low mastering of vocabulary them also in difficulties of
other English components. Because how can they speak in good pronunciation, in
good grammar and also in fluently if they were not mastering vocabulary at all.
Actually, there were also some students who have a good ability in English
speaking. “the majority of their speaking skills are still low but there are some
students who have the ability to speak English even though little by little”
(Interview teacher). According to her statement there were some students that in
good ability of English, although the researcher believes that the numbers of those
students were not as much as the students who have low ability of English
speaking. It could be analysed from some observation and some short
conversations with some students there.
Almost all the students thus agreed with the view that this vocabulary problem
was the major reason why they sometimes could not express themselves clearly
and appropriately. After the researcher made an interview with the respondents,
some of the students who has good enough ability in speaking English was the
students whohas been joined the English course. According to Miss Jusni
explanation also, the students who has ever joined the English course or other
they were better interm of pronounce the words and others. But actually it cannot
be a
measurement in term of their ability in English speaking. However, some students
were notjoined the English course before but they still have excellent ability of
English,especially English Speaking.
2. Grammar as a Stumbling Block
It was not different with problems of mastering vocabulary, almost all
ofthe students were in low mastering in English grammar. “in front of the teacher
afraid of the test talking fear of wrong grammar” (interview 2 ). Sometimes, they
were made mistakes in some simple grammar points like a verbs third-person
singular form, and others. For example they used do‟ when the subject is he, or
they were not used verb 2 when they made some sentences in past tense
forms.Sometimes some people think that in terms of speaking, someone will not
think too much about what she/ he going to say.
Actually she/ he will have no time to think, and they have to improvise. But
however, they have to be right in English grammar, because if they made a
mistake in grammar, their teacher will say that they were making mistakes. There
were some grammatical errors there. But according to the teacher‟s statement, she
said that it was not a big problem of them in the process of learning English
speaking because their material and their knowledge in grammar would be
increase in the next steps of their study in the next level that going to passed by
them. But because of grammar is one of the English components, so it was still be
a problem of speaking English although in this term the subject matter was the
students of junior high school. But at least they have been studying English
grammar, the simple one of course. The researcher also has check the material on
their books and there were so many materials about English grammar, such as the
simple past tense, and another material of English grammar.
3. Pronunciation Trouble
In the interview sessions, some students mentioned that they have problems
in pronouncing some English words. Sometimes they made mistakes of it, even
when they have to repeat what the teacher uttered before, they still in false
pronunciation. It also happened when they tried to read a text in English.They
faced difficulties when they do not know how to pronounce that words.Even if
they were knew how to pronounce it, sometimes they were not believe in
themselves. “don't know how to pronounce it” (interview 2). “I don't know why,
sometimes I want to speak English, but I don't know the English, and if I find it,
it's often not possible to pronounce it “ (interview 2).
Most of them were afraid if they made a mistake in term of pronouncing the
words. Most of them were lack of confidence to pronounce the word in English
because according to the students explanation before, when they make some
mistakes in pronouncing the English words, authomatically their classmates will
laughed them. “when I said I was afraid of being wrong, nervous, embarrassed
laughed at friends ” (interview 1). “I've ever been laughed at, so I'm afraid to be
laughed at again “ (interview 1). While according to one of the English teacher
there, the students who has been joined the English course, they were pronounce
the English words better than another students. But once more it cannot be
measure by it. Both the students who joined the English course or not, they would
be good in English especially in English speaking if they were in good motivation
to learnit.
4. Shyness, Nervousness, and Fear of Making Mistakes
According to interview with almost of the respondents, most of them were
felt shy, nervous and fear of making mistakes when they tried to speak English.
Italso could be seeing when the researcher made the observation class and
thespeaking test before. They were afraid if the teacher would be angry if they
made some mistakes when speaking English. ”afraid of being laughed at by other
people who are listening ” (Interview 4). All of that feeling was hinder them to
speaking by using English. The researcher also often found that when one student
try to speak and she or he made a mistake, automatically another students would
be laughing to her or him. That situation of course psychologically gave the
negative effect for the students who tried to show themselves up in front of their
friends. Those students may never be tried to speak in front of another people
again. It was like a traumatic for some students, because everyone know that the
characteristic of every students were so different. So the teacher has to doctrine
the students that making mistakes was the very natural process of learning. And
amistake was not a joke that must be laughed. The researcher thinks it was very
simple but important thing that sometimes both students and even teacher were
forgot it.
Another problem they faced during learnt to speak English was about
nervousness. “ Most of the respondents that the researcher interviewed explained
that when they were came forward and have to speak in front of their friends and
also their teacher, they were so nervous.” when he said he was afraid of being
wrong, nervous and nervous” (interview 1). That problem creates the new
problem.When they were felt nervous, it would be really possible for them to lose
theirwords in their mind. Although they were prepared before but when the time
to speak was coming, nervous would also appear.
5. Lack of Confidence
The important key in speaking a language is self confidence. When someone
tries to speak English, they should have big confidence because it can help her/
him at least to still stand up and trying to continue their speaking as good as she/
he can. No matter how bad their speaking, but when they have high confidence it
would be helped them. But the problem was most of the students have not
confidence to speak English. Some problems that have explained beforegave the
big contribution to create their new problems in learning English speaking.
Because they felt that their ability in speaking was not good, so they have no
believeness that they actually can speak English clearly if they were inhigh
confidence. It was the obligation of the English teacher especially toincrease their
confidence to speak English in front of the other people.
6. Limited of Practice
Some people state that language is a practice. That statement was agreed by
the researcher and also some respondents. How could someone master in
alanguage, not only English actually but every language if they were never be
practice. Even if they saved so many vocabularies in their mind, even if they were
mastering all of the English grammar and others but if they were never made
apractice it would be useless. They would be unable to speak English at all. Some
the respondents told the researcher that most of the students were practice to speak
English rarely. And after gave that information, the researcher tried tomake the
depth observation. During the observation, the researcher finally thought that one
of the basic difficulties in English speaking was about practice. During the
observations also, the researcher knew that the teacher gave so many kinds of
speaking materials and it was so varieties. The teacher gave the many kinds of
expressions such as the expression of asking and giving opinion, the expression of
sympathy, and many others of expressions. But in the process, she just asked them
to read it after her without made a practice to make a dialogue orother. Then the
researcher made some short interview with some students and they were told the
researcher that in every meeting, the teacher just gave them thematerial, then read
and answered the questions. “usually just transleting,rarely told to practice”
(interview 4). They almost never practice tospeak in front of the class. But even if
like that, the teacher was ever gave themsome exercise in group. They were
together with their group to answer the teacher‟s questions.
7. Minimum Opportunities
Sometimes the students have to give the opportunities as much as possible.
Because another factor that may be influence in learning English speaking is
about the opportunities. Sometimes, some students just have a little opportunity to
speak up in front of their friends. It may because the teacher her self that does not
gave them time to speak. Based on the researcher interview with some
respondents, they told that they were rarely to asked by the teacher to speak
English. Even some of them were never asked to speak English. Based on the
researchers observation class, there were some dominant students in class.They
were speaking much during the learning process and very active. While the other
students were passive and saying nothing during the process. They just looked
into their teacher and doing some exercises without saying much. Theyhave not an
opportunity because all of the class process was domination by the minority
students.
Yes, that was true there were some students who have good ability in English,
not only in English speaking but also in English reading or writing. But however,
majority of the students was still in low level of English. Every studentneeded
many opportunities in their class. According to the researcher observation during
the teaching and learning process, the class was dominated by some students who
have more bravery to be active in the class. While other students were only keep
silent and follow the students who have the higher level.The false thing was the
teacher was not care about them. Precisely she was more care about the active
students and always gave them many opportunities to show them selves up. The
researcher believes that this case was not only happened in that class or in that
school but also in the other class and in the others school. The teachers were
usually more pay attentions to the clever and active students.
8. Environment Factors
Another problem according to some respondents was about the environment
and the habitual. It was right that the environment was not support them to be
good in English speaking. There was not a habitual to speak English there. In the
teaching and learning process, the teacher used Indonesian dominantly. Whereas,
it would be better for the teacher to used English at the class activity to make the
students habituate with English. That would be helped them to increase their new
vocabularies and then they were be able to speak English.While although in the
class process they were used English, but when they went out of the class or
event the change schedule with another subject automatically their English
speaking would not used again. There are no reasons for them to speak English in
their day dominantly because their environment, their friends, their teacher and
also their parent in home, all of them were notused English but Indonesian or even
jambinese.
9. Mother Tongue Dominantly
Actually, the problems itself came from both the teacher and the students
themselves. During the class observations, the researcher has not found the
teacher asked the students to speak English intensively. The researcher also has
not found the teacher used English dominantly in the learning process. She always
used Indonesian in every time of the process. According to her explanation, she
told that it just an alternative way for her to makes the students understood what
she is talking about because if she used English more than Indonesian, it would be
impossible for them to catches the materials. She also added that it just the way to
helped them. While in the researcher‟s point of view,if both teacher and students
used mother tongue dominantly than the target language, it would make them
more passive and unable to speak English and would still have low ability of it.
Ideally in every meeting of English subject, everyone in the classroom have to
speak English altough in very limited of speech. But however, speaking English
have to be something habitual in all of the English subject‟ s activity.
10. Low Motivation
Mrs. Jusni was explained that one of the problems in learning English
speaking was because their awareness about English was quite low. There were no
motivations of the students to learnt English harder and seriously. That was in the
same line with Miss helda statement that the students‟ interest in English is
needed to be increasing. Most of them were have not big motivation to study
especially study English. “need motivation, so we are passionate about learning”
(interview student ). But however, according to the researcher observation and
interview with almost all of the students, they were knew that learning English
was so important in this era, because they believe that everything need English
and they have to be good in English. Not only in speaking but also others. Then
according to the interview with almost all of the students, the researcher got the
point that most of them were not like English so much and also not hate English.
Their feeling of English was changeable, it as depend on the material, the teacher,
the method used by the teacher and also the time. When the material was so
difficult, they would be do not like English. But the material was easy and it was
easy to understand they would be like English. Another condition, the students
would like English if the teacher was kind and the method was interesting. But if
the teacher was not kind according to the students rating and the process was not
interesting, the students would hate English. However, the students of the ninth
grade of junior high school were just children that everything could be changed
them.
11. Poor of Teaching English Strategy
According to the researcher observation and also interview with some
respondents, the teacher not used an interesting strategy when they teach English
to make them interest. The teacher only used an ordinary strategy of teaching.
Itwas like the teacher asked the students to write some materials then they have to
translate it in to English, and then they will read it together after the
teacher.Sometimes the teacher just used group work then they have to translate
something in groups. While, to make students have good ability in English
speaking, the first thing that have to be got the attention is their interesting to
English. Because how can the students get the good achievement in English if
there were not interest on it.
B. Discussion
Problem, according to Oxford Learners Pocket Dictionary (2008:350) is thing
that is difficult to deal with or understanding. So, the students English problem is
the students difficulties to understand everything in English, in this term of this
research is the English speaking skill.
Harmer (2007: 1996) states that every student will make mistakes when they
are trying to speaking or even writing in English. Some of them will make slips or
errors when they are try to uttered words, phrases and of course sentences. Some
students make mistakes and can correct themselves, it called by slips. And error is
when the students make mistakes and they are unable to correct it by themselves.
Every student will make both slips and errors. Ideally, the teacher has to make a
feedback and correct every students mistakes. Based on the researchers
observation and interview for about 1 month at Madrasah Tsanawiyah Kota
Jambi, most of the students or even all of the students made some mistakes during
the English speaking process.
Different things between one student and the other student is their degree
of mistakes. If there were some mistakes, there also some problems that faced
them during the process of learning English speaking that has been explained
before. According to the research findings bellow, there are some problems that
faced by students in English speaking. One of those problems is the problems in
English component.
Four components of English according to Brown (2001) are
pronunciation, Pronunciation refers to the problem of sounds that we used to
make meaning. It includes attention to the particular sounds of a language
(segments), aspects of speech beyond the level of the individual sound. Such as
intonation, phrasing, stress, timing , rhythm (suprasegmental aspects), how the
voice is projevtive (voice quality), and in its broadest definition, attention to
gesture and expressions that are closely related to the way we speak a language.
Second is grammar, Grammar is one of the important language component in
learning languae. Speakers and writer can communicate and convey their
messages clearly and meaningfully because of their ability and understanding of
grammar. Third is vocabulary Vocabulary is knowledge of words and word of
meaning and last is fluency, Fluency is the area of language ability which related
to the speed and ease with which a language learners perfomers in one of four
core language skills of speaking , listening, reading, and writing. Altought the
concept of fluency relates to all four language skills, it tends to be most closely
associated with speaking.
The researcher has explained that one of the problems in learning English
speaking is not only about mastering vocabulary but the other mastering
component of English. Kamil and Hiebert (2005) state that generally, vocabulary
is the knowledge of meanings of words. But, the vocabulary mastering was
explained more than another component because most of the respondents only
focus on it. According to one of the teachers statement also, that the most
important thing for the students of junior high school is vocabulary although the
component of English is not only vocabulary but also grammar and the other.
Some students reported that to ensure grammatical accuracy, they would think
about the particular grammar item being involved before producing the utterance.
Under such circumstance, their learned grammatical knowledge serves as an
editor or monitor.
When the researcher found that they were lack in vocabulary, it would be
automatically they were lack in pronunciation, grammar and also fluently of
speaking. Besides that, shyness, fear of making mistakes, nervous also were the
problems of the students that hinder them to speak by using English. That findings
are in the same line with Susilawati (2007) in her thesis, that in oral discussion,
shyness, nervousness, feeling afraid of making mistakes, not knowing how to
pronounce certain words, can hinder the students to speak English. Same with
her, according to the researchers observation and interview with some
respondents, she also found that some students are not know how to pronounce
the words. Not only do not know the words in English but also do not know how
the way to pronounce it correctly. They also told that they were feeling nervous
when they were trying to speak English. Sometimes they also felt shy to speak
everything in English, because when they were making mistakes, other students
would laugh her/him. Brown also, in the same line in term of the students
problems in English speaking.
Brown (2002: 345) states that students are often reluctant to speak English
because they are shy and not predisposed to express themselves in front of the
other person. Some students also worry about speaking badly and then they lose
their face in front of their classmates. Almost all of the students explained that
they were feeling shy, nervous and fear of making mistakes then they going to be
laughed by their friends during the learning process of English speaking. With
regard to the cause of shyness, Bowen (2005) and Robby (2010) stated that so me
shy learners are caused by their nature that they are very quiet. In this case, the
students are not very confident and tend to be shy because most of them find it
very intimidating when speaking English in front of their friends and teacher. In
addition, Saurik (2011) indentifies that most of English students feel shy when
they speak the language because they think they will make mistakes when they
talk. They are also afraid of being laughed at by their peers. This fact is also found
in the data of this study that students‟ shyness is their perception on their own
ability. In this sense, they are afraid of being laughed at by their friends due to
their low ability in speaking English.
The researcher also found the students lack confident to speak English.
Students who lack of confident will get difficulty to delivered a sentence. It might
cause, they afraid to make a mistake. The result revealed that many of the
participants had inhibitions about speaking that impaired their ability to speak
English. These students worried too much about making mistakes and had a fear
that people would laugh at them if they failed to speak English correctly.
He and Chen (2010) stated that the main cause of students‟ confidence is
their low ability in speaking English. In this case , as they add, many students
think that their English is bad and feel that they cannot speak English well. The
other cause of students‟ lack of confidence also deals with the lack of
encouragement from the teacher (Brown,2001). In this context, many teachers do
not think that convincing students that they are able to speak English is
important As a result, as Brown add s, students find the learning demotivating
rather than motivating. This suggests that encouragement becomes a vital thing
in order to build the students‟ confidence. Therefore, giving students
encouragement and showing that they will be able to communicate well in English
plays a role in students‟ success of learning.
This may be due to the fact that they may have had bad experiences learning
English, they may have been laughed at by their peers because of their
pronunciation or they may have had a teacher who placed too much emphasis on
speaking grammatically correct English. As a result, these students found it
difficult to improve their English because of their own fears an inhibitions about
speaking. Based on Chens‟ research (2009) entitled: A Pilot Study of some
ROCMA Cadets‟ Difficulties in English Speaking‖ students‟ common difficulties
are they did not confident, limited fluency and limited vocabulary.
Most of responses indicate that students‟ have difficulties in learning English
speaking skill. For the students, they are afraid that people or their friend will
laugh if make some mistakes while speaking english students do not want to
speak English with the correct intonation. The students also lose her/his self
confidence when make a mistake and someone correct it.
There are some problems of students in speaking according to Dash (2012)
Problem of speaking refers to knowledge of communicative competence that
consists of student‟s linguistic knowledge such as grammar, vocabulary and
pronunciation. Besides, Floriasti (2013) added problem of students often faced in
speaking related student‟s personality such as being shy, anxiety, emotion,
attitude, students motivation, speaking material.
Another problem in learning English speaking according to the researchers
depth observation and interview was about motivation. (Songsiri, 2007) stated that
It is mentioned in the literature that motivation is a key to students‟ learning
success The students motivation was low. Although they were told the researcher
that they were though that Learning English is important, but the fact showed that
their ways and their motivation to learn it especially learning English speaking
was need to be increase. Zua (2008) further stated that motivation is an inner
energy She says that no matter what kinds of motivation the learners possess it
will enhance their study interest. It has been proven in many studies that students
with a strong motivation to succeed can persist in learning and gain better scores
than those who have weaker motivation of success showing that building students
motivation to learn is urgent for every teacher inspired teaching, boredom, lack of
perceived relevance of materials and lack of knowledge about the goals of the
instructional program. These four, as he further says, very often become source of
students‟ motivation Uninspired teaching, for example, affects students‟
motivation to learn.
In this context, monotonous teaching, in many cases, reduces the
students‟ motivation due to their feeling of boredom. This shows that paying
attention to those four factors is vital. Inresponse to the issue of motivation, Babu
(2010) stated that lack of motivation in learning causes students‟ hesitation to
speak English in the classroom. He says that the background of this situation is
that students are not motivated by the teachers towards the communication in
English. In line with what Babu says, Siegel (2004, in Aftat, 2008) believes that
motivation is a product of good teaching. In his further explanation, Aftat
emphasizes that to motivate students to learn well and actively communicate in
English, teachers should have passion, creativity and interest in their students. In
other words, students‟ motivation is really influenced by the teachers‟ teaching
performance. Therefore, it is important that teachers also show enthusiasm in
their teaching performance
The teacher has to find the strategies to make the students in high
motivation in learning English speaking because the high of motivation is one of
the successful speaking activitys characteristics. That is true that most of the
students were in low motivation to learnt English speaking, but the researcher also
found that there were some students whom actually not only have a good ability in
English, but more important than it also they have a good and high motivation to
learn it. That was proved by their involvement in the process of learning English
in their class. They always active to speak everything both English and
Indonesian. They also always active to made an interactions with the teacher. But,
actually it could be another problem in learning English speaking.
Another problem that faced by the students in the process of learning
English speaking is low or uneven participation, where only one or two
participant can talk at a time. That condition gives the effect for other students.
Some of them would lost opportunities to speak English because of their friends
more active in the process. This problem is compounded by the tendency of some
learners to dominate, while other speaks very little or not at all. Here, the teacher
has to be smart to find the way to solve that problem. In one hand, that was good
because there were some students who joined the class and the materialactively.
But in the other hand, it was like a deep problem for the other students whom
cannot be active like some of the students.
Another problem was about mother tongue dominantly. The students used
Indonesian in high intensity. And the worst thing was the teacher also dominantly
used Indonesian in the learning process, not English. It was about the mother
tongue used. It was rational and so reasonable if the students were unable to speak
in English. How can they speak in English if they were not habitual to use it. one
of the main problems in learning to speak, mother tongue in use. In class activity
where all of the students share everything and speak anything by using their
mother tongue, not using the target language bbecause it was easier for them to
understand each other. Every word even every sentences can be produce without
feeling afraid of making mistakes. If they have to explain everything in front of
their friends by using the mother tongue, it would be easier for them and also for
other students who have heard it. It would be really different if they were using
English when they tried to explain something. It would be very difficult both for
them and for their friends also.
From the problems above the dominantly difficulties is pronunciation.
Most of the students stated that they afraid to speak because they can‟t how to
pronounce. Most of them were afraid if they made a mistake in term of
pronouncing the words . Most of them were lack of confidence, shy and nervous
to pronounce the word in English because according to the students explanation
before, when they make some mistakes in pronouncing the English words,
authomatically their classmates will laughed them. And they said that speaking
English is very difficult because how to write and how to speak in English are
different and that made them confused. A speaker who constantly mispronounces
a range of phonemes can be extremely difficult for a speaker from another
language community to understand. Gerard (2000:11). Pronunciation refer to the
production of sounds that includes attention to the particular sound of language
(segment), such as intonation, phrasing, stress, timing, and rhythm. Centre (2012).
BAB V
CLOSING
A. Conclusion
The speaking English ability of the students of MADRASAH
TSANAWIYAH KOTA JAMBI was in low level and need to be increase. Most of
the students were unable to speak English clearly and they also were difficult to
produce words, phrases and sentences in English. But however, there were some
students who have good ability in English especially in speaking English.
Unfortunately, the numbers of students who have good result in speaking English
were only minority. The class was dominated by the students who have been in
low skill of speaking English.
The result showed that students have difficulties in speaking English
such as : Low of vocabulary mastery, Grammar as a stumbling block,
Pronunciation trouble, Shyness Nervousness and fear of making mistake, Lack of
confidence, Limited of practice, Minimum opportunities, Environment Factors,
Mother tongue dominantly, Low motivation and Poor of teaching English
strategy. From the problems the dominantly difficulties is pronunciation. Most of
them stated that they afraid to speak because the can‟t how to pronounce. Most of
them were afraid if they made a mistake in term of pronouncing the words. Most
of them were lack of confidence, shy and nervous to pronounce the words. The
students said that speaking English is very difficult because how to write and how
to speak in English are different and that made them confused.
B. SUGGESTION
Finally, it is known that there are so many difficulties that faced by most
of the students in learning speaking English. It can be seen from the result and
finding of this research. Based on that finding, the researcher gives some
suggestion for the school, the teacher, the students and also the next researcher
1. For the Teacher
Giving motivation and stimulating students' opinion are very important to
increase students' attention in leaching learning English especially
speaking, Choose the most interesting method that is suitable with the
condition of class and the material given. So that, the students will not feel
bored to accept the material frm the teacher.
2. For the Student,
Students should study hard and do more practice in speaking because it is
the key to be able to communicate in English. Students should not be shy
to express their ideas. Students should not be afraid of making mistakes
3. For the Next Researcher
As good researchers, they must be creative to make something new in the
way of teaching learning process in order when they do the research to the
students and teachers can take positive effect.
No Activities Months
february march april july september october Nov
emb
er
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparatio
n of
Proposal
X
2 Improvem
ent of
proposal
X
3 Preparatio
n of
Seminar
X
4 Improvemen
t of Seminar
X
5 Research
Permit
X
6 Preparation
of Research
X
7 Improvemen
t of research
X
8 Collecting
the Data
X
9 Analysis
The Data
X
10 Thesis
Examination
BIBLIOGRAPHY
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Speaking Performance
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Way!/2wuchx26/
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Sugiyono. (2016). Memahami Penelitian Kualitatif. p.92.95
Susilawati, Ai. (2007). The Effect of Learning Strategy Training: Socio affective strategy
in Improving Speaking. Bandar Lampung: University of Lampung.
Swan, Michael. (2005). Practical English usage:3rd
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Swary, Devi Novita. (2014). A Study of Students’ Problems in Learning Speaking
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Yunita, I.(2014). Speaking problems of students non english course and english
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http:/okarticle.com/html/thesis/20080104/26.html(february19,2011)
APPENDICES
Appendix I : Interview
Pedoman Wawancara Siswa
NO Question
1 Apakah anda menyukai pelajaran bahasa inggris?
2 Apakah anda sering mengalami kesulitan saat memulai pembicaraan
dalam bahasa inggris?
3 Apa yang membuat anda kesulitan dalam menggunakan bahasa inggris?
4 Kesulitan seperti apa yang anda alami saat berbicara dalam bahasa
ingris?
5 Seberapa besar kepercayaan diri anda berbicara dalam bahasa inggris
6 Apa yang membuat anda tidak percaya diri saat berbicara dalam bahasa
ingris?
7 Apakah cara pengucapan kata/kalimat dalam bahasa inggris menjadi
hambatan untuk anda berbicara bahasa inggris?
8 Jadi kesulitan seperti apa yang sering anda alami saat berbicara dalam
bahasa inggris?
APPENDICES
Appendix II : Interview
Pedoman Wawancara guru
NO Question
1 Apa penyebab siswa susah sekali untuk berbahasa inggris?
2 Apakah lingkungan berpengaruh terhadap speaking siswa?
3 Langkah apa yang harus dilakukan untuk meminilisirkan masalah
tersebut?
4 Bagaima cara memotivasi siswa agar mereka semangat untuk belajar?
5 Apakah ibu sering memakai gruop work untuk English speaking?
6 Bagaima cara ibu memancing siswa untuk berbicara bahasa inggris?
7 Apa dan bagaimana cara meminilisir masalah siswa dalam English
Speaking?
Appendix III : Interview Transcription
First Interview
Name : GT
Status : Student
Location : Class 9.A
Date : Setember 02nd
2018
Text interview
R1 Assalamualaikum,wr.wb? selamat pagi dek
GT1 Waalaikum salam wr.wb, selamat pagi kak
R2 Oke langsung aja ya dek kakak nanya, sebenarnya suka engga sama
pelajaran bahasa Inggris?
GT2 Suka sih suka bu tapi dalam translate, ngisi soal itu masih kurang
mengerti. Sering nanyain sama guru.
R3 Pernah engga mencoba atau disuruh oleh guru untuk berbicara bahasa
Inggris di kelas?
GT3 Pernah sih mau izin ke toilet
R4 Terus apa lagi?
GT4 Membaca tesk
R5 Berarti pernah ya
GT5 Iya pernah
R6 Nah selama adek mencoba untuk berbicara bahasa Inggris menghadapi
masalah atau kesulitan engga?
GT6 Sering sih kak. Disaat ngucapinnya takut salah, grogi, malu
ditertawakan samateman-teman
R7 Malu, grogi, trus selain itu ada lagi engga?
GT7 Kadang ragu-ragu juga
R8 Ragu-ragu gimana maksud nya?
GT8 Iya mau ngucapin tapi takut salah takut ditertawakan gitu
R9 Terus kalau takut dimari guru, pernah ada perasaan seperti itu tidak?
GT9 Iya ada perasaan tapi udahlah biasa aja gitu
R10 Jadi intinya masalah utama dalam speaking English itu berarti apa?
Malukah? Nerveskah? Atau apa
GT10 Kaya nya nerves sih
R11 Oke menurut adek sendiri dalam pembelajaran bahasa Inggris itu
inginnya seperti apa? Misalkan ingin belajar pake drama, lagu-lagu atau
games-games bahasa Inggris, pinginnya apa?
GT11 Eeeuu...drama sih pake bahasa Inggris yah berbicara bersama guru
dengan bahasa Inggris biar kitanya tuh terbiasa gitu berbicara bahasa
Inggris pada saat pelajaran bahasa Inggris
R12 drama, dialog, mungkin itu yah. Sebagian besar anak-anak yang ibu
wawancarai pasti bilang malu. Memangnya malu kenapa sih?
GT12 Ya malu kak takut salah ngucapinnya, terus juga kalau salah tuh nanti
suka diketawain sama yang lain.
R13 Malu karena nanti ditertawakan? Memangnya pernah kejadian seperti
itu? Ditertawakan?
GT13 Iya pernah bu makanya jadi takut nanti diketawain lagi.
R14 Jadi sekarang tidak pernah mau berbicara bahasa Inggris lagi di kelas?
GT14 Ya kadang- kadang kak. Kalau misalkan disuruh ya pasti ngomong bu.
R15 Berarti harus disuruh ya. Kalau belajar bahasa Inggris gurunya pake
bahasa Inggris atau bahasa Indonesia?
GT15 Campuran, bisa bahasa Inggris bisa bahasa Indonesia
R16 Menurut adek harusnya pake bahasa Inggris apa bahasa Indonesia? Dan
kenapa?
GT16 Harusnya sih bahasa Inggris bu soalnya biar kitanya terbiasa dengan
bahasa Inggris, tapi enaknya pake bahasa Indonesia lebih gampang gitu
kak buat mahamin materinya.
R17 Oh gitu? Oya, biasanya belajar bahasa Inggris tuh ngapain aja sih? Suka
disuruh maju kedepan gitu engga?
GT17 Jarang, paling disuruh nyatet dulu terus dibacain sama gurunya terus
kita ngikutin
R18 Terus gimana lagi? Apa Cuma seperti itu?
GT18 Iya terus kitanya disuruh ngisi soal kak, atau menterjemahkan gitu kak
R19 Jadi kesulitan adek dalam English speaking apa?
GT19 Disaat ngucapain takut salah, malu dan grogi kak
R20 Oke baik gustin, terimakasih ya sudah menyempatkan diri buat
Interview dengan kakak.
GT20 Iya kak sama-sama
(Continuance)
Second Interview
Name : MR
Status : student
Location : Class 9.A
Date : Setember 02nd
2018
Text interview
R1 Assalamualaikum,wr.wb?
MR1 Waalaikum salam wr.wb.
R2 oke kita ngobrol-ngobrol sebentar ya dek?
MR2 Iya kak boleh
R3 Dalam bahasa Inggris itu kan ada Reading, Writing, Listening,
Speaking. Nah ngomong-ngomong speaking, pernah tidak adek
mencoba berlatih berbicara bahasa Inggris atau misalkan disuruh sama
guru untuk berbicara bahasa inggris didepan kelas?
MR3 Belum, tapi kalo nyiapin pas ada guru masuk itu disuruh.
R4 Berarti pernah yah disuruh untuk berbicara pada saat menyiapkan
memulai pembelajaran yah?
MR4 Iyah
R5 Pernah mencoba memperkenalkan diri engga dalam bahasa Inggris?
MR5 Pernah
R6 Nah berarti pernah yah belajar berbicara bahasa Inggris. Nah pada saat
berbicara bahasa Inggris apa sih yang adek rasakan? Atau ada masalah
engga pada saat adek berbicara bahasa inggris?
MR6 Ada takut salah
R7 Maksudnya takut salah gimana?
MR7 Eeeuuu...kalau didepan guru gituh yah mau dites speaking didepan
guru nanti takut salah gimana grammar nya dan cara pengucapannya
gitu.
R8 Kemudian selain takut salah grammar dan pengucapan apalagi?
MR8 Takut ditertawakan kak
R9 Takut sama teman-teman ya, sama yang lain kalau misalkan ada salah
takut ditertawakan. Terus ada lagi mungkin yang lainnya ?
MR9 Iya, grogi juga kak
R10 Kenapa grogi?
MR10 Grogi takut salah juga gitu kak
R11 Ohh intinya tetap takut salah gituya?
MR11 Tidak tahu cara pengucapannya juga
R12 Tidak tahu pengucapannya misalnya gimana?
MR12 Eeeuu...kalau mau tes speaking gitu yah yang ini gimana cara
ngebacanya
R13 Oh jadi misalkan ada tulisan atau kata dalam bahasa Inggris tapi aduh
ini gimana yah cara bacanya. Seperti itu?
MR13 Iyah
R14 Oke berarti ada beberapa kesulitan yang dialami yah ketika belajar
berbicara bahasa Inggris
MR14 Iyah
R15 Pertanyaan terakhir ini, adeksendiri dalam pembelajaran (Speaking) it
pengen belajarnya seperti apa sih ? Misalkan pengennya ada games
bahasa Inggris, drama, atau apa?
MR15 Pengen nya sih ada drama sama lagu lagu juga
R16 Biar lebih bisa banyak latihan mungkin yah.
MR16 Iya biar bisa bernyanyi bahasa inggris juga.
R17 oke, biar lidahnya terbiasa juga dengan bahasa Inggris gitu ya.
MR17 Iyah
R18 Baiklah mungkin Cuma itu ya, jadi intinya ada beberapa kesulitan dan
kesulitan yang paling mendasar buat Ridho sendiri apa tadi?
MR18 Tidak tahu pengucapannya
R19 He‟eh tidak tahu cara pengucapannya ya itu intinya. Oke trimakasih
banyak atas waktunya yang telah diluangkan yah untuk bsa sharing
bersama kakak disini. Terimakasih banyak ya.
MR19 Sama-sama kak
(Continuance)
Third Interview
Name : RK
Status : Student
Location : Class 9.A
Date : Setember 02nd
2018
Text interview
R1 Assalamualaikum,wr.wb? selamat pagi dek
RK1 Waalaikum salam wr.wb, selamat pagi kak
R2 Kakak mau ngobrol-ngobrol bahasa tentang English speaking ni dek,
bisa?
RK2 Iya kak bisa
R3 Menurut adek pelajaran bahasa Inggris itu sulit, sedang, atau mudah?
RK3 Gampang-gampang susah sih tergantung materi
R4 Adek sendiri suka engga sama pelajaran bahsa Inggris?
RK4 Eeeuuu... kadang suka kadang engga tergantung materi ajah.
R5 Pernah enggak adek itu mencoba berbicara atau disuruh guru untuk
berbicara dalambahasa Inggris
RK5 Pernah cuman waktu mau ke toilet sama waktu mau berdoa dikelas.
R6 Nah ketika belajar berbicara bahasa Inggris apa sih masalah atau
kendala yang dihadapi ?
RK6 Mungkin masalahnya dari cara pengucapannya kak. Kalo salah
ngucapinnya takut ditertawakan sama teman-teman, suka lupa
kosakatanya
R7 Ada lagi mungkin?
RK7 Iya kak sering lupa kosa katanya kak
R8 Oh kosakata ya, kenapa bisa lupa jarang mengahapalkan kosakata ya?
RK8 Iya kak jarang
R9 Pernah ngak disuruh menghapalkan kosa kata
RK9 Pernah kak, tapi ya kadang lupa lagi
R10 Oh gitu ya, Kemudian, menurut adek inginnya belajar bahasa Inggris
itu seperti apa? Misalkan ingin diadakan drama, games-games bahasa
inggris atau apa?
RK10 Pengennya drama aja bu supaya terbiasa kalu berbicara bahasa Inggris.
R11 Biar sering menghapalkan kosakata juga ya?
RK11 Iya kak
R12 Jadi kesimpulan nya kesulitan nya apa saja yang adek temukan dalam
berbicara dalam bahasa inggris
RK12 Iya cara sering salah pengucapan dan banyak enggak tahu kosakata kak
R13 Oke adek terimakasih banyak atas waktunya
RK13 Sama-sama kak
(Continuance)
Fourth Interview
Name : RR
Status : Student
Location : Class 9.A
Date : Setember 03th
2018
Text interview
R1 Assalamualaikum,wr.wb?
RR1 Waalaikum salam wr.wb
R2 Kakak mau ngobrol-ngobrol bahasa tentang English speaking ni dek,
bisa?
RR2 Iya kak bias
R3 Menurut adek bahasa Inggris itu penting tidak? Kalau penting kenapa,
kalau tidak penting kenapa alasanya?
RR3 Penting kak, karena biar bisa nambah wawasan.
R4 Kalau penting, berarti adek seneng dong belajar bahasa Inggris?
RR4 Biasa-biasa kak
R5 Loh kenapa? Apakah adek kurang suka pelajaran bahasa Inggris?
RR5 iyah
R6 Kenapa bisa tidak suka?
RR6 Susah dan tidak mengerti kak
R7 Susah dan tidak mengerti. Oke, tapi pernah kan berbicara bahas Inggris
didepan kelas gitu?
RR7 Iya, pernah
R8 Nah bagaimana tuh perasaannya ketika berbicara bahasa Inggris?
RR8 Biasa-biasa aja
R9 Tidak ada masalah gitu? Misalnya susah ngucapinnya atau mungkin
malu sama teman-teman?
RR9 Iya tidak bisa ngucapinnya, malu juga sama teman-teman, takut salah
terus ditertawakan.
R10 Selama ini pernah ditertawakan?
RR10 Tidak, tapi sering lihat teman-teman yang lain ditertawakan
R11 Oh jadi karena melihat teman yang lain ditertawakan akhirnya takut
sendiri ya, takut ditertawakan juga?
R11 Iya kak
R12 Oke jadi masalah yang dialami adek berbicara dalam dalam bahasa
inggris apa saja selain cara pengucapan?
RR12 Iya kurang percaya diri kak soalnya disini sering memakai bahasa
daerah jarang menggunakan bahasa inggris jadi ngak percaya diri mau
bicara bahasa inggris kalau kita menggunkan bahasa inggris sering
ditertawakan kak
R13 Oh jadi itu ya masalah-masalah yang dihadapi adek
RR13 Iya kak
R14 Oke adek Terimakasi banyak ya atas waktu nya
RR14 Iya kak, sama-sama
(Continuance)
Fifth Interview
Name : RA
Status : Student
Location : Class 9.A
Date : Setember 03rd
2018
Text interview
R1 Assalamualaikum,wr.wb? selamat pagi dek
RA1 Waalaikum salam wr.wb, selamat pagi kak
R2 Kakak mau ngobrol-ngobrol bahasa tentang English speaking ni dek,
bisa?
RA2 Iya kak bias
R3 Menurut adek pelajaran bahasa Inggris itu sulit, sedang, atau mudah?
RA3 Gampang-gampang susah sih kak
R4 adek sendiri suka engga sama pelajaran bahsa Inggris?
RA4 Hmm, agak kurang suka sih kak
R5 Loh kenapa?
RA5 Sulit dipahami kak
R6 Pernah ya disuruh berbicara bahasa inggris dikelas
RA6 Jarang kak paling suruh baca tesk
R7 Menurut adek kesulitan-kesulitan seperti apa yang adek temukan dalam
English Speaking?
RA7 Grammar kak terus kurang tahu banyak kosakata kak karna jarang
praktek kak
R8 Kenapa dengan grammar kurang bisa menepatkan thensis ya
RA8 Iya kak kadang mau bicara tapi takut salah dalam membuat kalimat yang
benar kurang percaya diri kak
R9 Terus kalau kosakata?
RA9 Iya kak disini sering menggunakan bahasa daerah kak jadi jarang bahasa
inggris dan jarang juga menghapal kosakota
R10 Pernah disuruh mengahapal kosakata?
RA10 Pernah kak tapi ya lupa lagi karna jarang digunakan sehari-hari
R11 Jadi kesulitan yang adek temukan dalam berbicara bahasa inggris
grammar sama kosa kata ya
RA11 Iya kak, terus dilingkungan sekolah pun jarang menggunakan bahasa
inggris
R12 Banyak menggunakan bahasa jambi ya?
RA12 Iya kak
R13 Oke adek terimakasih ya atas waktunya
RA13 Sama-sama kak
Transkip Interview Guru
Name : Hj. Jusni Fery, S.Pd
Status : English Teacher
Location : Office of teacher Madrasah Tsawiyah Laboratorium
Date : Setember 03rd
2018
Text interview
R1 Assalamualaikum,wr.wb?
P1 Waalaikum salam wr.wb
R2 Sebelumnya terimakasih telah menyempatkan diri untuk sedikit
berbincang dengan saya, bu.
P2 Oh,ya
R3 Jadi begini, disini saya sedang melaksanakan penelitian tentang kesulitan
kesulitan yang dihadapi beberapa siswa dalam pembelajaran Bahasa
Inggris khususnya dalam English speaking. Menurut ibu, bagaimana
kemampuan speaking siswa disini?
P3 Kemampuannya rata-rata masih kurang, masalahnya mungkin takut salah
begitu.
R4 Jika masih kurang, pastinya ada penyebab atau ada masalah disitu.
Menurut ibu sendiri, kira-kira masalahnya itu apa bu sehingga
menyebabkan mereka susah sekali untuk berbicara Bahasa Inggris?
P4 Kalau menurut ibu, intinya mereka tidak menguasai vocabulary. Kata-
kata Bahasa Inggrisnya mereka kurang tahu
R5 Kira-kira kalau lingkungan itu berpengaruh atau tidak bu terhadap
Kemampuan speaking siswa?
P5 Oh pasti, karena tidak ada waktu-waktu tertentu untuk belajar using
English. Tapi disini tahu sendirilah situasinya seperti apa
R6 Iya sempat bertanya kepada beberapa siswa bahwa masalahnya itu karena
mereka merasa takut salah dan takut ditertawakan
P6 Iya iya
R7 Dari beberapa masalah tersebut, menurut ibu langkah apa yang mesti
dilakukan untuk meminimalisir masalah-masalah tersebut?
P7 Kalau keinginan ibu, dikelas juga kan kadang ibu suka ajak mereka
berbicara bahasa inggris tapi mereka justeru tidak tahu artinyaYa dari
kemauan mereka sendiri kurang faham bahwa belajar Bahasa Inggris itu
penting.
R8 Berarti kalau untuk mewajibkan siswa untuk berbicara Bahasa Inggris
pada jam pelajaran bahasa Inggris itu masih belum mungkin ya bu?
P8 Belum. Satu dua katapun mereka masih sulit. Hanya ada satu, dua atau
tiga orang yang bisa tuh.
R9 Ya, intinya masih banyak masalah utamanya masalah dari diri mereka
sendiri.
P9 Iya harus ada motivasi untuk diri sendiri.
R10 Masih banyak yang harus dibenahi ya bu ya.
P10 Disekolah juga ada Ekstrakulikler Bahasa Inggris
R11 Bagaimana itu buk
P11 Ya sama, susah mesti sabar
R12 Bagaimana bu cara ibu memotivasi mereka agar semangat mereka untuk
belajar?
P12 Sebenarnya ibu sudah sangat sering yah memotivasi mereka di kelas agar
mereka mau belajar, belajar, belajar. Terutama belajar berbicara bahasa
Inggris ini ya neng. Kan kebanyakan itu malu, takut dan sebagainya untuk
berbicara bahasa Inggris. Tapi susah juga kalau misalnya dari diri mereka
sendiri tidak ada keinginan yang kuat.
R13 Kalau untuk malu, takut, nervous, itu gimana bu menurut ibu?
P13 Iya untuk malu, nervous dan segala macam itu sebenarnya sangat wajar
yah. Memang itu karena mereka belum terbiasa untuk berbicara bahasa
Inggris.
R14 Apakah ibu sering memakai group work dalam pembelajaran English
speaking?
P14 Untuk group work saya memang sering menggunakan, tidak hanya untuk
pembelajaran speaking ya sebenarnya tapi juga untuk materi yang lain?
R15 Efektiv tidak bu hasilnya?
P15 Kalau masalah efektif engga memang semuanya pasti ada plus dan
minusnya ya . Kalau memakai group work itu plusnya memang harusnya
mereka bisa kerjasama dan sharing tanpa adanya rasa malu, tidak enak
dan sebagainya. Tapi kalu misalkan tidak terkontrol mereka justru akan
asyik dan ngobrol sendiri. Kadang hanya orang-orang tertentu saja yang
bekerja, seperti itu
R16 saya kan sudah beberapa kali observasi di kelas ya bu yah. Nah di kelas
itu ada beberapa siswa yang dominan, sementara yang lainnya diem aja.
Yang aktif berbicara bahasa Inggris tuh yang itu lagi itu lagi. Gimana itu
bu?
P16 Iya memang neng, tidak hanya di kelas IX.A yah sebenarnya tapi juga
disemua kelas pasti begitu. Pasti ada dua atau tiga orang yang
mendominasi kelas, sementara yang lainnya ya cuma ngikut begitu.
R17 Nah itu gimana bu, dibiarkan saja atau biasanya dikasih treatment seperti
apa bu?
P17 Ya ibu pasti lebih memotivasi mereka untuk yu sama-sama belajar bahasa
Inggris, belajar berbicara jangan hanya diam dan ngikut gitu yah. Tapi ya
susah, ujung-ujungnya mah itu lagi itu lagi
R18 Itu kenapa bu bisa seperti itu?
P18 Mungkin karena memang mereka merasa tidak bisa sehingga percaya diri
mereka pun kecil yah makanya di kelas punc diem saja. Sedangkan yang
aktif di kelas itu biasanya mereka yang memang motivasi belajarnya
cukup tinggi.
R19 Kira-kira yang paling memancing mereka untuk berbicara bahasa Ingris
itu apa sih bu?
P19 Mungkin materi yah, atu juga cara penyampaian materi
R20 Terakhir nih bu, kesimpulannya berarti yang menjadi masalah siswa dalm
belajar English speaking itu apa dan bagaimana cara meminimalisirnya
P20 Baik, sebenarnya ada banyak sekali yah masalah dalam speaking ini.
Selain karena motivasi belajar mereka yang masih kurang, ditambah
dengan vocabulary yang terbatas, belum lagi keadaan sekolah baik sarana
maupun prasarana yang kurang mendukung. Itu semua memang menjadi
faktor pemnghambat bagi siswa disini. Dan untuk penanganannya
mungkin ibu memberikan banyak motivasi kepada merka untuk terus mau
belajar dan berlatih. Karena bahasa Inggris itu perlu dilatih yah, tidak
cukup dengan belajar di kelas saja. Begitu mungkin dek.
R21 Motivasi yang tinggi dan berlatih yang giat ya bu, itu kuncinya?
P21 Betul, karena kalau sudah punya motivasi yang tinggi pasti belajar pun
rajin, latihan berbicara bahasa Inggris pun semakin rajin
R22 Baiklah bu, terimaksasih banyak atas informasi-informasi yang sangat
membantu bu.
P22 Iya sama sama dek
Appendix IV : Field Note Observation
Date : August 20th
,28th
,29th
2018
Place : Class 9.A
REAL REFLECTIVE NOTE
Students Low of Vocabulary
Mastery
The students were so difficult to speak
English even in very simple sentence.
The students did not knew how to say a
word in English that actually they want
to say. The main problem that faced by
most of the students were the
vocabulary mastering.
Students Grammar as a Stumbling
Block
The students were made mistakes in
some simple grammar points like a
verbs third-person singular form, and
others. For example they used do‟
when the subject is he, or they were not
used verb 2 when they made some
sentences in past tense forms.
Students Pronunciation Trouble
Most of students were afraid if they
made a mistake in term of pronouncing
the words. Most of them were lack of
confidence to pronounce the word in
English.
Students Shyness, Nervousness, and
Fear of Making Mistakes
Almost of the respondents, most of
them were felt shy, nervous and fear of
making mistakes when they tried to
speak English. They were afraid if the
teacher would be angry if they made
some mistakes when speaking English
Students Lack of Confidence The students felt that their ability in
speaking was not good, so they have no
believeness that they actually can speak
English clearly if they were in high
confidence.
Students Limited of Practice The students were practice to speak
English rarely during English learning
Students Minimum Opportunities Some students just have a little
opportunity to speak up in front of their
friends. There were some dominant
students in class.They were speaking
much during the learning process and
very active. While the other students
were passive and saying nothing during
the process. They have not an
opportunity because all of the class
process was domination by the minority
students.
Environment Factors In the teaching and learning process, the
teacher used Indonesian dominantly.
Whereas, it would be better for the
teacher to used English at the class
activity to make the students habituate
with English.
Mother Tongue Dominantly
During learning English the teacher not
asked the students to speak English
intensively and also hasnot found the
teacher used English dominantly in the
learning process. She always used
Indonesian in every time of the process
Students Low Motivation There were no motivations of the
students to learnt English harder and
seriously.
Poor of Teaching English Strategy the teacher not used an interesting
strategy when they teach English to
make them interest. The teacher only
used an ordinary strategy of teaching.
Appendix V : Documentation Pictures
Picture 1 : siswa sedang belajar bahasa inggris
Picture 2 : suasana siswa belajar bahasa inggris
Picture 3 : siswa mengerjakan tugas bahasa inggris
Picture 4 : researcher mewawancari siswa
Picture 5: researcher mewawancarai siswa
Picture 6: researcher mewawancarai siswa
Picture 7 : researcher mewawancari guru
Picture 8 : researcher foto bersama siswa
CURRICULUM VITAE
Name : Fatma Ramyani
Gender : Female
Place/date of the birth : Sungai pandan, 10 Desember 1996
Address : Sungai Pandan,RimboUlu, Tebo.
Email address : [email protected]
Contact person :0813-5252-5267
Education background :
No Education Graduated year Place
1 SDN 01 Rimbo Ulu 2008 Tebo Ulu
2 MTS Raudhatul Iman Rimbo Ulu 2011 Tebo Ulu
3 SMAN 9 Rimbo Ulu 2014 Tebo Ulu
4 UIN STS JAMBI 2019 Jambi
Jambi ,2019
The Writer
Fatma Ramyani
Te. 140987