THE INFLUENCE OF STUDENTS’ LANGUAGE LEARNING STRATEGIES AND SELF EFFICACY ON ENGLISH SPEAKING ABILITY AT LANGUAGE DEVELOPMENT
CENTRE
UIN SYAHADA PADANGSIDIMPUAN
THESIS
Submitted to State Islamic University Sultan Syarif Kasim Riau in Partial Fulfillment of the Requirements for the Degree of Magister
in English Education
BY
ERMINA SERIWATY NAINGGOLAN SRN 21990125668
POSTGRADUATE PROGRAMME ENGLISH EDUCATION DEPARTMENT
STATE ISLAMIC UNIVERSITY SULTAN SYARIF KASIM RIAU
1444 H/ 2022 M
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LIST OF CONTENTS
COVER
LIST OF CONTENTS ... i
CHAPTER I: INTRODUCTION A. Background of the Study ... 1
B. Statement of the problem ... 11
C. Limitation of the Problem ... 12
D. Purpose and Objective of the Research ... 12
E. Research Questions ... 12
F. Significant of the Study ... 13
G. Definition of the Terms ... 14
CHAPTER II: LITERATURE REVIEW A. Review of Related Theory… ... 16
1. Speaking Ability ... 16
a) Definition of Speaking Ability ... 16
b) The Importance of Speaking Ability ... 18
c) The Stage of Speaking Ability ... 18
d) Types of Speaking Ability... 20
e) The component of Speaking Ability ... 22
f) Micro and Macro Skills of Speaking Ability ... 25
1) Micro Skills of speaking Ability ... 25
2) Macro Skills of speaking ability ... 26
g) Factors in Speaking Ability ... 27
2. Language Learning Strategies ... 32
a. Definition of Language Learning strategies ... 32
b. Classification of Language Learning Strategies ... 36
1) Direct Strategies... 37
a) Memory Strategies ... 37
b) Cognitive strategies ... 38
ii
c) Compensation strategies ... 38
2) Indirect Strategies ... 39
a) Metacognitive Strategies ... 39
b) Affective strategies ... 40
c) Social Strategies... 41
C. Factors Influence the Choice of language Learning Strategies …....47
3. Students’ Self Efficacy………..………..49
a. Definition of Self Efficacy ... 49
b. The Nature of Self Efficacy ... 51
c. The Principles of Self Efficacy ... 53
d. Types of Self Efficacy ... 56
e. Classification of Self Efficacy... 59
f. Characteristic of Self Efficacy ... 60
g. Dimension of Self Efficacy ... 62
h. The impact of Self Efficacy on Human Functioning ... 64
i. The Influence of Self Efficacy ... 65
4. Relationship Among LLSs, Self efficacy and English Speaking Ability ………..………..…….….69
B. Related Studies ... 73
C. Operational Concept ... 85
D. Hypothesis ... 87
CHAPTER III RESEARCH METHODOLOGY A. Research Design ……… ... 89
B. Population and sample ... 91
C. Data Collection Technique.. ... 93
1. Questionnaire ... 94
2. Document ... 97
D. Data Analysis Technique ... 98
CHAPTER IV FINDINGS AND DISCUSSION A. The Significance influence of Students’ Language Learning Strategies On English Speaking Ability ……… ... 100
iii
B. The Significance Influence of Self Efficacy on English
Speaking ability ... 119 C. The Significance Influence of Students’ Language Learning Strategies and
Self Efficacy on English Speaking Ability.. ... 137 D. Discussion ... 145
1. The Contributions of Language Learning Strategies
In Speaking Ability ... 146 2. The Contribution of slf efficacy in Speaking ability ... 147 3. The Contribution of Language Learning Strategies and Self Efficacy
In Speaking Ability ... 148 CHAPTER V CONCLUSION, IMPLICATION AND
RECOMMENDATION
A. Conclusion ... 150 B. Implication . ... 151 C. Recommendation ... 153 REFERENCES
APPENDIX
iv List of Table
Table II.1 Strategy System Showing All the Memory Strategies ... 37
Table II.2 Strategy System Showing All the Cognitive Strategies ... 38
Table II.3 Strategy System Showing All the Compensation Strategies ... 39
Table II.4 The Strategy System Showing All the Metacognitive Strategies… ... 40
Table II.5 The Strategy System Showing All the Affective Strategies ... 41
Table II.6 The Strategy System Showing All the Social Strategies ... 42
Table II.7 The Influence of Self-efficacy ... 67
Table III.1 Population of Dakwah Faculty Students at Language Centre Development UIN SYAHADA Padangsidimpuan ... 92
Table III.2 The total sample of Dakwah Faculty Students at Language Centre Development UIN SYAHADA Padangsidimpuan ... 93
Table III.3 Alternative item score using Likert Scale for Learning Strategies ... 95
Table III.4 Blue Print of Learning Strategies in English Speaking Ability ... 95
Table III.5 Alternative item score using Likert Scale for Self Efficacy ... 96
Table III.6 Blue Print of Self-Efficacy Questionnaire ... 96
Table III.7 The Score Classification of Self-Efficacy ... 97
Table IV.1 Descriptive Statistic of Students’ Language Learning Strategies ... 100
Table IV.2 The Total of Students and Percentage of Students’ Language Learning Strategies ... 101
v
Table IV.3 Tendency Level of Students’ Language Learning Strategies and Speaking ... 102 Table IV.4 Students’ Language Learning Strategies
Using Social Strategies ... 104 Table IV.5 Percentage of Students’ Language Learning Strategies
Using Social Strategies ... 105 Table IV.6 Students’ Language Learning Strategies
Using Cognitive Strategies ... 106 Table IV.7 Percentage of Students’ Language Learning Strategies
Using Cognitive Strategies ... 107 Table IV.8 Students’ Language Learning Strategies
Using affective Strategies ... 108 Table IV.9 Percentage of Students’ Language Learning Strategies
Using Affective Strategies ... 109 Table IV.10 Students’ Language Learning Strategies
Using Compensation Strategies ... 110 Table IV.11 Percentage of Students’ Language Learning Strategies
Using Compensation Strategies ... 110 Table IV.12 Students’ Language Learning Strategies
Using Memory Strategies ... 111 Table IV.13 Percentage of Students’ Language Learning Strategies
Using Memory Strategies ... 112 Table IV.14 Students’ Language Learning Strategies
Using Metacognitive Strategies ... 113 Table IV.15 Percentage of Students’ Language Learning Strategies
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Using Metacognitive Strategies ... 113
Table IV.16 Analysis Regression Linear of Students’ Language Language Learning Strategies and English Speaking Ability .. 115
Table IV.17 Model of Summary of Students’ Language Learning Strategies ... 116
Table IV.18 Result of regression Linear of Students’ Language Learning Strategies and Speaking ... 116
Table IV.19 English Speaking Ability (Pronunciation) ... 117
Table IV.20 English Speaking Ability (Grammar) ... 117
Table IV.21 English Speaking Ability (Fluency) ... 118
Table IV.22 English Speaking Ability (Vocabulary) ... 118
Table IV.23 English Speaking Ability (Comprehension) ... 118
Table IV.24 Descriptive Statistic of Students’ Self efficacy ... 119
Table IV.25 The Total of Students and Percentage of Students’ Self efficacy ... 120
Table IV.26 Tendency Level of Students’ Self efficacy ... 121
Table IV.27 Students’ Percentage of Self efficacy The students Perform in front of the Class ... 123
Table IV.28 Students’ Percentage of Self efficacy ... 123
Table IV.29 Students’ Percentage of Self efficacy The students Share Opinion in During Class ... 124
Table IV.30 Students’ Percentage of Self efficacy ... 125
Table IV.31 Students’ Percentage of Self efficacy The students Regret of their Performance ... 126
Table IV.32 Students’ Percentage of Self efficacy ... 126
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Table IV.33 Students’ Percentage of Self efficacy
The students Know the Mistakes After Performing ... 126 Table IV.34 Students’ Percentage of Self efficacy ... 127 Table IV.35 Students’ Percentage of Self efficacy
The students Hard Questions from the teacher ... 127 Table IV.36 Students’ Percentage of Self efficacy ... 128 Table IV.37 Students’ Percentage of Self efficacy
The students Become a Volunteer in every task ... 128 Table IV.38 Students’ Percentage of Self efficacy ... 129 Table IV.39 Students’ Percentage of Self efficacy, The students
Inform the Teacher to Submit the Task on time ... 129 Table IV.40 Students’ Percentage of Self efficacy ... 130 Table IV.41 Students’ Percentage of Self efficacy, The students
Enthuse for every Task ... 130 Table IV.42 Students’ Percentage of Self efficacy ... 131 Table IV.43 Analysis regression Linear of Students’
Self efficacy and English Speaking Ability... 132 Table IV.44 Model of Summary of Self efficacy on English
Speaking Ability ... 132 Table IV.45 Result of regression Linear of Students’
Self efficacy on English Speaking Ability ... 133 Table IV.46 English Speaking Ability ... 134 Table IV.47 The analysis of ANOVA of Students’ Language Learning
Strategies and Self Efficacy on English Speaking Ability ... 135 Table IV.48 The analysis of Multiple Regressions of Students’ Language
Learning Strategies and Self Efficacy
viii
on English Speaking Ability ... 136 Table IV.49 Model Summary ... 137 Table IV.50 Descriptive Statistics of Students’ Language Learning
Strategies ... 138 Table IV.51 The Frequency Distribution of Students’ Language
Learning Strategies Questionnaire ... 138 Table IV.52 Descriptive Statistics of Students’ Self Efficacy ... 141 Table IV.53 The Frequency Distribution of Self Students’ Self
Efficacy Questionnaire ... 141 Table IV.54 Descriptive Statistics of English Speaking Ability ... 143 Table IV.55 The Frequency Distribution of Speaking Ability ... 144
ix
Table of Bar Chart
Table Bar Chart II.1 The Diagram of Variables ... 85 Table Bar Chart IV.1 Diagram Scatter Plot Students’ language Learning
Strategies and English Speaking Ability ... 103 Table Bar Chart IV.2 Diagram Scatter Plot Students’ Self efficacy
and English Speaking Ability ... 122 Table Bar Chart IV.3 The Frequency Distribution of Students’
Language Learning Strategies ... 140 Table Bar Chart IV.4 The Frequency Distribution of Students’
Self Efficay ... 143 Table Bar Chart IV.5 The Frequency Distribution of Students’
English Speaking Ability ... 145
x
TRANSLITERATION GUIDELINES
1. Single Consonant
Arabic Alphabet Name Latin Alphabet
ﺍ Alif A
ﺏ Ba B
ﺕ Ta T
ﺚ Tsa Ts
ﺝ Jim J
ﺡ Ha H
ﺥ Kha Kh
ﺪ Da D
ﺫ Dzal Dz
ﺭ Ra R
ﺯ Zai Z
ﺱ Sin S
ﺵ Syin Sy
ص Shad Sh
xi
ﺽ Dhad Dh
ﻃ Tha Th
ﻅ Zha Zh
ع ‘Ain ‘
ﻍ Ghain Gh
ﻑ Fa F
ﻕ Qaf Q
ﻙ Kaf K
ﻝ Lam L
ﻡ Mim M
ﻥ Nun N
ﻭ Waw W
ﻩ Ha H
ء Hamzah ‘
ﻱ Ya Y
2. Double Consonant
The double consonant is written double for instance هماعلاwritten ɑl-ɑmmah.
xii 3. Short Vowel
Fathah is written ɑ, for instance (ةعيرشSyari’ah), Kasrah is written i, for instance (لابجلاal-Jibali), and Dhomah is written u, for instance (امولظzhuluman)
4. Double Vowel
وis written ɑw, واis written uw, ۑاis written ɑy, and ۑاis written i.
5. Ta’ Marbuthah
The stopped Ta‟ Marbuthah in the last verseh, for instance ةعيرشلاis written syaria’ah, unless it has been taken into the Indonesian standard, for instance may it. However, when it is read out, it is written t, for instance al-maytatu in Arabic: ةتيملا.
6. Article Alif Lam
The article Alif Lam followed by Qomariyah and Syamsiah letters is written al, for instance ملسملاis written al-Muslimu, unless when it is the name of person followed by the word Allah, for instance, للهدبع) Abdullah)
7. Capital Letter
The capitalization is adjusted with the enhanced Indonesian spelling.
ABSTRACT
Ermina Seriwaty Nainggolan (2022): The Influence of Students’ Language Learning Strategies and Self Efficacy on English Speaking Ability at Language Development Centre UIN SYAHADA PAdangsidimpuan
This research was aimed to examine the influence of students’ language learning strategies and self efficacy on English speaking ability. The data were collected through students’ language learning strategies questionnaire, students’ self efficacy questionnaire and document of speaking test score. This research was correlational research design using quantitative method. The subject of the research was the third semester at Language Development Centre consisting of 4 classes. The research sample was taken by using proportional random sampling method from 4 classes. The total population was 104 students and the total sample was 52 students.
Simple linear regression and multiple regression formula were used to analyze the data. The research findings showed that first, that there was a significant influence of students’ language learning strategies on English speaking ability with score (0.00<0.05) with the dominant social strategy used in English speaking ability and not dominant used strategy was metacognitive strategies. However, if metacognitive strategy is used, English speaking ability would be good. Second, there was a significant influence of students' self efficacy on English speaking ability with score (0.00 < 0.05). It meant that, the higher was self efficacy, English speaking ability was good or lower self efficacy, English speaking ability was low. Third, there was significant influence of students’ language learning strategies and self efficacy 0.01 <
0.05 at Language Development Centre UIN SYAHADA Padangsidimpuan. Thus, students’ language strategy was average with 65.37 and supported by average self efficacy with 67.13 that would make average English speaking ability with 11.73. It can be concluded that if students’ language strategies was high and supported by high self efficacy, students’ English speaking ability would be good.
Keyword: Students’ Language Learning Strategies, Self efficacy, English Speaking Ability
dan Efikasi Diri terhadap Kemampuan Berbicara Bahasa Inggris di Pusat Pengembangan Bahasa UIN SYAHADA Padangsidimpuan
Penelitian ini bertujuan untuk menguji hubungan strategi pembelajaran bahasa siswa dan efikasi diri terhadap kemampuan berbicara bahasa Inggris.
Pengumpulan data dilakukan melalui angket strategi pembelajaran bahasa siswa, angket efikasi diri siswa dan dokumen skor tes berbicara. Penelitian ini merupakan penelitian korelasional dengan desain penelitian kuantitatif. Subyek penelitian adalah semester III di Pusat Pengembangan Bahasa yang terdiri dari 4 kelas. Sampel penelitian diambil dengan menggunakan metode proporsional random sampling dari 4 kelas. Jumlah populasi sebanyak 104 siswa dan jumlah sampel sebanyak 52 siswa.
Regresi linier sederhana dan rumus regresi berganda digunakan untuk menganalisis data. Temuan penelitian menunjukkan bahwa pertama, terdapat pengaruh yang signifikan dari strategi pembelajaran bahasa siswa terhadap kemampuan berbicara bahasa Inggris dengan skor (0,00<0,05) dengan strategi sosial yang dominan digunakan dalam kemampuan berbicara bahasa Inggris dan strategi yang tidak dominan digunakan adalah strategi metakognitif. Namun, jika strategi metakognitif digunakan, kemampuan berbahasa Inggris akan baik. Kedua, ada pengaruh yang signifikan efikasi diri siswa terhadap kemampuan berbicara bahasa Inggris dengan skor (0,00 < 0,05). Artinya, semakin tinggi efikasi diri maka kemampuan berbicara bahasa Inggris baik atau semakin rendah efikasi diri maka kemampuan berbicara bahasa Inggris rendah. Ketiga, terdapat pengaruh yang signifikan antara strategi pembelajaran bahasa dan efikasi diri siswa 0,01 < 0,05 di Pusat Pengembangan Bahasa UIN SYAHADA Padangsidimpuan. Dengan demikian, strategi bahasa siswa rata-rata dengan 65,37 dan didukung oleh rata-rata efikasi diri dengan 67,13 yang akan membuat kemampuan berbicara bahasa Inggris rata-rata dengan 11,73. Dapat disimpulkan bahwa jika strategi bahasa siswa yang digunakan bagus didukung oleh efikasi diri yang tinggi, kemampuan berbicara bahasa Inggris siswa akan bagus.
Kata kunci: Strategi Pembelajaran Bahasa Siswa, Efikasi Diri, Kemampuan berbicara bahasa Inggris
صخلملا
ُلا٘جْٝاّ ٜتا٘ٝشٞس اٍْٞسإ (
2222 ) : ٚيع حٞتازىا جءافنىاٗ بلاطيى حغيىا ٌيعت خاٞجٞتاشتسا شٞحأت
شٝ٘طت ضمشٍ ٜف حٝضٞيجّلإاحغيىات ثذحتىا ٚيع جسذقىا حغيىا Padangsidimpuan UIN SYAHADA
ِٞت حقلاعىا صحف ٚىإ حساسذىا ٓزٕ فذٖت ٜف حٞتازىا جءافنىاٗ بلاطيى حغيىا ٌيعت خاٞجٞتاشتسا
خاٞجٞتاشتسا ه٘ح خاّاٞثتسا هلاخ ٍِ خاّاٞثىا عَج ٌت .حٝضٞيجّلإا حغيىات ثذحتىا ٚيع ٌٖتسذق جحثىا ازٕ .ثذحتىا ساثتخا خاجسد قئاحٗٗ بلاطيى حٞتازىا جءافنىا خاّاٞثتساٗ بلاطيى حغيىا ٌيعت ت عٍ حٞطاثتسا حساسد ِع جساثع ضمشٍ ٜف جىاخىا وصفىا ُام جحثىا ع٘ضٍ٘ .َٜم جحت ٌَٞص
ٍِ فىأتٝ ٛزىاٗ حغيىا شٝ٘طت 4
خاْٞعىا زخأ حقٝشط ًاذختسات جحثىا حْٞع زخأ ٌت .ه٘صف
ٍِ حٞثسْىا حٞئا٘شعىا 4
ُانسىا عَ٘جٍ .بلاطىا ٍِ فيتخٍ دذع وصف ونى ، ه٘صف 424
اثىاط
حٞينىا حْٞعىاٗ
22 اذحّلاا ًاذختسا ٌت .اثىاط وٞيحتى جدذعتَىا ساذحّلاا غٞصٗ طٞسثىا ٜطخىا س
بلاطىا ٙذى حغيىا ٌيعت خاٞجٞتاشتسلا شٞثم شٞحأت كإْ ُام ّٔأ ، ًلاٗأ جئاتْىا خشٖظأ .خاّاٞثىا ( حجسذت حٝضٞيجّلإا حغيىات ثذحتىا ٚيع ٌٖتسذق ٚيع 2.22
<
2.22 خاٞجٞتاشتسلاا عٍ .)
ا ُاقتإ ٜف شٞثم ونشت ًذختست ٜتىا حٞعاَتجلاا اٍ اًسداّ ٜتىا خاٞجٞتاشتسلااٗ حٝضٞيجّلإا حغيى
ءاسٗ اٍ خاٞجٞتاشتسا ًاذختسا ٌت ارإ ، لىر عٍٗ .حٞفشعَىا ءاسٗ اٍ خاٞجٞتاشتسا ٜٕ ًذختست بلاطيى حٞتازىا جءافنيى شٞثم شٞحأت كإْ ، اًّٞاح .اًذٞج ُ٘نٞس حٝضٞيجّلإا حغيىا ُاقتإ ُإف ، حٞفشعَىا يىات ثذحتىا ٚيع ٌٖتسذق ٚيع ( حجسذت حٝضٞيجّلإا حغ
2.22
<
2.22 جءافنىا خداص اَيم ّٔأ ٛأ .)
خاٞجٞتاشتسا ِٞت شٞثم شٞحأت كإْ ، اًخىاح .حٝضٞيجّلإا حغيىات ثذحتىا ٚيع جسذقىا خداص ، حٞتازىا حٞتازىا ةىاطىا حٞىاعفٗ حغيىا ٌيعت
2.24
<
2.22
ٜف حغيىا شٝ٘طت ضمشٍ ٜف UIN SYAHADA
Padangsidimpuan. حٞتار جءافنت حٍ٘عذَىاٗ جذٞجىا بلاطيى حغيىا خاٞجٞتاشتسا ُإف ، ٜىاتىاتٗ
جذٞج ٌٖٝذى حٝضٞيجّلإا حغيىات ثذحتىا خاساٍٖ وعجتس حٞىاع.
ثذحتىا ٚيع جسذقىا ، حٞتازىا جءافنىا ، بلاطىا ٙذى حغيىا ٌيعت خاٞجٞتاشتسا :حٞحاتفَىا خاَينىا
حٝضٞيجّلإا حغيىات
1 CHAPTER I INTRODUCTION
A. Background of the Study
Every English learner has the dream of speaking the language because English is a universally used language, However, when it comes to dealing with an effective production of the language, a learner finds it challenging to talk in English. (Brown & Yule cited in Tuan and Mai, 2015).
Speaking is one of the four English skills should be mastered by students. It is one of the activities of human life to interact and communicate with others. Through speaking, Students can convey the important information to the listener. Then, the listener can get the information or messages that the speakers say. Thus, speaking is an important skill in daily life. Speaking is a core skill to interact each other. (Asuncion & Encalada, 2019). Speaking is core elements of interaction and language acquisition. In the same way, Studies, Mahreez, & Ghani (2016) reveal that speaking is a verbal communication of language used to communicate with others. In addition, speaking is the way to express ideas and opinions, to give instruction, to solve problems, to increase proficiency in speaking, or to maintain the relationship or friendship (Cabe & Selatan, 2012). Students can interact with others and share information, ideas, and feelings by simply speaking. Additionally, it plays a big role in the communication process.
2
Speaking is a crucial part of learning English since it allows pupils to interact with others, especially in class.
Brown (2001) stated that when someone can speak a language it means that someone can carry on a coversation reasonably competenly. In addition, Brown stated that the benchmark of succesful acquisition of language is almost always the demonstation of an ability to accomplish pragmatic goal through an interactive discourse with the other language speakers. Interaction takes a big part for the learners in training their speaking.
Because speaking incorporates five components, including grammar, vocabulary, understanding, fluency, and pronunciation, for the majority of students, developing speaking skills is the single most crucial aspect of learning a foreign language. Students have to be aware of these components.
Before they speak, they should know what they will say; therefore, they need to have many ideas in their minds about what they will say (Nunan, 1991)
However, speaking a foreign language is not an easy skill to be mastered by learners. They consider speaking as the most difficult skill since it needs great courage as well as preparation to speak well in the new language. Furthermore, one of the factors that students need in speaking is a particular strategy in learning to help them gain the knowledge and skills.
Bjorklund (2004) stated that “strategy is goal-directed and deliberately implemented mental operations used to facilitate task performance.” From that statement, it was clear that strategy is specific method used by students to solve a problem or task when they are learning. The students used different
strategies to learn especially in speaking ability. It depends on the students themselves and their characteristic. They could choose the appropriate learning strategies that are suitable to help them. Thus, learning strategies are needed to make learning easier, faster, more enjoyable and more effective. On the other hand, Students needed to have a good learning strategy to have good speaking, because it could overcome problems in speaking ability. Before they practiced speaking, they could prepare what was the right strategy to solve the problem by memorizing or taking notes. Every student had various difficulties.
Some students who could speak fluently, because they had good grammar, sufficient vocabulary, and proper pronunciation but others could not speak English, because they did not have enough vocabulary, poor grammar, nervous, and lack of self-confidence. Individual learning is defined as the capacity to build knowledge through individual reflection and have different capacities in their knowledge, experience that are built from external stimuli and sources. It is a fundamental requirement of existence.
(Muhammad Nafi Annury, 2016)
In addition, Ael Hosni and Tokoz-Goktepe (2014) reveals that suitable strategies used by the students are helpful to establish their learning goals including speaking skill. One of the ways learners became actively involved in controlling their learning is by using strategy. Learners used different language learning strategies in performing the task and processing the input they face. Language learning strategy was a right way for how students could
4
overcome their problems and could complete their tasks because it influenced the successful level of learning. According to O‟Malley (1990) good learners are aware of the learning process and themselves as learners, and seek to control their own learning through the use of appropriate learning strategy.
Messick (1994) notes that underlying personality traits may be responsible for and create consistency in information processing, which, in turn, is measurable as a learning characteristic. Bidjerano and Dai‟s study (2007) shows that learning strategies, which typically employed in learning situations, co-vary with personality dimensions to a certain extent. Rubin (1987) says that learning strategies refer to the technique or device which a learner may use to acquire knowledge.
Students have been long to learn English, but they still get difficulties in using English for communication. Moreover, Shumine (1997) said,
“Speaking a language is especially difficult for foreign language learner because effective oral communication requires the ability to use the language appropriately in social interaction”. Juhana (2012) said that most students often evaluated their success in language learning as well as the effectiveness of their English course on the basis of how much they feel they have improved in their speaking proficiency. Therefore, when the students speak English well and very often they may think that they have improved another ability which involves within speaking. Considering that this problem may be more important because if the students rarely speak English, their speaking skill may not be improved a lot.
According to Bassano and Christison (1987), real-life interactions are a major factor for second language acquisition and the development of communicative competence because the major time the students have every day is their real-life, it is more important to speak English more outside on their everyday life.
In connection with the issue above, some experts argue that there are deserved factors that influence students to speak English. Dornyei (2005) and Riasati (2012) indicate some factors that may encourage students to speak English such student‟s motivation, personality, content, and context, as well as learners‟ beliefs on their communication competence.
Hamouda (2012) states some causes that make students feel reluctant to speak English as a foreign language, namely anxiety, lack of interest in English class, incomprehensible input, shyness, comparison with peers, low self-belief on their speaking capability, and lack of confidence.
As concern to language learning strategy used in speaking, the Students‟ belief on their capability either positively or negatively influence their willingness to speak. For that reason, this study intentionally highlights students‟ belief on students‟ speaking ability in English, since one of the significant factors to control over students to speak English is their self- efficacy or what so called as belief (Bandura, 1977; Mahyudin, Elias, Cheong, Muhamas, noordin, & Abdulah, 2006).
Further proposed that a person‟s attitude, abilities, and cognitive skills comprise what is known as the self-esteem, then a large number of studies in
6
education have been done to observe its implication particularly in second or foreign language learning where affective factors may influence its process and the performance. In the other words, self-efficacy can be seen as the confidence that people have in their ability to do the thing that they try to do.
If students have good self efficacy then they will be motivated to succeed in achieving learning goals and can survive when facing difficulties. Speaking skill is very needed by many people, they are not only from English major, but also for all majors in each faculty. This program is needed by English and non-English students who have a preference to learn English because by mastering speaking skills they will have added value.
Schunk (1966) says students who have self efficacy on learning, themselves tend to have more regularity (goal setting, use of active learning strategies, monitoring their understanding, evaluating the progress of their goals) and create an environment effective for learning (eliminating or minimizing distractions, finding effective learning partners). Efficacy will improve the success of students in two ways first; efficacy will foster an inner interest to activities that are considered interesting. Second, a person will manage to achieve goals and commit strongly.
UIN SYAHADA Padangsidimpuan has an intensive language program done at Language development Centre for the first year English and non- English students. The Varieties language learning strategies have been practiced to students to use in speaking ability and lots of activities and motivation have been carried out to build and strengthen the students self
efficacy in English speaking ability. For the first year class, Students have to stay in a boarding house and have a year English program in order to practice the languages they have learned in classroom toward the students in English speaking ability. Moreover, UIN SYAHADA conducted this program to produce capable and communicative graduation to support the speaking ability. So, it is hoped the students have higher speaking ability.
However, Based on the preliminary research conducted at one of the intensive English class program, researchers found that there is some information about students‟ problems in English speaking ability. First, The students is low in English speaking Ability. Second, the students have low participation in speaking activity in the classroom. In addition, they seem lack of vocabulary and afraid of making errors in grammar. It means the students‟
self belief is still low. Third, they have low motivation, low confident anxiety and self efficacy in English speaking ability. It is argued that students who have low participation in the classroom have low speaking ability. Moreover, Some students were active in speaking activity in the classroom but still low on English speaking ability. Even though students have full confidence but, they cannot perform well. Even other students are passive but they will speak if they think they are sure right. This is caused by psychology factors when student speak in the class. This factor can be a success or failure determiner for students in speaking ability. Self-Efficacy is one of psychology factors of students in speaking. Self efficacy should be intentioned as student‟s beliefs on their abilities to do a task in speaking ability. It had a close connection
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between belief of student and their ability in English speaking. Thus, Students were lack of interest in speaking ability because there were not many students who wanted to try to speak in English, unless being forced by the teacher.
In addition, according to the lecturers, the students‟ level of speaking skill was relatively low and average, but some of them seemed like afraid to express their ideas in using English. It seemed that students were still lack of confidence, lack of interaction between teacher and students and students with others. It could be seen when the researcher asked some students on why they did not want to speak English in the classroom, most of the answers were because they felt shy, they did not have the self belief to speak, and there were even some students who said that they could not speak even before they tried. Therefore, it was clear that the students‟ level of self-efficacy seems to give lots effect on their speaking ability.
In addition, students often response the teacher when called upon and the learning atmosphere are individualistic. Some students only spoke English when the teachers asked them or talked to them. Even though the teacher often invites students to come out with their ideas, only a few students wanted to speak and they prefered not to speak. In case of these problems, language learning strategies and self efficacy were crucial aspects need toward the students‟ English speaking ability and noted to conduct a further research because these two aspects could influence on learning English, especially in speaking ability.
As far as this field was concerned, numerous studies of learning strategies and self efficacy on speaking ability have been carried out by many researchers. The first studyfocused on the learning strategies almost all of the strategies proposed by Oxford (1990). Next, (Siti Erma Purwanti et al, 2021).
The second study revealed that the relationship between self-efficacy and the learning environment, and self-directed learning. (Nanda Mizrawati, et al, 2020). The third study revealed that the presence of statistically significant differences between the results of students in the two groups in the study of self-efficacy and academic achievement, in favor of the experimental group.
This study concluded with a number of proposals calling for concern to employ active learning strategies in the various subjects (Idgeish Ismail Idgeish Al- Mahaftha, 2020).
The fourth study revealed that the participants‟ perceived self-efficacy levels fell into the high range displayed that self-regulated writing strategy deployment was in the slightly high range. As for the correlation between these two constructs, a linear, positive relationship was confirmed between self-efficacy perceptions and self-regulated writing strategies. A number of strong, positive correlations were also found between the subcomponents of the two variables (Balaman, 2021). The fifth study revealed that male students surpass female students in all the variables treated. Speaking self-esteem and speaking efficacy were found to have great effects on performance in speaking tasks. The findings seemed to make clearer that attention needs to be paid to the determinants of speaking performance (Aregu, 2013). The sixth
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study showed that English Language Learners (EELs) college students‟ self- efficacy significantly predicted their use of Self Regulated Learning strategies and indicated a statistically significant difference in the use of SRL strategies between ELL college students who had high self-efficacy and those who had low self-efficacy.
The sixth, Lelita (2016), showed in her research, language strategies and self efficacy improve their speaking ability. It was conducted in qualitative research and focused on ELESP students. By considering the previous study mentioned, there have been many studies focused on students‟
learning strategies and also self efficacy in language learning, especially in speaking. Some of the studies were done for high school and university students and also through the gender and some are focused on English education program students. But there are a few studies on learning strategies together with self efficacy on speaking ability and for non English program intensively done for a year program or boarding house university students.
Considering the background of the problems and previous studies above, the researcher encouraged conducting a further research. Therefore, the researcher conducted a quantitative research entitle “The Influence of Students’ Language Learning strategies and Self-Efficacy On English Speaking Ability at Language Development Centre UIN SYAHADA PADANGSIDIMPUAN”.
B. Statement of The Problem
The main goal of this research was to know the influence of the two factors toward students‟ speaking ability. According to the research problems had explained in the background of the problems above, the students had some problems in speaking ability. First, the students had average and low in English speaking Ability. Second, the students had low participation in speaking activity in the classroom. In addition, they seemed lack of vocabulary and afraid of making errors in grammar. It meant the students‟ self belief was still low. Third, they had low motivation, low confident anxiety and self efficacy in English speaking ability. It was argued that students who had low participation in the classroom had low speaking ability. Moreover, Some students were active in speaking activity in the classroom but still low on English speaking ability. Even though students had full confidence but, they could not perform well.
In addition, some students seemed like did not have self confidence to speak and they did not have good preparations to speak. Some of them decided not to speak because they were afraid of errors and being mocked by their classmates or receive less favorable feedback from the teacher. It meant that, the students found difficulties to speak because they do not have any believes and language strategies to speak in English. It meant, Students were lack of strategy used in learning process, especially in speaking ability.
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C. Limitation of the Problem
Considering the background and statement of the problem above, the researcher limited the study by conducting the research about the influence of learning strategies and self efficacy on English speaking ability. The researcher got the score document of speaking and statements as questionnaires in order to know the influence of students‟ language learning strategies on English speaking ability, influence of self efficacy on English speaking ability, students‟ language learning strategies and self efficacy on English speaking ability.
D. Purpose Objectives of the Study
The purpose of the research was to find out the influence between two aspects of factors toward speaking ability.
1. To examine the influence of students‟ language learning strategies on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan.
2. To examine the influence of self efficacy on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan..
3. To examine the influence of students‟ language learning strategies and self efficacy on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan.
E. Research Questions
Based on the background of the study, the researcher formulated some problems as follows:
1. Is there any significant influence of students‟ language learning strategies on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan?
2. Is there any significant influence of self efficacy on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan?
3. Is there any significant influence of students‟ language learning strategies and self efficacy on English speaking ability at Language Development Centre UIN SYAHADA Padangsidimpuan?
F. Significance of The study
By conducting this research, it is expected to contribute theoretically and practically.
1. Theoretically, the result of the research expects to be used to support the theory. This research gave good information related to students‟ learning strategies on English speaking ability. The result of this study was expected to prove that students‟ learning strategies and self efficacy gave impact students‟ learning process, mainly in English speaking ability.
2. Practically, for students, it helped students to increase their knowledge about strategies on English speaking ability in classroom activities. In addition, Students also could find the correct and suitable strategies to use on English speaking in the classroom. For the teacher, it was expected to help students in teaching speaking ability. Furthermore, this study provided a favorable description for further research who wants to conduct
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the similar case. Thus, this research became helpful information and useful reference for the next study.
G. Definition of Terms 1. Learning Strategies
Oxford (1990) points out learning strategies are specific action taken by the learners to make learning easier, faster, more enjoyable, more self directed, more effective, more transferable to new situation. There are two kinds of learning strategies; Memory strategies, cognitive strategies, compensatory strategies, metacognitive strategies, affective strategies, and social strategies.
2. Self Efficacy
According to Bandura (1977), self-efficacy is people‟s beliefs of their performance capabilities to organize and execute particular type of tasks at a particular time and is related with the expectations to produce success performance or outcome. In this research, self-efficacy means students‟ belief on their capability to speak English well.
3. Speaking Ability
Brown (2001) defines speaking ability “an interactive process of constructing meaning that involves producing and receiving and processing information.” from the communicative point of view, speaking has many different aspects and categories such as; accuracy, involving the correct use of vocabulary, grammar and pronunciation practiced though controlled and guided activities and fluency, considered to be “the ability to keep going when speaking spontaneously”. The ability in mastering
speaking is a measurement to know how far a student has mastered the language that they are learning. In this way, speaking is the ability of individuals to speak with other individuals by utilizing verbal language.
CHAPTER II LITERATURE REVIEW
A. Review of Related Theory
There are three concepts of theory in this research. The first concept is about students‟ learning strategies. The second part talks about self efficacy.
The third concept talks about speaking skill. This chapter discussed all of the concepts and it is important to understand the concepts in this study.
1. Speaking Ability
a. Definition of Speaking Ability
According to Brown (1999), speaking is an interactive process of constructing meaning that involves producing and receiving and processing information. Speaking is not only limited to the ability to form a grammatically correct sentences and pronounce them, but also involves the ability to co-operate in the management of speaking turns along with the understanding of context (Thornbury, 2005). This because people speak for many reasons such as to be sociable, want something, want other people to do something, to do something for other people, to respond, to express feelings and ideas, to exchange information, and many more (Lindsay and Knight, 2006).This various speaking is the ability that will give personal satisfaction to those who are able to communicate in the target language (English) which makes it becomes the most important aspect in communication.
Communication appears because the speaker use the language to 16
express or inform someone about something and get responded by the listener, the language is used according to their purpose and it is necessary for there to be a listener and a speaker for effective communication (Harmer, 2007). From the definitions above, it could be concluded that speaking is one of four important skills in foreign language learning. To express an idea students have to speak. By active speaking, it is very useful to increase their ability as students who learn English as a foreign language. Speaking is also a productive skill to construct meaning that involves producing, receiving and processing information which uses popular expression either verbal or non-verbal symbols. Thus, speaking skill can be described as the ability to communicate orally to other people with the aim is to express their idea and feeling. It involves producing, receiving, and processing information.
Speaking is one of two productive skills in a language teaching.
Nunan (2003) defines that speaking consists of producing systematic verbal utterances to convey meaning. To know deeper what speaking is, Nunan differentiates it from writing. First, in spoken language, speaking must be listened by others. It has temporary and immediate reception. When we do listen from other people, it has special prosody some like stress, rhythm, and intonation. It must be there an intermediate feedback for communicating directly. By speaking activity, orator or speaker have to pay attention of planning and editing by channel.
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b. The Importance of Speaking Ability
Human being as social creature always communicates to one another. It can be occurred with the process of interchange of the thought or ideas which include interactions. For examples telling information or some news, asking other helps for their needs, or etc.
All of them can be done through speaking to others directly. It means that the activity of speaking itself has a very important role in human life.
Ramelan (1992) says that all human being whenever they live always speak language, although they do not have any writing system to record their language. From the statement above it can be concluded that speaking is very important in mastering foreign language. Thus, Speaking capability can be measured whether a foreign language learner in successful in learning or not.
c. Stage of Speaking Ability
Speaking is considered as crucial ability to have by language learners or can be said as the goal of language learning. Thus, there are some stages that appear in the practice of the speaking itself. When a speaker speaks, he produces a speech. Speech is produced utterance by utterance, in response to the word by word and utterance by utterance productions of the interlocutor or a person we are talking to. The production of speech is involving following stages (Thornbury, 2005):
1) Conceptualization
The speaker conceptualizes his idea. This involves making strategic choices at the level of discourse, syntax, and vocabulary.
Discourse scripts are part of our shared background knowledge, and can be pulled down off the shelf, as it were, thereby saving formulation time, while also eating the load of the listener who quickly recognizes what script has been selected. Each of the stage of the script then needs to be fleshed out at the utterance level. This is where the specific syntax of each utterance needs to be chosen so that the content of the story is packaged in a way that is consistent with the speakers‟ intonation. The grammar of each utterance is also constrained by how much information can be held in working memory at any one time.
2) Formulation
At the formulation stage, the words need to be assigned their pronunciation. This will include not only the individual sounds of the words but the appropriate placement of prominence or stress and the meaningful use of intonation. Because sentence stress and intonation are implicated in the way new or important information is signaled, it is likely that choices at this level have been made at the initial laying out stage.
3) Articulation
What has been formulated now needs to be articulated.
Articulation involves the use of the organs of speech to produce sounds. A stream of air is produced in the lungs, driven through the
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vocal cords, and shaped by, among other things, the position and movement of the tongue, teeth, and lips. At the same time as the articulatory processes are engaged, continual changes in loudness, pitch direction, tempo, and pausing serve to organize the sounds into meaningful word forms, and the words into meaningful word forms, and the words into meaningful utterances.
d. Types of Speaking Ability
There are various types of speaking in English classroom. Brown (2004) offered six similar categories apply to the kinds of oral production that students are expected to carry out in the classroom:
1) Imitative
A very limited portion of classroom speaking time may legitimately be spent generating “human tape recorder” speech, where, for example, learners practice an intonation contour or try to pinpoint a certain vowel sound. Imitation of this kind is carried out not for the purpose of meaningful interaction, but for focusing on some particular element of language form.
2) Intensive
Intensive speaking goes to one step beyond imitative to include any speaking performance that is designed to practice some phonological or grammatical aspect of language. Intensive speaking can be self-initiated or it can even form part of some pair activity, where learners are “going over” certain forms of language.
3) Responsive
A good deal of student speech in the classroom is responsive;
short replies to teacher or student-initiated questions or comments.
4) Transactional (Dialogue)
Transactional language, carried out for the purpose of conveying or exchanging specific information, is an extended form of responsive language.
5) Interpersonal (dialogue)
Interpersonal dialogue carried out more for the purpose of maintaining social relationships than for the transmission of facts and information.
6) Extensive (monologue)
Finally, students at intermediate to advanced levels are called on to give extended monologues in the form of oral reports, summaries, or perhaps short speeches. Here the register is more formal and deliberative. These monologues can be planned or imprompt.
Based on some theories above, it could be concluded that there are some points that should be considered in assessing speaking in the classroom. It is necessary for the students to know the pronunciation, vocabularies, and language functions that they are going to use. If the students are ready and prepare for the activity, they will use the language appropriately.
While, Nunan (in Brown, 2001) mentions that there are two types of spoken language. First is Monologue. Monologue is the
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speaking where one speaker uses spoken language for any length of time, such as in speeches, lectures, reading, news broadcasts, and the like, then the listener have to process the information without interruption and the speech will go on whether or not the listeners comprehends what the speaker means. Second is Dialogue. Dialogue is speaking that involves two or more speakers. The interruption may happen in the speech when the interlocutor does not comprehend what the speaker says.
e. The Component of Speaking
For a long time, it was assumed that the ability to speak fluently followed naturally from the teaching and mastering of grammar and vocabulary, with a bit of pronunciation thrown in (Thornbury, 2005).
However, earning the foreign language made us know that speaking the language is much more complex than what people previously assumed and that it involves both a command of certain skill and several different types of knowledge. Thus, the speaking ability required to be mastered by students is actually composed by several important components. These components have great influence for students to speak properly. All of them should be properly balanced in order to produce appropriate communication. The components which are needed in speaking are as follows:
1) Accent
Accent is the component of speaking which relates directly to the way of producing sound of the words or generally known as
pronunciation. Accent is any speech that is different from that constructed norm (Wardaugh, 2006). Accent is influenced by the mother tongue or first language (L1) of the students, which can cause mispronouncing that leads to misunderstanding and disconnecting of ideas. Therefore, English is taught to the students with the hope there is a chance for them to get native accent.
Although to obtain native accent is not an easy task and definitely requires more time to be able to produce the standardized English pronunciation, it can be gained by practicing the language and listening to the native accent regularly.
2) Grammar
Grammar is the set of the rules in producing a language. It relates directly to the accuracy of language. The grammar is put together within the sentences in order to produce meaningful and understandable language in conveying messages that are comprehensible. Grammar acts as the system of rules governing the conventional arrangement and relationship of words in a sentence (Brown, 2000). Furthermore, grammar presents the structures of the language and work as organizational framework for the operation of communication. This component forms the students‟ understanding about how words are arranged into good sentence and enable the students to use and understand the language structures accurately and unhesitatingly, which contributes to their fluency.
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3) Vocabulary
Vocabulary is the first component that should be obtained by students. Without vocabulary, it is impossible for students to utter or express any sentences in English. Thus, spoken language has a relatively high portion of words and expressions that express speaker‟s attitude (stance) to what is being said which belong to the implicit meaning of vocabulary used by the speaker (Thornbury, 2005). Inappropriate vocabulary used in communication may cause to the misunderstanding of the interaction context and the worst it may make the communication failed.
4) Fluency
Fluency in speaking is the aim of many language learners. It is usually regard as the sign of one language mastery. Koponen (as cited in Luoma, 2004) explains that the definition of fluency often include references to flow or smoothness, rate of speech, absence of excessive pausing, absence of disturbing hesitation markers, length of utterances, and connectedness. In addition, fluency is also stated as the planning and delivery of speech which extended to the comprehension of speech. It expresses that a person is able to speak a language smoothly in accurate way.
5) Comprehension
Comprehension in speaking is about linking the idea meant by speaker to the listener. It is the identification of the intended
meaning of written or spoken communication (Richards and Schmidt, 2010). It is very important that in speaking, the students are not only able to produce the correct pronunciation, grammar, and vocabulary, but also know and understand when, why, and in what ways to produce language. The combination of the elements above will produce good comprehension as the powerful understanding between speaker and listener which can lead to the successful communication.
f. Micro and Macro Skills of Speaking
Speaking ability is considered good when the students have obtained and used both forms and functions of the language in the speaking activity that can be easily assessed by teacher. Some skills include in the forms and functions of oral language which are divided into micro-skill and macro-skill and the details are as quoted below (Brown, 2004):
1) The Micro –Skills
The micro-skill is the skills of which the students are able to produce the smaller chunks of language such as phonemes, morphemes, words, collocations, and phrasal units. Precisely, the skills are:
a) Produce differences among English phonemes and allophonic variants.
b) Produce chunks of language of different lengths.
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c) Produce English stress patterns, words in stressed and unstressed positions, rhythmic structure, and intonation contours.
d) Produce reduced forms of words and phrases.
e) Use an adequate number of lexical units (words) to accomplish pragmatic purposes.
f) Produce fluent speech at different rates of delivery.
g) Monitor one own oral production and uses various strategic devices pauses, filters, self-corrections, backtracking-to enhance the clarity of the message.
h) Use grammatical word classes (noun, verbs, etc.) system (e.g., tense, agreement, pluralization), word order, patterns, rules, and elliptical forms.
i) Produce speech in natural constituents: in appropriate phrases, pause groups, breathe groups, and sentence constituents.
j) Express a particular meaning in different grammatical forms.
k) Use cohesive devices in spoken discourse.
2) The Macro Skills
The macro-skill refers to the skill to imply fluency, discourse, function, style, cohesion, nonverbal communication, and strategic options. The skills include:
a) Appropriately accomplish communicative functions according to situation, participants and goals.
b) Use appropriate styles, registers, implicature, redundancies, pragmatic conventions, and conversation rules, floor-keeping and –yielding, interrupting, and other sociolinguistic features in face-to-face conversations.
c) Convey links and connections between events and communicate such relations as focal and peripheral ideas, events and feelings, new information and given information, generalization and exemplification.
d) Convey facial features, kinesics, body language, and other nonverbal cues along with verbal language.
e) 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 help, and accurately assessing how well your interlocutor is understanding you.
g. Factors in Speaking Ability
Al Nakhalah (2016) finds out that there are psychological factors that hinder students from speaking. Psychological problems are: First is Fear of Mistake. Many experts said that fear of mistake becomes one of the main factors of students‟ reluctance to speak in English in the classroom (Tsui, 1996). In addition, this is also much influenced by the students‟ fear of being laughed at by other students or being criticized by the teacher. As a result, students commonly stop participating in the speaking activity (Hieu, 2011). Therefore, it is
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important for teachers to motivate their students that making mistakes is not a bad thing because students can learn from their mistakes.
Second is shyness. Zimbardo , et.al (1982) that shyness may include social anxiety as an emotional component. Therefore, paying attention to this aspect is also quite important in order to help the students do their best in their speaking performance in the classroom (Gebhard, 2000). In line with this, Baldwin (2011) 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. As they say, their inability to show their ability in speaking is also influenced much by their feeling of shyness.
Third is Anxiety. Anxiety is a feeling of tension, apprehension and nervousness associated with the situation of learning a foreign language (Horwitz et al. 2001).He believes that anxiety about speaking a certain language can affect students‟ performance. It can influence the quality of oral language production and make individuals appear less fluent than they really are. Fourth is Lack of Confidence. Lack of confidence usually occurs when students realize that their conversation 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 line with this, student who is lack of confidence
about themselves and their English necessarily suffer from communication apprehension (Tsui, 1996).
Last is Lack of Motivation. Nunan (2003) states that motivation is important to notice in that 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. Zua (2008) further adds that motivation is an inner energy. She says that no matter what kinds of motivation the learners possess it will enhance their study interest.
In addition, Ur (1991) states that there are four speaking problems faced by EFL learners, those are inhibition, nothing to say, low of participations, and mother-tongue use. First, Inhibition. When students try to say things in a foreign language in the classroom they are often inhibited. They are worried about making mistakes, fearful of criticism or losing face. They are shy of the attention that their speech attracts. Littlewood (2007) asserts that a foreign language classroom can create inhibitions and anxiety easily.
Second, Nothing to Say. Rivers (1968) believes that the learners have nothing to express maybe because the teacher had chosen a topic which is not suitable for him or about which he knows very little. It is difficult for many students to respond when the teachers ask them to say something in a foreign language because they might have little ideas about what to say, whichvocabulary to use, or how to use the grammar correctly (Baker & Westrup, 2003).
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Third, Low Participation. In a large group, each student will have very little talking time because only one participant can talk at a time so that the others can hear him/her. There is a tendency of some learners to dominate while others speak very little or not at all. Fourth, Mother-tongue Use. When all or a number of learners share the same mother-tongue, they tend to use it because it is easier for them. Harmer (1991) explains some reasons why students use mother- tongue in class. Firstly, when the students are asked to have a discussion about a topic that they are incapable of, if they want to say anything about the topic, they will use their own language. Another reason is that the use of mother- tongue is a natural thing to do.
Merisuo-Storm (2007) also mentioned several factors affecting speaking, as follow:
1) Language learning
An integrative and friendly view towards the people whose language is being learned makes sensitize learners to the audio- lingual aspects of language and making them more sensitive to pronunciation and accent of language. If learners have an unfriendly attitude towards the language, they will not have any substantial improvement in acquiring the different features of language. Without positive attitudes towards the speaking performance, the aim of speaking will not be obtainable for learners.
2) The fear of speaking English
It is pertinent to some personality constructs like anxiety, inhibition, and risk taking. Speaking a language sometimes results in anxiety. Sometimes, extreme anxiety may lead to despondence and a sense of failure in learners. Anxiety has a negative effect on the oral performance of English speakers. Adults are very careful to making errors in whatever they tell. In their opinion, errors show a kind of unawareness which can hinder them to speak English in front of other people. Speaking anxiety may originate from a classroom condition with the different abilities of language learners.
Learners are divided into two groups: strong and weak ones. The strong learners often dominate the slow and weak ones.
The weak learners do not usually want to talk in front of the strong ones which lead to their silence during the whole class activity.
Inhibition is a feeling of worry that stops people from telling or performing what they want. All human beings make a series of defenses to protect the ego. Due to the fact that committing mistakes is a natural process of learning a language, it certainly causes potential threats to one„s ego. These threats disappoint the learners to talk English and prefer to be silent rather than being criticized in front of a large number of people. Risk-taking is pertinent to inhibition and self-respect. EFL learners who have a low self-respect tend to stop taking a risk of committing mistakes
