A Skripsi
Submitted to the Faculty of Language Education As a Partial Fulfillment of the Requirements to Obtain
the Degree of Sarjana Pendidikan
Rini Ardiani 20120540044
ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE EDUCATION UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
i A Skripsi
Submitted to the Faculty of Language Education As a Partial Fulfillment of the Requirements to Obtain
the Degree of Sarjana Pendidikan
Rini Ardiani 20120540044
ENGLISH EDUCATION DEPARTMENT FACULTY OF LANGUAGE EDUCATION UNIVERSITAS MUHAMMADIYAH YOGYAKARTA
iv
mercy. By His blessing, I finally could finish writing this Skripsi.
My great sincere appreciation goes to my skripsi supervisor Sri Rejeki Murtiningsih, Ph.D. for being so persistent during the supervising process in guiding me to keep in track in writing this Skripsi. Thank you for a lot of knowledge, motivation, information and everything you provide me during this almost one year supervising.
My grateful also belong to my two examiners of my skripsi, Gendroyono, S.Pd.,M.Pd and Maryam, S.S.,M.H.Sc. Thank you for your valued feedback and suggestion during the examination. I also would like to express my thankful to the Language Education Faculty of Universitas Muhammadiyah Yogyakarta family, especially for English Education Department, for all the lectures and staffs who had been so kind and helpful providing me a nice atmosphere to learn during this past four years.
My grateful is also for my beloved friends, the EED of UMY’s students of batch 2012 especially class A members for the friendship during our 8 semester of togetherness, thank you for becoming very nice pals during my study in this department.
v
long lasting friendship though time and distance will definitely separate us.
Finally, I dedicate this Skripsi to my family, my parents, Slamet Waluyo and Elianah for your never-ending support, courage and inspiration to me. I am nothing without your present. You are my everything. The very last I thank to all the people around me who I could not mention but give huge contributions to me in finishing my study. I am blessed to be surrounded by all caring people such you.
vi
Statement of Work’s Originality ... iii
Acknowledgment ... iv
Abstract ... vi
Table of Contents ... viii
Chapter One Introduction ... 1
Research Background ... 1
Problem Statement ... 4
Problem Limitation ... 5
Research Questions ... 5
Research Objectives ... 6
Research Significances ... 6
Chapter Two Literature Review ... 8
Speaking skill ... 8
Aspects in speaking skill ... 9
Influencing factors in speaking skill ... 10
Difficulties in speaking skill ... 12
Developing speaking skill ... 15
vii
Previous Research ... 20
Theoretical Framework ... 22
Chapter Three Methodology ... 23
Research Design ... 23
Research Setting and Participants ... 24
Data Collection Method ... 25
Data Analysis ... 27
Chapter Four Findings and Discussion ... 29
English Education Department of Universitas Muhammadiyah Yogyakarta’s students’ perception on their speaking skills ... 29
The EED UMY’s students’ speaking skills ... 30
The EED UMY’s students’ difficulties in speaking skills ... 31
Influencing factors in EED UMY’s students speaking skills.... 33
English Education Department of Universitas Muhammadiyah Yogyakarta’s students’ perceptions on the influence of kampung Inggris Pare course toward their speaking skills. ... 36
viii
Conclusion ... 45
Recommendations ... 47
References ... 49
vi
others. That is why students need to take more attention to this skill. Students should be aware on some aspects in speaking. This study has two aims. The first is aimed at finding how students of English Education Department of Universitas Muhammadiyah Yogyakarta (EED UMY) perceive their speaking skills. It discovers students’ perception about their speaking skills before the joining an
English course at kampung Inggris Pare. The second one is aimed at finding EED UMY’s students’ perception toward the influence of kampung Inggris Pare course toward EED UMY’s students’ speaking skills. To answer the two research
questions, the researcher designed this research as qualitative research by
descriptive qualitative as the approach of this research. The one-on-one interview was done to gather the data. The participants were three students of EED UMY batch 2013 and were chosen by using purposive sampling.
First, the result of the data gathered found that that EED UMY’s students’ speaking skills batch 2013 before joining kampung Inggris Pare course was not good enough. This might be because of some difficulties and some influencing factors that influence their speaking. They were accuracy (the use of vocabulary, grammar, and pronunciation) and fluency, unsupported environment, the duration of time for practicing speaking, and also teachers’ attitude in teaching English.
vii
learn English. Besides, Pare applied various strategies in the learning process. The materials that were taught in Pare were from the basic, Pare used Students Centre Learning (SCL) as the method in teaching process and sometimes it includes game like role-play.
Chapter One Introduction Research Background
Speaking skill is one of the skills that are mostly used by people for communication. In speaking English people should learn this language to communicate with other people from other countries. This is proven by a lot of foreigner from other countries that came to Indonesia. We communicate with them through speaking. Moreover, most of them are using English to
communicate. That is way the researcher found speaking skill is important and someone must have ability and skill to deliver information to others in order to make a conversation reaches the goals. “Speaking is one factor that influences someone’s ability in giving information orally” (Nurhayati, Hendrawaty &
Angkarini, 2013).
According to Harmer (2007) as cited in Nurhayati, Hendrawaty, and SAngkarini (2013), “many people learn English because they have moved into a target-language community and they need to be able to operate successfully within that community” (p. 82). This means people will learn English if they need
The fact is some learners are passive and have low motivation in learning English. Motivation plays an important role in determining students’
achievements in language learning activity (Porkaew, 2004). Based on the researcher’s observation at English Education Department of Universitas
Muhammadiyah Yogyakarta (EED UMY), the researcher found some students with less of skill in speaking English. Some of them are less in speaking English even though they were in English major. It is not appropriate with Indonesia’s vision of 2020 above. English as a global language should be learnt by students because they will use this language to fight with the globalization era.
Warrington and Jeffrey (2005) as cited in Chen and Chen (2009) found that one major cause that makes students passive and de-motivation in learning English is because they do not like the way it was taught. This means that a teacher may influence students in being active in the learning process. A teacher should take their teaching styles and teaching materials seriously and make it interesting to motivate their students. Dornyei and Csizer (1998) as cited in Porkaew (2004) mentioned some motivational strategies that teachers may use in language learning activity that create a pleasant and relax atmosphere in the classroom, present the task properly, make a good relation with students that can increase students self confidence, make the language classes interesting with teachers’ own style, promote learner autonomy, personalize the learning process,
In this globalization era, there are many ways to learn English alongside at school. The atmosphere between learning English in school and English course is quite different. Based on the researcher’s experience in learning English, the
researcher prefer to learn English at English course rather that at school. The atmosphere in learning English at school is too stiff, different from the
atmosphere in English course that is usually fun. At school, the teacher always does the same thing in the learning activity. The teacher explains the materials first then gives students some exercises and homework about it. Whereas, the researcher felt more pleasant in learning English at English course. At English course, the teachers do not only explain the materials but also play games with students related to the materials.
Nowadays, there are many English courses can be chosen by students to improve their English skills, especially for speaking skills. The one of this English course is Kampung Inggris Pare. The researcher interested to conduct a study about this course because the researcher knew that Kampung Inggris Pare is a well known English course in Kediri regency. There are a lot of people from another country came to Pare. There are some of EED UMY’s students who have
been there to learn English. Some of those students even have good speaking skill performance. In fact, people not only come to Pare to learn English but they come and visit Pare to relax and having fun because there were also some beautiful destinations can be visited by tourisms.
This study will focus more on the students’ speaking skill rather than
UMY, there are some students who are good in speaking English. These students have courage in speaking and they are really fluent in speaking English. They are confident to tell their opinion at classroom even when they are talking with their lecturers and their friends at EED UMY. Besides, there are also some students who are not really good in speaking English. There are many of EED UMY students who cannot speak English with correct pronunciation. These students only speak English as necessary. Based on those facts the researcher found that students who have good skill in speaking are students who have ever taken a course in Kampung Inggris Pare. That is why the researcher was interested to conduct a study on the students’ perception on their speaking skill.
Problem Statements
The problems that researcher found are students’ lack of awareness in
learning English and students’ competence in their speaking skill. Students’ lack
of awareness in learning English is most crucial problem usually found at EED UMY. At EED UMY, students need to master the language. It is not only to know the grammar structure or speaking the language fluently, but also to understand and apply the language properly. In EED UMY students will be an educator or a teacher who will teach their students after graduating from university. The fact is they are not aware to this language and they only come to the class and just listen to the material given by the teacher.
influencing factor that influences students’ motivation in learning English. Students should find an English course appropriate with their learning style and their will.
Another problem is some of students of EED UMY do not know their skill level in English. Students should know their skill in learning English. If they realize or know their skill level in English, they will take it more seriously to improve their skill through the learning activity. This is important because if students have a good skill in English, they will have a good performance. Students that certain with their skill will be more confidence to convince their opinion.
Problem Limitations
There are a lot of areas of speaking skill that can be conducted as a research based on the problem above. In this study the researcher wants to know EED of UMY students’ perceptions on the influence of Kampung Inggris Pare
course toward their speaking skill. That is why the researcher focus only on EED of UMY students’ competence in speaking. Although the researcher can get the
information from all students of EED UMY toward their speaking skill, the researcher will focus on students who have ever been taking a course at Kampung Inggris Pare course.
Research Questions
Based on the problems in this study, there are two research questions, as the following:
2. How do students of English Education Department of Universitas
Muhammadiyah Yogyakarta perceive the influence of Kampung Inggris Pare course toward their speaking skills?
Research Objectives
There are two purposes of this research, as the following:
1. To investigate students of English Education Department of Universitas Muhammadiyah Yogyakarta perceive their speaking skill.
2. To investigate students of English Education Department of Universitas Muhammadiyah Yogyakarta perceive the influence of Kampung Inggris Pare course toward their speaking skills.
Research Significances
This study expects to give some benefits for the researcher, students, teachers and other researchers.
For the researcher. This research can help the researcher in sharing some ideas or information to the readers about the influence of an English course toward speaking skills. This study contained much information of Kampung Inggris Pare and speaking skills that can be used to improve readers’ knowledge.
knowledge or skills and experiences. The last, students are encouraged to speak English in front of class or another public speaking forum.
For teachers. This research is expected to help teachers to be a better educator. This research contains some strategies of motivation and other aspects of speaking skill that can be used by teachers to make their students, the classes and themselves better than before.
For other researchers. This research expects to inspire the future
Chapter Two Literature Review
As stated in the previous section, the aim of this research is to explore students’ perception on the influence of Kampung Inggris Pare course to their
speaking skill at English Education Department of Universitas Muhammadiyah Yogyakarta. Therefore the discussion in this chapter will explain Kampung Inggris Pare course and speaking skill.
Speaking Skill
While reading and listening are considered as receptive skills in language learning and use, writing and speaking are the two productive skills included in the development of effective communication. Of all four skills, speaking skill seems to be the most important skill to communication. Speaking as a language skill relates to the other language skill. Students’ ability in speaking will increase specifically through listening comprehension. Speaking skill utilizes vocabulary obtained by the students through the activities of listening and reading. (Patiung, Tolla, Anshari, & Dolla, 2015).
“Speaking is a skill that students will be judged upon most in real-life situation” (Liao, 2009, p. 11). Speaking is a part of everyday interaction and most
of people judge a person by his or her speaking ability. The purpose of speaking is to communicate in order to convey thoughts, ideas, feeling, and expectation effectively (Patiung et all, 2015). That is why in order to convey their idea,
Aspects in speaking skill. As language education learners, students should be able to master the four language skills, especially speaking skill. Speaking is a way for people to communicate and express their feeling to others. So that, students should master this language skill in order to help them in their learning process. Harmer (2010) as cited in Mart (2012) mentioned that speaking has many different aspects including two major categories that are accuracy and fluency. In accuracy, students must pay attention on the correct use of vocabulary, grammar, and pronunciation. Vocabulary knowledge and grammar are two
important factors that are leading in speaking and may influence students’
performance (Mart, 2012). Then in speaking fluency, students must show their best speaking performance. The ability of speaking that students have will make them to keep going when they are speaking spontaneously.
Goh and Burns (2012) as cited in Nurani (2015) also mentioned some aspects of speaking skill. They mentioned that a good speaker has good
pronunciation, confidence, speak standard English, speak fluently with few or no grammatical mistake, has an ability to communicate, the speaking can be
understood by others easily and they can communicate in any situation. A good speaker with good ability in speaking will have a big confidence to express their feeling or opinion.
when they are speaking in front of the class or in any other public speaking. So, if students have good vocabulary, grammar, and pronunciation, they will have a big confidence to speak. It will also influence their speaking performance.
Influencing factors in speaking skill. Besides some aspects above, speaking skill also influence by some factors. According to Zhang (2009) as cited in Darwanto (2014) listening skill can also be a factor that can influence students’
speaking skill. The ability to listen to English effectively helps students to familiar with the words. If students get familiar with the words, they will not get stuck in speaking. Furthermore, this activity will make students more focus in their learning. In order to hear what the teachers or speakers say, students must focus on it.
Other experts Tuan and Mai (2015) explained that speaking skill can be influenced by students speaking performance. In order to overcome the problems in speaking, students should know some factors that influence their speaking performance. Students’ speaking performance can be influenced by the factors
that come from performance condition, affective factors, listening ability, and topical knowledge, and feedback during speaking activities.
Performance condition. Students perform a speaking in many conditions. Nation and Newton (2009) as cited in Tuan and Mai (2015) mention four types of performance conditions that may influence students’ speaking skill. These
performance conditions including time pressure, planning, the standard of
perform in front of the class and they do not prepare well, they still can be affected by those aspects.
Affective factors. Affective factors is very important in determine student successful or failure. Affective factors including motivation, self-confidence, and anxiety are factors that usually influence students speaking performance (Tuan and Mai, 2015). Those aspects are connected each others. Students speaking performance can be developed if students have motivation and opportunity to express or convey their opinion in public.
Listening ability. The same as the explanation before that listening can be an influencing factor in speaking skill, in this part Littlewood (1984) also
mentioned that listening skill may influence students speaking skill. Students must understand what is said to develop a good conversation. When one person speaks, the other responds the meaning through conversation which is call as the listening process.
Topical knowledge. Topical knowledge is the speakers’ knowledge of relevant topical information. This topical knowledge relates with students’ long
term memory. The information in topical knowledge enables students to use language with reference to the world in which they live. Students that have topical knowledge will easier in doing some task than students who do not topical
knowledge.
feedback can also de-motivate students. If students are corrected all the time, they can find this very de-motivating and become afraid to speak.
In line with this, Shumin (1997) as cited in Boonkit (2010) has mentioned some elements of speaking skill that influence students’ effectiveness in speaking.
“For effectiveness of speaking, Shumin (1997) pointed out a number of
elements involved, including listening skills, sociocultural factors,
affective factors, and other linguistic and sociolinguistic competence such
as grammatical, discourse, sociolinguistic, and strategic competence. In
order to convey meaning, EFL learners must have an understanding of
words and sentences; that is, they must understand how words are
segmented into various sounds, and how sentences are stressed in
particular ways. This grammatical competence enables speakers to use and
understand English language structures accurately and unhesitatingly,
which contributes to their fluency, which, in turn, develops confidence in
speaking (Shumin, 1997 as cited in Boonkit, 2010, p. 1306).”
Difficulties in speaking skill. Many experts argue that speaking is the difficult skill to learn. Zhang (2009) as cited in Mart (2014) explained that “speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English” (p.
Inhibition. Inhibition relates to learners speaking performance. Many learners are not satisfied with their speaking performance. Learners are usually worried in making mistakes, worry about being criticized, and shy when they are speaking. These problems effectively influence their speaking performance.
Nothing to say. The researcher has previously described that motivation is very important to encourage students in the learning activity. In other word nothing to say is a problem that cause by students’ motivation. In nothing to say,
learners must have motivation in learning in order they can convey their feeling and opinion confidently. Motivation can encourage learners to be an active student and an active student usually talks active in the class.
Low or uneven participation. This problem relates to the condition of teaching and learning process where there are some active/dominate student in the class. Learners usually learn in a group or big classes to discuss some tasks and there are usually one or two students who always present the findings of
discussion. Because of many participants in the class and the tendency of students who dominate the class, it makes some learners think that it is not really important to get involved in the class. Only students who talk active who dominant the class while others speak very little or not at all.
language to communicate with others about the topic. Besides that, mother-tongue is a natural thing to do.
Mother-tongue use is a problem that is mostly used by foreign language learners. Because of mother tongue or first language is a natural thing to do, in the learning activity students will often to use mother-tongue than foreign language, especially English. Whereas, the use of English in the speaking activity is a must for foreign or second language learners. The limited of vocabulary and grammar knowledge make students prefer to use mother-tongue (Sinta, 2011).
Other expert, Rababa’h (2005) as cited in Hosni (2014) mentioned that
there are many factors that cause difficulties in speaking English among EFL learners. Some of these factors are related to the students themselves, the teaching strategies, the curriculum, environment, and motivation.
“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” (Rababa’h,
2005 as cited in Hosni, 2014).
The environment can also cause difficulty toward students’ speaking
Then, motivation is another factor that causes difficulty in students’
speaking skills. The researcher has mentioned before that some learners are usually lack of motivation in learning English. According to Littlewood (1984) as cited in Hosni (2014), “motivation is the crucial force which determines whether a
learner embarks in a task at all, how much energy he devotes to it, and how long he preservers” (p. 24). The motivation is important for both students and teachers.
For teachers, motivation determines whether students take the learning seriously or not. Then teachers should find a way to increase their motivation.
Developing speaking skill. There are many ways in developing speaking skill. The one is through reading (Mart, 2012). Through reading, learners may develop their vocabulary and grammar knowledge which effectively contribute to their speaking skills. Through reading students can improve their vocabulary knowledge which will facilitate their speaking performance and the usage of structure in the target language will develop. Reading will help learners to acquire vocabulary and grammar.
Oradee (2012) stated that speaking skill can be developed using three communicative activities that are discussion, problem-solving, and role-playing. These activities will create interaction in the classroom. Besides that,
communicative activities will encourage students to be an active learner. Additionally, communicative activities can motivate learners to establish good relationship between teachers and students.
properly as accurate as possible. According to Brown (2007) as cited in Sinta (2011), in his book explain that speaking strategies are the skill that require students on how to asking for difficulties (what), asking someone to repeat something (pardon me?), using filler (uh, emm, err), get time to process using conversation cues (uh-uh, right, yeah, ok, hmm), getting someone’s attention (hey, so). Speaking strategies use more non-verbal than verbal expression like above.
Kampung Inggris Pare course profile.
Kampung Inggris is a name of Tulungrejo village, Pare district, and Kediri regency. It was named Kampung Inggris because its region ability to develop English. The existence of Kampung Inggris can change Tulungrejo village become a new land of investment in Pare district and surrounded. Before the existence of Kampung Inggris, the livelihood of people in Tulungrejo village is as farmer and cow breeder (Anitasari, 2012). Besides known as kampung Inggris, Pare is also known as language village. It is because not only English course that have been there but also there are any another language courses like Arabic, Mandarin, Japan, and Korea course (Wiyaka, Kusumawardhani, Susanto, Setyorini, & Fani, 2012).
many boarding houses for students and staff. That is why many people want to go to Pare (Wiyaka et al., 2012). In line with this, kampung Inggris Language Center website also mention that kampung Inggris Pare is well known as the biggest English language center in Indonesia with a thousand students and strong with the learning activity.
Kampung Inggris Pare programs
In Kampung Inggris Pare, there are so many course institutes and course programs. There are so many course institutes in kampung Inggris Pare that are LC Language Centre, Pare-dise, The Master, DC Two English Course, Mahesa English Course, Universal English, Access ES, Brilliant English Course, Mr. Bob English Club Pare, Elfast Pare, Global English, The Daffodils, Kresna, Test, International Language Academy, Webster, and Alfalfa Camp (Kampung Inggris website). Students should choose an appropriate course institute based on the program they want to take. An appropriate course program will determine students’ success in learning.
Webster course institutes. Students can take DC Two English course and Global English course institutes for pronunciation program. For vocabulary program students can choose DC Two English Course, Webster, and Global English course institutes. For the last program that is camp program, Alfafa Camp course institute is more appropriate (Kampung Inggris website).
Method and strategy applied in kampung Inggris Pare.
Method and strategy used is important to determine a successful of an institution. It also should be appropriated with the language learners’ needs. In
Kampung Inggris Pare, there is an alternative learning method for enhancing students’ speaking skill. This alternative method is called English base camp.
English base camp is one of programs in kampung Inggris Pare. The course instructors use varied teaching methods in English base camp, especially for regular class. One of the methods used is “repetition and drilling”. This method is
quite appropriate with the learning atmosphere in the base camp since the method focus on the learners’ understanding and memorization (Ahsanu, Februansyah,
Handoyo, 2012). Henceforth, the students are also trained to memorize some common words and phrases on daily basis.
Another strategy applied in kampung Inggris Pare is using communication strategy. This is important for the successful learning process. In kampung Inggris Pare, learners’ use some speaking strategy like word coinage (to say something in
The influence of kampung Inggris Pare toward speaking skill
As kampung Inggris Pare has a lot of course institutes, students should adjust the course institute with the course program. Kampung Inggris Pare can influence students’ speaking skill in some reasons. Kampung Inggris Pare has
many programs and a lot of course institutes that has mentioned by the researcher before. The one of the program is speaking. The course institutes like LC
Language Centre, Pare-dise, The Master, DC Two English Course, Mahesa English Course, Universal English, Access ES, Brilliant English Corse, Mr. Bob English Club Pare, Global English, and The Daffodils course institutes relate to speaking program. Each course institute delivers a different way in teaching the students but with the same goal that is for speaking improvement.
Previous Research
There are some previous researches which conduct a study about kampung Inggris Pare. In the study which title of Communication Strategy used by English Learners in Kampung Inggris Pare in Speaking Activity, the researcher of the study wants to find out about the communication strategies used by the English learners in Kampung Inggris Pare especially on BTC program and the reasons of the English learners in Kampung Inggris Pare on BTC Program used
communication strategies. The approach of the research is descriptive qualitative using natural setting. The participants in the research were students who live in Kampung Inggris Pare for one program, data collected from the implementation of communication strategies for the BTC program. Data drawn from three sources, namely: activities, informant, and documentation. In analyzing the data, the researcher used the Constant Comparative Method. The results of the research showed that students in Kampung Inggris Pare at BTC Program applied
communication strategies by doing word coinage, literal translation, code switching, and appeal for help, without the knowing. That was happed autonomous (Mariana, Kencanawati, & Kurniawan, 2012).
research is descriptive qualitative using survey method. The populations were the participants of English courses in three English courses elected by purposive sampling. The techniques of data collection were observation, interview, questionnaire and test. The result of the research showed that there was a
significant improvement of the participants’ speaking skill after joining the course for a month. This conclusion indicated that English base camp is an effective method and can be used as an alternative method in English learning particularly speaking (Ahsanu, Februansyah, & Handoyo, 2012).
Those two previous studies are also conducted about kampung Inggris Pare course in which about speaking skills. The first previous research is titled Communication Strategy used by English Learners in Kampung Inggris Pare in Speaking Activity and the second previous research is titled English Basecamp: An Alternative Learning Method for Enhancing Speaking Skill (A Case Study in Kampung Inggris, Pare, Kediri, and East Java). Those two previous studies have the similarities with this study in which to reveal the influence of kampung Inggris Pare course toward students’ speaking skills. Besides, those two previous study were using qualitative as the research design.
In the first previous study, the results of the research showed that students in Kampung Inggris Pare at BTC Program applied communication strategies by doing word coinage, literal translation, code switching, and appeal for help, without the knowing. Then, in the second previous study, the result showed that there was a significant improvement of the participants’ speaking skill after
kampung Inggris Pare course can influence students’ speaking skills because of some conditions in Pare. Those conditions brought good impacts for students.
Theoretical Framework.
The researcher has revealed some theories previously. It has been declared that speaking skill is more difficult than the other skill. There are many aspects and influencing factors of speaking skill that students must aware. Vocabulary and grammar is the most important aspect in speaking skill. As a language education, students should master some skill in order to help them in the learning process even for daily conversation. However students usually find problems in speaking skill including inhibition, nothing to say, low or uneven participation, and mother-tongue use. Moreover, speaking skill can be influenced by an English course.
Chapter Three Methodology
This chapter discussed the methodology used in this study. There are four discussions in this chapter. They are research design, research setting and participant, data collection method and data analysis. Research design
discusses the approach used in this study. Setting and participants explain the participant involved in the research as the participant and time and place in conducting the data collection. Data collection method discusses the methodology applied in collecting the data. Last, data analysis explains the process of analyzing the result of the data collection.
Research Design
The approach of this research is descriptive qualitative and the research design is qualitative research. Qualitative research is aimed to reveal or explain participants’ experience or opinion (Creswell, 2012). Furthermore, descriptive
qualitative is appropriate in collecting the data because the researcher wants to know more about students’ perceptions. Lambert and Lambert (2012, p. 25) as
cited in Karlinawati (2015), “the goal of qualitative descriptive studies was a comprehensive summarization, in everyday terms, of specific experienced by individuals or groups of individuals.” This means the researcher will get the
information deeply through students’ experience. Qualitative design is appropriate with this research which is conducted to know the students’ perception on the
Research Setting and Participants
Setting. The researcher conducted the study in English Education Department of Universitas Muhammadiyah Yogyakarta (EED UMY)
environment. The study was conducted from October of 2016 until November of 2016. The reason why the researcher chooses EED UMY as the setting of this research is because the phenomenon of Kampung Inggris Pare exists in this department. There are a lot of students of EED UMY who have ever taken course at Kampung Inggris Pare. Another reason is the accessibility of the interview location. The researcher is in EED UMY. That way, it is quite easy to gather the data if the researcher and the participants are in the same department. Besides, students learn some skills including reading, listening, writing, and speaking skill. Speaking is almost used in all academic process at EED UMY. That is why the researcher found that students’ speaking skill at EED UMY need more attention.
Moreover, based on the researcher’s observation, the researcher found there is
some of EED UMY students with less speaking skills.
a course in Pare, but the researcher only took three students of them. The
researcher took three participants in order to answer the research questions in the interview. According to Creswell (2012) the number of the participants is
undetermined as long as the data gathered has answered the research question, the small number of participant is adequate.
The sampling technique used in this research was purposive sampling. The standard criterion of being the participant of this research is the EED of UMY’s
students who have ever taken course at Kampung Inggris Pare at least for one month. The students who experiencing the course at Kampung Inggris Pare can give adequate information needed by the researcher. Another criterion of being the participant was the EED of UMY’s student’s batch 2013 that choose speaking
program.
Data Collection Method
In order to explore students’ perception toward the influence of Kampung
Inggris Pare course toward their speaking skills at English Education Department of Universitas Muhammadiyah Yogyakarta, the researcher collected the data using interview. Interview is a process of asking open-ended questions to participants then record the answer (Creswell, 2012). So, the researcher used interview in order to get some deep information from the participants by asking some questions. Besides, interview was usually used to expose students’
speak, who are articulate, and who can share ideas comfortably” (Creswell, 2012, p. 218). This type of interview enables participant feel freely to speak. This condition helped researcher in getting sufficient information from participants. The researcher must speak clearly to make the participants understand with the researchers’ questions.
The process of collecting the data was recruiting the participants first then conducts the research by doing an interview. The interview was done in bahasa Indonesia in order the participants can understand each question given by the researcher and the interview was running about five until eight minutes. The researcher used bahasa Indonesia to make the participant feel more comfortable to inform their opinion.
Participants of this research were first recruit through direct invitation to join the study. The researcher provided the invitation by giving some explanations about the research in order the respondents will give the exact information. After that, the researcher and participant determined a time and place to do the
interview. The interview took place at University of UMY’s residence. The
interview was recorded using researchers’ mobile phone. It was recorded to make
sure the validity of the information, so that the data cannot be manipulated. Moreover, the researcher has discussed some questions can be asked to
Data Analysis
After collecting the data from the participants by doing one-on-one interview, the researcher divided the data from participants in several steps. The steps of analyzing the data start with transcribing the interview result from three participants from data recorder. Creswell (2012) stated that “transcription is the process of converting audiotape recordings or field notes into text data” (p. 239).
This method could help researcher to analyze the data accurately because each word of the interview is recorded. After that, the researcher did member checking to the participants one by one to make sure there is no mistake on the transcribing. The researcher did member checking by sending the transcription to all
participants through their email. Then, the researcher received a text message from all participants. They stated that they agreed with the transcription results and they do not found any manipulation data in there.
After transcribing the data and deciding which information can be used, the next step did by the researcher was coding the data. “Coding is the process of segmenting and labeling text to form descriptions and broad themes in the data”
(Creswell, 2012, p.243). Corbin and Strauss (1990) as cited in Cho and Lee (2014) suggested there are three stages of coding that are open coding, axial coding, and selective coding. In coding the data, the researcher firstly analyze the script of the recording. In open coding the researcher indirected what the
participants mean by their answer in each question. Then, after doing open
Chapter Four Finding and Discussion
This chapter presents the interview result about the students’ perception on
the influence of Kampung Inggris Pare course to their speaking skill at English Education Department of Universitas Muhammadiyah Yogyakarta. All interview results were divided into five categories, those categories are: 1) The EED UMY’s
students’ speaking skills, 2) EED UMY’s students’ difficulties in speaking skills, 3) Influencing factors of EED UMY’s students’ speaking skills, 4) The influence
of kampung Inggris Pare course toward EED UMY’s students, and 5) The conditions in kampung Inggris Pare course. Each category was discussed on the following discussion together with the quotes of the interview and the
interpretation of the quotes. Those categories were presented to answer the two research questions in this research. The categories number 1, 2, and 3 were digging up to answer the research question number one on EED of UMY’s students’ perception on their speaking skill. Meanwhile the categories number 4
and 5 were presented to answer research question number two which was about EED UMY’s students’ perceptions on the influence of Kampung Inggris Pare
course toward their speaking skills.
Students of English Education Department of Universitas Muhammadiyah Yogyakarta perceptions’ on their speaking skills
UMY’s students’ speaking skills, category 2 which related to EED UMY’s
students’ difficulties in speaking skills, and category 3 which discussed about the influencing factors of EED UMY’s students’ speaking skills. Those three
categories were provided to know about how students of EED of UMY perceive their speaking skill. Thus, the findings are first EED UMY’s students’ speaking skill before joining kampung Inggris Pare course. Second, pronunciation, vocabulary and grammar as the difficulties that are usually found in speaking. Third, unsupporting environment as the influencing factor in speaking. Fourth, limitation of time in practicing speaking. Fifth, Teachers’ attitude.
The EED UMY students’ speaking skills. In the beginning of the
interview, the researcher asked the participants about their speaking skills. The data gathered was about EED UMY’s students’ speaking skills before joining a
course in kampung Inggris Pare. The data gathered was to answer the first research question about EED UMY’s students’ perception toward their speaking
skill. All the participants are confident with their speaking skills. It was also true that EED UMY’s students found some difficulties in speaking. There were also
some factors that influence them in learning English.
Finding 1. EED UMY students’ speaking skill before joining kampung
Inggris Pare course. English skills are not skills that we got without knowledge and any practices. All participants below stated that their speaking skill is not good enough. Before joining a course in Pare, the speaking skills of the
mentioned that he do not know how to mention subject in English and write a correct sentence.
“My speaking skills are not more than just in high school level. I cannot speak English as people who know how to speak English….” (Harry,
2016).
“Before I go to Pare, I do not know what is called as correct sentence….”
(Reza, 2016).
“Before I go to Pare, my speaking skill is zero. I even cannot say subject
in English….” (Iqbal, 2016).
From the data gathered above about EED UMY’s students’ speaking skills
before joining kampung Inggris Pare course, the researcher can conclude that the speaking skills of the two participants are not good yet. They should join an English course to improve their skills. As the researcher has previously discussed that an appropriate English course can influence students’ skills. Students should
find an appropriate English course than can help them in improving their English skills.
The EED UMY students’ difficulties in speaking skills. In the interview,
Finding 2. Pronunciation, vocabulary and grammar as the difficulties usually found in speaking. Pronunciation, vocabulary, and grammar were important aspects in English. In learning English students should know these aspects. It was true that those aspects are difficulties usually found by students. Two participants agreed that pronunciation, vocabulary, and grammar as the difficulties usually found in speaking.
“My difficulty in speaking is about the pronunciation” (Reza, 2016).
“My difficulties in speaking are vocabulary and grammar, the structure
about the accuracy of my speaking” (Iqbal, 2016).
Harmer (2010) as cited in Mart (2012) mentioned that speaking has many different aspects including two major categories that are accuracy and fluency. In accuracy, students must pay attention on the correct use of vocabulary, grammar, and pronunciation. Vocabulary knowledge and grammar are two important factors that are leading in speaking and may influence students’ performance (Mart,
2012). Then in speaking fluency, students must show their best speaking
performance. The ability of speaking that students have will make them to keep going when they are speaking spontaneously.
For effectiveness of speaking, Shumin (1997) as cited in Boonkit (2010)
pointed out a number of elements involved, including listening skills,
sociocultural factors, affective factors, and other linguistic and sociolinguistic
competence such as grammatical, discourse, sociolinguistic, and strategic
of words and sentences; they must understand how words are segmented into
various sounds and how sentences are stressed in particular ways. This
grammatical competence enables speakers to use and understand English
language structures accurately which contributes to their fluency and develops
confidence in speaking.
Influencing factors in EED UMY students’ speaking skills. Besides
difficulties in speaking skills, there are also some influencing factors that influence students’ speaking skills. In the interview, the researcher asked the
participants if there are others difficulties in learning speaking. The interview results revealed some factors that influence students’ speaking skills as below.
Finding 3. Unsupporting environment as the influencing factors in speaking English. Two participants said that their speaking skills are influenced by the environment. The example of the environment mentioned by the participant is friends. Friend can influence our speaking. If we live in the majority of students who speak English, we will also speak English and vice versa.
“The most difficulty that I found is the environment. I found that
unsupported environment could influence me in practicing my English skills” (Harry, 2016).
“Another factor that influences my speaking skills is come from the
Finding 4. Limitation of time as the influencing factor in practicing speaking. Time pressure can be another factor that influences students’ speaking skills. We learn English by habit, as said by one of the participant. If we do not have enough time to practice English, we cannot improve our speaking skills.
“In my opinion, we learn English because of habit. So, my problem in that
time is the limitation of time to practice my English. I only have a half one hour to practice my English” (Harry, 2016).
From the data gathered above, the researcher can conclude that there were
some factors that influence EED UMY’s students speaking skills that are
environment and limitation of time. Finding 1 and 2 are influencing factors that
usually found in speaking skills. These two factors included in students speaking performance. Students’ speaking performance usually influence by time pressure,
planning, the standard of performance, and the amount of supports (Newton, 2009 as cited in Tuan & Mai, 2015).
Finding 5. Teacher’s attitude. Previously, the researcher has mentioned
learning process, boost students to reach the learning goals by giving achievement as a reward, and familiarizes students with the target language culture.
“…. During the learning activity at school, at the classroom especially, the teachers’ attitude in that time cannot build students’ motivation to learn.
The way of teacher teaches the student is more likely killer teacher who teaches his/her student. Whereas, we should create the atmosphere as fun as possible in learning English. So, the condition in the learning process in that time is more likely mathematics learning than English learning”
(Harry, 2016).
Other factor that influences students in learning English is come from teachers’ attitude. According to the participant one, teacher’s attitude really
influences his learning English in speaking. The way that the teacher taught the participant one is not valuable. The teacher cannot motivate participant one in the learning process. Because according to participant one, the atmosphere in learning English should be fun, but the fact it is not.
It was true that speaking skill seems to be the most important skill require to communication. Moreover, speaking as a language skill relates to the other language skill. Students’ ability in speaking will increase specifically through
their meaning. It was really important for teacher to make a good relation with their students.
Students of English Education Department of Universitas Muhammadiyah Yogyakarta perceptions’ on the influence of Kampung Inggris Pare course
toward their speaking skills
The result of the data gathered was also used to answer the second research question about the influence of kampung Inggris Pare course toward students of EED UMY’s speaking skills. There were two categories and four
findings to answer the second research question. Category 4 was about the influence of kampung Inggris Pare course toward EED UMY’s students and Category 5 was about the conditions in kampung Inggris Pare course. Thus, the findings are first, Pare gave some good impacts for students’ speaking skills. Second, Pare gave some good impacts for students’ overall academic
performance. Third, the environment in Pare can best help students to learn English. Fourth, Pare used various strategies in the learning process. The detailed explanations were presented below:
Finding 1. Pare gave two good impacts for students’ speaking skills. It was true that Pare could bring some good impacts toward students’ speaking
skills. First, Pare can improve students’ confidence because they have met many
people in there. Second, Pare can improve students’ speaking skills in the accuracy and fluency. It was approved by the learning condition in Pare that support student to learn English. All participants mentioned that Pare brought good impacts for their speaking skills.
“…. I have also teaching experience in Pare. My problem in speaking is
that I was not really confident to stand out in front of many people, and to speak to new people I was a little bit nervous. As I have teaching
experience in Pare, it helped me to overcome my problem, besides the learning conditions in Pare also support me. The benefit that I got from Pare about my speaking is that my confident in speaking was better and has improved” (Harry, 2016).
“The benefit that I got from joining course in Pare is the improvement of
my speaking skills. It is not only for my vocabulary mastery but also my skill for the use of grammar structure” (Reza, 2016).
“As I have mentioned before that my problem in speaking is that
before. I could produce speaking with exact structure and vocabulary” (Iqbal, 2016).
Based on the interview results above, the researcher can conclude that all participants got benefits from taking course in Pare. Their speaking skills can improved spesifically through the learning activity in Pare. Before joining an English course in Pare, the speaking skills of the three participants is not good enough. It was changed after they joined a course in Pare, their speaking skills improved.
“…. Pare changed everything and my speaking skills level has improved and it can be called as a qualified English skills” (Harry, 2016).
“As far as I know, my speaking skills are better than before. I used to do
not know what is called as correct sentence, but know I know how to speak correctly with correct sentence” (Reza, 2016).
“For right now my speaking skills are more in intermediate level….”
(Iqbal, 2016).
students did any mistaken in English, in their speaking especially, there would be people who correct and help them all the time.
Finding 2. Pare gave three good impacts for students’ overall academic
performance. In another way, Pare not only gave some good impacts for students’ speaking skills but also for students’ overall academic performance at EED UMY.
First, the participants are only need to repeat the materials that have been learnt in Pare. Second, the participants got some references books that can help them in writing thesis for example. Third, the participants learnt idioms.
“I got benefit from learning English in Pare. In the first year of the
learning activity at EED UMY, I learnt about sentences and something like that. The benefit that I got from Pare to my academic is that I only need to repeat what I have learned in Pare. It was the basic things that I learned in Pare. Besides, it will help me in writing my thesis.” (Reza, 2016).
“For academic, I got many book references about speaking, grammar, and
any other kinds of books. Those books are only available in Pare. So, it was really worthwhile for me that I took course in Pare. Besides, I could know more idioms or slang that I rarely found during my learning in Jogja and I found it in Pare because Pare applied idioms or slang from British and America” (Iqbal, 2016).
the basic until they mastered it. Besides, they got many book references that only available in Pare. Its benefit for their academic is that they only need to repeat the materials that have been taught in Pare. Moreover, they got many book references from Pare that can facilitate them in their academic.
The learning conditions in kampung Inggris Pare course. Kampung Inggris Pare can influence students’ speaking skills because of some factors. In the interview, the researcher asked the participants about the conditions of kampung Inggris Pare course. Based on the interview, the researcher found some facts about Pare that can help students in learning English. These conditions will be discussed below.
Finding 3. The environment in Pare can best help students to learn English. As the researcher has mention before that environment can influence students’ speaking skills, two of the participants agreed that Pare is the best place
to learn English.
“As I said before that the learning environment in high school is not
“Because people said that Pare is the best place the learn English. I could
say that because the majority of students out there are people who want to learn English. So, the majority of students in Pare speak English as the daily language. Besides that, Pare is a well known English course” (Iqbal, 2016).
Based on the answer of the interview above, the researcher can conclude that Pare have conditions that can make the students enthusiasm in learning English. As one of the participant has mentioned before that environment is very important in learning English, the environment in Pare is much supported to learn English. Besides that , the majority of students in Pare are they who want to learn English and they used English as the daily language, even the dormitory manager are used English (Iqbal).
“…. Fortunately, I lived in the dormitory when I took a course in Pare.
There were certainly dormitory manager who lived there and they are master is English” (Iqbal, 2016).
Finding 4. Pare used three strategies in the learning process. There were some strategies used in Pare to improve students’ speaking skills. These strategies are effective to build students motivation in the learning process. The materials that were taught in Pare are from the basic, Pare use Students Centre Learning (SCL) as the method use in teaching process and sometimes it includes game like role-play.
“…. In my opinion, the learning system in Pare was Students Centre
Learning (SCL), so students did more practices in the learning process. One of the examples was in speaking class. In speaking class we will discussed about education for example, the teacher in that time will give students for about 15 until 20 vocabularies about the theme. Then students were given 15 minutes to memorize, after that the teacher would gave one topic as the opining so that we will discussed the theme” (Harry, 2016).
“…. In Pare we learned from the basic. It started from learn about correct
sentences, how to pronounce our pronunciation, even spelling alphabet. Fortunately I took a course in Basic English Course (BEC) in Pare. In BEC we learnt all things from the basic” (Reza, 2016).
“In the learning process, teachers included game like role play. In speaking
“In speaking class, the teachers in Pare let me did any things as my
desirability. It was more likely Students Centre Learning (SCL) but was covered with fun activity” (Iqbal, 2016).
It has previously explained by the researcher that method and strategy used is important to determine a successfully of an institution. It also should be
appropriated with the language learners’ needs. In Kampung Inggris Pare, there is an alternative learning method for enhancing students’ speaking skill. This
alternative method is called English base camp. English base camp is one of programs in kampung Inggris Pare. The course instructors use varied teaching methods in English base camp, especially for regular class. One of the methods used is “repetition and drilling”. This method is quite appropriate with the learning atmosphere in the base camp since the method is focus on the learners’
understanding and memorization (Ahsanu, Februansyah, & Handoyo, 2012). Another strategy applied in kampung Inggris Pare is using communication strategy. This is important for the successful learning process. In kampung Inggris Pare, learners’ use some speaking strategy like word coinage (to say something in
English followed by a simple description), asking for help, using translation, and use code switching (a mixture of the source and the target language phrase) (Mariana, Kencanawati, & Kurniawan, 2012).
On the interview, the researcher found others strategy used by teachers in Pare. Besides the method and strategy used by the teachers in Pare above,
communicative activities. Oradee (2012) stated that speaking skill can be developed using three communicative activities that are discussion, problem-solving, and role-playing. These activities will create interaction in the classroom. Besides that, communicative activities will encourage students to be an active learner. Additionally, communicative activities can motivate learners to establish good relationship between teachers and students. Besides these communicative activities can make a good relation between the teacher and the students, these kind of activities are fun so that students will not only learn but also play in the same time.
Besides including game, Students Centre Learning (SCL) was also applied in the teaching method. In SCL, the teachers are only as the facilitator. The
Chapter Five
Conclusions and Recommendations
This chapter is presented to summarize the research result. Besides, in this chapter the researcher also gave some recommendation to the people who related to the discussion of this research.
This research discusses about the students’ perception on the influence of Kampung Inggris Pare course to their speaking skill at English Education Department of Universitas Muhammadiyah Yogyakarta. Speaking is one of the language skills that mostly used by people for communication. A speaker should have an ability and skill to deliver information to others in order to make the conversation clearly. Moreover, speaking is a part of everyday interaction and most people judge someone by his or her speaking ability. Speaking skill also relates to the other language skill, which is why language students should take this skill seriously because this will beneficial for their academic.
Thus, this research has two main discussions which are EED of UMY’s students’ perception on their speaking skill and the influence of Kampung Inggris
Pare course toward their speaking skills. Those two discussions were discussed based on the EED of UMY’s students’ perception. This research was designed as
out about the influence of Kampung Inggris Pare course toward students’ speaking skills. To review the result of this research, the researcher presents the conclusion below:
First of all, the finding discover that EED UMY’s students’ speaking skills
batch 2013 before joining an English course are not good enough. This may couse because of some difficulties and some influencing factors that influence their speakin. They were about the accuracy (the use of vocabulary, grammar, and pronunciation) and fluency, unsupported environment, the duration of time for practicing speaking, and also teachers’ attitude in teaching English.
Last, the findings show that Pare influenced EED UMY’s students’ batch 2013 speaking skills. Firstly, the researcher found that the learning condition in Pare is best help students to improve their speaking skills. Pare is the best place for students to learn English. The environment out there is much supported the students to learn English and the majority of students in Pare are they who want to learn English so they are all same as students. Besides, they used English as the daily language, even the dormitory manager are used English. Pare applied various strategies in the learning process. The materials that were taught in Pare are from the basic, Pare use Students Centre Learning (SCL) as the method use in teaching process and sometimes it includes game like role-play.
helps them to increase their selves confident. In Pare there are also some books references that only available in there. The books are about speaking, grammar, and others information. Those books will help students to find some references for their thesis writing for example.
Recommendations
After the finding has been exposed, the researcher proposes some
recommendation deal with this research. The recommendations are aimed to the students, teachers and the next researchers.
Students. The result of this research is able to make the students’ become aware that speaking is not an easy skill to be required. Students should know some factors that influence speaking skills like the use of vocabulary, grammar structure, and pronunciation. Students should analyze their speaking difficulties then they can find a way to overcome the difficulties. Besides, the researcher also recommends students to find another way to learn English. It can be as finding an appropriate English course for students.
Teachers. Additionally, the researcher of this research recommends the teachers to watch on their teaching style. Teachers should create a relax
atmosphere to motivate their students in the learning activity. Teachers should know their students’ skill then they can find a teaching method appropriate with
Future researchers. At last, this research contains the narrow discussion about students’ speaking skills in EED of UMY context only, so the future
References
Ahsanu, M., Februansyah, R, & Handoyo, R. P. (2012). English Basecamp: An alternative learning method for enhancing speaking skill (A case study in kampung Inggris, Pare, Kediri, East Java). Purwokerto: Universitas Jendral Soedirman.
Anitasari, K. D. (2012). Dari desa menjadi kampung Inggris. Malang: Universitas Negeri Malang.
Boonkit, K. (2010). Enhancing the development of speaking skill for non-native speakers of English. Procedia Social and Behavioral Sciences, 2, 1305-1309. doi:10.1016/j.sbspro.2010.03.191
Chen, Y. C., & Chen, P. C. (2009). The effect of English popular songs on learning motivation and learning performance. An Interdisciplinary Journal, 56, 13-28.
Cho, J. Y. (2014). Reducing confusion about grounded theory and qualitative content analysis: Similarities and differences. The Qualitative Report 2014, 19(64), 1-20.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research fourth edition. Lincoln: Pearson Education, Inc.
Darwanto, B. (2014). Strategies for developing speaking skill used by students of English Education Department. Surakarta: Universitas Muhammadiyah Surakarta.
Karlinawati, E. (2015). Students’ perception on writing weekly journal at English Education Department of Universitas Muhammadiyah Yogyakarta. Yogyakarta: Universitas Muhammadiyah Yogyakarta.
Liao, G. (2009). Improvement of speaking ability through interrelated skills. Journal of English Language Teaching, 2(3), 11-14.
Mart, C. T. (2012). Developing speaking skill through reading. International Journal of English Linguistics, 2(6), 91-96. doi:10.5539/ijel.v2n6p91 Mariana, L., Kencanawati, D., & Kurniawan, N. F. (2012). Strategi komunikasi
yang digunakan oleh pelajar bahasa Inggris dikawasan kampung Inggrisp Pare dalam kegiatan speaking. Kediri: Universitas Nusantara PGRI Kediri.
Muzakkar, M. (2012, December 5) Sebuah catatan: “Sebulan di kampung Inggris -nya Indonesia. Retrieved from
http://www.kompasiana.com/milaisme/sebuah-catatan-sebulan-di-kampung-inggris-nya-indonesia_551a154aa33311af1db659ca
Nurani, S. (2015). The impact of debate habit toward speaking skill at English Education Department Universitas Muhammadiyah Yogyakarta. Yogyakarta: Universitas Muhammadiyah Yogyakarta.
Nurhayati., Hendrawati, N., & Angkarini, T. (2013). The acquisition of English as a foreign language in Pare East Java (kampung inggris): a case study of what and how the acquisition of English in Pare. DEIKSIS, 5(2), 81-88.
Oradee, T. (2012). Developing speaking skills using three communicative activities (Discussion, problem-solving, role-playing). International Journal of Social Science and Humanity, 2(6), 533-535.
Teaching and Research, 6(5), 1093-1098. doi:http://dx.doi.org/10.17507/jltr.0605.23
Porkaew, K. (2004). The roles of attitude and motivation in second language foreign language learning. Language Institude Journal, 2, 69-76.
Panduan Memilih Lembaga Kursus, Camp dan Kost di Kampung Inggris. (n.d.). Retrieved September 18, 2016, from Kampung Inggris website,
http://kampunginggris.in
Salma, A. (2015). The correlation between students’ reading aloud habit and their speaking skill at English Education Department of Universitas Muhammadiyah Yogyakarta. Yogyakarta: Universitas Muhammadiyah Yogyakarta.
Setiawan, P. (2014, April 26) Suasana belajar bahasa Inggris di kampung Inggris Pare Kediri. Retrieved from
http://chewondirt.blogspot.co.id/2014/04/suasana-belajar-bahasa-di-kampung.html
Sinta, A. C. G. (2011). The problems faced by students in learning English speaking skill at English Education Department Universitas
Muhammadiyah Yogyakarta. Yogyakarta: Universitas Muhammadiyah Yogyakarta.
Tentang LC kampung Inggris. (n.d). Retrieved August 8, 2016, from Kampung Inggris Language Center website, http://kampung inggris.id/tentang-language-center/
Tuan, N. H., & Mai, T. N. (2015). Factors affecting students speaking
Wati, H. (2011). The effectiveness of Indonesian English teachers training programs in improving confidence and motivation. International Journal of Instruction, 4(1), 80-104.
Appendix 1: Interview Guideline
According to Ur (1996) as cited in Hosni (2014), there are many factors that cause difficulties in speaking that are inhibition, nothing to say, low or uneven participation, Harmer (2010) as cited in
