Submitted to the Faculty of Language in Partial Fulfillment of The Requirement for the Degree
Sarjana Pendidikan
Roni Hendrawan 20100540035
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Exploring Students` Difficulties and Strategies Toward Speaking Skill In English Education Department Universitas Muhammadiyah Yogyakarta
A Skripsi
Submitted to the Faculty of Language in Partial Fulfillment of The Requirement for the Degree
Sarjana Pendidikan
Roni Hendrawan 20100540035
English Education Department Faculty of Language Education Universitas Muhammadiyah Yogyakarta
Acknowledgement
This skripsi would not be completed without supports from many people. I thank my supervisor, Sri Rejeki Murtiningsih, Ph.D, for guiding me to complate my skripsi.
I thank all the English education department students, academic year 2010 who gave me support during my study. All your support has made my journey enjoyable.
This study cannot be completed without the involvement of my
respondents. I am greatly indebted to all respondents who took their valuable time to participate in my research and shared their valuable opinion relate to the
research.
Table of Contents
Cover Page ... i
Approval Page ... ii
Declaration Of The Authenticity ... iii
Acknowledgement ... iv
Table Of Contents ... v
Abstract ... vii
Chapter One: Introduction ... 1
Background of the research ... 1
Statement of the problem ... 2
Research questions ... 3
Objective of the Research ... 4
Limitation of the Problem ... 4
Significance of the Problem ... 4
Outline of the Research ... 5
Chapter Two: Review of Literature ... 6
English speaking skill ... 6
Problem in speaking skill for EFL ... 7
Strategies to overcome speaking difficulties ... 10
Previous Study ... 13
Chapter Three: Methodology... 16
Research design ... 16
Research Setting ... 17
Data Collecting Method ... 18
Data Analysis ... 18
Validity ... 18
Chapter Four: Finding And Discussion ... 20
English speaking problem faced by EED students when speaking English ... 20
Strategies used by EED students to overcome English speaking problem ... 23
Chapter Five: Conclusion And Recommendation ... 28
Conclusion ... 28
Recomendation ... 32
References ... 33
Abstract
There are four skill in english namely listening, speaking, reading, and writing. The most impirtant skill from four skills is speaking. Trough speaking we can deliver the message well. Therefore speaking is categorized as the most important skill. Speaking difficulties become one of the problems occurred for EFL
students. It also happened in English Education Department of Universitas Muhammadiyah Yogyakarta. This research is conducted to find out the difficulties faced by English Education Department.
The data collection method employed in this research was qualitative research. Three students of batch 2013 of EED UMY participated in this research. They were invited to attend interview session. They were interviewed one by one. The interview was recorded. The result of interview was transcribed and member checked to prove the trustworthiness of the interview.
The research found that difficulties occurring in EED were: inhibition, Lack of topical knowledge, low participation and mother tongue used. To cope with those problems the respondents came up with some strategies. Those strategies are: Self-talk, reading English book to enrich the vocabulary, English debate practice, daily conversation in English, make a note, self-motivation, looking for partner to practice English.
Chapter One Introduction
In this chapter, the researcher presents several points to discuss the main problem of the research. The chapter is arranged into background of the study, statement and limitation of the problem, research question, the purpose of the research, significance of the research and outline of the research.
Background of the Research
There are four skills in English namely listening, speaking, reading, and writing. One of the most important skills to be mastered is speaking. Speaking is the way to communicate or deliver the ideas orally. Speaking is speech with the purpose of having intention to be recognized by speaker and the receiver
processes the statements in order to recognize their intentions. When people in a country want to deliver their ideas in front of the foreigners, they usually use English because they do not master their first language. Speaking English is not only important for global era but also for education. There are so many
institutions used English for their introduction of the subject. And also there are many international schools in Indonesia which demand English.
There are three classifications of English (Kirkpatcrik, 2007). Firstly is English as a native language (ENL). ENL is spoken in countries where English is widely used. These countries are Australia, Canada, New Zealand, the United Kingdom, and the United States. Secondly is English as a second language (ESL). ESL is spoken in countries where English is important and official language but not the main language. For the last is English as a Foreign language (EFL). EFL happens in the countries where English is not spoken in the daily life. In these countries, English is usually learned in school. Students in EFL have little opportunity to use English outside classroom. Therefore the speaking ability of the students is lower (Kirkpatrick, 2007).
All students in English education department Universitas Muhammadiyah Yogyakarta has gotten speaking subject. However, some of them still cannot speak English fluently. Otherwise, some students speak English very fluent. Those students who are unable to speak English fluently will take a high risk because they will be teacher in the future. Thus, the research about problem in speaking and how to solve should be carried out.
Statement of the Problems
language rather than English. Sometime, they do not know what to say so that they will use their first language to protect from losing face in front of the class.
EFL students may have difficulties in speaking English. According to Hosni (2014), there are four difficulties in speaking. For the first is linguistic difficulty. Students are difficult in finding the appropriate vocabulary when they want to speak. The second is mother tongue use. EFL students tend to use their mother tongue. For the third is in ibiti n. St ents’ p ti ip ti n in t e l ss be low because they fear in making mistake. Thus, English education department students may have some problems in speaking because they are EFL students.
Some EED students of UMY have problems in speaking English.
Effective communication will make teaching learning process run well. However, there are some problems in speaking English which is experienced by EED students. This may obstruct their ability in teaching hence having good speaking skill is EED students responsibility. There are some difficulties in speaking English for English education department students. This study is limited only on the early batch of English education department.
Question of the Research
The main goal of this study is to disclose the st ents’ pe epti n b t the problems faced in speaking English and strategies to overcome the problems. is ese t ies t investig te t e st ents’ pini n about what kind of
1. What are the problems faced by EED students in speaking English?
2. What are the strategies used to overcome the speaking English difficulties? Objective of the Research
The objectives of this study are:
1. To explore EED st ents’ p ble s in speaking English.
2. expl e st ents’ pini n on strategies for their speaking difficulties. Limitation of the Problem
The research on Exploring st ent’s difficulties and strategies toward speaking skill was nl li ite t t e st ent’s pe epti n b se n problems and problem solving of speaking English difficulties of students batch 2013 at English Education Department UMY.
Significance of the Problem
The results of this study are expected to give benefits to the readers. There are some specific significance of this study:
1. To give information about the difficulties in speaking for EFL students so that EFL students can look at themselves whether the students feel the same problems or not.
2. To give information for other EFL students why they cannot often use first language in speaking English so that they will decrease the intensity of speaking first language in dealing with speaking skill improvement. 3. To give motivation for EFL students to be brave in speaking English so
4. To give information about speaking skill that can be explored by the teacher.
5. To give further explanation for the other researcher. So, the other researcher can do further research on speaking difficulties. Outline of the Research
Chapter one of this research explain the background of the research. This chapter talks about why the title is taken. Chapter two describes literature review related to the study. This chapter reviews the definition of speaking class, the difficulties in teaching speaking, and also the way in solving the problem, and review some papers related to the study. Chapter three explained about
Chapter Two Review of Literature
This chapter aims to analyze the students speaking problem in Pendidikan Bahasa Inggris (English Education Department) UMY. In order to formulate the issue, this literature review will discuss some important aspects relating to the study. First it will discuss speaking skill and problems in English speaking in EFL. Second, it reviews studies related to students’ speaking problems in EFL. English speaking skill
There are four skills in English namely listening, speaking, reading, and writing. According to Javed, M. J. (2013) these four skills are divided into two categories such as receptive and productive skills. Reading and listening is receptive skills then writing and speaking is productive skills. Receptive skill is important because it is needed to understand textbook, contents, and document. Productive skill permit students to perform the language like oral presentation. Productive skill is defined as important form of expression to persuade other people as well as to share their ideas and feelings (Jaramillo & Medina, 2011). This means that speaking is aimed at delivering ideas to other people. Besides, speaking is important to persuade people. That is why speaking is important for language learner.
Language is a tool of communication. People can communicate with other when they use a language. Speaking is one of important skills. According to Brown (1994) as cited in Florez (1999), speaking skill is “an interactive process of
information”. Underwood as cited in Akhyak (2013) stated that speaking is an
interaction between speaker and listener. This means that both speaker and listener should be active. Speaking involves thought and emotion.
Speaking skill is important for foreign language learner. According to Rebecca (2006), speaking is students’ first mode to acquire the language. This
means that through speaking, students are hoped to acquire the target language. Then, they will speak English fluently.
Speaking is considered to be the most difficult aspects for language learner. Tuan and Mal (2015) stated that many language learners find difficulties when they have to speak in the target language. This is mostly happened in foreign language learners. Foreign language learners find difficulties when they have to speak in English as a target language.
There are some difficulties which are experienced by foreign language learners. According to Ur (1996), there are four speaking problems which is experienced by foreign language learners namely inhibition, lack of topical knowledge, low participation, and mother-tongue use.
Problem in speaking skill for EFL
can improve their speaking skill. This indicates that when students fear in making mistake, shy, and fear to be criticized their speaking skill will be inhibited.
Second problem is students cannot speak in English because they do not know what to say. This is caused by lack of knowledge. It is difficult for students to respond other’s because they have little ideas about what to say, which
vocabulary to use, and using grammar correctly (Baker and Westrup, 2003). Ellis (2008) also said learning difficulties are affected by types of knowledge. In addition, Ferrari and Palladio (2007) stated that the background knowledge of students will affect the difficulty. This means that when students should speak in front of the class but they do not know the topic, this will affect their speaking skill. Knowledge here can be the words, sentences, or may be the content of what to speak. This will lead students to have low participation in the English class.
Third problem is low participation. In foreign language country, English is only taught in school which has large number of students. This will make students to have little time or chance to speak English. Tuan and Mai (2015) stated that some learners will dominate when others speak very little. In a large group students will only have little time to speak. This will lead to the speaking
difficulties. In line with Tuan and Mai (2015), stated that lacking of opportunity to practice English is another prominent problem in advancing English ability. Low participation can be said as low practice in English. To improve students’
For the last problem is first language use. Students with same mother tongue tend to use mother-tongue. According to Harmer (1991) there are some reasons why students still use mother-tongue in the class. Firstly is when they have to discuss about topic that they are incapable of. Secondly it is natural. This means that the using of first language is natural when they meet people who have same mother-tongue. This is happened when there is no encouragement from the teachers. Littlewood (1981) argued that the using of first language in the
classroom is one of speaking problems. By using first language, students will not have opportunity to speak English as the target language. Although teachers only use first language in the group discussion for example, this will hamper students’
speaking skill. As little as the opportunity to speak English, students will be lazy to speak then this can be one of speaking problems.
Iwashita (2008) said that speaking difficulties which is experienced by students is grammatical accuracy and complexity, vocabulary, pronunciation, and fluency. EFL students always think about the using of vocabulary and how to pronounce it well. This will hamper students speaking skill.
failure in acquiring the basic skill for oral communication as stated by Miller (2010). Thus, speaking skill should be mastered by students.
Speaking is an effective interaction between people. The cooperative interaction between speaker and hearer will help both to deliver and receive the message. Thus, students speaking skill should be good. In Indonesia, most students who learn English for some years still cannot speak English fluently. This is caused by environment which does not let students to practice their English ability. Hence, the speaking difficulties should be overcome. Strategies to overcome speaking difficulties
There are some strategies to overcome students speaking difficulties. The strategies are both from students and teachers. This means that between teacher and students should have good bonding to create the comfortable situation.
Ur (1991) stated that there are five solutions to reduce speaking problems. Firstly is group work. Group work is believed to increase oral practice from students. Through group discussion, students are given the same chance to speak English by using the topic given. Group work is not only from the teacher but also from students’ initiative. This means that to overcome their difficulties, they
Guidelines of group discussion should be cleared. There is no explicit guideline which makes students hard to understand. Fifthly are English monitors. There is should be people who monitor students. This can be teacher or students’ friend. It
is better to choose one of members in a group to be an English monitor.
To overcome the problems in speaking students use many ways. One of the ways is communication strategies. There are some communication strategies used by students as reported by Yuliastuti (2014). For the first is avoiding communication. This is negative strategies used by the students. They avoid speaking in the class. For the second is adjusting the message. Although they do not know how to communicate, they just try to understand what the message is. For the third is paraphrasing. If students cannot even remember the word, they try to make a paraphrase like saying the place where you can do whatever you do to say „house’. For the fourth is approximation. Primary a lexical strategy, learners
may replace an unknown word with one that is more general. For the fifth is creating new words. For the sixth is code switching. If a learner is speaking to someone with whom he or she has a language in common, a word or phrase taken from the common language may be used to overcome a communication difficulty. For the seventh is seeking help. They tried to look at their friends to find a help.
Zua (2008) stated that to overcome students’ fear of mistake there will be
three ways. Firstly is emotional relationship between students and teacher should be built. This means that students should feel comfortable when they speak English and they will feel okay after making mistake. Secondly is students’
about the knowledge. Then, they will be more comfortable in speaking English. Thirdly is reducing nervousness. Fear of mistake can lead to nervous so that this should be reduced. Some students reported that they take a breath before speaking English to reduce the nervousness.
To overcome shyness and lack of confidence, Pesce (2011) and Yi, Y (2007) give the solutions. To overcome students’ shyness Pesce stated that
classroom environment will reduce students’ shyness. Students should be
comfortable in the classroom so that they will not be shy to speak English in front of the class. Yi, Y stated that practice English every time can reduce lack of confidence. Students should practice to speak English so that they will be confidence. It is in line with Kumaravadivelu (2003) who stated that language is best learned when the learner understand, saying, and doing something with the language, This indicates that to reduce or overcome speaking problem, students should practice to speak English as often as possible.
Cameron (2001) argued that students need to participate to the language. This means that students should be given same opportunity to practice the language. Participate here means that students should be involved when there is discussion which is used English as the language. The using of first language in the classroom should be reduced.
Speaking skill is the most crucial skill to make students have successful communication. However, many foreign language learners have difficulties in speaking. Pathan, M. Z. (2014) reported that there are some difficulties in
of this research are Libyan Arab EFL Learners. Researcher used observation to gather the data. Pathan, Aldersi, and Alsout found that there are seven difficulties in speaking for EFL learners.
Previous Study
Spoken language is considered to be the most important skill for students. Tuan and Mai (2015) did the research in Le thanhHien High school. 203 students from grade XI and 10 English teachers are the subject of this research. This research use questionnaire and class observation to find students’ speaking problems and the factors affecting their performance. Tuan and Mai reported two main points namely factors affect students’ speaking performance and speaking
problems. There are four speaking problems. Firstly, limited chance to speak in class. This means that students have little chance to practice their English speaking. Secondly is the using of Vietnamese. Vietnamese is students’ first
language. Thirdly is fearful of criticism. Criticism both from teachers and their peer give contribution to students’ speaking problem. Fourthly is translating the
task from first language to the target language first. This will hamper students’
speaking skill. Tuan and Mai also reported some strategies to overcome students’ speaking problem as follows:
1. Understand the importance of speaking skill. Students should understand the importance of speaking in English for communication. This will give more motivation to improve their speaking skill
There are some ways in practicing outside the classroom. For example students can have group discussion which has obligation for each students to speak English
3. Speak English in the classroom for habit. Try to use English more than Vietnamese in classroom.
In line with Tuan and Mai, Hosni (2014) reported three speaking difficulties for English foreign language learners. Hosni used three methods in finding students’ speaking difficulties namely observations, interviews, and also
curriculum analysis. Hosni did a research in basic education in Oman. Grade 5 teachers and three classes in a school are respondents from this research. For the first difficulty is linguistic difficulty. Data from observation showed that students try to find out the appropriate vocabulary. From the interview, students reported that they want to speak but they do not know the word. Students felt to build a sentence is difficult. For the second is mother tongue use. It is in line with Tuan and Mai who reported that many students still use Vietnamese as their mother tongue. In this case, students tend to use Arabic while discussing. Vocabulary repertoire and weak sentence building skill is reported as the reasons why students still use Arabic. For the last is inhibition. Students reported that they fear to make mistake in a class. Some students will laugh at them when they make a mistake.
faculty IAIN Sunan Ampel. Respondents of this research are 60. The data
collection of this research is by using questionnaire. The first strategy is reading a lot of English book to improve their vocabulary. The second strategy is
memorizing vocabularies. Students reported that this may take 5-10 minutes in memorizing the vocabularies. The third is trying to speak English as often as possible. They usually practice to speak English both inside the classroom and outside the classroom. The fourth is watching some western movies. They stated that through watch movies, they can know how to pronounce the word well. The fifth is memorizing the tenses. The last is being confident while speaking English.
Chapter Three Methodology
This chapter discussed the methodology. The first part of this chapter discussed the research design implemented in the study. Then description of
participants was offered. The next chapter explained the data collection method and reasons why I choose that method. Then, the data collection procedures was described in this part. And in the last part, data analysis process explained to
complete the description of the methodology for this research.
Research Design
The aim of this study is to analyze the students’ speaking problem and
how students overcome the problems. It means that this study describes the speaking problems from foreign language learner. Students participating in the research was requested to express their feelings and share their experiences in speaking English in English education UMY through a recorded interview.
In this research, qualitative research was used to collect the data. Qualitative research is considered as an appropriate method for researching people’s experiences, feelings, and perceptions. According to Merriam (2009)
qualitative research focuses on how people interpret their experiences. It means that the result of qualitative research should be in a description. Furthermore, the adoption of this approach also refers to the aim of this study which discloses students’ speaking problem. “Qualitative research aims to address questions
Davidson, 2002, p. 717). It means that qualitative research deals with interest in how the people share their experience about their lives and social worlds. This research used qualitative approach since the aim of this study is to disclose students’ speaking problems. Students have to share their perceptions about their
experience in speaking English in English education UMY. The result of this study is descriptive so that this research is suitable to adopt qualitative approach. Research Setting
In this research, the researcher conducted the research at English
Education Department of UMY. The research was set qualitatively. The interview took a place in University Residence for girl (Unires) UMY. Unires was chosen as the place of interview because Unires is the nearest place where English
Education Department student spend their spare times. Respondents
Data Collecting Method
This study used in-depth interview as a data collection method. In-depth interview is used to find further data of the research and it is suitable with the research. Interview is often used in a qualitative research and considered as an appropriate method since it is concerned with the information, understanding and also the feelings of the individual (Hancock, 2002). It is a method where
respondents share their opinion. The interview used bahasa Indonesia for respondents’ ease. Respondents were interviewed one by one. Recorded
interviews were transcribed in the original language. Then they are interpreted by using English.
Data Analysis
The last step after conducting the interview is analyzing the data from the
interview. To analyze the data there were three steps employed in this research namely transcribing the data, coding the data, and categorizing the data. The goal of this data analysis was to interpret student answers and the findings were
reported. Briefly, the three steps were explained as follows. First, the researcher transcribed the recorded interview. After that, researcher took the important thing
related to the research. These important things were put into some categories. The categories related to the research. Then researcher wrote the summary from the categorizing data. The finding and result was written into paragraphs.
Validity
checked by the respondents to make sure about the validity of interview. Than the checked interview is returned. And the result of the member checking is, there
Chapter Four Findings and Discussions
In this chapter, the finding of the clarified interview are categorised, and connected to the theories and also explained by the researcher. The format of this chapter consist of finding and discussion. The first part is the findings of the research. and then followed by the discussion of the finding. The discussion of the research is strengthened by some theories related to the research. The quotation is also included.
English Speaking Problem Faced By EED Students When Speaking English Finding 1: Inhibition. According to my two respondents the first
problem they faced in speaking English is inhibition. They often worry to speak in English, so they were lack of practice because they were afraid of making
mistake. Respondent 1 stated, “I feel shy because I am not acostumed to speak in English” (Respondent 1, 2016). Respondent 2 stated as following:
I feel nervous when I speak in English moreover in front of the audience. When speaking English and my friends correct my grammar about tenses for the example the usage of verb 1 and verb 2 it makes me demotimatived and decrease my self-motivation (Respondent 2, 2016)
shyness. This indicates that when students fear in making mistake, shy, and fear to be criticized their speaking skill will be inhibited.
Finding 2: Lack of topical knowledge. The second problem was deal with lack of topical knowledge. Two of my respondents stated that they did not know what to say in English. They were confused to choose the appropriate word. Respondent 2 stated, “Grammatical problem is occurred when I speak English, I have to think the correct grammar quite long before I speak” (Responden 2,
2016). Respondent 3 also stated, “Diction election issue. I used to have too much filler, because I am confused and forget sometimes. I feel that I am lack of
vocabulary mastery” (Respondent 3, 2016).
The choice of appropriate words became one of the problems to determine the sentence that will be produced by my respondents. On the other hand
addition, Ferrari and Palladio (2007) stated that the background knowledge of students will affect the difficulty.
Finding 3: Low participation. Having a partner is helpful thing to improve speaking skill, but unfortunately to have a partner in improving speaking skill is not that easy for my respondent. Respondent 1 stated, “I don’t have a partner to train my English. Unequal language proficiency level in class room, there are much better English of my class mate” (Respondent 1, 2016).
Respondent 3 also stated, “Lack of training to speak in English” (Respondent 3, 2016).
It is proven by their argument that they did not have any partner to practice their English continually. In fact, having a partner will help them a lot. This condition made my respondents were not able to practice their English for their daily activities. The result of lacking opportunity to practice English is that the student incapable to take their role in the class. Tuan and Mai, Khamkhien (2010) stated that lacking of opportunity to practice English is another prominent problem in advancing English ability.
Finding 4: Mother tongue used. As a foreign language, English demands good pronunciation. The good pronunciation will lead to good understanding. However, having a good pronunciation quite difficult for some of the learner. Because of the influence of their mother tongue. Mother tongue often influence their pronunciation. Respondent 2 stated, “I used to speak in Javanese and it influenced my English, so I speak English in very Javanese accented”
It happened to my respondents as Well. Javanese accented (medok) often occurred when they speak English. In line with Hammer (1991) that there are some reasons why students still use mother-tongue in the class. Firstly is when they have to discuss about topic that they are incapable of. Secondly it is natural. This means that the using of first language is natural when they meet people who have same mother-tongue.
Strategies used by EED students to overcome English speaking problem In order to cope with the problem, the respondents do several strategies. And the strategies are:
Finding 1: Self-talk. The chance to speak English may seem insufficient for some students. To improve their English, the students need to practice their English more. They need to make a habit on having English conversation every day. To cope with problem one of the respondents argued that he need to do self-talk in order to improve his English. This self-self-talk is the way to accustom to English. It can be seen from Respondent 1 statement. Respondent stated, “I found the way to overcome my Weakness, it is self-talk” (Respondent 1, 2016).
It was supported by the argument of Kumaravadivelu (2003) who stated that language is best learned when the learner understand, say, and do something with the language, this indicates that to reduce or overcome speaking problem, students should practice to speak English as often as possible.
every single student should master it. The sentences found in a book can really help the students to improve their language. Vocabulary enrichment can be done through reading English book. Respondent 1 argued “I enrich my vocabulary through reading book” (Respondent 1, 2016). Other respondent
also argued the same, “Reading a book can also enrich vocabulary”
(Respondent 3, 2016). On the other hand, the students need to open dictionary to know the meaning of the word they find in English book. “I open the dictionary to know the meaning of certain word” (Respondent 2, 2016).
Reading book and then finding the meaning of certain vocabulary are the way on how do the students enrich their vocabulary.
Finding 3: English debate practice. Having partner in practice in English is very helpful to improve speaking ability, moreover if we join the debate.
Practice in the debate can improve our speaking skill and critical thinking. The debater is forced to think and speak quickly; therefore speaking ability is improved gradually. Students who join the debate trained to build the sentences quickly and efficiently. Respondent 1 stated, “To enrich vocabulary I join debate club” (Respondent 1, 2016).
Debate can also be categorized as a group work to improve speaking skill. Ur (1991) stated that there are five solutions to reduce speaking problems. Group work is believed to increase oral practice from students. Through group
discussion, students are given the same chance to speak English by using the topic given. Group work is not only from the teacher but also from students’ initiative.
to speak English. Hetrakul (2005) stated that group work or English club can decrease students’ speaking difficulties.
Finding 4: Daily conversation in English. Communication is the way to deliver people`s idea. The idea can be transferred smoothly by having a good conversation. To have a good conversation, we need a good language. As a foreign language English takes a role on global communication. The problem on foreign language can be reduced by practicing English for daily activities. The habit on practicing English for daily activity is very helpful. Students who used English as foreign language will be significantly improved. It is in line with the argument brought by the respondent, “I use English for daily conversation with my friend, I try to be more active to speak English” (Respondent 1, 2016).
Moreover the also try to accustom to speak English with their lecturer. “I try to speak English with my lecturer and also I accustom to use English” (Respondent
2,2016). Thus, practicing English will help a lot in improving speaking skill.
Finding 5: Making a note. English as a foreign language demands the user of it to be more active. The activeness can be reflected through making some note on grammar or certain vocabulary. It helps a lot for the nonnative language learner. The learner will easily memorize the meaning and the objective of the text. The notes are used as students remainder for retelling the students to speak in correct grammar. Respondent 2 said “I make a small note for my grammatical problem” (Respondent 2, 2016). In conclusion, note is the remainder for some
Finding 6: Self-motivation. The most important thing to improve speaking skill is motivation. Self-motivation takes important role for nonnative language learner. The students often being underestimated and intimidated by their environment. The environment means the people who stand around the native learner, for the example is class mates, lecturer, and people who have more capability in English. On that circumstance students often underestimated and intimidated to speak English. If they do not have a good self-motivation they will be demotivated. Therefore, they will shy to speak because they fear of making mistake and lack of confidence. According to Zua (2008) to overcome students’
fear of mistake there will be three ways. Firstly is emotional relationship between students and teacher should be built. This means that students should feel
comfortable when they speak English and they will feel okay after making
mistake. Secondly is students’ concentration should be improved. This is intended
to make students understand about the knowledge. Then, they will be more
To overcome shyness and lack of confidence, Pesce (2011) and Ye Htwe (2007) give the solutions. To overcome students’ shyness Pesce stated that classroom environment will reduce students’ shyness. Students should be
comfortable in the classroom so that they will not be shy to speak English in front of the class.
Chapter Five
Conclusion and Recommendation
Conclusion
As a foreign language there are four skills that must be mastered by the students. Those skills are listening, speaking, reading, and writing. One of the most important skill is speaking skill. Speaking is the way to communicate the ideas orally. In this case, there are many difficulties that faced by English as a foreign language learner. The difficulties are Inhibition, lack of topical
knowledge, low participation and mother tongue. The research that has been conducted at EED UMY resulted those difficulties as well. The strategies are also found during the research. The strategies are self-talk, reading English nook to enrich the vocabulary, English debate, daily conversation in English, make a note, self-motivation and looking for partner.
First of all is inhibition. Inhibition is feeling worry about making mistake, fear to be criticized, Shyness, in confidence and nervous. It happened to the two of the respondents. Felt that they were worry of making mistake, shy, and lack of confidence. It influenced the progress of their speaking skill.
Thirdly, low participation. In foreign language country, English is only taught in school which has large number of students. This will make students to have little time or chance to speak English. Otherwise, the participation in order to enhance the speaking ability is needed. Having a partner is helpful thing to
improve speaking skill, but unfortunately to have a partner in improving speaking skill is not that easy for my respondent. They were not able to find a partner to train their English. Therefore they really had only a little chance to practice their English.
Fourth, Mother tongue use. As a foreign language, English demands good pronunciation. The good pronunciation will lead to good understanding. However, having a good pronunciation quite difficult for some of the learner. because of the influence of their mother tongue. Mother tongue often influence their
pronunciation. One of my respondents felt that mother tongue played crucial role in influencing the pronunciation. The respondent was influenced by his mother tongue. Thus, the difficulties found at English Education Department Students of batch 2013, Muhammadiyah University of Yogyakarta.
To cope with those problems there are many strategies used by the respondent. The strategies are: Self-talk, Reading English book to enrich the vocabulary, English debate practice, daily conversation in English, make a note, Self-motivation and looking for partner.
conversation every day. To cope with problem one of the respondents did self-talk in order to improve his English. This self-self-talk is the way to accustom to English.
Secondly, Reading English book to enrich the vocabulary. The
respondents believed that reading a lot can help them to enrich their vocabulary because they will find many new words in the book. It help them to memorize it and to master it because they have to open the dictionary.
Thirdly, English debate practice. Debate is categorized as group work in which every member takes a role in speaking. It means that English debate practice is one of the solution to overcome low participation problem. Because they were forced to speak depends on their role. It guided them to have more chance to speak in English and through that way their English will improve. One of the participants argued that joining the debate give the benefit in enriching the vocabulary.
Fourthly, daily conversation in English. Talking about English as a foreign language it cannot be neglected that language is practice. So, the habit on
practicing English for daily activity is very helpful to improve the speaking ability. Student who used English as a foreign language will be significantly improved, if they practice it every day. Based on my respondent argument that they felt that their speaking ability is improved after they try to accustom to speak in English for their daily conversation.
students will easily memorize the material or the meaning of vocabulary trough the note. One of the respondents tried to overcome the grammatical problem trough making a note, and it helped a lot.
Then, the most important thing to overcome speaking problem is self-motivation. Motivation become the most important thing because many students felt in confidence, fear to making mistake, shyness and anxiety to speak in English. Moreover, lack of self-motivation drove them underestimated. To cope with this problem cultivating self-motivation is obviously important. All of the respondent agreed that self-motivation really played a crucial role in speaking ability. Hence, the respondent tried to improve their self-motivation by encountering their nervousness and tried to be brave to speak in English.
Recomendation
Based on the findings, this research provides some recommendations for teacher, students, and further researcher. The recommendations are as the followings:
For further researcher. For further research, researchers recommend the importance to explore deeper about difficulties and strategies toward speaking skill in different levels. therefore, further research will be found different problems and different strategies faced by the students.
Teacher. Teachers should be aware of the students who lack of English proficiency. So, the students will not be underestimated and demotivated.
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EXPLORING STUDENTS’ DIFFICULTIES &STRATEGIES TOWARD SPEAKING SKILL IN ENGLISH EDUCATION DEPARTMENT
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Interviewer : Responden I
Date : Wednesday, 23 of march 2016
Place : Unires Putri Universitas Muhammadiyah Yogyakarta
Subject Interview Theme
Interviewer Hari ini hari rabu tanggal 23 maret tahun 2016 pukul 17:17 di unires putri universitas muhammadiyah yogyakarta saya bertemu dengan responden I. Selamat sore mas? Respondent I Yak
Interviewer Kita langsung saja ke pertanyaan yang pertama yaitu, apa saja yang ap apasaja masalah yang terjadi dalam berbicara bahasa inggris? Respondent I Eee masalah yang saya dalam
bahasa inggris itu saya merasa malu ketika mengo e mengobrol pake dalam bahasa inggris.
Interviewer Ehem, kemudian setelah malu ada lagi?
Respondent I Eeemm mungkin masalah
keduanya adalah saya tidak punya partner untuk berlatih.
R1.1 saya tidak punya partner untuk berlatih.
Interviewer Partner untuk berlatih, temen untuk berlatih gitu ya, aaaa selain itu?
Respondent I Eee hanya itu Interviewer Hanya itu? Respondent I Iya
masalah?
Respondent I Soalnya saya pribadi tidak terbiasa untuk ngomong bahasa inggris, eee dimana saya untuk, dimana saya berada terus untuk ngomong bahasa inggris tu, kita butuh kebiasaan gitulo, jadi mungkin saya merasa malu karena ngak biasa.
R1.2 saya pribadi merasa malu karena saya pribadi tidak terbiasa untuk ngomong bahasa inggris.
Interviewer Ngak biasaa. Selain ngak biasa yang bis bisa menyebabkan malu. Respondent I Eeemmmm
Interviewer Selain ngak biasa.
Respondent I Temen kelas yang mungkin punya kemampuan yang lebih hebat dari pada saya.
R1.3 Temen kelas yang mungkin punya
kemampuan yang lebih hebat dari pada saya Interviewer O iya. Selain itu?
Respondent I Ya itu aja. Interviewer Itu? Respondent I Hem em
Interviewer Oke kemudian tadi setelah itu, apa tadi masalahnya?
Respondent I Eeeem pasrtner.
Interviewer Partner a, itu kenapa bisa menjadi masalah?
Respondent I Karna ya gitu kayak masalah karena saya akan latihan itu ngak punya partner mau latian buat apa gitu lo, jadi sulit untuk ngomong, kan buat buat buat ngomong itu kita butuh partner untuk siapa yang merespon siapa yang mendengarkan gitu lo, jadi kita tau itu salah atau enggaknya. Interviewer O iya iya, kenapa ngak ngomong
sendiri atau belajar ngomong sendiri gitu?
Respondent I Hem em
Interviewer Oke selain itu yang menyebabkan eeee masalah berbicara karena ngak punya partner itu apa aja. Apalagi?
Respondent I Eee dua masalah utama itu yang saya alamin sekarang.
Interviewer Oke, kalau gitu kita lanjut ke pertanyaan yang kedua yaitu, eeeee yang ketiga!!. Bagaimana strategi untuk mengatasi masalah dalam berbicara bahasa inggris. Respondent I Oke, seperti yang saya sebutkan
sebelumnya, saya menemukan sebuah cara itu saya ngomong sendiri, terus ngomong batasannya mungkin 30 menit sama ngomong sendiri terus ya ngomong tentang apa aja terus saya menambah vocab vocab dengan bahasa buku.
R1.4 saya menemukan sebuah cara itu saya ngomong sendiri R1.5 saya menambah vocab vocab dengan bahasa buku.
Interviewer O iya, selain itu?
Respondent I Selain itu mungkin saya
mendengarkan musik dan untuk menambah vocabulary ini berlatih debat.
R1.6 untuk menambah vocabulary ini berlatih debat.
Interviewer Debat? Respondent I Hem em.
Interviewer Tadi yang masalah malu tadi strateginya apa?
Respondent I Strategi yang saya terapkan itu saya ngomong sendiri, ngomong sendiri, terus membaw, terus pake bahasa inggris ketika saya
ngomong dengan temen-temen.
R1.7 terus pake bahasa inggris ketika saya ngomong dengan temen-temen. Interviewer Ow gitu.
Respondent I Iya beranikan diri sendiri. R1.8 beranikan diri sendiri
cara menyanangi menangani masalah berbicara itu gimana di dalam kelas?
Respondent I Untuk memberanikan diri saya di dalam kelas, ketika ada dosen memberikan sebuah pertanyaan, saya mencoba untuk lebih aktif. Otomatis untuk memberanikan diri saya lebih aktif di kelas dan berani ngomong.
R1. 9 Untuk
memberanikan diri saya di dalam kelas, ketika ada dosen memberikan sebuah pertanyaan, saya mencoba untuk lebih aktif.
Interviewer Selain lebih aktif?
Respondent I Eeee dikelas saya juga ngomong dengan temen juga pake bahasa inggris biar terbiasa atau ngak malu.
Interviewer Itu temennya temen yang gimana itu?
Respondent I Mungkin temen yang udah deket. Temen yang udah deket dan ngak gimana ya ngak ada yang sip pake bahasa inggris gitu lo.
Interviewer O iya iya, ada lagi? Respondent I Cu, ya itu aja.
Interviewer Oke kalau gitu kita lanjut ke pertanyaan selanjutnya. Strategi yang paling berguna dalam mengatasi masalah berbicara itu kira-kira apa?. Yang paling berguna.
Respondent I Paling berguna, strategi paling berguna itu ya itu, pake bahasa inggris di kehidupan sehari-hari. Soalnya kalau kita ngak pake itu kita ngak bisa belajar bagaimana mengucapakan bahasa inggris soalnya saya tu butuh kebiasan, jadi harus gunakan sesebiasa mungkin.
Respondent I Berguna kedua mungkin, sering berlatih sendiri walaupun ngak ada partner.
Interviewer O iya. Oke kemudian kita lanjut ke pertanyaan selanjutnya, setelah menemukan solusinya, bagaimana perasaan anda tentang
keterampilan berbicara bahasa inggris?
Respondent I Oke, yang saya rasakan saya lebih PD dan saya tu merasa lebih berani soalnya saya merasa apa yang di omongkan guru itu saya dapat pahami dan ketika saya memberikan respon kepada eh terhadap apa yang di percayakan oleh guru saya bisa menjawab dengan benar dan akurat dalam bahasa inggris.
Interviewer Selain itu ada manfaat lagi? Respondent I Mungkiiiin, PD dan berani itu aja,
saja merasa itu, PD dan berani. Interviewer Udah itu aja?
Respondent I Iya
Interviewer Oke, kitaaa, bearti selesai ini pukul 17:22 bersama responden I. Terimakasih mas.
EXPLORING STUDENTS’ DIFFICULTIES &STRATEGIES TOWARD SPEAKING SKILL IN ENGLISH EDUCATION DEPARTMENT
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Interviewer : Responden II
Date : Wednesday, 23 of march 2016
Place : Unires Putri Universitas Muhammadiyah Yogyakarta
Subject Interview Theme
Interviewer Hari ini hari rabu tanggal 23 maret tahun 2016 pukul 18:02 saya bertemu responden II di unires putri universitas yogyakarta, selamat sore mas!
Respondent II Sore mas
Interviewer Nah disini masnya kan sebagai salah satu mahasiswa pendidikan bahasa inggris di UMY ya. Nah disini saya akan bertanya beberapa hal tentang berbicara bahasa inggris. Pertanyaan yang pertama yaitu adalah. Apasaja masalah yang terjadi dalam berbicara bahas inggris?
Respondent II Baik eeee., masalah yang mungkin terjadi dalam berbicara bahasa inggris saya mungkin, masalah vocabulary, masalah percaya diri, grammar & pronouncation, tapi untuk pronouncaction ngak terlalu sih mas. Itu aja sih.
R2.1 masalah percaya diri
R2.2 pronouncation, tapi untuk
pronouncaction ngak terlalu sih mas. Itu aja sih.
Interviewer Adalagi mungkin Respondent II Udah.
Respondent II Mm, oke untuk vocab mungkin eeee.. Kita apa sekarang e itu ngak, ngak ada pelajaran yang khusus mempelajari belajar vocab itu kan, trus yang masalah
grammar ketika berbicara itu saya selalu memikirkan grammar yang benar gitu, saya pokoknya harus ngomong dengan grammar yang benar untuk masalah grammar, trus yang untuk percaya diri itu saya kurang percaya diri orangnya suka nervous kalau berbicara bahasa inggris itu apalagi di depan orang banyak, ngomong sama temen ke temen aja agak nervous gitu, trus yang untuk
pronouncation masalahnya cuman kalau ngomong ke temen itu apalagi temen yang kita biasanya ngomong bahasa jawa, na itu suka kebawa itu untuk menjadi disitu sebenernya ngak masalah juga si cuman eee kebawa dari medok itu jadi kalau ngomong bahasa inggris jadi medok juga na itu
mempengaruhi pronouncation. Gitu si
R2.3 ngak ada pelajaran yang khusus
mempelajari belajar vocab
R2.4 yang masalah grammar ketika
berbicara itu saya selalu memikirkan grammar yang benar
R2.5 suka nervous kalau berbicara bahasa inggris itu apalagi di depan orang banyak R2.6 jadi kalau ngomong bahasa inggris jadi medok
Interviewer Selain itu adalagi kenapa itu bisa jadi masalah
Respondent II Eee... Sejauh ini ngak adaa Interviewer Ngak ada?.
Respondent II Ngak ada.
Interviewer Oke, kemudian eeeee.. Bagaimana strategi untuk mengatasi masalah dalam berbicara bahasa inggris tadi.
Respondent II Untuk yang vocabularynya strateginya biasanya eeee... Dari bacaan bacaan buku, biasanya kan sekarang saya ada pelajaran-pelajaran yang di haruskan membaca buku na disitu pasti ada kalau vocab-vocab kurang tau artinya saya pasti buka kamus dan saya biasanya langsung
menggunakan kalimat itu biasanya saya bentuk kalimat apa itu. Nah disitu saya berfikir kalau itu bisa berguna dan ngak lupa gitu mas. Itu strateginya ya untuk
penanganan vocabulary. Terus yang....
R2.7 vocab-vocab kurang tau artinya saya pasti buka kamus
Interviewer Kemudian?
Respondent II Yang grammer itu strateginya biasanya kalau saya berbicara bahasa inggris suka memikirkan grammar, nah strateginya itu saya tulis biasanya, saya tulis sebelum berbicara saya bikin catatan kecil untuk masalah grammarnya itu. Nah trus yang untuk percaya diri, confidancenya itu gimana ya saya strateginya cuman itu si
memotivasi diri sendiri aja si mas,untuk ayo beranikan ngomong, ngomong nomong jangan takut, jangan takut salah. Itu strategi untuk ee.. Percaya diri na untuk pronouncation itu eeeee strateginya cuman ini aja si berbicara bahasa indonesia aja dulu kalau, kalau di kelas ya mendukung juga kalau di kelas kan saya berbicara sama temen berbicaranya bahasa indonesia. Jadi kalau untuk pronouncation itu
R2.8 saya bikin catatan kecil untuk masalah grammarnya
R2.9 untuk percaya diri, confidancenya itu gimana ya saya
ngak terlalu jadi masalah. Kecuali kalau diluar biasanya kalau ngomong sama temen kumpulnya sama orang jawa jadi eeeaa disitu jadi masalah jadi strateginya ngomong bahasa indonesia aja si dan ngak medok kebawa bahasa jawa. Jadi kalau pake bahasa indonesia transfer inggris itu pronouncationnya ya lumayan lah ngak terlalu buruk gitu.
Interviewer Eee sel.... Selain strategi-strategi itu mungkin ada lagi strategi-strategi yang sering di pakai atau jarang di pakai juga?
Respondent II Eeee belum kepikiran si Interviewer O belum kepikiran. Oke Respondent II Ngak ada
Interviewer Trus kemudian, sekaran... Sekarang bagaimana menangani masalah berbicara bahasa inggris selama di dalam kelas?
Respondent II Oke, menangani masalah
berbicara bahasa inggris di dalam kelas. Untuk menangani itu inti eeeee pointnya mungkin yang paling penting cuman satu mas. Interviewer Apa?
Respondent II Yaitu menangani apa, melawan rasa nervous dan harus percaya diri untuk ngomong walaupun sebelumnya saya harus
mempersiapkan misal menulis catatan kecil itu tadi untuk grammar dan mungkin vocab-vocab. Nah dan untuk menangani masalah itu mungkin cukup saya harus berani, percaya diri
beranikan ngomong. Na disitu pasti yang lain ngikutin kayak
R2.10 melawan rasa nervous
vocab, grammar, pronouncation mungkin ada salah-salah sedikit tidak apa-apa yang penting berani ngomong, berani ngomong-ngomong terus dari situ pasti secara tidak langsung akan ter apa mmmmm terjadi kayak
pembetulan secara alami gitu lo mas intinya. Berani salah, berani ngomong kan tau kesalahannya apa o disini di benarkan kalau saya ngak beranikan untuk ngomong, ngak tau salahnya di mana saya cuman tau di pikiran saya salahnya ini tapi say belum mempraktekan itu.
Interviewer Oke, kemudian?
Respondent II Udah si kurangnya di percaya diri itu aja si untuk berbicara dalam kelas khususnya.
Interviewer Oke, eeeeem kemudian ke kita lanjut ke pertanyaan selanjutnya yaitu, strategi yang paling berguna dalam mengatasi masalah
berbicara bahasa inggris itu apa? Respondent II Mmmm strategi yang paling
berguna unutk eee berbicara bahasa inggris?
Interviewer Hem em, mengatasi masalahnya. Respondent II Mengatasi masalahnya itu ya. Itu
kesalahan tapi tetep ada dosen misal ada kesalahan disorakin teman. Dosen bilang ngak papa lebih baik salah dari pada diem. Berani ngomong gitu kan. Nah disitu saya mempunyai strategi melihat teman dulu. Nah disitu saya memberanikan diri untuk menangani masalah itu saya memberanikan diri tadi. Saya memberanikan diri untuk berbicara dan dengan tetap
mencatat apa yang saya omongkan tadi point-point apa yang mau saya omongkan.
Interviewer O bearti eee strategi yang paling berguna itu tadi memberanikan diri ya?
Respondent II Iya, memberanikan diri.
Interviewer Oke kemudian pertanyaan yang terakhir yaitu setelah menemukan solusi-solusinya itu, bagaimana perasaan anda tentang
keterampilan berbicara berbicara bahasa inggris?
Respondent II Mmm manfaatnya ya? Interviewer Bisa.
Respondent II Manfaatnya ya mungkin saya lebih eeeee mungkin percaya diri saya bertambah mas. Soalnya kalau saya tadikan strateginya untuk menangani masalah saya memberanikan diri. Nah begitu saya memberanikan diri berbicara. Setelah berbicara pasti saya lega, nah disitu paling tidak menambah percaya diri saya lah manfaatnya. Menambah percaya diri saya untuk berbicara eee misal besoknya lagi di pertemuan
R2.12 Kalau misal saya berbicara dan ada teman misal
berikutnya, dikelasnya. Dan itu walawpun apalagi kalau saya berbicara itu saya pikir dan itu benar ngak ada kesalahan itu. Tapi kalau misal saya berbicara dan ada teman misal mengkoreksi tentang misal kesalahan verb penggunaan verb 1 dan verb 2 itu pasti saya agak menurun juga motivasinya untuk e mengurangi percaya diri tapi e tidak papa si yang penting saya agak lega udah berani mencoba gitu untuk mencoba di hari berikutnya untuk berbicara bahasa inggris.
Interviewer Oke, selain itu mungkin ada lagi? Respondent II Eee untuk manfaatnya berbicara
bahasa inggris itu aja si intinya. Interviewer E mungkin dari e
masalah-masalah tadi mungkin dari vocabulary, grammar, pronouncation nah setelah
menggunakan strategi-strategi tadi itu gimana perasaannya.
Respondent II Yaa eeeem perasaan saya
manfaatnya saya tau kemampuan saya sampai mana tentang
penguasaan vocab, penguasaan grammar itu saya tau sampai mana dan mungkin setelah tau itu
sampai mana, apa kemampuan saya dan mengetahui juga
kemampuan temen saya dan disitu saya merasa kok saya baru sampai sini ya mungkin disitu timbul saya apa semangat untuk lebih
Istilahnya timbul untuk belajar lagi belajar lagi. Itu aja sih Interviewer Ada lagi?
Respondent II Insyaallah ngak ada
Interviewer Oke, bearti selesai terimakasih untuk jawabannya mas. Kita akhiri selamat sore.
EXPLORING STUDENTS’ DIFFICULTIES &STRATEGIES TOWARD SPEAKING SKILL IN ENGLISH EDUCATION DEPARTMENT
UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
Interviewer : Responden III
Date
Place : Unires Putri Universitas Muhammadiyah Yogyakarta
Subject Interview Theme
Interviewer Hari ini hari kamis tanggal 31 maret tahun 2016 pukul 19:50 saya bertemu dangan responden III di unires putri Universitas Muhammadiyah Yogyakarta. Selamat malam mba
Respondent III Selamat malam
Interviewer Oke, mbanya sebagai salah satu mahasiswi pendidikan bahasa inggris UMY?
Respondent III Iya
Interviewer Saya akan mewawan, me menanyakan bebrapa hal yaitu tentang berbicara bahasa inggris. Respondent III Oke
Interviewer Langsung saja ke pertanyaan yang pertama yaitu, apa saja masalah yang terjadi dalam berbicara bahasa inggris?
Respondent III Masalah yang terjadi dalam berbicara bahasa inggris, itu yang pertama eeem suka bingung kita mau ngomong apa. Karena kalau kita ngomong bahasa inggris itu kita harus mikir dulu bahasa indonesianya terus kita baru ganti ke bahasa inggris itu jadi suka
bingung mau ngomong apa. Yang kedua masalah pemilihan diksi, jadi kadang kita mau ngomong pak eem memakai baju harusnya pakainya wear jadi use. Na gitu. Terus yang ketiga emmm apa ya. Filler, jadi suka banyak filler. Intinya kadang suka bingung dan lupa.
bingung dan lupa.
Interviewer Kemudian? Respondent III Apa? Interviewer Ada lagi?
Respondent III Udah kayaknya itu aja. Interviewer Pikir-pikir lagi
Respondent III Apa yaaa. Apa saja masalah yang terjadi dalam bicara bahasa inggris. Ya itu doang. Kadang kesalahan diski, terus lupa mau ngomong apa bingung bahasa inggrisinnya, banyak filler. Udah Interviewer Oke kalau gitu kita lanjut ke
pertanyaan selanjutnya yaitu kenapa itu bisa menjadi masalah? Respondent III Karna kita kurang berlatih, kurang
berlatih berbicara. Walaupun kita kuliah di jurusan bahasa inggris, tapi tetep kita ngomong sama temen itu kan peke bahasa indonesia jadi kurang berlatih bahasa inggris dan kurang membaca buku dan kurang memperbanyak vocabulary.
R3.3 kurang berlatih berbicara
R3.4 kurang membaca buku
R3.5 kurang memperbanyak vocabulary.
Interviewer Selain itu?
Respondent III Udah, menurut saya itu aja Interviewer Oke, terus strategi untuk
mengatasi masalah berbicara bahasa inggris tu apa aja? Respondent III Itu dengan berlatih setiap hari
teman yang bisa berbicara bahasa inggris itu harus ngomong bahasa inggris, karna dengan berlatih tiap hari itu speaking kita bakal
terlatih.
Interviewer Kemudian ada lagi?
Respondent III Mmm baca buku, karna dengan baca buku juga itu bisa nambah vocabulary, terus kita juga bisa nambah apa, santence-sentence kayak idiom-idiom gitu kan kadang dapet dari buku tu. Itukan bisa kita gunakan juga di speaking gitu.
R3.6 baca buku juga itu bisa nambah
vocabulary
Interviewer Masih ada? Respondent III Cukup.
Interviewer Oke, dan kemudian em.
Bagaimana menangani masalah berbicara bahasa inggris selama di dalam kelas?
Interviewer Oke, selai itu ada lagi? Respondent III Udah
Interviewer Pikir-pikir lagi dalam kelas lo? Respondent III Didalam kelas ya, yaitu rajin-rajin
bertanya, terus. Ya itu aja rajin-rajin bertanya ngomong sama temen, ngomong sama dosen juga dibiasain harus pakai bahasa inggris.
R3.12 ngomong sama dosen juga dibiasain harus pakai bahasa inggris.
Interviewer Oke ee, kemudian eem strategi yang paling berguna dalam mengatasi masalah berbicara bahasa inggris?
Respondent III Ya tadi, ngomong digunain terus aja bahasa inggrisnya salah atau benar digunain aja terus. Terus kita juga harus cari partner yang tepat buat kita ajak ngomong bahasa inggris, kadang kan kita kalau nyari partner bicara bahasa inggris kan suka ngak nyambung gitu ya kadang. Terus kadang temen kita juga ada yang ngak mau ngomong bahasa inggris. Na kita ya harus cari partner yang sama-sama mau ba apa mau ngomong pake bahasa inggris terus biar kita terlatih.
R3.14 harus cari partner yang sama-sama mau ba apa mau ngomong pake bahasa inggris
Interviewer Oke em kemudian pertanyaan terakhir. Setelah menemukan solusinya, bagaimana perasaan anda tentang berbicara, berbicara bahasa inggris?
Respondent III Setelah, em perasaannya?. Perasaannya kalau kita berlatih terus nih ya kita, ya apa ya. Ya kita ini aja jadi, jadi apa ya, bangga bukan maksudnya bangga tuh ya bearti selama ini kita belajar itu ngak sia-sia dong kalau
kita bisa ngomong bahasa inggris. Apalagi kalau bahasa inggrisnya tu grammarnya bagus, maksudnya ngak sembarangan itu kan kita juga jadi ow berati kita usaha selama ini ngak sia-sia ni kita ngomong bahasa, ngomong terus pake bahasa inggris berusaha hasilnya kan juga jadi bagus terus kadang itu juga jadi ngaruh ke writing juga, terus terus kalau kita pd e ngomong bahasa e apa selalu ngomong bahasa inggris itu, itu bisa meningkatkan confidence kita juga kalau kita ngomong bahasa inggris di depan dalam acara formal gitu kayak
persentasi. Nah kalau kita udah sering ngomong bahasa inggris sama temen kan kita presentasi jadi lancar gitu.
dalam acara formal gitu kayak persentasi.
Interviewer Oke, ada yang mau ditambahkan lagi?
Respondent III Udah si itu aja Interviewer Itu aja?
Respondent III Hem em
Interviewer Oke sepertinya cukup, terimakasih mba dan selamat malam.
