i
EXPLORING THE INHIBITING FACTORS IN APPLYING FULL ENGLISH SPEAKING AMONG STUDENTS OF SEKOLAH ALAM GENTENG BANYUWANGI
THESIS
Submitted to State Institute of Islamic Studies of Jember In partial fulfilment of the requirements to obtain a bachelor’s degree
of Sarjana Pendidikan (S. Pd) Faculty of Tarbiyah and Teacher Training
English Language Department
By:
Afidatul Khasanah NIM : T20156084
STATE INSTITUTE OF ISLAMIC STUDIES OF JEMBER Faculty Of Tarbiyah and Teacher Training
JUNE 2019
Alloh does not charge a soul exception (with that within) its capacity...
(Q.S. Al- Baqarah : 286)
v
my beloved parents, Siti Bariroh and Baedlowi My lovely brother, M. Nur Riffa’i
Thank you for praying, struggling, loving, advising, caring, suggesting, and motivating until the last of the thesis.
I do expect this thesis can make them proud of me.
vi
ACKNOWLEDGEMENT ِميِحَرلا ِنَم ْحَرلا ِالله ِمْسِب
In the name of Alloh, the most gracious and the most merciful, all praises and thanks to Alloh SWT, who has given His blessing and help so that the writer can finish this thesis.
The writer would like to express his gratitude and appreciation to the honorable people who give their help, encouragement, and countless contribution to the writer in the process of the study:
1. Prof. Dr. H. Babun Suharto SE. MM, as the rector of IAIN Jember.
2. Dr. Hj. Mukniah, M.Pd.I., as the dean of faculty tarbiyah and teacher training Institut Agama Islam Negeri (IAIN) Jember who had given permission to do this research.
3. Asy’ari, M.Pd.I as the dean of English Department Institut Agama Islam Negeri (IAIN) for giving the writer permission to write this thesis.
4. Prof. Dr. H. Moh. Khusnurridlo, M.Pd as the advisor, thank you for your patience, guidance, and suggestions.
5. Mukhammad Farid, M.Pd as the headmaster of Sekolah Alam Genteng Banyuwangi, and the English teacher of Sekolah Alam Genteng Banyuwangi who have helped the writer in doing the research.
6. The students of Sekolah Alam Genteng Banyuwangi who cooperate during the research.
The writer realizes that this thesis is still far from being perfect.
Therefore, she accepts every suggestion, criticism, and comment from the readers.
She hopes that this thesis gives contribution and be useful for the improvement of the English teaching learning process.
The writer
viii ABSTRACT
Afidatul Khasanah, 2019: Exploring the inhibition factors in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi.
Spoken language is often considered as one of the most difficult aspects of language learning. For most foreign language learners, English speaking is not easy thing to be undertaken. Indeed, many learners find it difficult to express themselves in spoken language. Each student has own inhibition to speak English.
Anxiety, shyness, lack of motivation, lack of confidence, fear of making mistake are common role faced by learners. And also linguistic factors such as lack of vocabulary, lack of grammar understanding, and incorrect pronounciation are prevent them to speak English.
The research questions are: 1) what are the linguistic factors that inhibit in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi ? 2) what are the non-linguistic factors that inhibit in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi ?
The research objective of this research are: 1) to find out the linguistic factors that inhibit in applying full full English speaking among students of Sekolah Alam Genteng Banyuwangi, 2) to find out the non-linguistic factors that inhibit in applying full full English speaking among students of Sekolah Alam Genteng Banyuwangi
This research was categorized as survey research with the descriptive quantitative approach. It involved 7th , 8th , and 9th grade students of Sekolah Alam Genteng Banyuwangi as the participants totally 45 students. The questionnare was used to collected the data about inhibiting factors in applying full English speaking.
Based on the questionnare distributed to 45 students of Sekolah Alam Genteng Banyuwangi, it reveals that linguistic factors that inhibited are lack of grammar understanding, lack of vocabulary, and incorrect pronounciation. that Linguistic factors becomes the dominant factor affecting the students in applying full English speaking. In terms of linguistic factors, lack of grammar is the dominant factors that inhibited students to speak English totally 60,88%. The cause of their lack of understanding grammar was mainly caused by their lack of speaking practice grammatically. Whereas, in term of non-linguistic factors that inhibited are lack of motivation, anxiety, shyness, lack of confidence, and fear making mistake. Lack of motivation is the most common factors that inhibited students to speak English totally 58,2%. Teacher need to be conscious that they also have a significant impact on students’ motivation in learning process.
Cover ... i
Approval ... ii
Ratification ... iii
Motto ... iv
Dedication ... v
Acknowledgement... vi
Abstract ... viii
Table of content... ix
List of Tables... xii
CHAPTER I INTRODUCTION ... 1
A. Background of the Research ... 1
B. Research Question ... 5
C. Research Objective ... 6
D. Significance of the Research ... 6
E. Research Limitation ... 7
F. Operational Definition ... 7
G. Research Methodology ... 8
x
1. Research Design ... 8
2. Population and Sample ... 10
3. Technique of Data Collection ... 11
4. Data Analysis ... 14
H. Systematic of Thesis ... 14
CHAPTER II LITERATURE REVIEW ... 16
A. Previous Research ... 12
B. Theoritical Framework ... 20
1. English Speaking ... 20
a. Definition of speaking ... 20
b. Microskill of speaking ... 21
c. Components of speaking ... 23
2. Inhibition factors in English speaking ... 25
a. Inhibition ... 25
b. Inhibition factors in English speaking ... 27
1) Non-linguistic factors ... 27
2) Linguistic factors ... 34
CHAPTER III FINDING AND DISCUSSION ... 40
A. Research Object Description ... 40
B. Data Display ... 40
C. Data Analysis ... 50
A. Conclusion ... 71 B. Suggestions ... 73 REFERENCES ... 74 APPENDIX
xii
LIST OF TABLES
No Description page.
1. 1 An overview of population ... 10
1. 2 The value of Reliability Coefficient ... 14
1. 3 Research Maping ... 15
2. 1 Similarities and differences in previous research ... 19
3. 1 Respondents Draft ... 41
3. 2 The result of instrument validity ... 43
3. 3 The result of reliability (X1) ... 44
3. 4 The result of reliability (X2) ... 44
3. 5 The result of reliability (Y) ... 45
3. 6 Scoring of each Questionnare items ... 45
3. 7 Data Score of Non-linguistic Factors ... 46
3. 8 Data Score of Linguistic factors ... 47
3. 9 Data Score of Applying full English Speaking ... 48
3. 10 Descriptive statistic test of anxiety ... 50
3. 11 Descriptive statistic test of fear making mistake... 53
3. 12 Descriptive statistic test of lack confidence ... 55
3. 13 Descriptive statistic test of Lack Motivation ... 57
3. 14 Descriptive statistic test of Shyness ... 58
3. 15 Descriptive statistic test of lack Understanding Grammar ... 60
3. 16 Descriptive statistic test of Lack Vocabulary ... 62
3. 17 Descriptive statistic test of Incorrect Pronounciation ... 64
A. Background of the Research
English speaking is the dominant language speaking by many people around the world because it is the lingua franca used for international communication in all aspects of human life such as economic, culture, business, politic, administration, science, and academia.1 There are many countries which set down English as the primary language despite their local language. It is called English as a second language. The importance of English makes the goverment in many countries considers to use English as the primary language. It offers benefits for all people and especially for students’ future.
Speaking English for students has some benefits. Students can have more opportunities when they use English wisely. Students who speak English have a big opportunity to study not only in their country but also in English speaking country. Besides of that, Students can know the culture of the country through English. Hence, some of the moslem scientist asserted that learning English speaking is really needed. Lutfi quote from “Ketika Nabi di Kota” by Dr. Nizar Abazhah about the excellence of learning foreign language. It stated that “Barangsiapa mempelajari bahasa asing suatu
1 David Crystal, English As a Global language,(Cambridge: Cambridge University press, 2003) 46
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bangsa maka ia akan selamat dari tipu daya mereka”. Hence, It was a smart decision for the Asians to use English as an additional language.
Indonesia is one of many countries including English in the curriculum of education. English has been taught and received serious attention in all levels of education. All of the students of Elementary School, Junior high School, Senior High School and Vocational High School must pursue an English lesson. Although some remote districts in Indonesia do not know English. The students’ difficulties are because of this language is not their primary language. And this system makes students have to study harder about English. Another factor which might make them learn English easily its about lack of time allocation for English lesson. English is a compulsary lesson which is given just once in a week. So, it makes the process of language learning is not effective. It will impact their examination.
English is one of lessons which are included in national examination.
The goverment stated that English is a required lesson in national examination. It was stated in:
“Peraturan Pemerintah Republik Indonesia Nomor 3 Tahun 2013 Tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional Pendidikan”
ketentuan pasal 70 ayat (1) dan ayat (2) dihapus serta ayat (4) diubah sehingga pasal 70 berbunyi sebagai berikut:
(1) dihapus (2) Dihapus
(3) Pada jenjang SMP/MTs/SMPLB, atau bentuk lain yang sederajat. Ujian Nasional mencakup pelajaran Bahasa Indonesia, Bahasa Inggris, Matematika, dan Ilmu Pengetahuan Alama (IPA).2
2Permendiknas, Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013 Tentang Perubahan Atas Peraturan Pemerintah Nomor 19 Tahun 2005 Tentang Standar Nasional Pendidikan.https://kelembagaan.ristekdikti.go.id/wp_content/uploads/2016/08/UU_no_20_th_200 3.pdf. (12 February 2019) 14.00 am
It stated that English is one of the lessons which is considered as a requirement to graduate. The fact is that, most of the students have difficulties in understanding English.3 So, the teacher has to big effort to teach English for the students because students must master the four English skill at the same time.
There are four skills in English. Those are listening, speaking, reading and writting. In the process of teaching and learning, the four English skill are simultaniously performed. Normally, learners in an EFL context do not use the language in authentic situations, accordingly they possess inability in communicating appropriately and correctly.4 However, the most essential skill to communicate in English is ability to speak.
Speaking is the active use of language to express meaning so that other poeple can make sense of them.5 It means that the listeners must know what the speaker means. English speaking is not easy to be undertaken. English speaking learners requires more than knowing the grammatical and semantic rules. Apart of these Burnkart explains that:
Language learners need to have three areas of knowledge involved within speaking namely (1) mechanics of language elements (pronounciation, grammar, vocabulary) which emphasize on use of right words in the right order with the correct pronunciation, (2) the function of language that deals with speaking performance in the form of transaction and interaction (e.g. knowing how to change information and giving the clarity of essential message), (3) the
3 Samira Al Hosni, “Speaking Difficulties Encountered by Young EFL Learners”, in International Journal on Studies in English language and Literature Vol 2, Issue 6, (____2014).
4Thanyalak Oradee, “Developing Speaking Skill Using Three Communicative Activities (Discussion, Problem Solving and role playing)” in International Journal of Social Science and Humanity, Vol 2, 6 (____2012), 533.
5Lynne cameron, Teaching English To Young Learners (cambridge university press: cambridge, 2001) 40.
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sociocultural norms (such as turn taking, rate of speeh, length of pauses between speakers, relative roles of participants, understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason)6
In general, there are some difficulties in speaking among students.
Dealing with this, Samira al Hosni asserted in his article about speaking difficulties encountered by young EFL learners. Samira asserted that EFL learners still face many difficulties. She says that many studies indicate that oral language development has largerly been neglected in the classroom and most of the time. Oral language in the classroom is used more by teacher than students. And also other factors occur while they would like to speak English.
This research revealed that the main speaking difficulties are linguistic difficulties, mother tongue use and inhibition.7
Inhibition is the first problem faced by learners in speaking English. It is mentioned by the Penny Ur statements in her book that learners are often inhibited about trying to say things in a foreign language.8 Fear of making mistakes and shyness are the common problems faced by students. It can not be ignored that most learners do not have any confidence to speak up without fear. That case happened in many schools in Indonesia.
Sekolah Alam is one of school in banyuwangi which applied islamic boarding school system. This is a unique school in Banyuwangi which settled down the curriculum 2013 but established the Islamic boarding system. In
6Hendra Heriansyah, “speaking problems faced by the English department students Of syiah kuala university”, Lingua Didaktika Vol 6, 1(Desember 2012), 37.
7 Samira Al Hosni, “Speaking Difficulties Encountered by Young EFL Learners”, in International Journal on Studies in English language and Literature Vol 2, Issue 6, (____2014) 28.
8 Penny Ur, A Course In Language Teaching: Practice And Theory, (Cambridge: Cambridge University Press, 2009) 121.
Islamic boarding system, all of the students must live in the school, boarding house a system to build their disciplines. The specialty of this school is a regulation of using foreign language. All of the teacher use English or arabic language in delivering the lessons. It makes the students learn fastly how to communicate using foreign language.
Although there is a rule to use English everyday, there are some students who experienced difficulties to speak English. From the preliminary research, it is known that there are some inhibition that prevent them to speak English. Students are unable to speak English because they lack of vocabulary items and grammar structure. They also fear of making mistakes while speaking English. Students also think that making mistakes in speaking English in front of their classmates is very embarrasing. So, the students prefer not to speak English to avoid such situation.
To know and understand more about the students’ problems above, the researcher did a research entitled “Exploring the Inhibiting Factors in applying full English speaking among Students of Sekolah Alam Genteng Banyuwangi”.
B. Research Question
Based on the background research above, the researcher will investigate the problems that were used as the focus of the research is:
1. What are the linguistic factors that inhibit in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi?
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2. What are the non-linguistic factors that inhibit in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi?
C. Research Objective
The research objective of this research is to answer the research questions formulated above, that is:
1. To find out the linguistic factors that inhibit in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi.
2. To find out the non linguistic factors that inhibit in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi.
D. Significance Of The Research
The result of this research is expected to be used theoretically and practically:
1. Theoretically
The result of this research is expected to give contribution in terms of knowledge and reference especially in English education. Moreover, the most important significance is for overcoming and improving the future English teacher qualification especially for English speaking proficiency.
2. Practically
The result of this research is expected to make the students aware about the inhibition factors to speak English of themselves. Therefore, by knowing and understanding inhibition factors to speak English, then those
inhibition factors will be solved by the students themselves and the teacher.
E. Research Limitation
At this point, the researcher focuses on exploring the inhibiting factors in applying full English speaking among students of Sekolah Alam in the seventh, eighth, and ninth grade.
F. Operational Definition
Operational Definition are used to interpreting the contents. Therefore, the researcher need to explain the definition of the variable that supports the title of this proposal.
1. English Speaking
Speaking is the active use of language to express meaning so that other people can make sense of them. A speaker needs to find the most appropriate words and the correct grammar to convey meaning accurately and precisely, and needs to organize the discourse so that a listener will understand. English speaking is the use of English language with the correct grammar to convey meaning accurately and precisely, and needs to organize the discourse so that a listener will understand.
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2. Inhibiting Factors
Inhibition is a feeling of embarrasment or worry that prevents you from saying or doing what you want. Inhibiting factors is factor that caused people to feel of embarrasment or worry to do something.
So, it can be inferred that the meaning of exploring inhibition factors in applying full English speaking among students are feeling of embarrasment or worry to speak in the foreign language in order to share understandings with other people.
G. Research Methodology
Research methodolgy describes some aspects in methodology including research design, population and sample, technique and instrument of data collection, data analysis to explore the inhibiting factors in applying full English speaking among students of Sekolah Alam Genteng Banyuwangi.
1. Research Design
This research concern on exploring the inhibiting factors in applying full English speaking among students. In this research, survey research is employed to find out the inhibiting of speaking English. Survey research is one of components in nonexperimental quantitative research.
Ary stressed that in nonexperimental research, the researcher identifies variables and may look for relationship among them but does not manipulate the variables. Major forms of nonexperimental research are
relationship studies including ex post facto, correlational research, and survey research.9
Survey research is used in this research because the aim of this research is to find out the students opinion toward inhibiting factors in speaking English issue. Dealing with this Ary states that in survey research, investigators ask questions about people’ belief, opinions, characteristic, and behavior. Surveys permit the researcher to summarize the characteristics of different groups or to measure their attitudes and opinion toward some issue. Survey research typically does not make causal inferences but rather describes the distributions of variable in a specified group.10
Survey is classified according to their focus and scope ( census or sample survey) or according to the time form for data collection (longitudinal and cross sectional survey). A survey that covers the entire population of interest is reffered to as a census. A census of intangible is one of categories which deals with pupil interest, pupil achievement or aspiration, pupil opinion, or parents’ attitudes toward school. A census of tangible will be more difficult because this census deals with constructs that are not directly observable but must be inferred from indirect measures. 11 This is in line with this research, because the aim of this
9 Donald Donald Ary, Introduction to Research in Education 8th Edition, (Canada: Nelson Education Ltd, 2010), 26
10 Ibid., 372
11 Ibid.,574
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research are exploring the inhibiting factors in applying full English speaking among students.
2. Population and sample a. Population
Population is defined as all members of any well defined class of people, events, or objects.12 In line with this, Sugiyono gives an understanding of the population, namely the generalization area consist of object or subject that have certain qualities and characteristic set by the researcher to be studied and the conclusions draw. So, the population area is not only people, but also objects and another natural objects. 13
It can be conclude that population is defined all member are consist of object or subject which have certain qualities and characteristic set by researchers to be studied. The subject of this research are all of students of Sekolah Alam Genteng Banyuwangi.The subjects are devided into three classes as follow:
Table 1.1
an overview of population Class Students VII 19 Students VIII 15 Students
IX 15 Students
Total 49 Students
12 Ibid.,148
13 Sugiyono, Metode penelitian pendidikan, (Bandung: Alfabeta, 2017)117
b. Sample
The small group that is observed is called a sample. The researcher need technique to defined the sample through sampling.
Sampling is indispensable to the researcher. Sampling comes to your aid by enabling you to research a portion of the population rather than the intire population. In this case, the researcher used probability sampling. Probability sampling is defined as the kind of sampling in which every element in the population has an equal chance of being selected. In this research, the researcher took stratified sampling.
In stratified sampling, you first identify the strata of interest and then randomly draw a spicified number of subjects of each stratum.14 So the researcher took the students in three classes in amount of 45 students. It is consist of 15 students in seventh class, 15 students in eight class, and 15 students in ninth class.
3. Technique of Data Collection
Instrument is implementation or a piece of appartus used by the researcher in collecting the data15. The Instruments of data collection used by the researcher were distributing questionare. The following are the explanation of questionare, validity of the instrument, and also reliability of the instrument.
14 Ary, Introduction to Research,153.
15 Suharsini Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik (Jakarta: PT Rineka Cipta, 2006), 149.
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a. Questionnare
Once the overall research question has been determined, the next task is to construct an instrument that will provide the desired information. Because survey data consist of people’s responses to individual questions, it is essential to start with good question. In this research, the researcher used closed-ended question.
Close-ended questions are used when there are great number of possible answer which prepared by the researcher. The researcher use the likert scale to measure opinions, behaviour and perceptions. Likert scales are great for digging down deep into one specific topic to find out (in greater detail) what people think about it.
b. Validity of the Instruments
Attention should be given to the validity of the questionares that is, whether they are really measuring what they are supposed to measure. Validity is a measure that shows the validity of a research instrument. Instruments are valid if the instrument can use to measure what you want to measure. To measure the validity of the instrument, researchers used a formula korelasi product moment or Korelasi Pearson, are:16
rxy = 𝑛⅀𝑋𝑌−(⅀𝑋)(⅀𝑌)
√{𝑛⅀𝑋2− (⅀𝑋)2}{𝑛⅀𝑌2− (⅀𝑌)²}
16 Sugiyono, Statistika Untuk Penelitian, (Bandung: CV Alfabeta,2003), 213.
Where:
rxy = correlation coefficient n = the number of respondents X = score for each item
Y = score of all items of the questionnare
c. Reliability of the Instruments
Reliability is the degree of consistency with which it measures whetever it is measuring. A reliable instrument is that an instrument when used several times to measure the same object will produce the same data. The researcher only distribute the questionnare in one time.
Dealing with that, the reliability of this instrument using the Cronbach Alpha formula:17
r = {𝑘−1𝑘 } {1 − ⅀ơ𝑏²𝑉𝑡²} Where:
r = instrument reliability k = number of questions
⅀ơb² = number of item variants Vt² = total variant
An instrument has a high level if the value of reliability r > 0,6.
17 Anas Sudjono, Pengantar Statistik Pendidikan, (Jakarta: Raja Grafindo,2008), 365.
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Table 1.2
The value of Reliability Coefficient
No. Reliability Coefficient Category
1 0,800 - 1,000 Very High
2 0,600 – 0,799 High
3 0,400 – 0,599 Fair
4 0,200 – 0,399 Low
5 0,00 – 0,199 Very Low
4. Data Analysis
Survey do not require complex statistical analysis. Data analysis may simply consist of determining the frequencies and precentages of responses for the questions of the research.18 Statistic descriptive are used in this research to find out mean, median, and mode value. After that,the researcher determining the frequencies of the data using index formula which calculate each categories as follow19:
P = ∑ 𝑋
∑ 𝐶 × 100%
Note:
P :The symbol of percentage
∑ 𝑥 : The total amount of calculating each categories and scoring each items
∑ 𝑐 : The total amount of ideal score
18 Ary, Introduction to Research, 411.
19 Sugiyono, Metode penelitian pendidikan, (Bandung: Alfabeta, 2017), 136-137.
H. Systematic of Thesis
Systematic of thesis is a summary of the contents that aims to understand the whole of the existing discussion. This research consist of 4 chapters and each chapter have several sub- chapter that related to one other.Here will be explained briefly what the every chapter consist of:
Chapter 1 Introduction. In this chapter consist of background of the research, problem research, research objective, significance of the research, research limitation, definition of key term, and research methodolgy.
Chapter II Related of review. In this chapter consist of previous research and theory
Chapter III Finding and Discussion. In this chapter discuss the result of the data collection and data analysis.
Chapter IV Conclusion. In this chapter consist of conclusion and suggestion.
Table 1.3 Research Mapping
Population
Sample Researcher
made the Questionnare Distributed the questionnare
Validated the questionnare
Analysed the questionnare
Disscusion and conclusion Preliminary Research
Exploring The Inhibiting Factors In Applying Full English Speaking Among StudentsOf Sekolah Alam Genteng Banyuwangi
16 CHAPTER II LITERATURE REVIEW
A. Previous Research
There are several studies that related to this research, they are:
1. The first was the qualitative research entitled Exploring Students Problem in Applying Full English Speaking Area at English Research Program Of Khairun University.20 The research was conducted by Ahmaddin Tuguis (2017). The research explored the students problem in applying full English speaking area. The data collection method is used interview only. The research was conducted in English Research Program of Khairun University and the participant are the students of English Research Program in third, fifth, and seventh semester. Then there were 12 informant consist of 4 students at the third semester, 5 students at fifth semester, and 3 students at seventh semester. It was found that the English students problem in applying full English speaking area are badly affected by some causal factors. In affective factors, the students have some difficulty because of reluctance, anxiety, nerveousness, shyness, no-self confidence, etc. In the sociocultural factors, the English students get the problem because of little practice of their speaking and mother tongue used. Other factors that affect the students problems are environment, discipline/punishment, learning community and also school system.
20 Ahmaddin Tuguis, “Exploring Students Problem in Applying Full English Speaking Area at English Research Program Of Khairun University”, (thesis, Khairun University, Ternate, 2017)
The second was the survey research entitled Factors Affecting The Students’ Reluctance To Speak Eglish In Classroom Interaction.21 The research was conducted by Pipit Nugraha (2017). The research investigated the factors affecting the students’ reluctance to speak English in the classroom interaction. The data collection method used interview and questionare. The research was conducted in English Education Department of IAIN Tulungagung in the Academic Year 2016/2017 and the participants are the students of the second semester. Then there were 203 respondents as the subject research were give the questionnare and 10 informats consisting of 3 males and 7 females. It was found that the psychological factors, linguistic factors, and sociocultural factors are factors that affect the student’s reluctance to speak English in the classroom interaction. Based on the questionnare distributed to 203 students of English Department reveals that psychological factors becomes the dominant factor affecting the students’ reluctance to speak English in the classroom interaction since it was choosen by 99 of 203 students or 48,8%. In the second place, there was linguistic factors which has 42,8%
or being choosen by 87 of 203 students. The last, sociocultural factor which was only choosen by 17 of 203 students or 8,4%.
2. The third, was the qualitative research entitled Affective Issues In Speaking Among English And Accounting Department Students.22 This
21 Pipit Nugraha, Factors Affecting The Students’ Reluctance To Speak Eglish In Classroom Interaction”, (thesis, IAIN Tulungagung, Tulungagung, 2017)
22 Sifaul Lathifah, “Affective Issues In Speaking Faced By English And Accounting Department Students”, (thesis, Semarang State University, Semarang, 2015)
18
research was conducted by Syfaul Lathifah (2015). The research investigated the affective issues in English speaking that were among English and Accounting departments students and it cause. The main goal of the research was to find out the similarities and differences of the affective issues that were among students of the two departments of Semarang Sate University in the academic year 2014-2015. In this research, fourty students in the two department consisted of three males and thirty seven females were being analyzed. A descriptive qualitative was used to elaborate the result of data analysis derived from the students’
responses towards the interview and the class observation. In terms of findings, the research revealed that lack of self confidence, fear of making mistake, and anxiety as affective issues in English speaking among the students in the two department. These issues were commonly caused by internal and external side of the students. The external cause other’s reaction towards one mistake and specific condition that someone experiences while doing speaking. Moreover, student’s negative thought about other’s perception toward them, ability, personality, become the internal causes that affected students in speaking English.
Table 2.1
Similarities and differences previous research and this research No Researchers’
name and the title
Similarities Differences 1 Ahmaddin Tuguis
thesis, entitled Exploring Students Problem in
Applying Full English Speaking Area at English Research Program Of Khairun
University. (2017).
1. Both researchers explore the difficulties in applying full English speaking 2. Using the
interview to gain the information
1. The subject of the previous research is differents
2. The previous research find out the whole problems in speaking English, while in this research, the researchers focus on inhibition.
3. The reasearcher use survey research while in the previous research used qualitative research
2 Pipit Nugraha thesis, entitiled Factors Affecting The Students’
Reluctance To Speak Eglish In Classroom Interaction: 2017
1. Both of the researchers discuss about factors that hinder to speak English 2. Both of the
research use survey research
1. The subject and the object of the research is different
2. The researchers focus on applying full English speaking while Pipit Nugraha only focused on Speaking Eglish In Classroom Interaction
3. The researchers only focus on the inhibition while Pipit Nugraha focus on three factors area
3 Syfaul Lathifah thesis, entitled Affective Issues In Speaking Among English And Accounting Department Students. 2015
1. Both of the researchers focus on affective factors
1. The researchers focus on
inhibition factors of the students while the previous research focus on the affective issues in speaking
2. The researcher use survey method while the previous research use qualitiative research
3. The subject research are
different. The previous research compared two department while in this research only focus on the selected school
While this research has some differentiation with those research above.
The goal of this research is to find out the linguistic or non-linguistic factors
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which inhibited to speak English. Survey research is used to elaborate the data analysis result derived from the students responses towards the questionnare.
B. Theoritical Framework 1. English Speaking
a. Definition of speaking
Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. The information can be shared using both verbal and non-verbal communication in a variety of contexts in which it occurs based collective experiences, the physical environment and the purpose for speaking.23
Furthermore, cameron stated that speaking is the active use of language to express meaning so that other people can make sense of them. to speak in the foreign language in order to share understandings with other people requires attention to precise details of the language. A speaker needs to find the most appropriate words and the correct grammar to convey meaning accurately and precisely, and needs to organise the discourse so that a listener will understand.24
In addition Kayi says that speaking is the process of building and sharing meaning through the use of verbal and non-verbal in variety of
23 Sitti Hadijah, “ Investigating The Problems Of English Speaking Of The Students Of Islamic Boarding School Program At Stain Samarinda”, Dinamika Ilmu Vol 14, 2(Desember,2014), 241.
24 Cameron, Teaching English, 40-41.
context.25 speaking is not only about how to speak using the correct grammar but also speaking is about how to express ideas to another.
It can be inferred that English speaking is the use of English language with the correct grammar to convey meaning accurately and precisely, and needs to organize the discourse so that a listener will understand. Of all the four skills (listening, speaking, reading, and writing), speaking seems intuitively the most important. People who know a language are reffered to as “speakers” of that language, as if speaking included all other kinds of knowing. And many if not most foreign language learners are primarily interested in learning to speak.26 The mastery of speaking skill in English is a priority for many second language of foreign learners. Consequently, learners often evaluate their succes in language learning as well as the effectiveness of their English course on the basis of how much they feel and they have improved in their spoken language proficiency.27 It states that, speaking is the priority skill must be mastered before another skill. Speaking skill is needed for all the second language or foreign learners to evaluate their success in language learning.
b. Microskill of speaking
Speaking English fluently and accuracy is really hard for many non English speaking people especially for students. Speaker must know
25 Hayriye Kayi, “Teaching Speaking: Activities to promote Speaking in a Second Language”, The Internet TESL Journal Vol. XII, 11(November, 2006).
26 Penny Ur, A Course In Language Teaching, 121.
27 Jack C. Richards, Teaching Listening and Speaking from theory to practice, (Cambridge Universit Press :Cambridge, 2008),19.
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about the microskill in speaking to be able to communicate well. Then, Brown lists 16 points of microskills in speaking. They are:
1) Produce chuncks of language of different lengths
2) Orally produce differences among the English phonemes and alloporic variants
3) Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonational contours.
4) produce reduced forms of words and phrases.
5) Use an edaquate number of lexical units (words) in order to accomplish pragmatic purposes.
6) Produce fluent speech in different rates of delivery.
7) Monitor your own oral production and use various strategic devices- pauses, fillers, self corrections, backtracking, to enhance the clarity of the message.
8) Use grammatical word classes (noun, verbs, etc), systems (e.g., tense, agreement, pluralization), word order, patterns, rules, and elliptical forms.
9) Produce speech in natural constituents in appropriate phrase, pause groups, breath groups and sentences.
10) Express a particular meaning in different grammatical forms.
11) Use cohesive devices in spoken discourse.
12) Accomplish appropriately communicative functions according to situations, participants and goals.
13) Use appropriate registers, implicature, pragmantic conventions, and othe sociolinguistic features in face to face conversations.
14) Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
15) Use facial features, kinesics, body language, and othe nonverbal cues along with verbal language to convey meanings.
16) Develop and use a battery of speaking strategies, such as emphasizing key words, rephrasing, providing a context for interpreting the meaning of words, appealing for helps, and accurately assessing how well your interocutor is understanding you.
c. Components of Speaking
In speaking skill, the component is used to complete the skill. Here are components of language influence speaking ability:28
1) Pronounciation
Understanding the features of pronouncation helps learners understand when they listen to the language. It also helps them to produce the language more accurately, though learners do not necesarily need to pronounce English perfectly, just well enough for other people to understand them. It means, it will create misunderstanding toward listener invited to speak and the messages will be conveyed, will lose and difficult to be comprehended.
28 Hadfield, Introduction to Teaching English, (Oxford: Oxford University Press, 2009), 15.
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The fact, some students are able to acquire reasonable pronounciation without overt pronounciation teaching should not blind us to the benefits of a focus on pronounciation in the lesson.
Pronounciation teaching not only makes students aware of different sounds and sounds features, but can also improve their speaking immesurabely. Concentrating on sounds, showing where they are made in the mouth, making students aware of where words should be stressed. All these things give them extra information about spoken English and help them achieve the goal of improved comprehension and intellegibility.29
2) Grammar
Grammar is needed for students to arrange a correct sentence in conversation. According to Hadfield, grammar is a description of the language system. It show us how to order words into sentences, how we combine them and how we change the form of meaning. The unity of grammar also learns the correct way to gain expertise in a language oral and written form. Someone who mastering grammar will know how to arrange word in sentences, the correct tenses, will be used, etc. So that, grammar is one of components to create a good sentences.30
29 Jeremy Harmer, The Practice of English Language Teaching 4th Edition (England: Pearson Education Limited, 2001), 248.
30 Hadifield, Introduction to teaching English, 18.
3) Vocabulary
Vocabulary can be presented in dialogues and reading passages where the new words appear in context and in combination with other words. Mastering vocabulary will help us to be a good speakers and listeners because we can arrange the sentences when we have a lot of vocabularies.
2. Inhibition Factors in English Speaking a. Inhibition
Based on the Oxford Dictionary, inhibition have some meaning those are:31
1) prevent something from happening
2) make somebody nervous or embarrassed so that they are unable to do something
3) feeling of being unable to behave naturally
It can be concluded that inhibition means a mental process that prevents people want to do something or want to say something.
Tuan and Mai observed that the first problem in speaking English as a foreign language to be inhibition. They stressed that unlike reading, writing, or listening. Inhibition is the the first problem among learners in speaking English. Shyness causes learners to be afraid of saying anything in an unfamiliar language in the classroom; they are nerveous of making mistakes or are simply just shy of the attraction of their
31 Oxford learners pocket dictionary, (Oxford :Oxford University Press, 2008), 228.
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speech. Students are full of fear or disapproval of what they might say by their peers or of being embarrassed wherever they go because of something they might have said in the classroom.
Most of the times, learners’ minds are blank and that one would hear learners grumbling about not thinking of anything to say, this is because they have no reason or purpose to express themselves beyond their classrooms. Learners might have nothing or that they have less to express, maybe because the topic chosen by the teacher that day is not interesting to them and there might be little they know about the topic.
Many students find it hard to answer when the teacher asks them to say something in a language which is not their mother tongue as they might have few ideas on what to say, which terminology to use or how to use the language rules appropriately.32
Penny also clarified unlike reading, writing and listening activities, speaking requires some degree of real time exposure to an audience.
Learners are often inhibited about trying to say things in a foreign language in the classroom; worried about making mistakes, fearful of criticism of losing face; or simply shy of the attention that their speech attracts.33 It states that resources of inhibition is the individualist of the learners itself. It is called psychological factors. Human psychology plays a significant role in every learning situation and speaking English.
32David Nkengbeza, Africa Zulu, & Hendrina S.S. Silunga, “ challenges in using spoken English by grade six learners at a school in ononkali circuit in namibia” International journal of English language teaching Vol 6, 6(August 2018) 13.
33 Penny Ur, A Course In Language Teaching, 121.
b. Inhibiting factors in English speaking 1) Non-linguistic Factors
a) Lack of motivation
With regards to the issue of motivation in learning, Nunan stresses that motivation is important to notice. It can affect students reluctance to speak in English. In this sense, motivation is a key consideration in determining the preparedness of learners to communicate.34. It is also stated in the Yuan article that motivation is an inner drive, impulse, emotion or desire that moves one to a particular action. It’s known to all that proper motivation will draw learners’ attentions and arise their interests to learn, thus they are more likely to succeed in language learning. Attitude is also a very important affective factor in language learning success. Only those learners with positive attitude will make efforts to find and use a variety of learning strategies. High motivation and positive attitudes might encourage learners to participate more in the class activities and oral practices, which in turn results in greater success in their language proficiency and competence in language speaking skills.
Because motivation is so important in language learning, teachers should pay more attention to make activities and materials exciting, stimulating, and interesting to learners to enhance their
34 David Nunan, Second language teaching and learning, (USA :Heinle Publisher, 1991) 201.
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motivation. In addition, the teacher should be very sensitive to attitudes students bring to language learning, helping reverse any negative attitudes and inculcate positive attitudes toward the target culture, the language, and the language learning process.35
(1) Causes of lack motivation
Dealing with this issue, gardner in Nunan elaborates the causes of the students’ lack of motivation, such as: uninspired teaching, boredom, lack of perceived relevance of materials and lack of knowledge about the goals of the instructional program.
These four, very often become sources of students motivation.
For example, unispired teaching affects students motivation to learn. In this context, a monotonous teaching, in many cases, reduces the students motivation due to their feeling of boredom.
This shows that paying attention to those four factors is vital.36 In response to the issue of motivation, In Juhana article stated that lack of motivation in learning causes students hesitation to speak English in the classroom. He says that the background of the situation is the students are not motivated by the teachers towards the communication in English.37 Motivation certainly lays a very crucial role in learning and
35 Guo Minghe & Wang Yuan, “Affective Factors in Oral English Teaching and Learning”, Journal Higher Education of Social Science Vol 5, 3(October 2013), 58.
36 David Nunan, Second language teaching, 202.
37 Juhana, “Psychological factors that hinder students from speaking in English class (a case research in a senior high school in south tangerang, banten, indonesia)”, Journal of educational and practice Vol 3, 12(___2012) 101.
teaching a foreign language. The students who are motivated help their teacher in understanding teaching materials and can learn better. Teachers need to be conscious that they also have a significant impact on students’ motivation in learning process.
Establishing an effort to cover students’ motivation, they should cater for the difference of personality types in the same classroom.38
b) Fear of Making Mistake
As argued by many theorists, fear of mistake becomes on of the main factors if the students reluctance to speak in English in the classroom.39 With respect to the fear of making mistake issue, Aftat adds that this fear is linked to the issue of correction and negative evaluation. In addition, this is also much influenced by the students fear of being laughed by other students or being criticized by the teacher. As a result, students commonly stop participating in the speaking activity. Therefore it is important for teacher to convince their students that making mistakes is not a wrong or bad thing because students can learn from their mistakes.
(1) Cause of fear making mistake
The primary reason of fear making mistake is that students are afraid of looking foolish in front of other people and they are concerned about how other will see them. In addition the
38 Isna Humaera, “Inhibition in Speaking Performance”, Journal Of The Association For Arabic And English Vol 1, 1(September, 2015), 36.
39 David Nunan, Second language teaching, 203.
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students feel afraid of the idea of making mistakes as they are worried that their friends will laugh at them and receive negative evaluations from their peers if they make mistake in English. Students fear of making mistakes in speaking English has common issue especially in an EFL context like in Indonesia. Most of EFL students are afraid to try and to speak in a foreign language they learn. In this context, students do not want to look foolish in front of the class. In some other cases they also worry about how they will sound, and are scared of sounding silly and so on.40
c) Shyness
Shyness is an emotional thing that many students suffer from at some time when they are required to speak in English class. This indicates that shyness could be a source of problem in students learning activities in the classroom especially in the class of speaking. Therefore, paying attention on this aspect also quite important in order to help the students do their best in their speaking performance in the classroom. In line with this, baldwin further explains that speaking in front of people is one of the more common phobias that students encounter and feeling of shyness makes their mind go blank or that they will forget what to say.41
40Nugraha, Factors Affecting The Students’ Reluctance, 25.
41Humaera, Inhibition in Speaking Performance, 36.
(1) Causes of Shyness
With regard to the cause of shyness, Robby argues that some shy learners are caused by their nature that they are very quiet. In this case, the students are not very confident and tend to be shy because most of them find it very intimidating when speaking English in front of their friends and teacher. In addition, most of English students feel shy when they speak the language. Because they think they will make mistake when they talk. They are also afraid of being laughed at by their peers.42 d) Anxiety
Anxiety is a feeling of tension, apprehension, and nerveousness associated with the situation of learning a foreign language. Further, among other affective variables, anxiety stands out as one of the main blocking factors for effective language learning. In other words, anxiety influences students in learning language.
The fact that anxiety plays an important role in students learning is also shared by other researchers. He believe that anxiety about speaking a certain language can affect students performance.
It can influence the quality of oral language production and make individuals appears less fluent than they really are. This explanation suggest that teacher should make an attempt to create a
42 Juhana, Psychological factors that hinder students from speaking in English, 101.
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learning atmosphere which gives students more comfortable situations in their learning activity.
(1) Causes of anxiety
Regarding the cause of anxiety, Horwitz, Michael, and Cope based on their finding research, found out three main causes of students anxiety i.e communication apprehension refers to the students ability to communicate in the target language. Their low ability in his aspect causes anxious feeling among many students. The second cause which is test anxiety deals with students fear of being tested. The last cause has to do with other students evaluation. In this case, other students evaluation causes anxiety among students themselves.
In addition, fear of being evaluated by their teachers is also another affecting students anxiety. All these show that understanding students better and being skillful in managing classroom should be part of teachers concern. To reduce this anxiety feeling, teachers need to ay attention to each students’
strenghts and weaknesses do that they can create a learning method which accomodates all students in the classroom.43 e) Lack of Confidence
It is commonly understood that students lack of confidence usually occurs when students realize that their conversation
43 Eliana.K, Horwirtz, Michael.B, & Joan Cope, “Foreign Language Classroom Anxiety” The Modern Language Journal Vol 70, 2(February 2009), 127.
partners have not understood them or when they do not understand other speakers. In this situation, they would rather keep silent while others do talking showing that the students are lack of confidence to communicate. In response to this, Nunan says that students who lack of confidence about themselves and their English necessarily suffer from communication apprehension. This shows that building students confidence is an important part of teachers focus attention.44
(1) Causes of lack confidence
The main cause of lack confidence is their low ability in English speaking. In this case, many students think that their English is bad and feel that they can not speak English well. The other cuase of students lack of confidence also deals with the lack of encouragement from the teacher.45 In this context, many teachers do not think that convincing students that they are able to speak English is important. As Brown adds, students find the learning demotivating rather than motivating. This suggest that encouragement becomes a vital thing in order to build the students confidence. Therefore, giving students encouragement and showing that they will be able to communicate well in English plays a role in students success of learning.
44Nunan, Second language teaching and learning, 203.
45 Douglas.H. Brown, Teaching by principles: an interactive approach to language pedagogy, (englewood cliffs: prentice hall, 2001), 15.
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2) Linguistic factors
Linguistic factors are one of inhibiting factors to speak English.
Commonly, learners have difficulties in memorizing vocabulary, how to use the correct pronounciation, and also the use of grammatical pattern when they speak. Here are some linguistic factors that inhibit students to speak English:
a) Lack of Vocabulary
The acquisition of an adequate vocabulary is essential for successful second language use. Without an extensive vocabulary, we will be unable to use the structures and functions we may have learned for comprehensible communication. also, in contrast with the development of other aspects of a second language, particularly pronounciation, vocabulary acquisition does not seem to be slowed down by age. In fact, vocabulary seems to be become easier asone matures, because one has a richer knowledge of the world on which to draw. In addition, the more one’s vocabulary develops, the easier it is to add new words. These day then, the consensus of opinion seems to be that the development of a rich vocabulary is an important element in the acquisition of a second language.46
Lack of vocabulary knowledge could lead to students difficulties in English reception and production and becomes an
46 David Nunan, Second language teaching and learning, (USA :Heinle Publisher, 1991), 116.
obstacle for them to express their ides in English. Vocabulary is the basic for speaking or conversational skill. In this case, the more words students know, the more they can say and understand things presented both oral and written.
(1) Causes of lack vocabulary
An online book published by Texas Education Agency reveals the obstacle among students to develop their vocabulary ability as follow:
The size of the task. The number of words that students need to learn is exceedingly large.
(a) The differences between spoken English and written
“literate” English. The vocabulary of written English, particularly the “literate” English that students encounter in textbooks and other school materials, differs greatly from that of spoken, especially conversational English.
Both of English language learners and English as the first language learners may have limited exposure to literate English outside of school.
(b) The limitation of sources of information about words.
The sources of information about words that redily available to students (dictionaries, word parts, and context) pose their own problems. Each can be difficult to use, unimvormative, or even misleading.
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(c) The complexity of word knowledge. knowing a word involves much more than knowing its dictionary definition. and simply memorizing a dictionary definition does not guarantee the ability to use a word in reading or writing. Adding to the complexity is the fact that different kinds of word
b) Lack of Grammar Understanding
It is argued so far that learning grammar cannot be separated from learning a foreign language. In fact, learning foreign language becomes difficult since the target language has different system from the native language. When someone learns a foreign language, he often faces interference when applying to speak English. There are such different structure of their mother tongue into the foreign language.
Due to the different grammar between the mother tongue and foreign language, it is very often that students find such obstacle to speak English. As it is known , efficient communication can not take place without correct grammar.
Grammar provides students with the structure they need in order to organize and put their messages and ideas across. In this
sense, they will not be able to convey their ideas to their full extension without a good command of underlying grammar. 47
(1) Causes of Lack of Grammar Understanding
In terms of the cause of lack of Understanding of Grammatical patterns, Erikson in the pipit thesis states that the teaching of grammar is static and less communicative.
This situation causes boring and cumbersome situations of learning for students. In addition, students inability to use grammar correctly is also caused by the so far teaching of grammar conducted. He states that teachers very often teach grammar in isolation. As a result, students do not have opportunity to apply the grammar knowledge in actual discourse or conversation. This condition suggets that teachers way of teaching grammar becomes necessary to be noticed since it will influence students achievement in grammar competence.48
c) Incorrect Pronounciation
It is stated that correct and clear pronounciations are important in language learning because good pronounciation makes the communication easier to understand. Being unable to pronounce well can cause the students to be poorly perceived and understood by others. This indicates that paying attention in
47 Savage, K. L., Bitterlin, and Price, D, GrammarMatters Teaching Grammar in Adult ESL Programs, (Cambridge: Cambridge University, 2010), 26.
48Nugraha, Factors Affecting The Students’ Reluctance, 29.
