STUDENTS’ PROBLEM IN SPEAKING AT ENGLISH EDUCATION STUDY PROGRAM OF STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI

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STUDENTS’ PROBLEM IN SPEAKING AT ENGLISH EDUCATION STUDY PROGRAM OF STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI

THESIS

ALFIAN RAMADHANI TE.161647

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI

2021

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Faculty of Education and Teacher Training UIN STS Jambi

STUDENTS’ PROBLEM IN SPEAKING AT ENGLISH EDUCATION STUDY PROGRAM OF STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI

THESIS

Submitted to fulfillment one requirement to obtain undergraduate Degree ( S1 ) In English Education program of Education Faculty of the State Islamic University

of Sulthan Thaha Saifuddin Jambi

ALFIAN RAMADHANI TE.161647

ENGLISH EDUCATION STUDY PROGRAM FACULTY OF EDUCATION AND TEACHER TRAINING

STATE ISLAMIC UNIVERSITY OF SULTHAN THAHA SAIFUDDIN JAMBI

2021

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KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH DAN KEGURUAN

Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id

THESIS AGREEMENT/ FINAL TAKS

Document code Form Code Date Valid Revision

Number

Revision

Date Pagr

In.08-PP-05-01 In.08-FM-PP-05-03 R-0 1 -1

Case : Official Notes

Dean of Faculty of Education and Teacher Training The State Islamic University of

SulthanThaha Saifuddin In Jambi

Assalamualaikum warohmatullahi wabarokatuh

After reading, giving guidance and making some necessary correction, we agree that the thesis by:

Name : Alfian Ramadhani NIM : TE.161647

Department : English Education

Title : students’ problem in speaking at Stated Islamic University Sulthan Thaha Saifuddin Jambi

Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for an immediate process of final examination.

Jambi, 3 Februari 2021 Advisor I

Dr. Mahyuzar Rahman, M. Ag NIP. 197412292003121002

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KEMENTERIAN AGAMA RI UNIVERSITAS ISLAM NEGERI SULTHAN THAHA SAIFUDDIN JAMBI FAKULTAS TARBIYAH DAN KEGURUAN

Alamat: Jl. Jambi – Ma. Bulian KM. 16 Simp. Sungai Duren Kab. Muara Jambi 36363Telp/Fax : (0741) 583183 - 584118 website : www.iainjambi.ac.id

THESIS AGREEMENT/ FINAL TAKS

Document code Form Code Date Valid Revision

Number

Revision

Date Pagr

In.08-PP-05-01 In.08-FM-PP-05-03 R-0 1 -1

Case : Official Notes

Dean of Faculty of Education and Teacher Training The State Islamic University of

SulthanThaha Saifuddin In Jambi

Assalamualaikum warohmatullahi wabarokatuh

After reading, giving guidance and making some necessary correction, we agree that the thesis by:

Name : Alfian Ramadhani NIM : TE.161647

Department : English Education

Title : students’ problem in speaking at Stated Islamic University Sulthan Thaha Saifuddin Jambi

Could be submitted to munaqasah exam (munaqasah) as one of the requirements for the undergraduate degree (S1) in English Education Program Faculty of Education and Teacher Training, The State Islamic University of Sulthan Thaha Saifuddin Jambi. So, we submit it to the faculty for an immediate process of final examination.

Jambi, 3 Februari 2021 Advisor I

Reni Andriani, M. Pd NIDN.2026059001

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DEDICATION

Especially the most important thing is prostration and gratitude to Allah SWT who has given the most beautiful gift in my life, giving me strength and a bright path to complete this thesis. Hopefully prayers are always abundant and bestowed upon the Prophet Muhammad.

With gratitude and happiness I dedicate my Thesis to Father Muhammad Nuh and Mother Rabiyah to my brothers M T Arifin, Zukron Alfikri, Muhamad Farhan Al-isnaini and my sisters Muchlisa, Ihda Ruhnawati, Nur Sakina Mar Diyah and the extended family who continue to be motivators for me, I would like to thank you for all my prayers, help, as well as support over the years.

My friends in arms who always provide motivation, support, direction and input so that this thesis can be completed.

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MOTTO

َ اِبْمِهِسُفْن َُرِ ي غُي ىّٰت ح َ م ْو قِب ا ْو ُرِ ي غ َ ل َِّٰاللّ َ نِا

Artinya : sesungguhnya allah tidak akan mengubah suatu kaum sampai kaum itu sendiri yang mengubahnya. ( Q.S Ar-ra’d, ayat : 11)

“There is a will there is a way “

Artinya : Di mana ada kemauan disitu ada jalan

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ACKNOWLEDGEMENTS

Alhamdulillah, Firstly, In the name of Allah, the most gracious and merciful, the lord of universe. Because of Her blessings, the researcher could finish this thesis as one of the requirement for S1 degree in English Education Programme of Education and Teacher Training Faculty of the State Islamic University of Sulthan Thaha Saifuddin Jambi.

Secondly, peace and salutation always be given to our prophet Muhammad SAW who has guided us from the darkness into the lightness. The researcher realizes that this thesis would have not been completed without the help, advice and guidance from many people. Therefore, in this opportunity the researcher would like to express thanks and gratitude to following parties for their contribution:

1. Prof. Dr. H. Su’aidi MA, Ph.D Rector of the State Islamic University of Sulthan Thaha Saifuddin Jambi.

2. Dr. Hj. Fadlillah, M.Pd. as Dean of Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.

3. Wahyuni Fitria, M.Pd as the chief of English Education Programme.

4. Dr. Mahyuzar Rahman, M.Ag as my first advisor and Reni Andriani, S. Pd , M.

Pd as my second advisor.

5. All lecturers at English education program and all lecturers the Faculty of Education and Teacher Training of The State Islamic University of Sulthan Thaha Saifuddin Jambi.

May Allah SWT always gives guidance and blessing to us. Aamin Ya Rabbal Alamin.

Jambi,13 November 2020

Alfian Ramadhani TE.161647

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ABSTRACT

Name : Alfian Ramadhani

Study Program : English Education Study Program

Title : “ Students’ Problem in Speaking at English

Department of Islamic University of Sulthan Thaha Saifuddin Jamabi”

This thesis discusses about the students’ Problem in Speaking at English education program of Tarbiyah and teacher training faculty at state Islamic university of Sulthan Thaha Saifuddin Jambi . The study aimed to find out the problem and cause of problem in speaking. This research includes qualitative research with descriptive qualitative. The subject of this research was 26 students.

Sampling in this study using purposive sampling. The data was collecting by Documentation and Interview. Based on the result of the research, the researcher found that students has problem in speaking, They are the students felt making mistake when they speak English, the students still felt shy and not confident when speak English, and the students felt English is difficult if they speak English because limit in vocabulary, low grammar, and poor pronunciation. The last problem is mother tongue that can make the students not fluent when speak English. The factors that cause students has problem in speaking. There are four factors. The first factor is personality. The students are still low vocabulary and they are poor pronunciation. They are still confused how to pronounce words correctly. The second factor is motivation. The students often silent and listen when presentation in class that make the students less of motivation when speak English. The third factor is cognitive style, the students seldom practice speak English in daily activity, and the last factor is When the students speak English, their friends reply with native language.

Keywords: Speaking Problem, Speaking, Cause of Speaking Problem

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ABSTRAK Nama : Alfian Ramadhani

Studi Program : Tadris Bahasa Inggris

Judul : “ Permasalahan Mahasiswa Tadris Bahasa Inggris dalam berbicara Bahasa Inggris di Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi “

Skripsi ini membahas tentang Permasalahan Mahasiswa Tadris Bahasa Inggris dalam berbicara bahasa inggris di Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. Penelitian Ini bertujuan untuk mengetahui permasalahan speaking Mahasiswa dan penyebab dari permasalahan speaking Mahasiswa di Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi. Penelitian ini termasuk penelitian Kualitatif dengan jenis deskriptif Kualitatif. Subject Penelitian ini berjumlah 26 Mahasiswa, Penelitian ini juga menggunakan purposive sampling.

Teknik pengumpulan data penelitian ini menggunakan Dokumentasi dan wawancara. Dalam penelitian ini penelititi menganalisis data, mengreduksi penampilan, dan menarik kesimpulan. Berdasarkan hasil penelitian peneliti menemukan beberapa permasalahan Mahasiswa dalam berbicara bahasa Inggris, yaitu : mahasiswa merasa tidak percaya diri, dan malu ketika berbicara sehingga membuat kesalahan ketika berbicara. Mahasiswa masih kurang dalam kosa kata, kurang memahami grammar, dan dan masih salah dalam pengucapan bahasa Inggris, dan mahasiswa juga ada pemasalahan dengan bahasa pertama sehingga membuat mereka tidak lancar dalam berbicara bahasa Inggris. Ada beberapa factor yang menyebabkan mahasiswa kesulitan dalam berbicara bahasa inggris yaitu : yang pertama adalah kemampuan personal mahasiswa kekurangan kosa kata, salah pengucapan, dan kurang memahami grammar, yang kedua kekurangan motivasi dalam belajar bahasa inggris terutama Speaking, yang ketiga mereka jarang praktek bahasa inggris dalam kehidupan sehari-hari, dan yang terakhir adalah situasi yang mana ketika mereka berbicara bahasa inggris dengan teman dan mereka membalas dengan bahasa Indonesia.

Kata Kunci : permasalahan Speaking, speaking, penyebab permasalahan,

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TABLE OF CONTENTS

TITLE OF COVER………..i

TITLE OF PAGE……….ii

OFFICIAL NOTE………iii

THESIS APPROVAL………..v

STATEMENT OF ORIGINALITY……….…..vi

DEDICATION……….vii

MOTTO………..…viii

AKCNOWLEDGEMENTS……….……ix

ABSTRACK……….……….x

ABSTARAK……….xi

TABLE OF CONTENTS………xii

CHAPTER I ( INTRODUCTION ) A. Background og Study………...1

B. Limitation of the Research………...3

C. Formulation of the Research………4

D. Purpose of the Study………4

E. Significant of the Study………....4

CHAPTER II ( LITERATURE REVIEW ) A. Review on Speaking……….6

1. The definition of Speaking ...6

2. Component of Speaking Skill... ….7

3. Micro and Macro Speaking Skill...8

B. Speaking Students Achievment ... 10

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C. Speaking English in Indonesia and the Problem ...12

D. Problem in Speaking……….……13

1. Problem faced by Students in Speaking………..…………13

2. factor causing in Speaking………..15

3. Psychological Problem……….17

E. Students’ Speaking in Online Learning……….………19

1. The benefit of Students’ Speaking Online……….19

F. Characteristic of successful Speaking Activity……….22

G. Review of Previous Study……….23

CHAPTER III ( RESEARCH AND METEDHOLOGY) A. Research Design……….23

B. Setting and Subject of the research………23

1. Setting………..23

2. Subject……….23

C. Data and Data Source………24

D. Technique of Collecting Data………....24

E. Technique of Data Analyzes………..25

1. Data Reduction……….26

2. Data Display……….26

F. Trushworthiness……….27

G. Schedule of the research……….28

CHAPTER IV ( RESEARCH FINDING AND DISCUSSION ) A. Finding………29

B. Discussion………32

CHAPTER V ( CONCLUSION AND SUGGESTION ) A. Conclusion………35.

B. Suggestion……….36

BIOGRAPHY………..37

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APPANDICES………39

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LIST OF APPENDIX

Appendix 1 List of Interview………40 Appendix 2 Verbatim Transcription……….61 Appendix 2 Consultation Card……….65 Appendix 3 Curriculum Vitae………

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CHAPTER I INTRODUCTION A. Bacground of study

Speaking is a process of producing verbal utterance which is done concluded that speaking is process of sharing idea and opinion in oral language communication in the society (Bailey, 2003). In this research, the researcher focuses in speaking students. It is one of aspect of learning a second or foreign language that should be mastered by everyone. It means that speaking English becomes need for many people, especially for the students. By mastering speaking, the students also can do conversation meaning, receiving, and processing information to others directly. To speak English is not easy, because the people should master some aspects in speaking. They are fluency, vocabulary, pronunciation, grammar and comprehension.

Nunan (2000) said that speaking is very important in our life because without speaking we cannot know what the other talk and speaking is the way use to interaction with the other people. It is assumed that speaking skill is one of aspect which important to mastery in English. To success can be measured through students skill in carrying out of conversation and interacting orally in that language. It can be concluded that speaking skill must be mastered if the native has resolve to raise their abilities of communication.

Speaking has become an interesting topic to discuss in learning the English language. Speaking as the most oral communication plays an important role to build better communication. Knowing the importance of Spoken Language in the world of education. Richards (2008) said that the mastery of speaking skills in English is a priority for many second languages or foreign language learners

The researcher chose the English Education study program of Teacher Training and Education at UIN Sulthan Thaha Saifuddin Jambi. The researcher chose the third semester students at the English Departmen in speaking class because the third semester students Many students in these groups has problem

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in Speaking Class. Some students cannot speak English fluently. There are a lot of factor why the students get problem in speaking performance. According to Heriansyah (2012) the students get the problem when the students often have no ideas about what to say, so they tend to keep silent, they are also shy and uncomfortable as well as not confident if they the students are afraid of making errors in class as they will be laughed at by their friends make mistakes, the students are not used to talking in class since their poor pronunciation and lack of vocabulary. Some students speak English with Jambi language as the mother tongue and students still feel confused when the teacher asks them to practice conversation through dialogue, it is because the lack of vocabulary and they lack of grammatical mastery. Because English not as mother tongue and they do not use English to communicate in their daily activity. It makes the students need a strategy when they want to get a better in learning foreign language. Ur (1996) said that there are many problems in speaking, they are:

inhibition, nothing to say, low or uneven participation and mother tongue.

These difficulties were supported by a research finding by Taiqin (1995) about non- language factors, which showed that ninety-five percent of students said that they had difficulty speaking because they were afraid of making errors in class, they had no idea what to say, they were not confident and comfortable if they made mistakes, and they were not interested with the topics that are given by the lecturers.

Some previous research is related to factors difficulties in speaking, which are related to students’ factors difficulties in speaking. Those research have found that the main speaking difficulties encountered by grade 5 students are linguistics difficulties, mother tongue use, and inhibition (Samira, 2014).

Another research has found that students faced problems in speaking English related to pronunciation, fluency, grammar, and vocabulary (Sayuri, 2016).

Next research has found that the factors affect students’ English-speaking performance were low self-esteem, higher anxiety, and low motivation have serious difficulties in speaking skill (Lai-Mei Leong & Seyedeh Masoumeh Ahmadi, 2017).

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Based on the pre-observation , some students said the students did not have same chances to talk when the students at senior hight school. The teacher only used monotonous techniques in teaching speaking such as, the teacher gave the students handbook containing examples of dialogues or text, then the teacher asked the students to came forward and spoke up in front of class. This situation made the students getting difficult in building interest and motivation to learn English, especially in speaking English. Thus, it made the students be passive during the learning process in the class. This situation influenced the students in learning speaking.

Besides those practical research problems that the researcher found from preliminary research, the researcher tried to find more evidence that can make the finding of problems stronger. According to Creswell (2012) research-based research problem is the “problem” that will be based on a need for further research because a gap exists or we need to extend the research into other areas. The researcher added research-based research problem to make the problems that will be discussed is clear.

The researcher focused in third semester of English Department. The researcher chose the third semester because the students did have basic in learning English and the students studied about how to speak in English for one years.

Considering the above, the researcher interested in conducting the research about students’ problem in speaking. The researcher wanted to know the students’ problem in learning speaking and the factors causes. From the background above, the researcher decided to conduct a research entitled

“Students’ problem in Speaking at English Deparment Of UIN Sulthan Thaha Saifuddin Jambi’.

B. Limitation Of Problem

As stated in indentification of the problem above, the researcher focused on problems and cause of problems in speaking at the third semester of

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English Education Study program in the academic year 2020/2021 of Tarbiyah and teacher training Faculty at UIN Sulthan Taha Saifuddin Jambi.

C. Formulation of Research

Based on the phenomena, the researcher needed answer the following research question:

1. What are students’ problem in speaking the third semester of English Department in the academic year 2020/2021 of Tarbiyah and teacher training Faculty at UIN Sulthan Taha Saifuddin Jambi ?

2. What are causes of the students’ problems in speaking the third semester of English Department in the academic year 2020/2021 of Tarbiyah and teacher training Faculty at UIN Sulthan Taha Saifuddin Jambi ?

D. Purpose of Research

1. To know the students’ problem in speaking the third semester of English Department in the academic year 2020/2021 of Tarbiyah and teacher training Faculty at UIN Sulthan Taha Saifuddin Jambi

2. To know the causes of students’ problem in speaking the third semester of English Department in the academic year 2020/2021 of Tarbiyah and teacher training Faculty at UIN Sulthan Taha Saifuddin Jambi

E. Significant of Research

The result of this research aimed at giving benefits both theoretically and particaly

1. The theoretical benefit

The researcher hoped that the result of this research can be used as the reference in the teaching English speaking to the eleventh grade students. The finding this result of the research will be useful to the

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readers who are interested in analyzing teaching speaking to the second semester students.

2. The partical benefit

The researcher hoped this research can give significant for the teacher, and the other researcher

a. For the researcher

The result of this research can be used as one of the ways to develop the researcher’s knowledge and experience.

b. For the teacher

This research can useful for English teacher to increase their understanding about students’ problem in speaking skill, the strategies that is used to overcome the difficulties in speaking English. This understanding will provide teachers with heightenened awareness of its use in classroom discourse and will obviously lead to better of instruction by either eliminating it or dominating its use during the classroom activity.

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CHAPTER II

REVIEW AND RELATED THEORIES

This chapter discusses about theoretical description in this research which cover review of speaking, and review of problem of speaking.

A. Review on Speaking

1. The Definition of Speaking

Speaking is one of the four skills in English. It is used by everyone to communicate something in daily life. The people could express idea, feeling, and thought orally. Brown (2001: 257) said that speaking is literary to say things, express thought aloud, and uses the voice.

Bailey and Savage (1994:27) explained that speaking is a second or foreign language in teaching and learning, which has goal in language context to improve communication efficiency. Mastery speaking skill in English is a priority for many second or foreign language learners.

Speaking is a second or foreign language that has often been viewed as the most demanding of the four skills.

Mackey (2007: 3) stated that speaking is oral expression that involves not only the use of right patterns of rhythm and intonation but also right order to convey the right meaning. Cooper (2010:88) explained that speaking is a productive skill because one carries out the activity for using his speech organ successfully, while receptive skill because it needs someone else to listen what has been said in order to react what has been heard before successfully.

Based on the three theories can be concluded that speaking is productive skill as second or foreign language that is used to express speakers‟ ideas, information, feeling to others directly. In speaking, people must have ability to use the words with the correct pronunciation, to design the correct grammar for the utterances, and to choose the diction or choice of words.

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2. Component of Speaking Skill

Speaking is not easy to express something orally. However, the students need to acquire some speaking aspects to have a good speaking skill. Brown (2001:168) stated that there are some components should berecognized by learner in learning speaking:

a. Pronunciation

Broughton (2003:199) stated that pronunciation is infinitely more valuable to turn one’s attention to stress, rhythm and intonation.

While, Thornburg (2005: 127) stated that pronunciation refers to the students' ability to produce comprehensible utterances to fulfill the task requirements. It refers to the production of individual sounds, the appropriate linking of words, and the use of stress and intonation to convey the intended meaning.

b. Grammar

Harmer (2001:12) said that grammar of a language is the description of the ways in which words can change their forms and combine into sentence in that language. It helps the learners to combine the words, to produce sentence correctly. In speaking, grammar could help the learners will to different the formal and informal expression or polite and impolite expression.

c. Vocabulary

Vocabulary is one of important element in speaking. Without vocabulary, learners cannot say something. The learners can make a sentence or communicate effectively what they want to say. Knowing a lot of words in a foreign English is very important (Edge, 1993:27).

d. Fluency

Fluency is used to measure capable or incapable someone in using the language. Fluency is the extent to which speakers use the language quickly and confidently, with few hesitations, or natural pauses , false start, word search, etc ( Nunan, 2003:55).

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e. Comprehension

In learning English, comprehension is an ability to perceive and process stretches of discourse, to formulate representations the meaning sentences (Brown, 2007:226).It requires someone can understand what other speakers say automatically in oral communication.

Based on the explanation above, it can be concluded that the students need pronounce phonemes correctly, use appropriate stress and intonation patterns to get good speaking

3. Micro and Macro Speaking Skill

Brown (2004:142) defined that a list of speaking skill can be drawn up for the purpose to serve as a taxonomy of skills from which we select one or several that will become the objective of an assessment task. There are micro skills and macro skills in speaking, as follow:

a. Micro skills of speaking

1. Produce chunks of language of different lights

2. Orally produce differences among the English phonemes and allophonic variants

3. Produce English stress patters, word in stressed and unstressed positions, rhythmic structure, and intonation contours.

4. Produce reduced forms of words and phrases

5. Use an adequate number of lexical units (words) in order to accomplish pragmatic purposes.

6. Produce fluent speech at different rates of delivery .

7. Use grammatical word classes(nouns, verbs, etc.), system (e.g. tense, agreement, pluralization), word order, patterns, rules, and elliptical forms.

8. Produce speech in natural constituents: in appropriate phrases, pause groups, breath groups, and sentences.

9. Express a particular meaning in different grammatical forms.

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10. Use cohesive devices in spoken discourse. Accomplish appropriately communicative functions according to situations, participants, and goals.

11. Use appropriate registers, implicate, pragmatic conventions, and other sociolinguistic features in face-to-face conversations.

12. Convey links and connections between events and communicate such relation as main idea, supporting ideas, new information, given information, generalization, and exemplification.

13. Use facial features, kinesics, body language, and other nonverbal along with verbal language to convey meanings.

14. 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.

b. Macro Skills of Speaking

1. Appropriately accomplish communicative functions according to situations, participants, and goals.

2. Use appropriate styles, registers, implicate, redundancies, pragmatic conventions, conversation rules, floor-keeping and yielding, interrupting, and other sociolinguistic features in face to face conversations.

3. Convey links and corrections between events and communicate such relations as focal and peripheral ideas, events and feelings new information and give information, generalization and exemplification.

4. Convey facial features kinesics, body language, and other nonverbal cues along with verbal language.

5. 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 understanding you.

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Based on the theories above, it can be concluded that macro skills and micro skills contain ingredients of difficulties, depending on the stage and context of the task takers, but macro skills have appearance of being more complex than micros kills. The micros kills concern to produce the smaller chunks of language such as phonemes, morphemes, words, collocation, fluency, and phrasal units. The macro skills the speaker’s focus on the larger elements: fluency discourse, function, style, cohesion, nonverbal communication, and strategic options .

B. Speaking Students Achievement

The students use achievement in speaking when they wish to express themselves but have problems because they lack the knowledge of the elements of language to communicate. The students try to overcome this lack of knowledge by finding ways around the problem. The term

“Speaking Achievement” here means the ability to apply grammatical and discourse to communicate effectively in particular contexts for particular purposes. Speaking achievement within these purpose: the ability to understand English dealing with every subjects and spoken at normal speed, to answer questions which requires short and extended answers, to use orally the substance of passage of English after having hear it several times and read it, to conduct a simple conversation on every subjects and to give a short talk and etc

The mastery of speaking skills in English is a priority for many second and foreign language learners. Several language experts have attempted to categorize the functions of speaking in human interaction.

According to Brown and Yule (2008) there are three functions of speaking talks as interaction: talk as transaction: talk as performance. Each of these speech activities is quite distinct in term of form and function and requires different teaching approaches.

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1. Talk as Interaction

Speaking as interaction refers to the interaction which serves a primarily social function. When people meet, they exchange greetings, engage in small speaking and chit chat, recount recent experiences because they wish to be friendly and to establish a comfortable zone of interaction with others. The focus is more on the speaker and how they wish to presents themselves to each other.

2. Talk as Performance

Speaking as performance refers to public speaking; it is talk which transmits information before and audience such as public announcements and speeches. Speaking as performance tends to be in form of monolog rather than dialogue, often follow a recognizable format and it is closer to written language than conversational language.

3. Speaking as Transaction

Speaking as transaction refers to situation where the focus is on the message about what is said or achieved in order to make people understood clearly and accurately

Based on the explanation, it can be summarize that speaking achievement is to achieve the language appropriately in social interactions.

Diversity in interactions here involves not only verbal communication but also paralinguistic components of speech such as pronunciation, vocabulary, accurancy and fluency for Junior High School students. It puts on how students can use their English knowledge in their daily conversation in order to be good in speaking.

C. Speaking English In Indonesia and the Problem

English is an international language. It is spoken all over the world and it also has an effect on living. English is very important in our life.

Not only it is used for communication with people in the world but also it is used for getting better jobs or work in the future. In the era of globalization, English is very important as means of international communication. Therefore, English is one of the main subjects in

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Indonesian secondary schools where learning English effectively is a must (Soegeng, 2005). It has been known, English is not only learned for communication and getting jobs but also English has become a requirement in school and university, especially in passing test. Graddol (2006) said that the growth of the use of English as the world’s primary language for international communication has obviously been continuing for several decades

According to Sayuri (2006)In Indonesia, this language constitutes a foreign language that should be mastered by everyone, especially for the students. To realize this importance, the government decides that English should be learned from elementary school to university in order to improve the quality of human resources in Indonesia. English as a language for science and technology also becomes an instrument for everyone to broaden and to move beyond particular boundaries. Because of that, people should be able to communicate in English as well as possible. In Indonesia, this language constitutes a foreign language that should be mastered by everyone, especially for the students. To realize this importance, the government decides that English should be learned from elementary school to university in order to improve the quality of human resources in Indonesia

In spite of the fact that more Indonesians use English in their daily life, many consider that English instruction is a failure in this country. One of the reasons for the failure is that there has been no unified national system of English education ( Huda, 1997).

For Indonesian, to understand English speaking is difficult because their mother tongue is not English. To make it easy in learning English, it has been taught since the learners study in the kindergarten or playgroup level. All of components of English language are taught integrally to achieve the integrated language skills competence. Teaching English in Indonesia focuses on the ability of communication of the students. The

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learners should be capable of mastering four language skills - listening, speaking, reading, and writing (Depdiknas, 2003:6).

In University Hadijah (2014:1) found that the students’ reason in facing the problems on English speaking English were not only having limited knowledge on the components of speaking skills including pronunciation, grammar, vocabulary, fluency and comprehension but also they have own personal reasons, such as shy to perform speaking, lack of self confidence, lack of speaking practice, time management, speaking material, and exposure problems. Fourth semester students of English department at Mulawarman University have been taught English speaking from the first semester to the fourth semester, they are speaking 1, speaking 2,speaking 3, and speaking 4, but so many students are still confused to make conversation, deliver statements, and give opinions by using English whether in classroom or out of classroom.

Based on above showed the students of Indonesia has problem in speaking there are such as shy to perform speaking, lack of self confidence, lack of speaking practice, time management, speaking material, and exposure problems.

D. Problem In Speaking

1. Problem Faced by the students in Learning Speaking

Mastering speaking is not easy. In learning speaking, the students are usually faced by the problems during teaching learning process. Ur (1996:121) explained that there are some problems faced by the learners in speaking activities. These problems can be explained as follow:

a. Inhabitation

Unlike reading, writing, and listening activities, speaking requires some real time exposure to an audience. Learners are often inhibited about trying to say things in a foreign language in the classroom, such as worried about making mistakes, fearful or criticism, or shy of their speech attracts.

b. Nothing to say

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The learners have not idea to speak. Some learners get the difficulties in thinking of anything to say, they have no motivation to express themselves beyond the feeling that they should speaking.

c. Un-event participant

Only one participant can talk at a time if he or she is to be heard. In large group, this means that each one will have only very little time talk. This problem is compounded by tendency of some learners to dominate, while others speak very little or not at all.

d. Mother tongue used

In a number of classes, the learners share the same mother tongue. They may tend to use it because of some reasons. Firstly, it is easier. Secondly, it feels unnatural to speak to one to another one. If they are talking in small groups, it can be quite difficult to keep use the target language.

Based on the problem above, it can be concluded that there are four problems in learning speaking, namely: inhibition, the low participation, use of mother tongue. The teacher should find the suitable technique in teaching and give motivation to students fell more confidence to share ideas in front of class.

2. Factor Causing the Difficulties in Speaking

Ellis (1985:10) stated there are factors that influence foreign language learning, as follow:

a. Age

Richards and Renandya (2000 : 204) stated that age is one of the most commonly cited determinant factors of success or failure in foreign language learning. People of different ages have different need, competences, and cognitive skills. The children of primary age to acquire much of a foreign language through play, for example,

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whereas for adults can reasonably expect a greater use abstract thought.

b. Aptitude and Intelligent

The students who has high IQ usually can solve their problem easily and they can understand the material faster that gave from the teacher than their friends who have lower IQ. Whereas aptitude is natural ability carried since born. Some students are better in learning languages than others. It is caused by students have different aptitude in learning process. Ellis (1985) said that aptitude is special ability involved in language learning. Aptitude used to measure in term proficiency scores achieved by learners in learning process. Some of researchers mentioned that aptitude is major factor determining the level of success of classroom language learning.

c. Cognitive Style

Olivia and Saracho (1997:5) stated that cognitive style is reflection of the individual’s psychological differentiation, and behavioral or intellectual responses to situations. It is one way to characterize individual differences. Cognitive style describes consistencies in using cognitive processes. Cognitive styles include stable attitudes, preferences, or habitual strategies that distinguish the individual styles of perceiving, remembering, thinking, and solving problems.

d. Personality

Pervin (2008:6) stated that personality is the characteristic of people which cause consistency of feeling, thinking, and behavior.

Many students have difficulty in speaking. It can be caused by personality factors. The students usually afraid about making mistakes, shy of the attention when speak English, lack vocabulary, error grammatical, and not good pronunciation.

e. Motivation

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Motivation is one of factors that play important to get success or failure good speaking for someone. Harmer (2007:98) stated that motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Students have high motivation to success can receive and get better achievement than the students have weak motivation. Motivation is divided into two categories, they are extrinsic motivation and intrinsic motivation. Extrinsic motivation is caused by any number of factors outside the classroom , for example the students need to pass an exam, the hope of financial reward, or the possibility or future travel.

There are two main types extrinsic motivation, as follow:

1. Integrative Motivation

The students need to be attracted by the culture of the target language community, and in the strong form of integrative motivation, they hope to integrate themselves into that culture.

2. Instrumental Motivation

The students believe mastery of the target language will become instrumental to get a better job or position status. The language is an instrument in their attainment of such a goal. While, Intrinsic motivation comes from within the individual. Thus, a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better. The motivation that brings students to the task of learning English can be affected and influenced by attitude of a number of people. There are intrinsic motivation :

a. Physical Condition

The physical condition come from the atmosphere in which a language is learn is vitally important: the cold grayness of much institutionalized education must be compensated for in some way if it is not to have a negative effect on motivation.

b. Method

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The method are taught by teacher must have some effect to students. If they find it deadly boring they will probably become de-motivated, they either loses this confidence, motivation can disastrously affected, whereas if they have confidence , they will comfortable with the method being used, success is more likely.

c. The teacher

It is the major factors in the continuance of a student‟s motivation. Whether the students like the teacher or nor may not be very significant, though, is that two teachers using the same method can have vastly different results.

d. Success

Success or lack of it plays a vital part in the motivational drive of a student. Both complete failure and complete success may be de-motivating much of task set, the speed expected from the student.

3. Psychological Problem

According to Juhana (2012:101), there are some psychological factors that faced by the students when they speaking in the class:

a. Fear of Mistake

Many theorists argued that fear mistakes becomes one of the main factors of students’ reluctance to speak in English in the classroom. Aftat (2008) in Juhana (2012:101) adds that this fear is linked to the issue of correction and negative evaluation. In addition, this is also much influenced by students’ fear of being laughed at by other students or being criticized by the teacher. So, the students low of motivation and low in participation in speaking activity. Therefore, it is important for teachers to convince their students that making mistakes is not a wrong or bad thing, because students can learn from their mistakes.

b. Shyness

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Shyness is an emotional thing that many students suffer from at some time when they are required to speak in English class.

Shyness is the one of common problem in student’s speaking performance. Shyness also being a problem in speaking learning class, so paying attention on this aspect is also quit important in order to help the students do their speaking performance in the classroom, Gebhard (2000) in Juhana (2012:101). According to Baldwin (2010) in Juhana (2012:101), 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.

c. Anxiety

Anxiety is a feeling of tension, apprehension and nervousness with the situation of learning a foreign language, Horwitz et all (2001) in Juhana (2012:102). Anxiety is one of problems that can make the students do not feel comfortable when they doing speaking performance. According to Horwitz (1991) in Juhana (2012:102), 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. By the explanation above, the teacher should make an attempt to create a learning atmosphere which gives students more comfortable situations in their learning activity.

d. 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 speaker. In this situation, they would rather keep silent while others do talking showing that the students are lack of confidence to communicate. Tsui cited Nunan (1999) in Juhana (2012:102) says that student who lack of confidence about themselves and their English necessarily suffer from

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communication apprehension. By the explanation above, the teacher should more give attention in building student’s confidence when they speaking.

e. Lack of Motivation

In speaking performance, motivation influences the success of speaking performance. Motivation also will influence the score of speaking performance. Zua (20018) in Juhana (2012:103) adds that motivation is an inner energy. She says that no matter what kinds of motivation the motivation the learners process it will enhance their study interest. So, the students should to have the motivation so that their speaking performance will be successful

E. Characteristics of Successful Speaking Activity

The researcher also should know the kinds of the characteristic of a successful speaking activity so that the students’ speaking ability will improved and the speaking activity at the class will run well. Penny Ur (1996) gives some characteristics of a successful speaking activity. Firstly, learners talk a lot, it’s mean that as much as possible of the period of time allotted to the activity is in fact occupied by learner talk. This may seem obvious, but often most time is taken up with teacher talk or pauses.

Second, participation is even it’s mean that classroom discussion is not dominated by a minority of talkative participants; all get a chance to speak, and contributions are fairly evenly distributed. Then, motivation is high. Learners are eager to speak, because they are interested in the topic and have something new to say about it, or because they want to contribute to achieving a task objective. The last is language is of an acceptable level.

Learners express themselves in utterances that are relevant, easily comprehension to each other, and of an acceptable level of language accuracy.

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F. Review of Previous Study

The research about analysis student’s speaking difficulty was not the first time. Before this research, there were many researches that study about the student’s speaking difficulty at the school or at the university.

First, the research was conducted by Nanda Adila Sari (2017). She did the research at the Eleventh Grade of SMA Muhammadiyah 1 Karanganyar with the aim to know the students’ problem, cause of Problem in speaking skill and to know the strategies to over come the difficulties in speaking English. The subjects of this research were the students of the eleventh grade. To got the data the researcher used the instrument of Observation and Interview to collect the data. The result of the research showed the students has problem in speaking there are : They are inhibition, nothing to say, un-event participant, mother tongue. In Inhibition, the students felt shy and fearful when they speak English in front of class. In nothing to say, the students were lazy to speak English. In un-event participant, the students felt English is difficult if they spook English because limited in vocabulary, low grammar, and poor pronunciation. The last problem is mother tongue. The data also showed the factor cause of problem in speaking there are : The first factor was personality. The students were still low vocabulary and they are poor pronunciation. They were still confused how to pronounce words correctly. The second factor was motivation. The students only study English depend on schedule English subject and when the teacher will give test for them. The third factor was cognitive style, the students often read the text English silently. The fourth factor is class condition. When the students spook English, their friends reply with native language and the classroom is very noisy. Strategy used by the students divided into three main strategy there were two subcategories of Meta cognitive, three subcategories of cognitive and two subcategories of socio affective strategies. Based on data finding, the researcher gave suggestions to the English teacher, students, and other researchers. For the teacher should

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make the speaking class interesting, teacher shoul master all material in speaking, the teacher gives more motivation to the students. For the students have to prepare material first, should be more active, more practice speaking in their daily life, for the other researcher, the researcher hopes that this research will guide them as references to conduct the next research.

The next research was conducted by Nguyen Hoang Tuan and Tran Ngoc Mai (2016). They did the research at Le Than Hien High School Vietnam with the aim to know the factor affecting students’ speaking performance. To get the data, they distributed the questionnaire to 11 grade students that amounting 200 students and 10 teachers at this school.

Form this research, they got the findings that according to the teachers, the most common speaking problem was that the students spoke very little or nothing in speaking classes. Most of the teachers said that the students could not think of anything to say. Moreover, they often used Vietnamese and they had no motivation to express themselves. The results from student questionnaire were nearly the same as from the teacher questionnaire. The students reported that they spoke very little or nothing in speaking class. Most of the time, they could not think of anything to say so they used Vietnamese. A significant number of students also claimed that they were fearful of criticism or losing face. They had no motivation to use English to express themselves. Based on the finding above, Nguyen Hoang Tuan and Tran Ngoc Mai give some recommendations for the teacher to solve the students’ speaking difficulty. The teacher should Giving enough time for preparing and performing speaking, avoiding student’s inhibition and make them comfortable, personalize and simplify the topics in the textbook to make them easier, including speaking as an examination, giving more attention when correct the student’s speaking, making speaking habit and speaking environment and encourage them to participate.

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The next research is An Analysis of Students‟ Difficulties in Speaking English: A Case Study at Eleventh Grade Students of MA Al- Muslimun Tegal academic year 2016. The subject was all of students of eleventh grade of MA Al-Muslimun. Based on the data findings this study indicate that students difficulties in speaking were, limited vocabulary, anxiety, fear of grammar errors and students have limited fluency, the factors that contributes to students‟ difficulties in speaking that students prefer to speak their mother tongue, they are lazy to read and learn new vocabularies, they have no motivation and teaching style of teachers is also one of the factors that contribute to students difficulties in English.

In conclusion, there have been similarity and differences between these studies. The similarity between the writer research and those relevant research above is to find out students’ problem in Speaking. The difference among them are the population and the research design. The writer using descriptive quantitative and those research using mix method and descriptive qualitative design.

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CHAPTER III METHODOLOGY

In this research, the researcher takes a certain procedure covering six components. They are the research design, setting and Subject, Data and data Source, techniques of collecting data, Techniques of analyzing data and Triangulation.

A. Research Design

In this research, the researcher used descriptive qualitative research method. Because the researcher wanted to know the students problem in speaking and the factor cause it. McMillan and Schumacher (2005) stated that Qualitative research described and analyzed peoples’ individual and collective social, action, beliefs, thoughts, and perception. This research belongs to descriptive because the researcher want to described the students has problem in speaking. By the Qualitative research, the researcher focused the research on analyzing the students problem and cause of the problem in speaking of third semester in speaking class of English Education Program of State Islamic University of Sulthan Taha Saifuddin Jambi.

B. Setting and Subject 1. Setting

The setting of the research is English education study program of Tarbiyah and teacher training faculty at state Islamic university of Sulthan Thaha Saifuddin Jambi

2. Subject

The subject of the study is the student of third semester in speaking class of English education study program of state Islamic university of Sulthan Thaha Saifuddin Jambi

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C. Data and Data source

To collect information from the object of the research, the researcher needed the data and data source. Data and information collected in research from the documentation and Informant. From the documentation in order to observed the teaching learning process, it was used to collecting data, while the interview used to know about the reason what the problem and cause of problem in speaking. From the documentation the researcher observed the video exercise from lecturer.

The reseacher focuses only one class of third semester which is the there are 26 students. The data has been taken from documentation which is the students has problem in speaking. To process the data on the analysis the researcher requires data source to be used for research. Data source are collected from the students has problem in speaking. The Another data source is taken from Informant. Informant is student of third semester, the researcher interview some students about their problem and cause of problem in speaking.

D. Techniques of Collecting Data

The way of the researcher to got the spesific data needed in research activity is usually known as a technique of collecting data.

Cresswell (2012) explained that collecting data is the required data and information takes from documentation and interview.

In this research, the researcher used some techniques of qualitative data collection including: documentation and interview.

First way to collecting data the researcher used documentation , the researcher was as passive participant to got the data. First step The researcher submited the video exercise from lecturer and analyzed the video. The documentation conducted to got the data about the students has problem in speaking. The researcher researched one class which was there were 26 students. The researcher analyzed the students has problem in

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speaking. Finally, to ensured the obtained data, the researcher compared both the field note and the recording. The recording was transcript and will be the additional proof to complete the taken note.

The second way to collecting data, the researcher used the interview to collect the data. The researcher choosed 15 students to interview by video call because the learning process done by virtual. To collect the data the researcher used purposive sampling to get data. The interview were conducted one by one and the time is determined based on the students’

free time. The researcher used semi-structured interview was used to gather the information about the students’ problem and cause of problem in speaking. The researcher also used note technique to got data that have been explained before.

E. Technique of Analyzing Data

To find out the data about the students’ problem in speaking for the third semester of English Department program of Tarbiyah and teacher training Faculty at state Islamic University of Sulthan Thaha Saifuddin Jambi. The researcher used interactive model analysis the data that expended by (Miles and Huberman, 1994:22). There were three main components, they were:

reduction the data, presentation/display the data, verification or drawing conclusion.

a. Reduction of Data

Reduction the data refers to the process of selecting, focusing, simplifying, abstracting, and transforming the data that appear in written- up field notes and transcriptions. In this research, the researcher focus on the reducing and transformation of rough data the field notes of Documentation and interview. The first step in reduction of the data was identified the data acquired (transcript of interview, field note from documentation, and other source data that is needed). In this case, the researcher selected the data derived from documentation on speaking performance, and interview to the students. The researcher takes the data about the students problem in speaking skill, and the factors cause.

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b. Presentation or Display the data

Datap displayp wasp secondp componentp orp levelp in Miles and Hubermans’ teory qualitativepdatapanalysis. Display of the data is an organized, compressed assembly of information that permited conclusion drawing and action. Data display of this research is narrative text. Data display is a data description in this research. The researcher described the data that had been reduced.

It means that the data was drawn and explained in the form of words, sentences and paragraphs. The researcher displays the data then describesd it, after describing the data, the researcher maked analysis about the data. The researcher presented the data from the students problem in speaking, and the factors cause.

c. Drawing Conclusion

The third activity in analyzing data is drawing conclusion and verification. Verification refers to the process which was able to explained the answer of research Question and research object ( Miles and Huberman, 1994). The researcher was collected and analyzed the data with valid, consistent, and enough the data. The researcher drew conclusion in the last research. In this step, the researcher drew conclusion and verified the answer of research question that have been done in displaying the data by comparing the documentation data and interview data. Thus, the researcher got the conclusion about students’ problem in speaking at third semester of English education study program of state Islamic university of Sulthan Thaha Saifuddin Jambi

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F. Trushworthiness

In this study, the researcher used the one of theory of triangulation by. Denzin, (in Lexy, 2000:178) explained that Triangulation by using the methods means that the researcher will checked the credibility of data of the research and the data source by using several data collection technique and analysis them by some method. In this research, the researcher used triangulation by using methods. The researcher in gathering the data such as Documentation and interview. In validating the data, the researcher observed the process of the speaking activity, the researcher focus on the students’

process in learning speaking and problem faced by students. Interview was conducted to get the data which can be used to make sure about the result of observation.

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G. Schedule of Research

No Activities Month / 2020-2021

Jun Jul Aug Dec Jan Feb

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Consult the

title of proposal 2 Arranging

Proposal 3 Consult to

the advised 4 Seminar

proposal 5 Revising the

Proposal 6 Preparing of

the Research 7 Research 8 Analysis

Data 9 Writing of

the result of research 10 Consult to

advised 11 Arranging of

thesis 12 Final Report